teacher’s book cool kids for students: for teachers...introduction 3 cool mini projects enhance...

Cool Kids is a three-level series for primary school students. It caters for different

learning styles by providing discovery activities and consolidation practice on Grammar and Vocabulary. Cool

Kids fosters students’ participation through simple listening and speaking tasks, writing assignments and Project Work

activities. Games, mini projects and songs contribute to revising the key issues in every unit. The Cool Kids’ Corner section offers

possibilities to further develop reading skills and vocabulary.

For students:

• Student’s Book + Workbook

• Interactive Practice Activities

For teachers:

• Teacher’s Book + Audio CD

• Teacher’s Resource Material

• Digital Book

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Contents

Introduction 2

Scope and sequence 12

Unit 1 Hi there! 14

Unit 2 Family bonds 26

Cool Review 1 38

Unit 3 Around the house 40

Unit 4 What can you do? 52

Cool Review 2 64

Unit 5 Food preferences 66

Unit 6 Cool animals and habitats 78

Cool Review 3 90

Games 92

Audio Track List 95

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2 Cool Kids 1

IntroductionCool Kids is a three-level series for primary school students that...• caters for different learning styles.• promotes discovery learning and values.• encourages students’ participation.• fosters learner autonomy.• enhances creativity and problem-solving skills.

In each level, Cool Kids presents a variety of topics appropriate for the age group. Each topic has been chosen carefully in order to satisfy students’ interests. In this way, students feel involved with the subject and are motivated to learn. The vocabulary and grammar items in every unit are always presented in meaningful contexts and the activities exploit their language potential.

Cool Kids leans on the Inductive Grammar Method to have students experiment with language so that they can work out the grammar rules for themselves. Grammar is presented in a logical, step-by-step sequence. In this way, students

learn grammar not as a set of rules, but as a tool to convey their thoughts through language.

Cool Kids also uses the Communicative Approach to help students communicate effectively in the target language. In other words, Language is taught as a tool for communication. Cool Kids gives students opportunities to use English in a meaningful way. It promotes the development of the four skills: reading, writing, listening, and speaking.

Two cool and friendly pre-teen characters appear in all the units of the Student's Book and Workbook pages in Cool Kids. These characters are a girl and a boy with whom students can easily identify themselves, and they guide learners in their pathways to learning English. The characters show students Grammar and Language boxes and are also present in many activities. They always praise students on their progress, especially at the end of units and review sections.

Student’s BookThe Student’s Book contains a Student’s Book section and a Workbook section.

The Student’s Book • consists of six main theme-based units and three

review units: each unit contains 4 lessons and a Cool Kids’ Corner.

• includes Project work activities in the review units to consolidate the language learnt in a meaningful way.

• contains Extra activities to expand some Grammar items.

• includes a Vocabulary Reference section. • is clearly organized.


3Introduction

Cool Mini Projects enhance students’ creativity through hands-on activities that are

used to reinforce their learning.

The Cool Language and Cool Grammar boxes show examples

of the new grammar and language items, and also

provide useful expressions from everyday English.

The first page in every lesson provides an attractive and

colorful context to introduce the new vocabulary.

The main characters, Jenny and Chris, help students with new language and grammar, and give them learning tips.

Samples of Cool Mini Projects

Making a Crazy Mask to practise physical descriptions in pairs.

Making a dice to practise can / can't in pairs through a simple game.


4 Cool Kids 1

Cool Kids develops students’ reading skills: reading for

gist and reading for specific information. The reading

activities include pre-reading and / or post-reading tasks.

Cool Kids presents various models for students to follow.

They practise different writing

skills as the series develops.

References to the Extra activity and

Workbook pages are clearly shown on the Student Book pages.


5Introduction

Cool Kids offers activities for students to improve

their listening skills: listening for the main idea

and listening for detail.

Cool Kids features activities for students to enhance

their speaking skills: activities to develop

accuracy and fluency.

Songs provide a valuable source

of authentic language and help students

recycle what they have learnt in a meanigful way.

Games at different stages of the

lesson provide children with

opportunities to practise language

in a fun and entertaining way.


6 Cool Kids 1

The Cool Kids Corner offers

students the chance to round off the topics studied in the unit through

games and reading activities.

Project Work activities foster students’

creativity through pair or group work, and give students opportunities

to use language in different contexts.

The Cool Review section features

a game to consolidate in a fun way what students have

learnt.


7Introduction

Practice goes from more controlled

to less controlled activities.

WorkbookThe Workbook • features a page for every two pages in the

Student’s Book. • presents a wide variety of activities to

practise and review the language taught in class.

• is designed to promote learner independence.

• provides activities that can be completed in class or assigned as homework.

• contains cross-curricular activities.

Reading texts often include comic strips for the sake of fun and

entertainment.


8 Cool Kids 1

The activities in The Cool Kids’ Corner provide

fun and cross-curricular activities with a twist.

Interactive Practice ActivitiesThe tasks in the Student’s Book and the Workbook can be reinforced with the Interactive Practice Activities available at the Richmond website.

This is a modern and fun tool that reinforces students’ learning and can be used in the school computer lab or at home.


9Introduction

The Teacher's Book• provides the Objectives, Language and

Vocabulary to be learnt in every lesson.• provides instructions for every stage of the lesson

and gives suggestions to develop the Student’s Book activities.

• includes transcripts for the listening activities.• features the Answer Key for the Student’s Book

and the Workbook exercises.• contains a Games bank. • uses icons to facilitate the identification of

different elements.

List of icons:

Teacher’s Book + Audio CD

Listening

Answer Key

Warm-up or Wrap-up

Values

Optional activity

Workbook

Extra activity

Optional activity

Workbook

Extra activity

Introduction

Values


10 Cool Kids 1

Suggestions for exploiting the Values taught through the texts and exercises in the Student’s

Book help students understand and learn

character-building principles.

Suggestions on how to deal with the Cool Grammar and Cool

Language boxes in the Student’s Book are

clearly explained.

Ideas for Warm-ups, Wrap-ups and Optional activities are suggested

to spice up your lessons.


11Introduction

Teacher’s Resource Material

Digital Book

The Digital Book is an interactive version of Cool Kids Student's Book, which includes the audio material, for use with an IWB or a projector.

Extra optional photocopiable material for teachers can be found at the Richmond website. The extra material can be downloaded and printed for classroom use.

This material consists of Extra Activites, Cool Tips and Tests for every unit in the Student’s Book.


Contents

Contents12

Unit Vocabulary Language and Grammar Values

Greetings and farewells. Numbers 1 to 10. Personal details: name and age. Colours. School objects and personal items. The alphabet.Adjectives: great, OK, beautiful, nice, cool, happy

What's your name? / My name's… / I'm…How old are you? / I'm… (years old).What's your favourite…? My favourite…What's this? / that? ; What are these? / those?Verb to be: I'm; You're; He's; She's; It's; They're / My and your

Being friendly.Being polite.Being responsible.Being respectful.

Family members: mother, father, grandmother, grandfather, sister, brotherParts of the body and face: arms, legs, head, hair, eyes, mouth,…Adjectives: long, short, big, small, tall, dark, blonde, curly, wavy, straight, cuteNumbers 11 to 20

Verb to be (revision) / Possessive case ('s) / His and herHave got; has got; haven't got; hasn't gotHave you got…? / Yes, I have. / No, I haven't.Who's this? / that?

Respecting your own and other people's families.Taking care of your body.Learning with others.Getting a sense of achievement.

Rooms and places in a house: living room, garden, garage, bedroom,…Home furniture and objects: sofa, lamp, plant, cooker, window, door,…Pets: dog, cat, turtle, ferret, rabbit, frog, hamster, spider,…Prepositions of place: in, on, under

Where’s (Mum)? / (She’s) in the (garden).There is ; There are; There isn’t; There aren’tIs there…? / Are there…? / ImperativesWhere’s…? / It’s (on / in / under) the…

Sharing toys and other objects.Helping with housework and taking care of the house.Taking care of your pets.

Actions: cook, read music, fly, speak French, drive, play the drums, sing,…Music styles: rock, classical, rap, techno, pop,… Sports and leisure activities: football, basketball, tennis, karate, cycling, dancing, drawing,…Adverbs: well, fast, quickly, slowly, high

Can and can't Can (you)…? / Yes, (I) can. / No, (I) can’t.I can… and I can… too. / I can… but I can’t…Who can…? / What can you do? How many (songs) can (he) sing?

Being respectful of what people can or can't do. Giving and accepting praise.Working together and helping each other.

Food items: sandwich, hot dog, hamburger, cupcake, carrot, tomato, lettuce, pear, apple, banana,…Meals and mealtimes: breakfast, lunch, tea, dinnerAdjectives: yummy, delicious, yucky, horrible, tastyThe days of the week.

I like… / I love… / I don’t like… / I hate…Do you like…? / Yes, I do. / No, I don’t.Can you (pass) me…, please? / (Yes), sure! / Thank you. (Thanks.)What’s for (lunch)? / What day is it today?

Being respectful.Accepting different interests and preferences.Having a balanced diet.Being polite.

Animals: monkey, dolphin, eagle, crocodile, elephant, kangaroo, duck,…Habitats: jungle, mountain, sea, lake, grassland, desertBody parts: legs, claws, tail, arms, fin, ears, fingersHouse types: flat, cottage, skyscraper, hut, igloo, bungalow

(Dolphins) live in (the sea). They eat (fish) and (seafood). They've got (fins and a tail).Have (monkeys) got (long tails)? / Yes, they have. (Camels) can (walk fast on sand) but they can't…Why? Because… / Where do you live? / I live in a (flat). / (He) lives in a (cottage).

Taking care of the environment.Being helpful.Being independent learners.

1Unit Hi, there! Hi, there!Page 4

2Unit Family bonds Family bonds Page 14

Extra ActivitiesExtra Activities Vocabulary ReferenceVocabulary Reference

Project Work 1Project Work 1CoolReviewReviewReview

1Page 24

3Unit Around the houseAround the housePage 28

4Unit What can you do?What can you do?Page 38


2Page 48

5Unit Food preferencesFood preferencesPage 52

6Unit Cool animalsand habitatsCool animals and habitatsPage 62


3Page 72

Page 76 Page 79


13Extra ActivitiesContents 13

Unit Vocabulary Language and Grammar Values

Greetings and farewells. Numbers 1 to 10. Personal details: name and age. Colours. School objects and personal items. The alphabet.Adjectives: great, OK, beautiful, nice, cool, happy

What's your name? / My name's… / I'm…How old are you? / I'm… (years old).What's your favourite…? My favourite…What's this? / that? ; What are these? / those?Verb to be: I'm; You're; He's; She's; It's; They're / My and your

Being friendly.Being polite.Being responsible.Being respectful.

Family members: mother, father, grandmother, grandfather, sister, brotherParts of the body and face: arms, legs, head, hair, eyes, mouth,…Adjectives: long, short, big, small, tall, dark, blonde, curly, wavy, straight, cuteNumbers 11 to 20

Verb to be (revision) / Possessive case ('s) / His and herHave got; has got; haven't got; hasn't gotHave you got…? / Yes, I have. / No, I haven't.Who's this? / that?

Respecting your own and other people's families.Taking care of your body.Learning with others.Getting a sense of achievement.

Rooms and places in a house: living room, garden, garage, bedroom,…Home furniture and objects: sofa, lamp, plant, cooker, window, door,…Pets: dog, cat, turtle, ferret, rabbit, frog, hamster, spider,…Prepositions of place: in, on, under

Where’s (Mum)? / (She’s) in the (garden).There is ; There are; There isn’t; There aren’tIs there…? / Are there…? / ImperativesWhere’s…? / It’s (on / in / under) the…

Sharing toys and other objects.Helping with housework and taking care of the house.Taking care of your pets.

Actions: cook, read music, fly, speak French, drive, play the drums, sing,…Music styles: rock, classical, rap, techno, pop,… Sports and leisure activities: football, basketball, tennis, karate, cycling, dancing, drawing,…Adverbs: well, fast, quickly, slowly, high

Can and can't Can (you)…? / Yes, (I) can. / No, (I) can’t.I can… and I can… too. / I can… but I can’t…Who can…? / What can you do? How many (songs) can (he) sing?

Being respectful of what people can or can't do. Giving and accepting praise.Working together and helping each other.

Food items: sandwich, hot dog, hamburger, cupcake, carrot, tomato, lettuce, pear, apple, banana,…Meals and mealtimes: breakfast, lunch, tea, dinnerAdjectives: yummy, delicious, yucky, horrible, tastyThe days of the week.

I like… / I love… / I don’t like… / I hate…Do you like…? / Yes, I do. / No, I don’t.Can you (pass) me…, please? / (Yes), sure! / Thank you. (Thanks.)What’s for (lunch)? / What day is it today?

Being respectful.Accepting different interests and preferences.Having a balanced diet.Being polite.

Animals: monkey, dolphin, eagle, crocodile, elephant, kangaroo, duck,…Habitats: jungle, mountain, sea, lake, grassland, desertBody parts: legs, claws, tail, arms, fin, ears, fingersHouse types: flat, cottage, skyscraper, hut, igloo, bungalow

(Dolphins) live in (the sea). They eat (fish) and (seafood). They've got (fins and a tail).Have (monkeys) got (long tails)? / Yes, they have. (Camels) can (walk fast on sand) but they can't…Why? Because… / Where do you live? / I live in a (flat). / (He) lives in a (cottage).

Taking care of the environment.Being helpful.Being independent learners.

WorkbookWorkbook Page 82


14 Unit 1

Unit1 Hi, there!

SB pages 4 and 5

Lesson 1

Objectives

•Togreetsomeoneandtointroduceoneself.•Togiveinformationaboutoneselfandothers.•Toperformsimpledialogues.

Language:

•Hi!/Hello!•What’syourname?I’m…/Myname’s…•Howareyou?I’mfine,thanks.Andyou?•Thankyou!/Thanks!•Bye!/Goodbye!/Seeyou!•That’scool!

Vocabulary:

•Greetingsandfarewells:Hi/Hello/Bye!/Goodbye!/Seeyou!

•Thanking:Thankyou!/Thanks!•Personalinformation:Myname’s…

Warm-upGreetstudentsandintroduceyourself:Hello,I’m(MsAna).Makeapaperball.Gentlytossittoastudentandinvitehimorhertogreettheclassandsayhisorhername:Hello,I’m(Daniel).Thestudenttossestheballtoaclassmateinvitinghimorhertodothesameasbefore.Continueworkinglikethisuntilallthestudentshaveintroducedthemselves.

Havestudentsopentheirbookstopage4.Readtheunittitlealoud.IntroduceChrisandJenny,thecharactersinlevel1.

1 Read, listen and complete with a name. Tellstudentstheywilllistentosomechildrengreetingoneanotherandexchangingbasicinformationaboutthemselves.AskthemtolistentotheaudioCDtwiceandtrytocompletethedialogueswiththenamesprovided.Oncetheyhavecompletedthe

exercise,playtheCDonceagain,pausingaftereachsentenceforthemtorepeattheexchanges.

Track 2 Í

Linda:Hi!Myname’sLinda.What’syourname?Bruno:Hi,Linda!I’mBruno.Sandra: Hello!I’mSandra.What’syourname?Billy:Hello,Sandra!Myname’sBilly.

Answer Key 1. Linda;2. Bruno;3. Sandra;4. Billy

2 Complete the dialogue.Nowdirectstudents’attentiontothepictureofChrisandJennyinexercise2.Thechildrenareintroducingthemselvesandgreetingeachother.Askcomprehensionquestions:What’stheboy’sname?Aretheyfriends?Explainwhatthewordfriendmeans.Explaintostudentsthattheymayhavetousethewordsprovidedtocompletethedialogue.Thenasksomestudentstorole-playittochecktheanswers.

Answer Key 1. 'm;2.What;3.name;4.Hi;5.I

Values: Being Friendly AskstudentsabouttheirfirstdayatschoolinL1:Doyoulookforyourfriends?Doyoutalktothechildrenyoudon’tknow?Talkabouttheimportanceofbeingfriendly:Areyoufriendlywithpeopleyoudon’tknow?Whyisitgoodtobefriendly?

Cool LanguageCool Language

Nowcallstudents’attentiontotheCoolLanguagebox.Tellthemtheseareexpressionsthatwillhelpthemmakeupdialogues,liketheonesinexercises1and2.

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15Hi, there!

Unit1

3 Make up a new dialogue in pairs.

Askstudentstoworkinpairsandmakeupdialoguessimilartotheonesinexercises1and2.Invitesomepairstorole-playthemtochecktheanswers.

Answer Key Students’ownanswers

Optional Activity

Materials:Oldmagazinesandnewspapers

Dividetheclassintogroupsoffour.Haveeachgroupcutoutpicturesoftwopeoplefromanewspaperormagazineandgluethemontoasheetofpaper.Askthemtowriteadialogueliketheoneinexercise2.Displaystudents’workaroundtheclassroom.

Optional Activity

Materials:


Directstudents’attentiontotheexpressionsintheCoolLanguagebox.Tellthemtheyareusefulexpressionsforsayinghello,goodbyeandthankyou.Readthemaloudonceandthenreadthemaloudonebyone,askingthechildrentorepeatafteryou.

4 Listen and match. Tellstudentstolookattheexpressionsinthespeechbubblesinexercise4.NowdirecttheirattentiontothepicturesofTomandMary.TheywilllistentoadialoguebetweenTomandMaryandwillhavetomatchtheexpressionstheyheartothecorrespondingpicture.ThenplaytheaudioCDagain,pausingaftereachsentence,andaskthechildrentorepeattheexchanges.Choosevolunteerstoreadthedialoguesagainandactthemoutfortherestoftheclass.

Track 3 Í

Tom:Hi,Mary!Howareyou?Mary: I’mfine,thanks.Andyou?Tom:I’mOK.Thankyou!Mary:That’scool!Bye!Tom:Seeyou!

Answer Key 1. Tom;2.Mary;3. Tom;4.Mary;5.Tom

5 Complete. Then listen and check. AskstudentstousetheexpressionsgiventocompletethedialoguebetweenJoeandRuth.Theycanusethedialogueinexercise4andtheexpressionsintheCoolLanguageboxasamodel.Then,playtheaudioCDtwiceforstudentstochecktheiranswers.Finally,choosesomepairstoreadthedialoguealoud.

Track 4 Í

Ruth: Hello,Joe!Howareyou?Joe: I’mfine,thanks.Andyou,Ruth?Ruth: I’mOk.Thankyou.Joe: That’scool!Bye,Ruth!Ruth: Seeyou!

Answer Key 1. How;2. fine;3. Ok;4. you;5.cool;6.See

6 Make up a new dialogue in pairs.Tellstudentstheywillnowworkinpairsandwriteadialoguesimilartotheoneinexercise5.Whentheyfinish,asksomeofthemtoactouttheirdialoguesfortherestoftheclass.


Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: Cardboardpieceswiththephrases:Hello!Myname’s…indifferentcolours.

Tofinishthelesson,tellstudentstheywillmakeanamecard.Handoutthepiecesofcardboard.Studentswritetheirnamesonthecardsandputthemontheirdesks.Showyoursasanexampleandputitonyourdesk.Thenstudentswalkaroundtheclassroomlookingateachother’snamecardsandgreetingeachother.

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16 Unit 1

SB page 82: Workbook

Answer Key

1 Complete the dialogues.

1. My;2.your;3.Hello;4. I'm;5.How;6.fine;7.thanks;8.you

2 Match the columns.

1. I’mSusan.2. I’mfine,thanks.3. That’scool!

4. Seeyou!5. Hi,Ruth!

3 Unscramble these greetings. 1. Hi!2. Hello!

3. Goodbye!4. Seeyou!

SB pages 6 and 7

Lesson 2

Objectives

•Torecognizenumbers.•Tocountupto10.•Tosayhowoldyouareandasksomeone’sage.•Togiveinformationaboutoneselfandothers.•Tointerviewsomeonebriefly.

Language:

•Howoldareyou?I’mten(yearsold).•What’syourname,please?•Happybirthday!/Thankyou.•So,you’reJamesandyou’renine.

Vocabulary:

•Numbers:1to10

Warm-upPrepareNumberCards:writethenumbersfromonetotenonsheetsofpaper(infiguresandwords).Showthemonebyonetotheclassandsaythenumbersaloud.Asyoudoso,youcanalsostampyourfeetaccordingtothenumberonthecard.Thenshowthe

cardsagainandinvitestudentstostamptheirfeetandrepeatthecorrespondingnumberaloud.Repeatseveraltimes.Finally,justshowtheNumberCardsandencouragestudentstoshoutthenumberandstamptheirfeetaccordingly.

SticktheNumberCardsontotheboardinrandomorder.Invitevolunteerstosaythenumbersinthecorrectorder.ThenwritethenumbersinwordsfromonetotenontheboardandchoosevolunteerstoplacetheNumberCardsnexttothecorrespondingwords.

1 Listen and say the numbers. TellstudentstheywillnowlistentothenumbersontheaudioCD.PlaytheCDoncejustforstudentstolisten.Thenplayitagain,pausingaftereachnumberforthemtorepeat.

Track 5 Í

Speaker: one,one/two,two/three,three/four,four/five,five/six,six/seven,seven/eight,eight/nine,nine/ten,ten

Optional Activity

Materials:None

Askdifferentvolunteerstocometothefrontoftheclass,onebyone.First,dictatethenumbersfromonetotenatrandom.Studentswriteeachnumberinfigures.Then,asksomeothervolunteerstocometotheboardandwriteeachnumberinwords.

Optional Activity

Materials:

2 Listen and complete. Invitetheclasstolookatthepicture.Askthemwhatthepictureisabout:Abirthdayparty.Playtrack6onceforgeneralunderstanding.AskcomprehensionquestionsinL1:Whatarethekids’names?Whosebirthdaypartyisit?HowoldisJohntoday?Canyouseethecake?Thentellthechildrentheywillhavetocompletethedialoguewiththewordsprovidedastheylisten.PlaytheaudioCDagain,pausingaftereachexchangetwoorthree

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17Hi, there!

Unit1timesuntilthechildrenhavethecompletetext.Playitoncemoreforstudentstochecktheiranswers.Finally,askthemtorole-playthedialogueinpairs.

Track 6 Í

Megan: Happybirthdaytoyou!Happybirthdaytoyou!Happybirthday,John!Howoldareyoutoday?John: I’meightyearsoldtoday.Thankyou,Megan!

Answer Key 1. birthday;2.old;3.you;4.I'm;5.years;6.Thankyou

3 Listen and put the interview in order. Telltheclasstolookatthepictureandtheinterviewinexercise3.AskinL1:Whatcanyounoticeabouttheinterview?It’snotinorder.Thechildrenwillhavetolistentotheconversationandputitintherightorder.PlaytheCDonceandaskstudentswhattheinterviewisabout:Informationaboutnameandage.Playitonceagain,pausingaftereachspeakerforstudentstowritethenumbersnexttoeachphraseorsentenceastheyhearthem.Finally,playitoncemorefortheclasstochecktheanswersandasktwovolunteerstorole-playtheconversation.

Track 7 Í

Billy: What'syourname,please?James:I’mJames.Billy: Andhowoldareyou,James?James:I’mnineyearsold.Billy: So,you’reJamesandyou’renine.James: That’sright.Billy: Thankyou,James.

Answer Key 1. What’syourname,please?2. I’mJames.3. Andhowoldareyou,James?4. I’mnineyearsold.5. So,you’reJamesandyou’renine.

6. That’sright.7. Thankyou,James.

4 Now interview your friend and complete the card. Nowaskstudentstoworkinpairsandinterviewoneanothertocompletethecard.Theycanusetheinterviewinexercise3asamodel.

Directthestudents’attentiontothegrammarstructuresintheCoolGrammarbox.Tellthemtheyareusefultotalkaboutthemselvesandthepeopletheytalkto.Readthemaloudonceandthenreadthemaloudonebyone,askingthechildrentorepeatafteryou.

Cool GrammarCool Grammar


Values: Being polite TellstudentsthatThankyouandPleasearemagicwordsthatwillopendoorsforthem.TalkabouttheimportanceofbeingpoliteinL1:Doyoualwayssay‘please’whenyouaskforsomething?Doyouthankpeoplewhentheydosomethingforyou?

5 Put the words in order and write sentences. TellstudentsthatChris,oneofthecharactersinCoolKids1,wantstosaysomethingtothem.Butthereisaproblem:thewordsinthemessagearenotinorder.ForstudentstodiscoverwhatChriswantstosay,theywillhavetounscramblethesentences.Dothefirstoneasawholeclassactivity.UseL1ifnecessary:Whatisthefirstwordinthissentence?Howdoyouknow?Whichwordhasacapitalletter?Thentellstudentstoputthewordsintheothertwosentencesinorder.Asktwovolunteerstoreadthesentencesaloudfortherestoftheclasstocheckanswers.

Answer Key MynameisChris.Iamtenyearsold.Howoldareyou?

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18 Unit 1

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: Cardboardpiecesindifferentcolours,oldmagazines

Tofinishthelesson,tellstudentstheywillmakeanumbersposteringroups.Handoutthepiecesofcardboardandoldmagazinestothechildren.Tellthemtocutnumbers1to10outofthemagazinepagesandpastethemonthecardboardpiecetomakeacollage.Exhibitthepostersontheclassroomwallsandaskstudentstousethemtopractisereadingnumbersinpairs.


Answer Key

1 �How old are they? Write the numbers.

1. I’mthree.2. I’mten.3. I’meight.4. I’mseven.

5. I’mfive.6. I’mnine.7. I’msix.8. I’mfour.

2 Read and write about you. Students’ownanswers

SB pages 8 and 9

Lesson 3

Objectives•Torecognizedifferentcolours.•Totalkaboutschoolobjects.•Totalkaboutitemswhicharenearorfarfromthespeaker.

Language:•What’sthat?It’s(aschoolbag).•Whatarethese?They’re(papers).•Whatcolour’sthe(ruler)?It’s(white).•aruler,aneraser

Vocabulary:•Colours:red,pink,blue,green,yellow,black,white,orange

•Schoolobjectsandpersonalitems:schoolbag,pencilcase,papers,pen,pencil,sharpener,eraser,book,gluestick

Warm-upPutthefollowingschoolobjectsinabigbagorbox:apieceofpaper,aruler,apen,aneraser,apencil,agluestick,asharpener,abookandaschoolbag.Takethemoutofthebag,onebyone,showthemtotheclassandsaytheirnamesinEnglish.Saythewordsagainandaskstudentstorepeatafteryou.

1 Listen and read. Tellstudentstohavealookatthedialogueonpage8.AsktheminL1:Whatarethesechildren’snames?Wherearetheygoing?Pointtotheschoolbagandask:Whatisthis?Aschoolbag.Thenpointtothepapersandask:Whatarethose?They’repapers.ExplainthatChrisandJennyaregoingtoschoolandthattheyarerunninglate.Invitetheclasstolistentotrack8ontheaudioCDandfollowthedialogue.PausetheCDaftereachspeaker.Havestudentsrepeatwhattheysay.Choosevolunteerstoactoutthedialoguefortherestoftheclass.

Track 8 Í

Jenny: What’sthat,Chris?Chris: Er…This?Er…It’smynewschoolbag.It’sblue.Jenny: Oh,yes.Isee.Jenny: Oops!Chris: Hey!Whatarethese,Jenny?Jenny: They’rewhitepapersformyschoolproject.Jenny: Let’sgotoschool,Chris.Chris: Yes,Jenny.It’slate!

Values: Being responsible Callstudents’attentiontothedialogueinexercise1andpointouttheimportanceofbeingresponsibleandgettingtoschoolontime.

2 Complete with a vowel. Writethenamesoftheschoolobjectsinexercise2ondifferentcards.Preparefiveidenticalsetsofcardswithschoolobjectwordsanddividetheclassintofivegroups.Giveonesettoeachgroup.Studentsreadthecardsandcomparethemtotheincompletewordstoprovidethemissingvowels.ExplainthatnotallthewordsinEnglish

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19Hi, there!

Unit1arepronouncedandwritteninthesameway.Tochecktheanswers,askvolunteerstowritethewordsontheboard.Thendrawstudents’attentiontothearticleanbeforeeraserandexplainwhythisarticletakesanextran(a+nouns/an+nounsbeginningwithavowelsound).Finally,readthewordsaloudandaskstudentstorepeatthemsothattheypractisepronunciation.

Answer Key 1. aruler2. apen3. aneraser4. apencil

5. agluestick6. asharpener7. abook8. aschoolbag

Nowcallstudents’attentiontotheCoolGrammarbox.Askastudenttolendyouhis/herschoolbag,showittotheclassandask:What’sthis?It’saschoolbag.Thenputtheschoolbagfarawayfromyouandask:What’sthat?It’saschoolbag.Encouragetheclasstoidentifywhenweusethisandwhenweusethat.Explainthatweusethistotalkaboutoneobjectorpersonthatisnearusandthattotalkaboutoneobjectorpersonthatismoredistantfromus.Thentakeabunchofpiecesofpaperandask:Whatarethese?They’repapers.Putthemfarawayandask:Whatarethose?They’repapers.Encouragestudentstoelicitwhenweusetheseandwhenweusethose.Weusethesetotalkabouttwoormoreobjectsorpeoplethatarenearusandthosetotalkaboutobjectsorpeoplethatarefarfromus.Readthequestionsandanswersaloudandasktheclasstorepeat.


3 Look and answer. Askstudentstoworkinpairsandguesswhattheobjectsare.Asksomevolunteerstoreadthequestionsandanswerstocheckthem.Thenasksomepairstoactoutthedialoguesfortherestoftheclassusingsomeotherrealschoolobjects.Finally,explainthatingeneral,weaddanstonounstoformtheplural.

Answer Key 1. It’sasharpener.2. They’rerulers.

3. It’sapencil.4. They’repens.

4 Listen and say. Havesomecolouredpencilsathand.Pickoneupandask:What’sthis?Encouragethechildrentoanswer:It’sapencil.Thensay:It’s(blue).Continuewiththerestofthepencilsuntilyouhavementionedallofthesecolours:blue,red,pink,black,green,yellow,whiteandorange.Nowplaytrack9andasktheclasstolisten.ThenplaytheCDagain,pauseaftereachcolourandasktheclasstorepeat.

Track 9 Í

Speaker: blue,blue/red,red/green,green/yellow,yellow/pink,pink/black,black/white,white/orange,orange

Directstudents’attentiontotheCoolGrammarbox.Takeapencilcaseandask:Whatcolour’sthepencilcase?Elicittheanswer:It’s(pink).ExplainthatinEnglish,wesometimesusecontractionsinsteadoffullwords.Write:Itis=It’sontheboardtoshowwhatyouaretalkingabout.Explainbothformsmeanthesamebutcontractionsaremorecommonwhenpeoplespeakorwriteinformally(tofriends,family,etc.).


5 Look at exercise 2 and answer. Nowaskstudentstolookattheschoolobjectsinexercise2andaskthem:Whatcolour’stheruler?It’sgreen.Askaboutsomeotherobjectsandelicittheanswers.Directstudents’attentiontothequestionsinexercise5andaskthemtowritetheanswers.Tocheckthem,asksomevolunteerstocometotheboardandwritethem.

Answer Key 1. It’sgreen.2. It’sblue.3. It’sred,yellowandblue.4. It’swhite,redandblack.

6 Talk with a friend about the other items in exercise 2. Encouragestudentstoworkinpairsandaskandanswerquestionsabouttheitemsinexercise2

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20 Unit 1

thatwerenotmentionedbefore.Asksomepairstoactoutthedialoguesfortherestoftheclass.

Answer Key 1. Whatcolouristhepen?It’syellow,grey,red

andblue.2. Whatcolouristheeraser?It’sredandblue.3. Whatcolouristhepencil?It’spink4. Whatcolouristhebook?It’swhiteandblue.

Warm-upMaterials: Schoolobjectsindifferentcoloursandnumbers

Holdupthreerulersofthesamecolourandsay:Three(greenrulers).Changethecolourandnumberofrulersinyourhandandsay:Two(redrulers).Changethecolourandnumberagainandelicitthenewdescription:One(whiteruler).Showdifferentitemsinvaryingcoloursandnumbersandencouragethechildrentodescribethem.Finally,takeanothersetofschoolobjects,showthemtotheclassandwriteontheboard:(Fourwhiteerasers).Dothesamewithotherobjectsandasksomevolunteerstocometotheboardandwritethedescriptions.TaketheopportunitytoteachsomeothercoloursandschoolobjectsstudentsmayneedtoknowtosolvetheWorkbookexercises,suchasgrey,brownandnotebook.


Answer Key

1 Find six colours in the wordsearch.

A P U L V O I A L P

C K R R T O A Y L I

B L U E S G R E E N

L P W D T J K L M K

A T H V O H Q L U P

C L Q U P B R O W N

K B P I F A A W U M

2 Answer the questions. 1. It’sapen.2. They’resharpeners.3. It’saneraser4. They’rerulers.5. It’saschoolbag.6. They’regluesticks.

3 Match the columns. 1. It’sorange.2. It’saneraser.3. They’reblackandgrey.4. They’renotebooks.

SB pages 10 and 11

Lesson 4

Objectives

•Totalkaboutcolours,schoolobjectsandpersonalitems.

•Toprovideinformationaboutoneself.•Totalkaboutfavourites.•Toanswerquestionsaboutoneselfandothers.•Toaskquestionstoidentifyobjects.•Tolistentoasongandsingalong.

Language:

•What’sthis/that?It’sabike.•Whatarethese/those?They’rerollerblades.•Whatcolour’stheiPod?It’spink.•What’syourfavouritecolour?It’sred.•I’mMikeandI’mten.•Mywatchisbeautiful.It’sblue.•IssheMaria?Yes,sheis.•IsheDan?No,heisn’t.•Aretheyskateboards?Yes,theyare.

Vocabulary:

•Personalitems:bike,watch,iPod,skateboard,tablet,rollerblades

•Adjectives:nice,beautiful,great,fine,ok,favourite•Coloursandschoolobjects:green,brown,book,ruler,etc.

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21Hi, there!

Unit1

Warm-upTellstudentstoopentheirbookstopage10andhavealookattheitemsinexercise1.AskthemiftheyknowhowtosaythenamesofanyoftheseitemsinEnglish.Theywillprobablymention:tabletandiPod.Theymightalsoname:skateandrollers.TellthemtheircorrectnamesinEnglishare:skateboardandrollerblades.Finally,pointtothetwomissingobjectsandsay:watchandbike.

1 Complete with a vowel. Tellthechildrenthatthewordsfortheseobjectsareincompletebecausethevowels(a,e,i,o,u)aremissing.Readthefullwordsaloud,onebyone,andasktheclasstoguessthemissingvowelstocompletethewords.Forstudentstochecktheanswers,writethecompletewordsontheboard.Thenaskquestionsatrandom,asyoushowdifferentitemsonthebookpage,tohelpstudentslearnthenewvocabulary:What’sthis?It’sawatch;What’sthis?It’satablet,etc.


Directstudents’attentiontotheCoolLanguagebox.Tellthemtolookatthewordfavourite.Askthemwhattheythinkitmeans.Explaintheywilltalkaboutfavouritesinthisunit.Readthetextintheboxaloud:What’syourfavouritecolour?Myfavouritecolour’sred.Asksomestudentswhattheirfavouritecolourisandencouragethemtoproducecompletesentences.

2 Listen and complete the chart. Then ask your friend. TelltheclasstheyaregoingtolistentoJennyandChristalkingabouttheirfavourites.Studentswillhavetolistenandcompletethechartwiththemissinginformation.Playtrack10onceforstudentstolistenforgeneralunderstanding.Thenplayittwoorthreetimesmoreuntilallthechildrenhavecompletedthechart.Writetheanswersontheboardforthem

tocheck.Thenaskstudentstoworkinpairsandtalkabouttheirfavouriteschoolobjects,personalitemsandcolourswiththeirpartners.Asksomevolunteerstorole-playthedialoguefortherestoftheclass.

Track 10 Í

Jenny: Hi,Chris!Chris: Oh!Hi,Jenny!Jenny: What’syourfavouritecolour,Chris?Chris: Myfavouritecolour’sred.Jenny: Andwhat’syourfavouriteschoolobject?Chris: Um…Myschoolbag,definitely.Jenny: Andwhat’syourfavouritepersonalitem?Chris: Myfavouritepersonalitem?Er…,um…Myskateboard.Now,it’smyturn.Jenny: OKChris: What’syourfavouritecolour?Jenny: Orange.Myfavouritecolour’sorange.Chris: Andyourfavouritepersonalitem?Jenny: Er…Mybike.It’sanorangebike,youknow.Chris: Andwhat’syourfavouriteschoolobject?Jenny: Mypen.Andit’sorangetoo!Notlikeyourblueschoolbag!Ha!Ha!Ha!Chris: You’resofunny,Jenny!Ha!Ha!Ha!

Answer Key

• Chris:skateboard,schoolbag,red• Jenny:bike,pen,orange

Values: Being respectuful Remindstudentsoftheimportanceofrespectingotherpeople’sopinionswhentalkingaboutpersonalpreferences.

3 Listen and rap along with Chris. Then make your own rap. TellstudentstheywilllistentoarapandsingalongwithChris.Thentheywillhavetomaketheirownrapsabouttheirfavouritecolours.Letthemsingthesongthreeorfourtimes.Thenaskthemtogettogetheringroupsandallowforsometimeforthemtocomposethenewverses.Finally,askeachgrouptosingtheirrapsaloudforthewholeclass.

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22 Unit 1

Track 11 ÍChris: Red,red,red

Rediscool!Redisgreat!Mybike’sredAndmyskateboard’sredButmyschoolbag’sblue…Oops!Isbluethecolourforyou?


4 Listen and read. StudentswillnowlistentoandreadaboutSueandMike(somepersonaldetails,theirfavouriteitemsandcolours).Tellthemtolistentotrack12andfollowthetextsintheirbooks.PlaytheCDoncemoreandaskthemsomequestionstocheckcomprehension:What’sthegirl’sname?Howoldisshe?Issheastudent?What’sherfavouritecolour?WhatcolourisheriPod?Andherwatch?Whatabouttheboy?What’shisname?Howoldishe?Isheastudent?What’shisfavouritecolour?Whatcolour‘shispencilcase?Andhisbike?PlaytheCDagain,pausingaftereachsentenceandaskthemtorepeat.Thenreadthetextsaloudandasksomevolunteerstoreadthemaloudaswell.Youmaywanttoexpandthetopicatthispoint.Askachild:Howoldareyou?Helphim/heranswer:I’m(ten).Writethequestionandanswerontheboard.Nowaskadifferentchild:Howoldis(Pedro)?Providetheanswer:He’sten.Nowtellstudentsthatwhenyouaskquestionsaboutsomeoneelseyouask:Howoldisshe(Mary)?ifyourefertoagirlandHowoldishe(Robert)?ifyourefertoaboy.Writetheexamplesontheboard.Thenexplainthatherandhisarepossessiveadjectivesreferringtogirlsandboysandprovideexamplesfromthetext:What’sherfavouritecolour?It’spink.What’shisfavouritecolour?It’green.Writethequestionsandanswersontheboardforstudentstocopyintheirnotebooks.

Track 12 Í

Sue: Hi!I’mSueandI’m9.I’mastudent.Pink’smyfavouritecolour.MyiPodandmywatcharepink.Pinkisbeautiful!Mike: I’mMikeandI’m10.I’mastudenttoo.Green’smyfavouritecolour.Mypencilcaseisgreen.Andmybike’sgreentoo.It’sreallynice!

Now call students’ attention to the Cool Grammar box. Tell them the questions in the box are yes / no questions. These are closed questions which can be answered in a positive or a negative way. Read the first question aloud. Explain it refers to Sue. In this case, the answer is yes because Sue is a student. If Sue was a teacher, for example, the answer would be no. You might want to take the chance to explain the use of pronouns for the third person singular (he for men, she for women and it for animals or objects) and plural (they for people, animals or objects) as well. One way to do this could be through a Grammar Presentation chart which you could draw on the board like this:

Is this a pen that ? it Yes, it is. / No, it isn’t.

Is Sue a student ? she Yes, she is. / No she isn’t.

Is Mike a teacher ? he Yes, he is. / No, he isn’t.

these Are those bikes ? they

Yes, they are. / No, they aren’t.

You may also want to take the opportunity to teach the first person plural:Are you students? Yes, we are. / No, we aren’t.


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23Hi, there!

Unit1

5 Put the jigsaw pieces in order and write the answers. Tellstudentstolookatthequestionsinexercise5.Theanswershavebeenprovidedbutthewordsarenotinorder.Provideanexamplebyreadingaloudthefirstquestion,whichhasalreadybeendone.Thenaskstudentstoworkouttherestoftheanswers.Asksomevolunteerstoreadthemaloudtocheck.

Answer Key 1. Yes,sheis.2. Yes,heis.3. No,itisn’t.4. No,theyaren’t.

Youmightwanttoprovidesomeextrapracticeontheuseofhe,she,it,theyandyes/noquestions.Askquestionssuchasthefollowingforchildrentopractise:

1. IsSuenineyearsold?2. Isherwatchpink?3. Isherfavouritecolourred?4. IsMiketenyearsold?5. Ishispencilcasegreen?6. Ishisbikenice?7. Aretheserollerblades?8. Aretheyblue?

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: Cardindifferentcolours,picturesfrommagazinesandnewspapers,stickers,photographs,colouredpencils,crayonsandmarkers,glue,etc.

Thepreviousclass,askstudentstobringthematerialsmentionedabovetoprepareascrapbookabouttheirfavourites.Theycanbringphotographs,picturesfrommagazinesandnewspapers,crayonsandmarkersandanyothermaterialtheycanthinkof.Oncefinished,studentsworkinpairsandexchangescrapbooks.Walkaroundtheclassroomandencouragestudentstoasktheirpartnersyes/noquestionsaboutthescrapbookstheyreceive:Is(blue)yourfavouritecolour?;Arethey(rollerblades)?;Isshe(LadyGaga)?,etc.

SB page 76: Extra activity

OnceyoufinishLesson4youcanaskstudentstodotheExtraactivityfortheunitinclass.Tochecktheexercise,askvolunteerstocometotheboardandwriteandanswerthequestions.

Answer Key Unscramble the questions and answer them.1. Aretheybluepens?Yes,theyare.2. Issheastudent?No,sheisn’t.3. AretheyLindaandBob?No,theyaren’t.4. Isheanactor?Yes,heis.5. Aretheyerasers?Yes,theyare.6 Istheschoolbagblue?No,itisn’t.


Answer Key

1 Label these personal items. 1. bike;2.skateboard;3.iPod;4.rollerblades;5.watch;6.tablet

2 Put in order and answer.

1. What’syourfavouritecolour?2. What’syourfavouriteschoolobject?3. What’syourfavouritepersonalitem?

3 Answer these questions.

1. Yes,sheis.2. No,heisn’t.

3. Yes,itis.4. No,theyaren’t.

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24 Unit 1

SB pages 12 and 13

Cool Kids' Corner

Objectives

•TopresenttheEnglishalphabet.•Tospelloutwords.•Torevisevocabularyaboutpersonalinformation.

•Torevisecolours,numbers,schoolobjectsandpersonalitems.

•Torevisegreetingsandfarewells.•TopractisesayingtheEnglishalphabet.

Language:

•Howoldareyou?I’mten.•Whatarethese/those?They’rerollerblades.•IssheJenny?Yes,sheis./No,sheisn’t.•IsheChris?Yes,heis./No,heisn’t.•Howareyou?I’mfine,thanks.•What’syourfavouritecolour?It’sblue.•Namethreecolours/schoolobjects/personalitems.

•Spelltheword(black).•Youwinthegoldmedal.•Congrats!

Vocabulary:

•Personalinformation:name,age,favouriteitems•Personalitems:bike,watch,iPod,skateboard,tablet,rollerblades

•Adjectives:nice,beautiful,great,fine,ok,favourite•Coloursandschoolobjects:green,brown,book,ruler,etc.

•Greetingsandfarewells:Hi!,Goodbye!,etc.•Thelettersofthealphabet

Warm-upWritetheEnglishalphabetontheboard.Saythelettersandhavestudentsrepeatthemafteryou.Thenwritea,e,i,o,uontheboardandexplaintheselettersarecalledvowels.Explaintherestofthelettersarecalledconsonants.Tellstudentsthatyouaregoingtosaysomeletters.Iftheletterisavowel,theystandup.Iftheletterisaconsonant,theysitdown.Repeatseveraltimes.

1 Let’s sing along. Tellthechildrentheyaregoingtolistentoasongandsingalong.PlaytheaudioCDonceforstudentsjusttolistentothesong.Playitoncemoreandaskthemtojoinin.Playitforathirdtime,pausingaftereachverseforstudentstorepeat.Thenplaythewholesongseveraltimesforstudentstolistenandsingalong.

Track 13 ÍThe Alphabet song.

Boy: A,B,C,D,E…Comeonandsingwithme!F,G,H,I,J…Oops!Myskateboard’sgrey.K,L,M,O,P…Ta-da!Mybikeisgreen.Q,R,S,T,U…Hello!Andhowareyou?V,W,X…What’snext?What’snext?Well,ofcourse,YandZ.Seeyou!Goodbye!Farewell!

2 Complete and read out the sequences. Tellstudentstocompletethesequences.Tocheck,writethecompletesequencesontheboard.Askvolunteerstoreadoutdifferentsequencestopractisesayingthealphabet.

Answer Key • A,B,C,D,E• F,G,H,I,J• K,L,M,N,O

• P,Q,R,S,T• U,V,W,X,Y,Z

3 Interview your friend and complete. Tellstudentstoworkinpairs.Theywillhavetoasktheirpartnerstheinformationrequiredonthecardandcompleteit.Encouragethemtousethequestionsandanswerstheylearntinthisunit:What’syourfavouriteschoolobject?It’smy(pencilcase).What’syourfavouritefootballteam?It’s(BocaJuniors).

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25Hi, there!

Unit1


4 Look at exercise 3 and play a spelling bee competition with a friend. Teachstudentsthewordspellandtellthemtheyaregoingtopractisespellingwords.Directtheirattentiontothepictureofthegirlsinexercise4.Spelltheworderaserforthem.Thenaskavolunteertospellyellow.Explaintheywillhavetoworkinpairsandspellthewordstheyusedtocompletethecardinexercise3.Theexercisecanbeturnedintoarealcompetitionifpointsareawardedeverytimeoneofthemembersineachpairsucceedsinspellingawordcorrectly.


5 Design word cards to play Snap with a friend. ExplainhowtoplaySnap(alsoknownasMemotest)andaskstudentstodesignwordcardstoplaywithafriend.Pairswillneedtodesignasetofcardsasshownonpage12(twocardsinthesetmustcontainthesamewordforstudentstobeabletoplaySnap).Thenumberofcardsinthesetmustbeeven(tencards,twelve,etc.).Themorecardsstudentsdesign,thelongerandmorechallengingthegamewillbecome.


6 Play Going for Gold with a friend. Good luck! ExplainstudentshowtoplayGoingforGoldandaskthemtoplaywithafriend.Itisatypicalboardgameandyouneedadicetoplayitandmoveforward.Settherulesonhowtofinishthegame:forexample,youmustlandexactlyonthelastboxandanswerthequestioncorrectly.Otherwise,youmovebackwardsasmanyboxesasthediceindicates.



Answer Key

1 Read and colour the objects in Mark’s school bag. Studentscolourtherulerblack,thenotebookorange,thecrayonred,thepengreen,thegluestickblue,theeraserpinkandthebookyellow.

2 Complete and match. Then spell the surnames in pairs.

1. SWIFT;c2. MESSI;d

3. JOLIE;a4. NADAL;b

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26 Unit 2

Unit2 Family bonds

SB pages 14 and 15

Lesson 1

Objectives

•Tointroducevocabularyrelatedtofamilymembers.

•Togiveinformationaboutfamilymembers.•Tointroducepersonalinformation.•Toexpresspossession.

Language:

•Thisis(Thiago’s)family.•Jane’sfamilyis(big).•They’rea(happy)family.

Vocabulary:

•Familymembers:father,mother,grandfather,grandmother,sister,brother

•Adjectives:small,big,nice,happy

Warm-upShowchildrenapictureofyourownorsomebodyelse’sfamilytointroducethefamilymembers:father,mother,grandfather,grandmother,sister,brother.Say:Thisis(me).Thisis(my)father,Diego;(my)mother,Alicia;etc.

Havestudentsopentheirbookstopage14.Tellstudentstheyaregoingtostudythetopicoffamilies.

1 Finish the drawings and complete.

Askstudentstofinishcolouringthedrawingsandwritethecorrespondingfamilywordbelow.

Answer Key

father;mother;sister;grandfather;grandmother;brother

2 Listen and complete.

NowtellchildrentheywilllistentoTonytalkingabouthisfamily.PlaytheaudioCDonceandtellthemtolistenforgeneralinformation.AskthemquestionstocheckcomprehensioninL1:WhoisAmanda?Tony’smother;Who’sMark?He’sTony’sfather;Who’sTony’ssister?Sheila;HowoldisSheila?AndTony?Who’sSheila’sbrother?PlaytheCDagain,twoorthreetimesforchildrentocompletethecardsandthenchecktheanswers.

Track 14 Í

Tony:Hello!How’sitgoing?Myname’sTony.I’msevenyearsold.ThisismyfatherMarkandthisismymotherAmanda.They’regreat!AndthisismysisterSheila.She’stenandshe’sastudent.I’mastudenttoo!

Answer Key

Amanda: mother;Mark: father; Tony: brother,seven; Sheila: sister,ten

3 Listen and read.

TellstudentstolistentotheCDandreadintheirbooksaboutdifferentfamilies:Thiago’s,Harry’sandJane’s.PlaytheaudioCDonceandasksomequestionsinL1tocheckcomprehension:WhoareLaraandMauro?Who’sThiago’ssister?HasThiagogotasister?Who’sJane’sfather?What’shermother’sname?WhoareJane’sbrothers?WhoisFresno?PlaytheCDagainandaskchildrentofollowintheirbooks.Finally,playtheCDoncemore,pausingaftereachsentenceforstudentstorepeat.Teachthesenewadjectivesandwritethemontheboard:nice,big,smallandhappy.

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27Family bonds

Unit2

Track 15 Í

Speaker 1: ThisisThiago’sfamily.LaraandMauroareThiago’smotherandfather.MilenaisThiago’ssister.They’reanicefamily!Speaker 2: Harry’sfamilyissmall:Harry’sfatherandsister,andHarry,ofcourse!They’reahappyfamily!Speaker 3: Jane’sfamilyisbig.AnnaandJasonareJane’sfatherandmother.LukeandTimmyareJane’sbrothers.Fresnoisthefamilydog!

Directstudents’attentiontotheCoolGrammarbox.Explain’sisusedinEnglishtoexpresspossessionandreadthesentencesaloud:ThisisJane’sfamily.Harry'sfamilyissmall.


4 Complete the sentences with a name + ’s.

Tellstudentstoreadthetextsinexercise3againandcompletethesentences.

Answer Key

1. Jane’sfamilyisbig.2. MilenaisThiago’ssister.3. JasonisJane’sfather.4. Harry’sfamilyissmall.5. LaraisThiago'smother.

Wrap-upHandoutoldmagazinesandpiecesofcardpaper.Askstudentstocreateafamilyusingpicturesfromthemagazines.Studentscutoutthepicturesofdifferentpeopleandgluethemintotheirnotebooks.Tellthemtolabelthefamilymembersinthepictures.


Answer Key

1 Label the pictures.

Geoff: grandad; Sheila: mum; Sue: sister; Sarah:grandma;Greg: dad; Timmy: brother

2 Match the columns.

1. mother; 2. grandfather; 3. father; 4. grandmother

3 Complete with a name + ’s.

1. SarahisSheila'smother.2. TimmyisSue'sbrother.3. SueisTimmy’ssister.4. GeoffisSheila'sfather.

SB pages 16 and 17

Lesson 2

Objectives

•Togiveinformationaboutfamilymembers.•Toreadasimplefairytale.•Tolistentoasongforpleasure.

Language:

•Who’sthis?ThisismysisterMary.•Who’sthat?That’smygrandadBen.

Vocabulary:

•Familymembers:grandad,grandma,father,mother,sister,brother

•Fairytales:prince,frog,beautiful•Song:cute,hat,skirt,toy,baby

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28 Unit 2

Warm-upAskchildrenwhichfairytalestheyarefamiliarwithandencouragethemtobrieflyretellthemtoyou.

1 Unscramble the words.

Tellstudentsthecharactersinexercise1takepartinthestoryinexercise2:afairytalewithatwist.Askthemtohavealookatthestoryandtrytofindthesamewordscorrectlyspeltinthespeechbubbles.

Answer Key

prince;grandma;frog

2 Listen and follow the story.

Nowinvitestudentstolistentoandreadthestory.PlaytheaudioCDonceforthemtofollowintheirbooks.Askthemiftheyunderstandwhatthestoryisabout.Explainthisisnotthetypicalfairytaleofaprincesswhokissesafrogwhichthenbecomesaprincebuttheotherwayabout.Inthiscase,afrogprincesskissesahumanprincewhothenbecomesafrogprince.PlaytheCDagain,pausingaftereachexchange,forstudentstorepeat.Justhelpstudentswithvocabularyforthesakeofenjoymentandunderstanding.Thepastformofsomeverbsisnotateachingpointatall.Finally,asktwochildrentovolunteertoreadaloudthepartsofGrandmaandFroggy.

ç

Track 16 Í

Froggy: Who’sthis,Grandma?Grandma: Thisisyourgrandad.Froggy: Oh,comeon!

Froggy: Thisismygrandad!Grandma: OK,Froggy!Listen.

Grandma: OnedayIfoundabeautifulprince.Froggy: And?

Grandma: Wekissed…Froggy: Yuck!

Grandma: Andwelivedhappilyforeverafter.Froggy: Wow!

3 Circle the correct picture.

Telltheclasstolookatthepicturesandcircletheonewhichbestdepictsthestory.

Answer Key

Thepicturewiththetwofrogsisthecorrectone.

Optional Activity

Materials:Card,greenpaint,elasticband

Handoutthematerialsandaskstudentstomakeafrogmask.Thentellthemtopaintthemaskgreen.Whenthemasksaredry,stapleanelasticbandtothesidesofthemaskssothatstudentscanwearthem.Studentsactoutthestoryinexercise2.

Optional Activity

Materials:

Values: Respecting our own and other people’s families

Remindstudentsoftheimportanceofbeinghelpfulandrespectfultoallmembersoftheirfamiliesandotherpeople’sfamilies,especiallytheelderly.

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29Family bonds

Unit24 Complete and unscramble the answers.

RemindstudentsofthedemonstrativesthisandthattheystudiedinUnit1.Nowteachthequestionwordwho.Writeitontheboardandexplainweuseittoaskaboutpeople.Providesomeexamples:referstudentstothefirsttextonpage15,pointtothemaninthepictureandask:Who’sthis?ThisisThiago’sfather.Nowpointtothetextbelow,pointtothewomaninthepictureandask:Who’sthat?ThatisJane’smother.Finallyaskstudentstocompletethequestionsandunscrambletheanswersinexercise4.


AskstudentstolookattheCoolLanguageboxtoreviewtheitemspresentedandworkedonpreviously.Inviteastudenttodrawontheboardhis/herfamilytree.Encourageanotherstudenttoaskquestionsaboutthefamilytree:Who'sthat?Andwho'sthat?Thefirststudentanswersaccordingly.

Answer Key

1. Who’sthat?That’smybrotherIan.2. Who’sthis?ThisismysisterSue.3. Who’sthat?That’syourgrandfatherBen.

Optional Activity

Materials:magazinecutouts,card

Dividetheclassintogroupsofsixanddistributesomeoldmagazines.Studentscutpicturesofdifferentpeopleoutofthemagazinesandpastethemonthecard.Theypresentthepeopleinthepicturesastheirfamilymembers:This/Thatismydad.Thisismysister(Juana).Thesearemygrandmaandgrandpa.

Optional Activity

Materials:

5 Listen and circle. Then sing along.

Tellstudentstheywillhearasongabouttwochildrentalkingaboutafamilyphotograph.TheywillhavetolistentotheaudioCDandcirclethewordstheyhear.PlaytheCDonceforstudentstogetthegeneralmeaningofthesong.Playitagainforthemtocirclethecorrectwords.Playitoncemore,pausingaftereachlineforstudentstocheckandcalloutthewordtheycircled.FinallyplaytheCDtwoorthreetimesmoreforchildrentosingalong.

Track 17 Í

Boy: Hey!Isthatyourfamily,Pat?Who’sthatintheblackhat?

Girl: That’smygrandadJack.Heisn’tOkbuthe’sjustgreat!

Boy: Andwho’sthatcutegirlInthepinkskirt?

Girl: That’smysisterGen.She’saschoolgirlandshe’sten.

Boy: Andwho’sthatboyPlayingwithatoy?

Girl: Well,that’smybrotherDavidAndhe’sonlyababy.

Answer Key

your;black;grandad;isn’t;who’s;pink;my;and;boy;a;my;he’s

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: Card,photosofstudents’families,crayonsandmarkers

Tofinishthelesson,tellstudentstheywillmakeafamilytree.Thepreviousclass,askthemtobringcard,photosoftheirfamilies,crayonsandmarkers.Explainthatthephotosoftheirgrandparentsshouldgoatthebottom,the

AR0000000000825 CK1_TB_U2_6345.indd 29 21/07/15 15:17

30 Unit 2

onesoftheirparentsrightaboveand,finally,atthetoptheirownphotosandtheonesoftheirsiblings.InvitestudentstousetheirfamilytreestoplayWho’sthis/that?withafriend.Ifyouwish,youcouldexhibitthepostersontheclassroomwalls.


Answer Key

1 Copy the speech bubles in the correct places.

1. Henry,thisismydad.Wow!Q-Manisyourdad!

2. Who’sthatwoman?That’smygrandma.

3. Yourgrandma?4. Thisismybrother.

Wow!H-boy!5. Who’sthisgirl?6. Pam?7. AreyouW-Girl?

SB pages 18 and 19

Lesson 3

Objectives

•Tointroducedifferentpartsofthebody.•Totalkaboutphysicalappearance.•Toaskandanswerquestionsaboutphysicalappearance.

•Totalkaboutfamilymembers.•Toaskandanswerquestionsaboutfamilymembers.

Language:

•I’vegot(longlegs).•Ihaven’tgot(smallfeet).•Haveyougota(big)family?Yes,Ihave./No,Ihaven’t.

•My(hands)are(small).•I’m(tall).

Vocabulary:

•Partsofthebody:head,foot,arm,leg,hand•Adjectives:small,big,short,tall

Warm-upTellchildrentheywilllearnthepartsofthebodyinthislesson.Pointtothedifferentpartsofyourbodyandnamethem:head,arm,hand,leg,foot.Nowaskthemtostandup,pointtotheirbodypartsandnamethemafteryou.Repeattheactionseveraltimes,fasterandfasterforfun.

1 Label the parts of the body.

Nowthatchildrenhavelearnedandpractisedthepartsofthebody,tellthemtowritethewordsprovidedwheretheybelong.

Answer Key

1. head2. hand3. foot

4. arm5. leg

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31Family bonds

Unit2

Directchildren’sattentiontotheCoolGrammarbox.Remindthemofthepluralform–s.Explainthatnotallnounshavethesamepluralform.Someofthemareirregular,likefoot.Thepluraloffootisnotformedwith–s.It’sirregular:feet.


2 Read, listen and match.

Tellchildrentheywillnowlistentoandreadabouttwoanimatedanimalstalkingabouttheirpartsofthebody.Theywillhavetomatchwhattheanimalssaytothepictures.Nowplaytrack18andasktheclasstolistenandtrytoidentifytheanimals.Askthem:Who’sSam?Who’sGeoff?TheywillanswerinL1astheydon’tprobablyknowthenamesoftheseanimalsinEnglish.Aschildrennametheanimals,saytheminEnglish:Sam’sarabbit.Geoff’sagiraffe.Writethewordsontheboard.Takethechancetoexplainthemeaningofshort,tall,smallandbigwithgestures.

Track 18 Í

Sam: Hi!I’mSam.I’vegotbigfeetandlonglegs.Ihaven’tgotlongarms.MyhandsaresmallandI’mshort.

Geoff: Hi!I’mGeoff.I’vegotlonglegstoo.ButIhaven’tgotbigfeet.AndI’matallguy.Seeyou!

Answer Key Samistherabbit.Geoffisthegiraffe.

Nowcallstudents’attentiontotheCoolGrammarbox.Tellthemweusethestructurehavegottoexpresspossession.Geoffsays:I’vegotlonglegs./Ihavegotlonglegs.Samsays:Ihaven’tgotbigfeet./Ihavenotgotbigfeet.Writethesesentencesontheboardandaskchildrentoworkouttherules:Weusehavegot(’vegot)intheaffirmativeandhavenotgot(haven’tgot)inthenegative.


Values: Taking care of your body

Takethechancetotalkabouttheimportanceoftakingcareofone’sbody,eathealthilyandexerciseregularly.

3 Listen and complete with long, short, big or small.

Tellstudentstheywilllistentosomemonstersspeakingabouttheirlegs,feetandarms.Theywillhavetocompletethechartastheylisten.Playtrack19onceforstudentstogetthegeneralmeaning.ThenplaytheaudioCDagainsothatstudentsstartcompletingthemissinginformation.Playitathirdtimepausingaftereachmonsterspeakssothatchildrenhavetimetowritedowntheanswers.Playitforthelasttime,pausingaftereachmonstertocheck.

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32 Unit 2

Track 19 Í

Brok: Myname’sBrrr…Brok.ThatisB-R-O-KandI’mamonster.I’mreallyatallguyandI’vegotthrrr…threelonglegs.I’vegotthrrr…threebigfeettoo.Ihaven’tgotanyarms.

Drak: Hi,people!I’mDrak,D-R-A-K,andI’mamonstertoo.I’vegoteightshortlegsandeightbigfeet.They’reenormous!!!Ha,Ha,Ha!!!AndI’vegottwolongarms.BrokandIarefriends.

Ahra:Hello,everybody!I’magirlmonsterandmyname’sAhra.That’sA-H-R-A.Ihaven’tgotanylegs.I’mareallyshortmonster.I’vegottwosmallfeet:onehereandonethere.I’vegotsixshortarms.Bye!!!

Answer Key

Brok: threelonglegs;threebigfeet;noarmsDrak: eightshortlegs;eightbigfeet;twolongarmsAhra: nolegs;twosmallfeet;sixshortarms

Directstudents’attentiontotheCoolGrammarbox.Readthequestionandansweraloud.Thenwritethemontheboard.Explainthisistheinterrogativeformofhavegot.Asksomeofthechildren:Haveyougotlongarms?Haveyougotshortlegs?Haveyougotsmallfeet?Haveyougotbighands?Allowthemtoanswer:Yes,Ihave./No,Ihaven’t.


4 Write the questions and answer them.

Nowtellstudentstousethewordsandphrasesinthewheeltowritequestionsandanswerthem.Tohelpthemout,writedownsomeexamplesontheboard:Haveyougottwosisters?Haveyougotabeautifulfriend?Haveyougotsmallfeet?Askchildrentoprovidesomeexamplesaswell.Tochecktheanswers,

asksomevolunteerstowritetheirquestionsandanswersontheboard.

Answer Key

Students’ownanswers

5 Ask a friend the questions in exercise 4.

Tofinishthelesson,askchildrentoworkinpairsandaskandanswerquestionsorally.


Wrap-up

Handoutoldmagazinesandpiecesofcard.Studentslookatthemagazinesandfindpicturesoffamouspersonalities,cartooncharacters,andmoviestarstheyknow.Theycutthemout,gluethemonthecard,andwriteshortdescriptionsofthesepeopleonthepaper.Thedescriptionsshouldbewritteninspeechbubblessimulatingitisthepeopleinthepictureswhoaretalking.Forexample:I'mJohnnyDeep.I'vegotshortdarkhairand...Studentscanusethetextsinexercise2asamodel.Havestudentsexchangepictureswithaclassmate.Theyshouldreadthedescriptionsandasktheirclassmatesquestionsaboutthepicturessimilartotheonesinexercises4and5.Studentsineachpairshouldfirsttelltheirpartnerswhatfamouspersontheypretendtobe.


Answer Key

1 �Label the parts of the body.

1. head; 2. hand; 3. foot; 4. leg; 5. arm

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33Family bonds

Unit22 �Complete with long, short, big or small.

1. short; 2. short; 3. big; 4. long; 5. big; 6. small

3 �Draw yourself and complete the

description.


SB pages 20 and 21

Lesson 4

Objectives

•Totalkaboutphysicalappearance.•Todescribedifferentpartsofthebodyandface.

•Towriteashortphysicaldescriptionofaperson.

Language:

•He’sgot(blue)eyes.•Shehasn’tgot(red)hair.•Jenny’sa(cute)girl.•Herhairis(brown).•Hiseyesare(green).

Vocabulary:

•Partsofthebodyandface:eyes,nose,hair,mouth,ears

•Adjectives:long,short,curly,wavy,straight,dark,blonde,small,big,green,blue,brown,red,cute,nice,beautiful

Warm-up

Takeadolltoclassanduseittoteachmorepartsofthebody.Pointtothesebodypartsandsay:eyes,nose,hair,mouth,ears.Repeatthemseveraltimesandaskchildrentopointtotheirownbodypartsasyounamethem.

1 Complete with a vowel.

Nowtellchildrentolookatexercise1onpage20.Thewordsforthebodypartsinthis

exerciseareincompletebecausethevowels(a,e,i,o,u)aremissing.Asktheclasstoguessthemissingvowelstocompletethewords.Forstudentstochecktheanswers,writethecompletewordsontheboard.

2 Classify these adjectives.

Prepareflashcardswithmagazinecut-outstoteachadjectivestodescribehairstylesandeyes.Pointtodifferentkindsofhairstylesandsay:long,short,curly,wavy,straight,dark,blonde.Thenpointtodifferentkindsofeyesandsay:green,blue,big,small.Pointtoyourownhairandeyesandsay,forexample:I’vegotbigbrowneyes.I’vegotlongstraightblondehair.Pointtodifferentchildrenandsay,forexample:You’vegotshortcurlydarkhair.You’vegotlongwavyblondehair.You’vegotsmallblueeyes.Makesurestudentsunderstandthemeaningoftheadjectives.Nowaskthemtowritetheadjectiveswheretheybelonginexercise2.Oncetheyfinish,writetheadjectivesinthecorrectcategoriesontheboardforstudentstocheck.Saythemaloudandaskstudentstorepeatthewordstofixpronunciation.

Answer Key

• Hair: long,short,curly,wavy,straight,dark,blonde

• Eyes:big,small,green,blue

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34 Unit 2

Optional Activity

Tapyournoseandsay:Nose,nose.Havestudentsjoinintheactivityyouaredoingandsay:Nose,nose.Thenrepeatthefirststep.Addanotherpartofthebody:Nose,nose;Ear,ear.Pauseandrepeat,addinganotherbodypart.Studentsshouldpointandsaythewordstogetherwithyou.Continue,addinganewbodyparteachtime.Asafollowupactivity,repeatallthepreviousstepsbutthistimeyousimplymouththewordsandencouragestudentstosaythemoutloud.

Optional Activity

Tap

3 Play Identity Kit with a friend.

Tellstudentstoworkwithapartner.Studentsineachpairhavetodrawdifferentfacefeaturesonthefaceoutlineprovided.ThentheywillhavetodescribethemtotheirfriendsinEnglish.Theirfriendsdrawthefacebeingdescribedonaseparatesheetofpaper.Finally,studentscomparetheirfaces.Aretheysimilar?Aretheydifferent?

Answer Key


Values: Learning with others Directstudents’attentiontoJennyonpage20.Highlighttheimportanceoflearninginpairsorteams.Apartfromhelpingeachother,itcanalsobegreatfuntoplaygameswhileyoustudy.

Callstudents’attentiontotheCoolGrammarbox.Remindthemoftheuseofhavegot.Itisusedtoexpresspossession.Explainyouusehavegotwiththefirstandsecondpersonsingularandplural.Writeontheboard:I/you/we/youhavegot/haven’tgotlonghair.Nowtellchildrenthatforthethirdpersonsingularweusehasgot(’sgot).Writeontheboard:He/shehasgot(’sgot)blueeyes.He/shehasnotgot(hasn’tgot)redhair.AsksomevolunteerstoreadthesentencesandphrasesintheCoolGrammarboxaloud.


4 Listen and complete with ’s got or hasn’t got.

NowtellchildrentheywilllistentoagirlandaboytalkingaboutBillandLisa.Studentswillhavetocompletethesentenceswiththeinformationtheyhear.PlaytheaudioCDonceforstudentstogetthegeneralmeaning.Playitagain,pausingaftereachsentenceforchildrentowritedowntheverbalphrases.Finally,playitoncemoretocheck.

Track 20 Í

Speaker 1: ThisismyfriendBill.He’snineyearsold.He’sastudent.He’sgotbrownhairandblueeyes.Hehasn’tgotlonglegs.Heisn’tatallguy,really.

Speaker 2: ThisismysisterLisa.She’stenyearsold.She’sgotblondehairandlonglegs.She’sreallytallforherage.Shehasn’tgotblueorgreeneyes.She’sgotbrowneyes.

Answer Key

1. ’sgot; 2. hasn’tgot; 3. ’sgot; 4. hasn’tgot

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35Family bonds

Unit2

Optional Activity

Materials:card,oldmagazines

Dividetheclassintogroupsoffour.Handoutthemagazinesandthecard.Instructgroupstomakeacollageofdifferentpartsofthebody:theoneslearntinthepreviouslessonandtheoneslearntinthislesson.Askstudentstolabelthedifferentbodypartsbyusinglettersthattheycutoutofthemagazines.Displaythecollagesontheclassroomwalls.

Optional Activity

Materials:

5 Complete with his or her.

Explainhisandherarepossessiveadjectivesreferringtomenandwomen.TellthemtousetheseadjectivestocompletethetextsaboutJennyandChris.Tocheck,askvolunteerstoreadthecompletedtextsaloud.

Answer Key

1. her; 2. her; 3. his; 4. his

6 Write a short description.

Tellchildrentowriteashortdescriptionoftheirbestfriends.Theywillhavetostickaphotoormakeadrawingoftheirbestfriendsandcompletethetextwiththeirphysicalcharacteristics.


Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: Card,stickers,colouredpencils,crayonsandmarkers,crepeorkitepaper,elasticband

Thepreviousclass,askstudentstobringthematerialsmentionedabovetoprepareamask.

Theycanbringcrayons,markers,stickersandanyothermaterialtheycanthinkof.Whenthemasksaredry,stapletheelasticbandtothesidesofthemaskssothatstudentscanwearthem.Oncefinished,studentsworkinpairsanddescribeeachother'smasksasshownintheexampleonpage21oftheStudent'sBook.


OncestudentsfinishtheCoolMiniProjectyoucanaskthemtodotheExtraactivityforthislessoninclass.Tochecktheexercise,askvolunteerstocometotheboardandwriteandanswerthequestions.

Answer Key

Look at the pictures and complete using

's got, hasn't got, his or her.

1. ThisisJoe.He'sgotshortorangehair.Hiseyesaresmall.

2. Joehasn'tgotblueeyes.Hiseyesareblack.3. ThisisZoe.She'sgotlongbrownhair.Her

eyesarebrowntoo.4. Zoehasn'tgotsmalleyes.Hereyesare

reallybig.5. Zoe’sanicegirl.Herbigblackeyesare

beautiful.


Answer Key

1 Circle the words that match the pictures.

1. his; 2. ears; 3. curly; 4. nose; 5. dark; 6. her

2 Complete with ’s got or hasn’t got.

1. hasn’tgot; 2. hasn’tgot; 3. ’sgot

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36 Unit 2

3 Circle the correct option.

1. her; 2. hasn’tgot; 3. her; 4. ’sgot

4 Write a short description.


SB pages 22 and 23

Cool Kids' Corner

Objectives

•Tocountupto20.•TomakesimpleMathscalculationsandwritetheresults.

•Totalkaboutotherpeople’spersonalinformation.

•Toreadshorttexts.•Todiscriminatetrueandfalseinformation.

Language:

•Mikeis(Diana’sbrother).•Heisn’ta(tall)guy.•She’sgot(blondestraight)hairand(green)eyes.

•Hisfavourite(personalitem)is(hissmartphone).

•Herhairisbrown.

Vocabulary:

•Numbers:11to20•Personalinformation:name,age,favouriteitems

•Personalappearance:greeneyes,redcurlyhair,tall,short,etc.

•Adjectives:nice,beautiful

Warm-upTellstudentsthatyouaregoingtodictatealistofnumberstothem.Instructthemtowritethemintheirnotebooks:a.3-9-8-7-6-5b.10-1-8-4-7-5

c.4-9-6-1-5-3d.7-10-2-2-9-1e.6-2-9-3-5-1Thengetvolunteerstowritethenumbersontheboardfortherestoftheclasstocheck.

1 Listen and say the numbers. Reviewthenumbersfrom1to10.Tellchildrentheyarenowgoingtolearnthenumbersfrom11to20.PlaytheaudioCDonceforstudentsjusttolistentothenumbers.Playitoncemore,pausingaftereachnumberforthemtorepeat.Playitforathirdtimeforchildrentolistenandsaythenumbersatthesametime.

Track 21 ÍSpeaker: eleven,eleven;twelve,twelve;thirteen,thirteen;fourteen,fourteen;fifteen,fifteen;sixteen,sixteen;seventeen,seventeen;eighteen,eighteen;nineteen,nineteen;twenty,twenty

2 Calculate and write the results.

Tellstudentstomakethecalculationsandwritetheresults.Checkanswerswiththewholeclass.

Answer Key

1. fourteen; 2. eighteen; 3. thirteen; 4. twelve; 5. twenty

3 Play a Beep game with a friend.

AskchildrentoworkinpairsandplayaBeepgameasshownonpage22oftheStudent'sBook.Theyhavetostartanumbersequenceandtheirpartnerhastofollowit.Thentheyshouldreversetheroles.


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37Family bonds

Unit24 Read about these two teenagers.

Tellstudentstoreadthetextssilently.Askthemquestionstocheckcomprehension:HowoldisDiana?Issheastudent?What’sherfavouritecolour?Hasshegotblondestraighthair?Hasshegotshortlegs?Issheshort?Hasshegotasister?Who’sMike?Howoldishe?Isheateacher?IsMiketall?Hashegotlongblondehair?Hashegotbrowneyes?Whatareherfavouriteobjects?What’shisfavouritecolour?Readthetextsaloudandthenonceagainbutthistimepausingaftereachsentenceforstudentstorepeatandpractisepronunciation.Finallyasksomevolunteerstoreadthetextsaloud.Youcanalsochoosetowritedownthequestionsyouaskedbeforeontheboardforstudentstocopyandanswertheminwrittenform.

5 Answer. True or false?

Nowtellstudentstoreadthesentencesaboutthetextsandstateiftheyaretrueorfalse.Tochecktheanswers,asksomevolunteerstoreadthesentencesaloud.Thewholeclassthencallsouttrueorfalse.

Answer Key

1. T; 2. F; 3. F; 4. F; 5. T

Values: Getting a sense of achievement NowthatstudentshavefinishedUnit2,remindthemoftheimportanceofsettingandachievinggoalsinourlives.Theymotivateustogoonstudyingandbecomebetterstudents.


Answer Key

1 Classify these words.

Parts of the body and face: eyes,hand,foot,arm,hair

Numbers: eleven,eighteen,twenty,thirteen,sixteen

2 Read and draw the characters.


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38 Cool Review 1

SB pages 24, 25, 26 and 27

Warm-upAsk students if they have a good memory. Have them have a look at units 1 and 2. Explain that they have five minutes to remember as many details as possible from the pictures in these units. Have students close their books. Write the questions below on the board and have students answer them in pairs.

1. How old is Sue?2. What’s Mike’s favourite colour?3. Is Sam short?4. Has Geoff got long legs?5. Has Jenny got brown hair?

Finally, have students look at units 1 and 2 again to check their answers. Control the activity with the whole class.

Answer Key

1. She’s nine. 2. It’s green. 3. No, it isn’t. 4. Yes, it has. 5. No, she hasn't.

1 Play Let’s Collect Stars! with a friend.

Divide the class into small groups. Have students look at exercise 1 on page 24. Distribute a dice and game pieces to each team. To begin, ask students to place their game pieces in the Start box. Instruct them to roll the die and advance the number of boxes indicated by the dice. Explain that to collect a star they need to follow the instruction in the box they happen to land on. Monitor students' work and help if necessary. Tell them they need to reach the Finish box with an exact roll of the dice.

Answer Key Students’ own answers

2 Look closely and answer these questions.

Now tell students to answer the questions in exercise 2. To check, ask some volunteers to read out the answers.

Answer Key 1. It’s a pencil case. 2. They’re pens.3. It’s a glue stick.

3 Label the pictures.

Ask students to look at the pictures and label them. Call their attention to the fact that some words will be in the plural form. Ask some children to read out the words for the rest of the class to check the activity.

Answer Key

1. eyes; 2. feet; 3. hands; 4. head; 5. nose; 6. mouth

4 Complete with 've got, haven’t got, 's got or hasn’t got.

Tell students they will have to complete these sentences with the correct form of have got. To check, ask some volunteers to read the sentences aloud.

Answer Key

1. ’ve got; 2. hasn’t got; 3. haven’t got; 4. ’s got

5 Play Word Race with a friend.

Have children work in pairs. They have to write as many words as they remember for each of the four categories: School objects, Colours, Personal items and Family members in ten minutes. The winner is the child in each pair who

CoolReviewReview

1

AR0000000000825 CK1_TB_R1_6398.indd 38 21/07/15 15:20

39Cool Review 1

CoolReviewReviewReview

1

writes the largest numbers of words correctly in each category.

Answer Key

Students’ own answers


Now tell students to look at the pictures and answer the questions. To check, ask some volunteers to read the answers aloud.

Answer Key

1. No, she isn't. 2. Yes, he is. 3. No, they aren't. 4. Yes, it is.

Optional Activity

Divide the class into groups of three. Tell students that you are going to show them a word, on a flashcard, and that groups will have to write a sentence including that word. When groups have finished writing, they should raise their hands so that you can decide which group reads out their sentence first. Award a point to the team(s) that write(s) a correct sentence. Continue playing like this showing groups five more cards with words on them. The team with the most points wins the game. If there is a tie, write some more words on the board to continue playing until you determine which group is the winner.

Optional Activity

Divide the class into groups of three. Tell

Project Work 1: Name AcrosticsProject Work 1: Name Acrostics

To finish the first review, students do a project individually.

1 Look at this name acrostics.

First, students read the name acrostic. Explain an acrostic is a poem or other form of writing in which certain letters in each line form a

word or words - in this case, somebody's name. Tell students they can take this name acrostic as a model to complete exercise 3.

2 Write some sentences about you.

Bearing in mind the name acrostic in exercise 1, ask children to complete the sentences in exercise 2 about themselves to get ready to do exercise 3.

Answer Key


3 Now design your name acrostics.

Tell children they will now have to write their own name acrostics. The answers to the questions in exercise 2 will help them with this. Remind them to take the name acrostic in exercise 1 as a model. Ask children to write their name acrostics on a piece of card paper. You can display students' work on the classroom walls.

Answer Key


Wrap-upMaterials: magazines, card

Have students form groups of four. Distribute materials and invite students to create a collage that represents what they have learned in units 1 and 2. Display students’ collages around the classroom and have them explain their artwork.

Variation: Have students create a collage about something they found to be fun in units 1 and 2.

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40 Unit 3

Unit3 Around the house

SB pages 28 and 29

Lesson 1

Objectives

•Toidentifyroomsandplacesinahouse.•Tostatewhereinthehousepeopleare.•Tointroducetheideaofexistence:there be.•Torevisevocabularyrelatedtofamilymembers.

Language:

•Thereis/Thereisn'ta(beautifulgarden).•Thereare/Therearen’t(twobathrooms)in thishouse.

•Where’s(Mum)?She’sinthe(garden).

Vocabulary:

•Rooms,placesandotheritemsinahouse:diningroom,bedroom,kitchen,livingroom,bathroom,garden,garage,lamp,plant, cooker,etc.

•Familymembers(revision):father,mother,grandfather,grandmother,sister,brother

•Adjectives:enormous,comfortable,beautiful

Warm-upPrepareflashcardswithmagazinecut-outsorrealpicturesifyou’vegotsomeforthefollowingroomsandplacesinahouse:diningroom,garden,bedroom,kitchen,livingroomand bathroom.ShowthemtothechildrenonebyoneandtellthemwhattheyarecalledinEnglish.Makesureeverybodyunderstandswhateachwordmeans.Showthemagainseveraltimes,namethemandaskchildrentorepeatthewords.Thenaskstudentstoopentheirbookstopage28andtellthemtheyaregoingtostudyvocabularyrelatedtohouses.

1 Complete with a vowel. Tellstudentstolookatthepictures:showtheroomsandplacesinahousetheyhavejustlearnt.Butthewordsforthesepicturesareincompletebecausethevowels(a,e,i,o,u)aremissing.Asktheclasstoguessthemissing

vowelstocompletethewords.Forstudentstochecktheanswers,writethecompletewordsontheboard.

Answer Key

1. diningroom; 2. garden; 3. bedroom; 4. kitchen; 5. livingroom; 6. bathroom


Askstudentstolookatthepictureinexercise2.Elicitthenamesoftherooms,furnituretheymightknowandfamilymembers.Nowfocusstudents’attentionontheCoolLanguagebox.Presentandmodelthequestion:Where’sMum?Elicitwhenweuseit:Toaskaboutaperson'slocation.Presentandmodeltheanswer:She’sinthegarden.Dothesamewithanotherfamilymembershowninthepicture.

2 Listen and match the people with the places.

Nowtellstudentstheywilllistentotwopeopletalkingaboutwheredifferentmembersofafamilyareinthehouse.Playtrack22.Studentslistenandmatchthefamilymemberswiththecorrespondingrooms.

Track 22 Í

Narrator: Numberone.Where’sMum?Jessica: She’sinthegarden.

Narrator: Numbertwo.Where’sDad?Jessica: He’sinthekitchen.

Narrator: Numberthree.Where’sGrandma?Jessica: She’sinthelivingroom.

Narrator: Numberfour.Where’sGrandad?Jessica: He’sinthediningroom.

Narrator: Numberfive.Where’sTom?Jessica: He’sinthebathroom.

Narrator: Numberssix.Where’sJessica?Jessica: I’minmybedroom!

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41Around the house

Unit3

Answer Key

Mum: garden;Dad: kitchen;Grandma:livingroom;Grandad: diningroom;Tom:bathroom;Jessica: bedroom

3 Check your answers above with a friend.

Dividetheclassintopairs.PlayTrack22againandinstructpairstoaskandanswerquestionsaboutthedifferentfamilymemberstochecktheiranswers.Monitorandhelpasneeded.

Optional Activity

Drawahouseonthefloorusingchalk.Labelthedifferentplacesinit.Choosevolunteerstostandonthedifferentplacesofthehouse.Askquestionsandencouragestudentstoanswerthem:Is(Miguel)inthekitchen?Whereare(Laura)and(Katy)?Encouragestudentstoaskthequestions.

Optional Activity

Draw

4 Match the descriptions with the pictures.

Instructchildrentoreadthefirstdescriptionsilentlyandaskthemwhatitisabout:roomsinahouse.Elicitwhatthereisandtherearemeanandwhenweuseoneortheother.Nowaskthemtoreadthesecondtextsilentlyaswellandmatchthedescriptionstothehouseplans.

Answer Key

1. b; 2. a

Writeacoupleofsentencesfromthetextsinexercise4ontheboardtoillustratetheuseoftherebe,andunderlinethestructuresyouneedtoteach,forexample:There’salivingroominthishouse.Thereisn’t agarden.Inthishouse,therearen’ttwobedrooms.Buttherearetwobathrooms.

Nowdirectstudents’attentiontotheCoolGrammarbox.AskchildrentoreadthesentencesontheboardandthestructuresintheCoolGrammarboxtoelicittheuseofthere be insingularandpluralandaffirmativeandnegativesentences.


5 Draw or stick a picture of your house and write a description.

Askchildrentodraworbringapictureoftheirhousesanddescribethem.Theyhavetousethestructurestheyhavejustlearnedandthevocabularyforroomsandplacesinahouse.Tohelpthem,writeadescriptionofyourownhouseontheboard:Inmyhouse,there’sakitchen,alivingroom,abathroomandadiningroom.Thereisn’tagarden.Therearetwobedrooms.


Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectAskchildrentobringtoclasstwodice,agluestick,apairofscissorsandcrayons.Tellthemtowritethenamesofsixhouseroomsonapieceofpaperandcutthemout.Thenaskstudentstodrawsixobjectsonapieceofpaper,colourthemandcutthemout.Ononeofthedice,studentsgluethenamesoftherooms.Ontheother,studentsgluetheobjects.ThenaskthemtousethedicetoplayWhere’s(are)…?withafriend.Pairstaketurnstocastthetwodiceandaskandanswerquestionsaccordingtowhatthediceindicate.

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42 Unit 3


Answer Key

1 Answer the questions.

1. Therearethreebedrooms.2. Thereisadiningroom.3. Therearetwolivingrooms.4. Thereisakitchen.5. Therearethreebathrooms.

2 Complete with there is, there isn’t, there are or there aren’t. 1. Thereisn’tasmallgarageinthishouse.

There’sabigone.2. Therearen’ttwobedroomsinmyhouse.

Therearethree.3. There’sacomfortablediningroominLou’s

house.It’sreallybig!4. There’sakitcheninmyhouseandthereare

twobedrooms.5. Thereisn’tabiggardeninKen’shouse.The

gardenissmall.

SB pages 30 and 31

Lesson 2

Objectives

•Tostatewhereobjectsareinaroom.•Toaskandanswerabouttheexistenceofthings.•Tolearnvocabularyrelatedtotoys.•Torevisesomeschoolobjectsandcolours.

Language:

•Wherearemysister’stoys?•The(bike)is(under)the(table).•Isthere(ablueeraser)?Yes,thereis.•Arethere(twopencilcases)?No,therearen’t.

Vocabulary:

•Toys:bike,ball,doll,teddybear,train,car,robot•Prepositions:on,in,under•Schoolobjects:eraser,pencil,ruler,etc.•Colours:orange,brown,green,etc.

Warm-upPrepareflashcardsforthesetoys:bike,robot,doll,teddybear,car,ballorbringrealtoystotheclassroomandshowthemtostudentsonebyone.Elicitthevocabularytheymightknowandteachthevocabularytheydon’tknow.Askstudentstoclosetheireyes.Hidetheflashcardsortherealtoysin,on,andunderdifferentobjectsintheclassroom.Theyshouldnotbedifficulttofind.Askstudents:Where’sthe(car)?Askthemtolookforit.Whentheyfindit,elicitthepreposition:The(car)is(under)the(table).Thewholeclassrepeatsthesentenceforreinforcement.Repeattheprocedurewiththeotherflashcards/toys.Mimethethreeprepositions(on,in,under)everytimetheysayasentence.

1 Listen and number the toys in Jenny’s

sister’s room.

Havestudentsopentheirbookstopage30,exercise1.TellthemJennycan’tfindhersister’stoys.Theywillhavetohelpherfindthem.Theylookatthesceneandtellyouwhattheycansee.Explainwhatthetoysaredoing:They’replayinghideandseek.Playtrack23forstudentstonumberthetoys.Playitmorethanonceifnecessary.Checkanswerswiththewholeclass.

Track 23 Í

Narrator: Numberone.Thebikeisunderthetable.Numbertwo.Therobotisinthebox.Numberthree.Thedollisonthebed.Numberfour.Theteddybearisonthechair.Numberfive.Thetrainisunderthebed.Numbersix.Thecarisunderthechair.Numberseven.Theballisintheschoolbag.

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43Around the house

Unit3

Answer Key

1. bike; 2. robot; 3. doll; 4. teddybear; 5. train; 6. car; 7. ball

Directstudents’attentiontotheCoolGrammarbox.Tellthemtolookatthepicturesthatexplainin,onandunder.Elicitoneortwoexamplesfromthesceneinexercise1:

T:Theballis...SS:Intheschoolbag.


2 Check your answers with a friend.

Dividetheclassintopairs.Choosevolunteerstoreadaloudthedialogueinthespeechbubbles.Instructstudentstodothesametochecktherestoftheanswerswiththeirpartners.

3 Match the sentence halves.

Focusstudents’attentionontheexample.Instructthemtoworkalonetomatchthesentencehalves.Theninvitevolunteerstoreadthecompletesentencesaloud.

Answer Key

1. Thebikeisunderthetable.2. Therobotisinthebox.3. Thedollinonthebed.4. Theteddybearisonthechair.5. Thetrainisunderthebed.6. Thecarisunderthechair.7. Theballisintheschoolbag.

Values: Sharing toys and other objects

Taketheopportunitytotalktochildrenaboutthevalueofsharingtoysandotherobjects.Explainthatsharingsomethingisagreatresponsibility.Remindthemthattheyhavetoaskpolitelyfor

theitemtheywanttoborrowinsteadofdirectlytakingitfromothers.Itisalsoimportanttoreturntheitemtheyborrowingoodconditiontoitsowner.

Optional Activity

Dividetheclassintoteamsofthree.Haveteamsdivideasheetofpaperintothreedifferentcolumns:schoolobjects,colours,andnumbers.Haveteamswritetwowordsineachcolumn.Thefirstteamtofinishisthewinner.

Optional Activity

Divide

4 Listen and read. Which are the school objects in Jenny’s bedroom?

Focusstudents’attentiononthepictures.Studentstellyouwhattheycansee:pens,pencils,rulers,sharpeners.Ask:Arethepicturesthesameordifferent?Pointoutthattheyaredifferent.

TellstudentstheywilllistentoChrisandJennytalkingaboutschoolobjects.TheywillhavetodiscoverwhichisthepicturewhichbestdescribestheschoolobjectsinJenny’sbedroom.

Track 24 Í

Chris: Um…Letmeguess.Isthereayellowruler?Jenny: Yes,thereis.Chris: Andaretherethreepencils?Jenny: No,therearen’t.Chris: I’mconfused.What’stheanswer,please?Jenny: Oh,comeon,Chris!It’ssosimple!

Answer Key

c. asharpener;fourpencils,twopens;ayellowruler

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44 Unit 3

Callstudents’attentiontotheCoolGrammarbox.Askvolunteerstoreadoutthequestionsandanswers.Elicittheuseoftheinterrogative(Isthere...?/Arethere...?)andtheaffirmativeandnegativeanswersinthesingularandpluralforms.


5 Look and answer.

Nowinstructchildrentolookatthepicturesandthequestionsinexercise5andanswerthem.Youmaywanttotaketheopportunitytopractisetheuseofthere beintheinterrogativeformorally.Askquestionsaboutdifferentschoolobjectsintheclassroom:IsthereanorangepencilcaseonTommy’sdesk?Aretheretwowhiterulersunderthischair?IsthereayellowbookinAdriana’sschoolbag?Aretherethreesharpenersinyourbag?etc.Ifyouwish,youcanwritesomequestionsontheboardforstudentstocopyandanswerashomework.

Answer Key

1. Yes,thereis.2. No,therearen’t.

Optional Activity

Materials:Ablindfold

Writein,onandunderontheboard.Drawlargesquaresaroundthem.Dividetheclassintofourgroups.Inviteamemberofonegrouptocometothefront.Puttheblindfoldonhimorher.Spinhimorheraround.Thenheorshemusttouchtheboardtochooseaword.Thestudent'sgroupthenfindsanexampleoftheprepositionintheclassroom:Thereisabookinaschoolbag.Continueinthesamewaywiththeothergroups.

Optional Activity

Materials:

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: atoiletpapertube,agluestick,aluminiumfoil,colouredpaper,scissors,astapler,twopipecleaners(optional),googlyeyes(optional)

Thepreviousclass,askstudentstobringtoclassthematerialsmentionedaboveandaskchildrentomaketheircrazyrobots.Theywillhavetoputglueonthetoiletpapertubeandwrapitwithaluminumfoil.Then,theycandecoratetherobot’sbodywithcolouredpaper,draweyesorgluegooglyeyesonit.Finally,theycanstaplepipecleanerstothetopoftherobottomakeantennae.Demonstratetheinstructionsasyougoalong.Oncetheyfinish,dividetheclassintopairs.S1closeshisorhereyeswhileS2hidestherobot.ThenS1tellsS2whereheorshethinkstherobotis:Therobotisunderthechair.S2answers:Yes,itis.orNo,itisn’t.S1hasthreeopportunitiestoguesswheretherobotis.Afterthat,heorsheasks:Whereistherobot?S2tellsS1wheretherobotis.Thentheyswitchrolesandplayagain.


WhenstudentsfinishtheCoolMiniProject,askthemtocompletetheUnit3ExtraActivityonpage77.

Look at the picture and unscramble the questions.

1. Isthereaboxinthisroom?2. Isthereateddybear?3. Aretherethreeballs?4. Aretheretwogreenchairs?


Answer Key

1 Circle the correct option.

1. It’sunderthebed.2. It’sunderthechair.3. It’sintheschoolbag.

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45Around the house

Unit3

2 Look and complete the questions or the answers.

1. No,therearen’t.2. Yes,thereis.3. Aretheretworacketsinthebox?4. No,thereisn’t.5. No,therearen’t.6. Aretheretwobeds?

SB pages 32 and 33

Lesson 3

Objectives

•Toidentifypiecesoffurnitureandotheritemsinahouse.

•Torevisevocabularyrelatedtoroomsinahouse.

•Totalkaboutfavouriteroomsinahouse.•Towriteablogpost.

Language:

•Myfavouriteroomsis(small).•Arethere(fourchairs)?No,therearen’t.•Istherea(cooker)?Yes,thereis.•Thereis(abigbedjustforme).•I’vegot(afabulousLEDTV)inmy(livingroom).

Vocabulary:

•Furnitureandotheritemsinahouse:sofa,cooker,window,lamp,door

•Adjectives:small,big,fabulous,comfortable,great,nice

Warm-upTellchildrentheywilllearnvocabularyrelatedtopiecesoffurnitureandotheritemsinahouseinthislesson.Prepareflashcardswithmagazinecut-outstoteachthefollowingwords:sofa,cooker,window,lamp,door,bathtub.Showstudentstheflashcards,onebyone,namingtheobjectsandaskingchildrentorepeat.Dothisseveraltimes.


Nowthatchildrenhavelearnedandpractisedthisvocabulary,tellthemtocompletethewordswithavowel.Tochecktheexercise,writethewordsontheboard.

Answer Key

1. sofa; 2. cooker; 3. window; 4. lamp; 5. door; 6. shower

2 Play Favourite Rooms with a friend.

Tellstudentstolookatthepictureofthehouseinexercise2.Elicitthenamesoftheroomsinthehouseandthepiecesoffurnitureandotheritems.Askthemsomequestionstopractise:Whereistheshower?Whereistherealamp?Whereisthebed?Isthereawindowinthelivingroom?Isthereadoorinthelivingroom?Istherealampinthekitchen?Whereisthesofa?Isthereacookerinthelivingroom?Whereisit?Isthereatableinthekitchen?Howmanychairsarethere?Thenasktwovolunteerstoreadoutthedialogue.Dividetheclassintopairs.Askonememberineachofthepairstothinkabouttheirfavouriteroominthishouse.Theirpartnershavetofindthisoutbyaskingquestions.Studentscanusethedialogueasaguide.Nowaskpairstochangerolesanddotheactivityalloveragain.


Values: Helping with housework and taking care of the house

Askchildreniftheyhelptheirparentswiththehousework.Askthemwhattheyusuallydo.Highlighttheimportanceofhelpingparentsandkeepingthegardenandroomsniceandtidy.Alsotalkwithchildrenabouthowimportantitistotakecareofpiecesoffurnitureandotheritemsinthehouseandbeingresponsiblewiththeuseofwater,electricity,etc.

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46 Unit 3

3 Listen and read.

Askstudentswhichtheirfavouriteroominthehouseis.TellthemtheywillreadaboutandlistentoChrisandJennytalkingabouttheirownfavouriterooms.Playtrack25onceforstudentstogetthegeneralmeaning.ElicitthelivingroomisChris’sfavouriteroomandthebedroomisJenny’sfavouriteroom.ThenplaytheaudioCDagainforstudentstolistentothereasonswhyChrisandJennyliketheseroomsintheirhouses.Playitathirdtimepausingaftereachsentenceforchildrentolistenandrepeat.Askquestionstocheckcomprehensionandtopractisevocabularyaswell:WhathasChris’slivingroomgot?IsthereaLEDTVinthelivingroom?IsthereaDVDplayer?WhataboutJenny’sfavouriteroom?Isthereabedinthisroom?Isitsmall?Isthereadesk?Whatcolourisit?Isthereawindow?Howmanyarethere?

Track 25 Í

Chris: Thelivingroomismyfavouriteplace.It’sgotacomfortablesofaandthere’satablewithfourchairs.I’vegotafabulousLEDTVandaBlu-rayplayer.It’sagreatroom!

Jenny: Myfavouriteroominmyhouseismybedroom.There’sabigbedjustformeandI’vegotanicepinkdesk.Therearetwosmallwindowswithflowers.Ilovemybedroom!

4 Answer: True or false?

Nowtellstudentstoworkinpairs.Theywillreadsomesentencesaboutthetexttheyhavejustreadandwillhavetostatewhethertheyaretrueorfalse.Tochecktheanswers,asksomevolunteerstoreadthesentencesaloudandsaytrueorfalse.

Answer Key

1. T; 2. F; 3. F; 4. T

5 Write a blog post.

Tofinishthelesson,studentswillhavetowriteablogpostabouttheirfavouriteroomsintheirhouses.Theycanusethetextsinexercise3asamodel.Asksomevolunteerstoreadouttheirposts.


Values: Keeping your bedroom clean Invitestudentstotalkabouttheirbedroomsandsaywhethertheythinktheyarecool.Encouragethemtotelltheclasshowtheycankeeptheirbedroomscleanandwhythisisimportant.

Wrap-upChooseoneofthesetopicsandwriteitontheboard:Familymembers,physicalappearance,roomsinahouse.Havestudentsmentionanythingthatcomestotheirmindsaboutthistopic,forexample:familymembers.Choosesomeofthestudents’responsesandwritethemontheboard:Robert,tall,greeneyes,father,bedroom,garden,etc.Workwiththewholeclass.Makesentenceswiththesewords.Addsomequestionsandarrangethemtomakeapoem.Encouragestudentstoaddanopeningorclosinglineandatitle:

Dad's at home

Robert.Who’sRobert?Robertismyfather.He’stall.Hashegotgreeneyes?No,hehasn’t.Hiseyesareblue.Where’sRobert?Isheinthebedroom?No.Isheinthegarden?Yes.Ilovemyfather!

Explaintotheclassthatthisisapoem.Addthatpoemscanbephrasesaboutatopic.Theydonotalwayshavetorhyme.Invitestudentstosuggestothertopics.Thengetstudentsintopairsandhavethemwritea

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47Around the house

Unit3shortpoemaboutatopic.Choosevolunteerstoreadtheirpoemsaloud.


Answer Key

1 �Answer the questions.

1. It’sashower.2. They’relamps.3. They’redoors.4. It’sasofa.5. They’rewindows.6. It’sacooker.

2 �Are these actions right or wrong? Mark

them (3 or 7).

First set of pictures: (7);(3)

Second set of pictures:(3);(7)

Third set of pictures: (3);(7)

SB pages 34 and 35

Lesson 4

Objectives

•Toidentifyanddescribedifferentpets.•Toidentifyandusesomesimplecommands.•Toreadandtalkaboutastory.

Language:

•Listen!•Don’tsitdown!•Lookat(mynewpet).•Whatisit?It’sa(parrot).It’s(small)and(green).

•Whatarethey?Theyare(guineapigs).

Vocabulary:

•Pets:cat,dog,frog,rabbit,parrot,turtle,fish,hamster,ferret,spider

•Adjectives:small,big,brown,green,orange,etc.•Commands:walk,read,stop,sitdown,look,standup

Warm-up

Prepareflashcardswithmagazinecut-outsforthefollowinganimals:rabbit,frog,parrot,turtle,dog,fish,cat,spider,ferret,hamster.Showthemtostudents,namingtheanimalsaloudandaskingstudentstorepeat.Explainthatsomeoftheseanimalsarepetsthatwecanadoptandbringhome.Alsoexplainthemeaningofthewordpet.Invitetwovolunteerstocometothefront.Giveaflashcardtooneofthemandhavehimorherdescribeitfortheotherstudenttoguess:S1:It’sbrown.It’ssmall.It’sapet.S2:Isitahamster?S1:Yes.Repeattheprocedureseveraltimeswithotherpairsofstudentsandflaschards.

1 Find the words. Have you got one of these pets? Describe it.

Nowtellchildrentolookatexercise1onpage34.Focuschildren’sattentionontheexample.Studentsfindandcirclethenamesoftherestofthepetsinthewordsearch.Tochecktheanswers,drawthecrosswordpuzzleontheboardandaskvolunteerstocometothefrontandcirclethewords.Nowaskstudentstodescribesomeoftheanimalsintheexercise:Thefishisorange,whiteandyellow.Thefrogisgreenandsmall.Thecatissmall,brownandwhite,etc.

Answer Key

Horizontally: hamster,parrot,fish,rabbitVertically: ferret,spider,turtle,frog,cat,dog

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48 Unit 3

Optional Activity

Giveeverystudentasheetofpaper.Dividetheclassintopairs.Student1givesinstructionstoStudent2:S1:Drawtwoparrots.S2:Whatcolourarethey?S1:They’regreenandyellow.

Thenstudentsexchangerolesandplayagain.Finally,instructthemtowritethedialoguesontheirsheets.

Optional Activity

Give

2 Listen and follow the story.

Asktheclasstolookatthestoryinexercise2onpage34andfindanimalpicturesfromthepreviousactivitythatmatchtheanimalnamesmentionedhere.PlayTrack26andhavestudentsfollowthestoryastheylisten.Explainanywordstheymightnotunderstand.Askquestionstocheckcomprehension:Wherearethey?Whatistherobot'sname?Whatarethepets?Dividetheclassintothreegroups.Assignoneofthethreerolesinthestorytoeachgroup.Playthetrackagain.PausetheCDaftereachlineandhavethecorrespondinggrouprepeatit.Finally,askthreevolunteerstoassumethethreerolesinthestoryandreadouttheirlines.Iftheyfeelconfidentenough,youcanaskthemtoactoutthestorywithoutreading.

Track 26 Í

Jenny: Goodmorning,MrGreen.Robot: Goodmorning,Jenny.Jenny:Lookatmynewpet.Robot:Aaah!Arat!Jenny: No,itisn’tarat.Robot:Whatisit?Jenny: It’sahamster.Peter: Andlookatmynewpets,MrGreen.Robot: Oh!Twobighamsters.Peter: No,theyaren’thamsters.Robot: Whatarethey?Peter: They’reguineapigs.They’repetstoo.Robot: Yes,theyare.


Havestudentsreadthequestionsandanswerthemindividually.Askthequestionsorallytoelicittheanswersfromtheclass.Finally,askvolunteerstocometotheboardandwritedowntheanswersfortherestforreinforcement.

Answer Key 1. It’sMrGreen.2. She’sgotahamster.3. He’sgottwoguineapigs.

Optional Activity

Distributesomepiecesofblankpaperamongstudents.Askstudentstodrawtheirpet(s).Ifanybodyhappensnottohaveapet,heorshecandrawthepetheorshewouldliketohave.Dividetheclassintogroupsoffour.Instructstudentsineachgrouptofindoutaboutthepet(s)theirfriendshave.Askthemtowriteareportintheirnotebooks:Ale’sgotthreehamsters.Olivia’sgotadog.Tommy’sgotacat.Invitevolunteerstosharetheirinformationwiththeclass.

Optional Activity

Distribute

PresentthecommandStandupwithgestures.Modelitandhavestudentsrepeatit,asagroupfirstandthenindividually.Invitestudentstomimetheactionastheyrepeattheinstruction.FollowthesameprocedurewiththerestofthecommandsintheCoolGrammarbox.NowaskchildrentolookattheCoolGrammarbox.Explainthesentencesintheboxexpressordersorcommandsandareusedtotellotherpeoplewhattodoorwhatnottodo.


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49Around the house

Unit34 Give your friend some commands. Use

these verbs.

Dividetheclassintopairs.Invitestudentstousetheverbsinexercise4togiveinstructionstoeachother.Studentsmaynotknowthemeaningofalltheseverbs.Elicitwhattheymeanwithgestures.Finally,askvolunteerstogiveinstructionstothewholeclasswhoshouldrespondtothemaccordingly.


Optional Activity

Tellstudentstostandinlinebehindyouandfollowyouaroundtheclassroom.Giveacommandandthenperformit.Studentsrepeatthecommandandthencopytheaction.

Optional Activity

Tell

5 Listen and complete. Then sing the rest of the song.

Nowhavestudentslookatthesonginexercise5onpage35.Focusstudents’attentiononthepictureandaskHowmanyspidersarethere?Ten.Countthenumberofspiderstogetherwithstudents.Playtrack27andhavestudentscompletethesong.Playthetrackagainandstopitaftereverynumber.Invitestudentstosaywhatnumbertheywroteandasksomevolunteerstocometotheboardandwritedownthesenumbers.Playtrack27againandhavestudentssingthesongtheyhaveintheirbooksandaddtherestofthesongcountingdownfromfourtozero.Encouragethemtomimethelyricsofthesongwhiletheysing.

Track 27 Í

Ten Big Spiders

Tenbigspidersareinabox,Onejumpedout,Now,therearenine.

Ninebigspidersareinabox,Onejumpedout,Now,thereareeight.

Eightbigspidersareinabox,Onejumpedout,Now,thereareseven.

Sevenbigspidersareinabox,Onejumpedout,Now,therearesix.

Sixbigspidersareinabox,Onejumpedout,Now,therearefive.

Answer Key

nine;eight;seven;six;five

Wrap-upBringaballtoclass.Giveastudenttheball.Nameavocabularycategory:schoolobjects,pets,numbersorcommands.Thestudenthastosayawordinthatgroup.Thenheorshetossestheballtoanotherstudent.Ifthestudentwhocatchestheballcannotthinkofaword,invitetherestofthegrouptooffersomehelp.


Answer Key

1 Unscramble the words and solve the crossword puzzle.

1. rabbit; 2. fish; 3. parrot; 4. dog; 5. ferret; 6. spider; 7. hamster; 8. turtle; 9. cat; 10. frog

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50 Unit 3

2 Look at the signs and complete.

1. Don’tlook.2. Stop.3. Don’twalk.4. Read.

SB pages 36 and 37

Cool Kids' Corner

Objectives

•Totalkaboutanddescribepets.•Toreadanarticlefromamagazine.•Toaskandanswerquestionsaboutpeople'sfavouritepets.

Language:

•Whatisit?It’s(aturtle).•Whatarethey?They’re(rabbits).•(Hamsters)arethebestpets.•Thereare(twocats)athome.•Thereisn’t(adog).•We’vegotitin(aglasscase)inthe(livingroom).

•It’sgot(brownhair),(smallpinkears)and(blackeyes).

•Catsare(beautiful)and(quiet).

Vocabulary:

•Pets:rabbit,spider,cat,dog,fish,etc.•Colours:brown,white,green,black,etc.•Adjectives:nice,beautiful,small,quiet,intelligent,friendly

Warm-upDrawadogandahouseontheboard.Tellstudentsthatthedogisyourpetandthatitissomewhereinyourhouse.Theyhavetoaskquestionstofindoutwhereitis.YoucanonlyanswerYesorNo.S1:Isitinthegarden?T:No,itisn’t.S2:Isitinthebedroom?T:Yes,itis.

Thestudentwhoguessescorrectlythinksofanewhidingplaceandanswerstheotherstudents’questions.Repeattheprocedureseveraltimes.

1 Play Snakes and Ladders with a friend.

Dividetheclassintosmallgroups.Havestudentsopentheirbooksatpage36andlookatexercise1.Invitethemtolookatthegame.Giveeachgroupadiceandasmanycountersastherearestudentsineachgroup.Counterscanbesmallpiecesofpaperindifferentcolours.Explaintostudentshowtoplay:

• Castthediceandmovethecounterthenumberofboxesontheboardthatthediceindicates.Playerscontinuecastingthediceuntiltheymissaturn.

• Iftheboxtheylandonhasanumberonit,theyshouldsaythenumberoutloud:Two.Foragroupofpets,theplayerasksandanswersaquestionormakesastatementaboutthem:Whatarethey?They’refish.Aretheyfish?Yes,theyare.Aretheyrabbits?No,theyaren’t.Therearetenblackandyellowfish.Iftheanswerisincorrect,theplayermissesaturn.

• Iftheboxtheylandonhasthefootofaladderonit,theplayerclimbsuptheladder.Otherwise,theyclimbdowntheladder.Iftheboxtheylandonhastheheadofasnakeonit,theplayerslidesdownthesnake.Otherwise,theyslideupthesnake.

• ThefirstplayertoreachtheExitwins.

2 Read these comments in a magazine.

Tellstudentsthesearetextsfromapre-teenager’smagazineaboutthebestpetstohaveathome.Askthemtoreadthetextssilentlyandtellyouwhowrotethecommentsandwhichpetsthewritersthinkarethebest:BillythinkshamstersarethebestpetstohaveathomeandHelenpreferscats.Askcomprehensionquestions:HowmanyhamstersarethereinBilly’shouse?Whataretheirnames?Wherearethey?Whichishisfavourite

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51Around the house

Unit3hamster?Canyoudescribeit?HowmanycatsarethereinHelen’shouse?Whataretheirnames?Isthereadog?WhatisMitzylike?


Nowaskchildrentoworkinpairsandanswerthequestionsaboutthetext.Tochecktheanswers,askvolunteerstocometotheboardandwritethemdown.

Answer Key

1. Yes,thereare.2. They’reinaglasscaseinthelivingroom.3. No,thereisn't.4. (They're)MitzyandJackie.

Wrap-upAskstudentstobringtoclassapictureoftheirpetifthey’vegotone.Choosevolunteerstotelltherestoftheclassabouttheirpet.Iftheyhappennottohaveone,theycanbringapicturefromamagazineofapettheywoluldliketohaveathome.Chooseavolunteertoshowtheclasshisorherpicture.Invitehimorhertosaywhatpetitisanditsname:Mypetisadog.Mypet’snameisPuppy.Writethesentencesontheboard.Distributesomepiecesofblankpaperamongstudents.Theygluethepictureoftheirpetontothepaperandwriteadescriptionbelowthepicture.Displaystudents’workaroundtheclassroom.

Values: Taking care of your pets Tellstudentsthathavingapetcanbefun,butitisalsoagreatresponsibility.Elicitwhatapetneeds:food,water,exercise,loveandattention.Handoutblankpiecesofpaper.Havestudentsdrawtheirpetsinthemiddleofthepaperandwhatitneedsaroundthedrawingofthepet.Studentswhodonotownapetcandrawanimaginarypet.


Answer Key

1 Read and colour the correct pictures.

1. Apetlivesinahouse.2. Anelephantisnotapet.3. Apetneedsfood.

2 Complete the quote by Martin Buber.

1. An; 2. eyes; 3. got; 4. speak; 5. language

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52 Unit 4

Unit4 What can you do?

SB pages 38 and 39

Lesson 1

Objectives

•Toexpressabilityandlackofability.•Toexpresscontrastandaddition.•Toidentifyadverbsofmood.•Toreadashorttext.•Todecodesentences.

Language:

•Hecan(dance)(verywell).•Hecan’t(sing).•Hecan(rideamotorbike)buthecan’t(roller-skate).

•Shecanplaytheguitarandshecansingtoo.

Vocabulary:

•Actions:speak(French),play(thedrums),play(football),read(music),prepare(sushi),dance,sing,fly,maketoys,drive,ride(abike),domagictricks,fix(cars),roller-skate,liftacar,changeatyre

•Adverbs:well

Warm-upPrepareflashcardswithmagazinecut-outsforsomeoftheactionstobetaughtinthisunit,e.g.:drive,rideabike,playtheguitar,speakEnglish,etc.Showthemtothechildrenonebyoneandsay:He/Shecandriveacar.He/Shecanplaytheguitar.IcanspeakEnglish.Violettacansinganddance.Supermancanfly.Elicitthemeaningofcananditsusetoexpressabilityasyouwritethesesentencesontheboard.Tellchildrentheyaregoingtolearnhowtotalkaboutactionsyoucanandcan’tdointhisunit.

1 Look and number the pictures. Then listen and repeat. Nowaskchildrentoopentheirbookstopage38.Havethemlookatexercise1.Pointtothehamsterrobotinthepicturemarkedasonethatillustratesthisactivty:fly.Thenaskstudentsto

calloutthecorrespondingnumberandactionassociatedwithit:One.Fly.Havestudentsdotheactivityontheirown.Thendividetheclassintopairsandhavestudentschecktheiranswers.Helpthemwiththevocabularytheycan’tfigureout.Tochecktheexercise,pointtoeachhamsterrobotandinvitevolunteerstosayitscorrespondingnumber.Afterthat,playtrack28justforstudentstolisten.Playitforasecondtime,pausingaftereachactionandaskchildrentorepeatforthemtopractisepronunciationandgetfamiliarwiththenewwords.Finally,writetwoorthreesentencesontheboard:Number1canfly.Number2canspeakFrench.Number5candrive.Readthesentencesaloudandencouragestudentstoproducesimilarsentenceswiththerestoftheactions.

Track 28 Í

Narrator: One.Fly/Two.SpeakFrench/Three.Maketoys/Four.Ironclothes/Five.Drive/Six.Playthedrums/Seven.Readmusic/Eight.Fixcars/Nine.Domagictricks/Ten.Preparesushi

Answer Key First row of pictures (fromlefttoright):9. domagictricks;10. preparesushi;2. speakFrench;6. playthedrums;1.fly

Second row of pictures(fromlefttoright): 8. fixcars;7.readmusic;4.ironclothes;5. drive; 3. maketoys

Optional ActivityPreparation: ScrambledVerbs:Listthefollowingverbphrasesonasheetofpaper(1pergroup):odicmgatcrisk,verid,fxirsca,inor,lothesc,akemosty,fyl,apylhetumsdr,paerpreuhssi,draemicus,kspearehFnc.

DividetheclassintosmallgroupsandhandouttheScrambledVerbs.Askstudentstounscrambletheverbsandwritethemonthepaper.Collectandchecktheanswers.Awardonepointforeachcorrectlyspelledverb.Thegroupwiththemostpointsisthewinner.

Optional ActivityPreparation:

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53What can you do?

Unit42 Read and mark (7) Bob’s problems.

Nowtellstudentstolookatexercise2.Explaintheboy’sbrotherhassomeproblems.Askthemtoreadthetextsilentlyanddiscoverwhathisproblemsare.Elicithecandosomeactionsbuthecan’tdosomeothers.Askchildren:WhatcanBobdo?Whatcan’thedo?Elicittheanswers:Hecanliftacarbuthecan’tchangeatyre.Hecancandanceverywellbuthecan’tsing.Hecanrideamotorcyclebuthecan’troller-skate.Makesureeverybodyunderstandsthemeaningofalltheactions.Thenreadthetextaloudonceandthenreaditagain,pausingaftereachsentenceforstudentstorepeat.

Callstudents’attentiontotheCoolGrammarbox.Elicitwhattheymeanandhowaffirmativeandnegativesentenceswithcanareformed.Providesomemoreexamplesontheboard:Hecanrideamotorcycle.Hecan’troller-skate.Hecannotroller-skate.


3 Circle the correct option. Havestudentslookatthethreepicturesandcirclethecorrectoptionineachsentence,Asksomevolunteerstoreadouttheirsentencestocheckthisactivity.

Answer Key 1. can; 2. can; 3. can't

4 Decode the sentences. Askchildrentolookatthesymbolsforthedifferentwordscarefully.Theyhavetousethesesymbolstowritesentences.Thefirstonehasbeendoneforthem.Tocheck,askvolunteerstoreadoutthesentencesandwritethemontheboard.

Answer Key

1. Shecansing.2. Hecan’tplaygolf.3. Shecan’tswim.

4. HecanspeakEnglish.

5. Shecanrideabike.

5 Mark (3 o 7) the things you can or can’t do. Then tell a friend. Askchildrentolookatthepicturesandmakesuretheyunderstandwhattheyrepresent.Forexample,askthem:What’snumber1?Domagictricks.What’snumber2:Sing.Nowaskstudentstotickthethingstheycandoandtocrossouttheonestheycan'tdo.Oncefinished,studentsworkinpairsandtelleachotherabouttheactivitiestheycanandcan'tdo.Circulatearoundtheclassmonitoringthisoraltask.


Wrap-upMaterials: Oldnewspapersandmagazines,cardpaper(1sheetperteam).

Dividetheclassintosmallgroupsandhandoutmaterials.AskstudentstowritethetitleVERBSinthemiddleofthecardsheet.Elicitsomeverbsandwritethemontheboard.Askstudentstolookthroughthenewspapersandmagazinesandcutoutasmanypicturesofactionsastheycanspotonthepaperandmagazinepages.Thenhavestudentsgluethepicturesaroundthetitle.Haveavolunteerfromeachteamshowtheircollagestotherestoftheclassandsaytruesentencesabouthimself/herself,e.g.:Ican’tdomagictricks.Icanrideabike.Displaystudents’workaroundtheclassroom.

Values: Being respectful of what people can or can’t do

Tellchildrennotallofushavethesameabilities.Someofusaremoreskilledatsportsandsomeothersatlanguagesoranyotherareas.Remindthemtoberespectfulandtolerantofthesedifferencesandnevertolaughatotherpeople’sincapabilities.

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54 Unit 4


Answer Key

1 Complete the sentences using can or can’t. 1. Mygrandadcanuseacomputerbuthe

can’tcookwell.2. Mygrandmacandancebutshecan’tsing.3. MysisterRebeccacan’trideabikebutshe

canroller-skatefast.4. MumandDadcan’trideabikebutthey

canswimverywell.

2 Write about what you can or can’t do. Use the words in the box. Students’ownanswers

SB pages 40 and 41

Lesson 2

Objectives

•Toreviseabilityandlackofability.•Toaskandanswerquestionsaboutability.

Language:

•Canyou(playfootball)?Yes,Ican./No,Ican’t.•CanLindaswim?Yes,shecan./No,shecan’t.•Icandance(well).•Hecanrun(fast).•Theycancount(from1to20)in(English)(quickly).

Vocabulary:

•Sports:scubadiving,karate,gymnastics,football,cycling,baseball

•Actionverbs:dance,run,jump,ride(ahorse),cook,playfootball,draw,dokarate,swim,count(from1to20),etc.

•Adverbs:well,fast,high,quickly

Warm-upPrepareflashcardsforthesesports:scubadiving,karate,gymnastics,football,cyclingandbaseballandshowthemtostudentsoneby

one.Elicitthevocabularytheymightknowandteachthewordstheydon’tknow.Writeallthesewordsontheboard.

1 Complete with a vowel. Havestudentsopentheirbookstopage40,exercise1.Tellthemtocompletethewordswithavowel.

Answer Key 1. scubadiving; 2. karate; 3. gymnastics; 4. football; 5. cycling; 6. baseball

2 Listen and check your answers. TellchildrenyouwillplaytheaudioCDforthemtochecktheiranswers.Playtrack29twoorthreetimesandhavethemrepeatthewordstopractisepronunciation.

Track 29 Í

Narrator: One.Scubadiving/Two.Karate/Three.Gymnastics/Four.Football/Five.Cycling/Six.Baseball

3 Listen and match. What can they do?NowtellstudentstheywilllistentoMarktalkingtoJimaboutthesportstheyandtheirfriendsplayatthesportsclub.Theywillhavetolistenandmatchthepeopletotheequipmenttheyusetoplaythedifferentsports.PlaytheaudioCDonceforstudentsjusttogetthegeneralideaoftheconversation.Elicitsomeideas:WhichsportsdoMarkandJimmention?(Swimming,basketball,cycling,roller-skating,tennis)Whichfriendsdotheytalkabout?(Sally,LuluandSusan).PlaytheCDtwoorthreetimesforstudentstocompletetheexercise.Checkanswerswiththewholeclass.

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55What can you do?

Unit4Track 30 Í

Mark: Hi!I’mMark.I’mwithmyfriendsatthesportsclub.Myfavouritesportisswimming.I’vegotmyswimshortsandmygogglestoo.Icanswimveryfast!WhataboutyouJim?Jim:IcanplaybasketballwellandIcanjumpveryhigh!Mark: Andcanyouplaybaseball?Jim:No,Ican’t.AndIhaven’tgotabat.Whataboutthegirls,SallyandLulu?Iscyclingtheirfavouritesport?Mark: Yes,itis.Jim: Cantheyridetheirbikesfast?Mark: Yes,theycan!They’vegotkneepadsandhelmetsforprotection.Jim: That’sgreat!Look,that’sSusan.Shecanroller-skateveryquickly!Mark: Yes!Andshe’sgotaracket.Cansheplaytenniswell?Jim: No,shecan’t.Herfirstlessonistoday.

Answer Key

Mark,c;Jim,f;Susan,b;SallyandLulu,a

Directstudents’attentiontotheCoolGrammarbox.Asktwovolunteerstoreadthedialoguesaloud.Clarifyanydoubtschildrenmayhave.Thentopractise,askthemquestionsaboutthedialoguetheylistenedtointhepreviousexercise:CanMarkswimfast?WhataboutJim?Canheswim?CanJimplaybasketball?Canhejumphigh?CanSusanroller-skate?Cansheplaytenniswell?CanLuluandSallyridetheirbikesveryfast?Youmaywanttowritedownthesequestionsontheboardforstudentstoanswerashomeworkifyouwish.


Optional ActivityWritethefollowingheadingsontheboardandaskstudentstocopythemintheirnotebooks:Outdoors,Indoors,Team,andIndividual.Explainthatyouwillnamedifferentsportstheyhavestudiedinthislesson.Studentswritethemunderthecorrespondingheadings.Remindstudentsthatsomesportscanfitdifferentcategories.Checkthisactivitywiththewholeclass.Variation: Nameothersportsstudentsarefamiliarwith,forexample:rugby,golf,kayaking,etc.Proceedinthesamewayasexplainedabove.

Optional ActivityWrite

4 Find a friend who can…Havestudentslookatexercise4.Invitetwovolunteerstoreadoutthetextinthespeechbubbles.Thenaskstudentstoraisetheirhandsiftheycandancewell.Readtheverbsinthelistaloudandcheckeverybodyunderstandstheirmeaning.Havestudentsstandupwiththeirbooksandapencil.Tellthemtowalkaroundtheclassroomtofindaclassmatewhocandotheactionslistedandtowritetheirnamesonthecorrespondinglines.Monitorthisactivitybyofferinghelptostudentswhoshouldaskquestionsproperlyusingcanastheycirculatearoundtheclassroom.Havestudentsgobacktotheirseatswhentheyhavefinished.Checkthisactivitywiththewholeclassbywritingtheactionsandthecorrespondingstudents'namesontheboard.


5 Ask and answer about your friends. Then write sentences.Dividetheclassintopairs.Havestudentsaskeachotherquestionsusingalltheverbsinexercise4anddifferentclassmates’names.Writethisexampleontheboardforpairstouseasreferencewhentheydotheactivity:

S1:Can(Ricardo)telljokes?S2:Yes,hecan./No,hecan’t./Idon’tknow.

Invitedifferentpairsofstudentstorole-playtheirdialoguesforthewholeclass.Finally,students

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56 Unit 4

writesentencesabouttheirclassmatesfollowingtheexampleprovided.


Optional ActivityWritethefollowingsentencesontheboard:

1.Supermancanfly.2.Adogcanuseacomputer.3.Spider-Mancanjump.4.Aclowncantelljokes.5.Amonkeycanpreparesushi.6.Achefcancook.

Intheirnotebooks,havestudentschangethesentencesintoquestions.Dividetheclassintopairs.Havestudentsaskeachothertheirquestions.Checkanswerswiththewholeclass.

Optional ActivityWrite

6 Answer these questions. Nowaskchildrentoanswerthesequestionsaboutthemselves.Checkthisactivitybyaskingvolunteerstoreadouttheiranswers.


Optional ActivityPreparationGuessingCards:Writetheactionverbsfromthisunitonseparateindexcards(1perstudent).

Takeacardwithoutlookingatitandshowittotheclass.Trytoguesstheverbonyourcard.

T:CanIplaythedrums?(showingstudentsthecard)S1:No,youcan’t.T:CanIreadmusic?S2:Yes,youcan!

Dividetheclassintopairsandhavestudentsstandup.DistributetheGuessingCards.Studentsineachpairtapethecardtheyreceivetotheirpartners'back.Thentheytaketurnsaskingquestionswithcantoguesstheverbswrittenonthecardsattachedtotheirbacks.Monitorandofferhelpifnecessary.

Optional ActivityPreparation

Wrap-upDividetheclassintosmallgroupsandhavethemformcircles.Writecanandcan’tontheboard.Playsomemusicandgetstudentstopassaballaroundthecircle.Stopthemusic.Invitethestudentwhohastheballtosaytwosentencesabouthimselforherselfusingcanandcan’t.Repeatseveraltimes.


Answer Key

1 Draw or label the pictures. 1. baseball2. Studentsdrawsomeoneplayingfootball.3. gymnastics4. Studentsdrawsomeonecycling.5. karate6. Studentsdrawsomeonescubadiving.

2 Write questions using can and answer them. 1. Cantheyreadmusic?No,theycan’t.2. Canheplaythedrums?Yes,hecan.3. Canitdance?Yes,itcan.4. Canshedrive?No,shecan’t.5. Canheironclothes?Yes,hecan.6. Cantheymaketoys?No,theycan’t.

SB pages 42 and 43

Lesson 3

Objectives

•Toaskandanswerquestionsaboutability.•Totalkaboutabilityandlackofability.•Toexpresscontrast.

Language:

•Whocan(singwell)?Ican.•Whatcanyoudo?Ican(singandIcandance)too./IcanplaytheguitarbutIcan’tsing.

Vocabulary:

•Actionverbs:readmusic,playthedrums,speakEnglish,rideabike,jumphigh,danceballet,telljokes,etc.

•Questionwords:what,who

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57What can you do?

Unit4

Warm-upWritethefollowingphrasesontheboard:

1. lpaythepiano,theguitar,thedrums2. apkesEnglish,French,Spanish3. dnaceballet,rockandroll,salsa4. reidabike,amotorcycle5. eradabook,amagazine6. mupjhigh

Tellstudentsthelettersinthefirstwordineachphrasearejumbledup.Inpairs,theywillhavetotrytounscramblethemtodiscoverwhatthephrasesmean.Elicittheanswersandwritethecorrectwordsontheboard.

1 Unscramble the actions.

Nowtellchildrentheywillhavetousethewordstheyhavejustscrambledtocompletethephrasesinexercise1.Checkanswerswiththewholeclass.

Answer Key

1. read; 2. play; 3. speak; 4. ride; 5. jump; 6. dance

2 Listen and follow along.

Havestudentslistenandreadalongthecomicstripinexercise2.Focustheirattentiononthefirstpictureandaskstudentswhichofthetworobotstheythinkcandomorethings.Playtrack31andhavestudentsfollowalongintheirbooks.Writethisphraseontheboard:TheRobotoftheYearis…becauseitcan…Invitetheclasstohelpyoucompletethesentence.ThenplaytheCDonceagain,pausingaftereachexchangeandaskchildrentorepeat.Dividetheclassintogroupsofthree.Assignarolefromthestorytoeachstudent.Encouragestudentstoactoutthestoryusingbodylanguageastheyspeak.Thenhavethemswitchroles.Invitevolunteerstoactoutthedialogueforthewholeclass.

Track 31 Í

Presenter: Whocandance?Robot 1:Ican.Presenter: Whocanplaythepiano?Robot 1:Ican.Presenter: Whocandraw?Robot 1:Ican.Presenter: Whatcanyoudo?Robot 2:Icancook.Look!Whocancookinyourclass?Presenter: Whatcanyoudo?

Optional Activity

Writeontheboard:TheStudentoftheYearis…becausehe/shecan…Dividetheclassintosmallgroupsandhavethemcompletethesentence.Elicitsomeanswersandwritethemontheboard.HavetheclassvoteontheStudentoftheYear.

Optional Activity

Write

Values: Giving and accepting praise

Highlighttheimportanceofpraisingwhenweadmiresomething,butalsoofacceptingpraisegratefully.Encouragestudentstopraiseotherpeople’seffortswhentheydosomethingwellandbegratefulwhentheyarepraisedaswell.


Callstudents’attentiontotheCoolLanguagebox.Asktwovolunteerstoreadoutthedialogues.Thenasktheclass;Whocansingwell?Whocanplayfootball?Whocanjumphigh?Elicittheanswertothesequestions:Ican./(Monica)can.Explainyouusethesubjectandcantoanswerthesequestions.Thenask:Whatcanyoudo?Elicitthepossibleanswerstothesequestions.Explainyouusethesubject,canandaverbtoanswerthisquestion:Icantelljokes,danceballet,etc.

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58 Unit 4

3 Ask your friends these questions. Ask:Whocantelljokes?Invitethestudentwhoanswerstoreplybysaying:Icanandthenyoureporthisorheranswer:(Laura)can.Dividetheclassintosmallgroupsandhavestudentsaskeachotherthequestionsinthisactivity.Invitevolunteerstosharetheiranswerswiththerestoftheclass.


4 Talk about what these robots can or can't do. Havestudentslookatexercise4.Invitethemtofocusonthepictureofthefirstrobot.Elicitwhattherobotcandoaccordingtotheimagesnexttoit:Therobotcanironclothesandcancook.Dividetheclassintopairs.Havestudentstaketurnstalkingaboutwhattherobotscanorcan’tdo.Invitesomevolunteerstosharetheiranswerswiththewholeclass.

Answer Key 1. Itcanironclothesandcook.2. Theycanplayfootballbuttheycan’tswim.3. TheycanuseaniPadbuttheycan’tdraw.4. Theycanreadmusicanddanceballet.

5 Draw a pet robot and complete. Readaloudthistextaboutapetrobot:AIBO,aJapanesepetrobot,lookslikeapuppy.Hecan’tunderstandmanywords,buthecanlistentoyouandlearnnewwords.Andhecanlearnnewtricks,butbenicebecauseAIBOcanalsogetangry.Explainanylanguagedifficultiesandaskstudentswhattheythinkabouthavingapetrobot.Thenhavethemdrawone.First,encouragestudentstowritewhattheirpetrobotcanandcan’tdo.Thenhavestudentsdrawtheirpetrobots.


6 Show and tell your friend. Dividetheclassintosmallgroups.Askstudentsineachgrouptotaketurnsreadingoutthe

descriptionsoftheirpetrobotsandshowingtheirpicturetotheirgroupmembers.Havestudentsvoteonthemostoriginalrobotintheclass.

Optional Activity

Asktheclassiftheyrememberabookorafilmaboutarobot.Copythefollowingchartontheboardandhavestudentscompleteitinsmallgroups.Elicitsomeanswers.

Bookorfilmaboutarobot

Nameoftherobot

Therobotcan

Therobotcan’t

Optional Activity

Ask

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectThepreviousclass,askchildrentobringadiceandstickypapertoclass.Dividetheclassintopairs.Studentsineachpairstickthesewordsontothefacesofadice:Can?/can/can’t/What?/Who?/Can?Monitortheirworkandhelpifnecessary.Explaintostudentsthattheyaregoingtoeitheraskaquestionormakeasentenceusingthewordsonthedice:Canyousing?Whatcanyoudo?Icanplaytennis.Whatcan’tyoudo?Ican’tfly.Invitestudentsineachpairtotaketurnsrollingthedieandstartplayingthegame.Allotacoupleofminutesforthisactivityandcirculatearoundtheclassroommonitoringandofferinghelpifneeded.


Answer Key

1 Read about these robots. Complete only the questions using Can, Who or What. 1. CanP3Wfly?2. Whocandancewell?3. WhatcanVAC-42do?4. CanRAK-8playtennis?5. Whocanjumphigh?

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59What can you do?

Unit42 Now answer the questions in exercise 1.

1. Yes,itcan.2. INS-24can.3. ItcanspeakEnglish.4. Yes,itcan.5. MY2Fcan.

3 Answer the robot’s questions. Use these verbs and phrases.


SB pages 44 and 45

Lesson 4

Objectives

•Toexpressabilityandlackofability.•Toaskandanswerquestionsaboutabilities.•Toexpressquantity.•Toexpresscontrast.•Totalkaboutmusicstyles.

Language:

•Suecan(playthepiano)butshe(can’tplaytheguitar).

•Howmany(languages)canSue(speak)?Shecan(speak)(two)(languages).

•Whocan(writesongs)?(Mike)can.•What’syourfavourite(musicstyle)?(it's)rock.

Vocabulary:

•Musicstyles:classical,heavymetal,pop,rap,rock,techno

•Actionverbs:writesongs,playtheguitar,rap,danceballet,playamusicalinstrument,etc.

Warm-upPlayCategories:askstudentstodrawtwocolumnsintheirnotebooksandwritetheseheadingsatthetop:VerbsandSports.Thendictatethefollowingwordsinrandomorder:Verbs:do,dance,play,cook,swim,fly;Sports:cycling,scubadiving,football,gymnastics,baseball,karate.Studentswritethewordsunderthecorrectcategories.Checkanswerswiththewholeclass.

1 Listen and number the music styles.

Directstudents’attentiontothepicturesandinvitethemtomatchthemwiththetypesofmusicinthelist.AskthemtolistentotheCDandnumberthemusicgenres.intheorderthattheyhearthem.Asyouchecktheanswers,elicitthecharacteristicsofeachtypeofmusic.Playtrack32forstudentstodotheactivityandonceagainforthemtochecktheiranswers.

Track 32 Í

Narrator: One(extractofrapmusic)Two(extractofclassicalmusic)Three(extractofpopmusic)Four(extractofrockmusic)Five(extractofheavymetalmusic)Six(extractoftechnomusic)

Answer Key

1. rap; 2. classical; 3. pop; 4. rock; 5. heavymetal; 6. techno

Optional Activity

Materials: ACDwithclassicalmusic

Tellstudentstoclosetheireyes,relaxandlistentothemusicyouaregoingtoplay.Invitethemtoimagineaplacewheretheywouldliketobenow.

PlaytheCD.Astheylistentothemusic,askthemquietlywheretheyare,howtheyfeel,whoisthereandwhattheyaredoing.Stopthemusic.Invitestudentstodrawwhattheyimaginedwhilelisteningtothemusic.AskinL1:Wherewereyou?Whowaswithyou?Whatwereyoudoing?Dividetheclassintosmallgroups.Encouragethemtoshowtheirpicturestooneanotherineachgroupandexchangecommentsonthequestionsyouaskedbefore.Monitorthisactivityasyouwalkaroundtheclassroom.Invitevolunteerstotellthewholeclassabouttheirpictures.

Optional Activity

Materials:

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60 Unit 4

2 Read and write the names.

Directstudents’attentiontowhatChrissaysinthespeechbubbleaboutmusicandbandsinexercise2.TellthemChris'sfavouritetypeofmusicisrockandaddthatthepictureshowshisfavouriteschoolband.Childrenwillhavetoreadaboutitandwritethenamesofthebandmembersnexttoeachpictureaccordingtothedescription.Tohelpstudentsunderstandthetextandrevisetheuseofcanandhavegot,askthemsomequestions:CanSuesinginEnglishandFrench?Cansheplayanymusicalinstruments?WhichinstrumentscanMikeplay?HasMarygotdarkhair?Cansheplaytheguitar?Cansheplaythepiano?CanWendyplaytheguitar?Canshewritesongs?Then,asksomevolunteerstoreadoutthetext.Finally,checktheanswerswiththewholeclass.

Answer Key 1. Sue; 2. Wendy; 3. Mary; 4. Mike


TellstudentstolookattheCoolLanguagebox.Asktwovolunteerstoreadoutthequestionandtheanswer.Askwhathowmanymeans.Elicittheanswer.Askchildrensomeotherquestionsusinghowmany:Howmanyinstrumentscanyouplay?Howmanylanguagescanyouspeak?Howmanysportscanyouplay?

3 Answer the questions about the school band.

Nowhavestudentsreadthequestionsabouttheschoolbandandanswerthemindividually.Thenaskvolunteerstocometotheboardandwritedowntheanswersfortherestofthestudentstocheck.

Answer Key

1. Shecanspeaktwolanguages.2. No,shecan’t.

3. Wendycan.4. Hecanplaythreeinstruments:thepiano,

theviolinandthedrums.5. Shecanplaytheguitar.

Values: Working together and helping each other

Remindstudentsoftheimportanceofworkingtogether,beinggoodteamplayersandhelpingeachother.Discusswiththeclasswhyitisimportanttojoinothersandformbandsorsportteams:eachmemberinthesegroupscancontributewhatheorshecandotoeverybody'sbenefit.Additionally,encouragestudentstoreflectonhowtheyfeelwhensomeoneisniceandhelpfultothemandtalkabouttheirfeelings.

4 Put the questions in order.

Dividetheclassintopairs.Invitestudentstoputthequestionsinexercise4inorder.Remindthemtostartthequestionswithaquestionword.

Answer Key

1. What’syourfavouritemusicstyle?2. What’syourfavouriteband?3. HowmanysongscanyousinginEnglish?4. Howmanyfamoussingerscanyouname?5. What’syourfavouritesong?

5 Ask your friend the questions above and write the answers.

Nowaskstudentstoworkinpairsandaskeachotherthequestionsinexercise4andwritedowntheanswers.Tocheckexercises4and5,asksomevolunteerstoreadthequestionsandanswersaloud.


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61What can you do?

Unit46 Play Find Someone Who…

Referstudentstotheinformationinthechart.Explainthattheyaregoingtotaketheirbooks,andapencil,standup,circulatearoundtheclassroomandfindclassmateswhomatchtheitemsmentionedinthelist.Encouragestudentstousethesecondcolumninthecharttoextendtheirconversationswhensomeoneanswersaffirmatively:

S1:Canyouplayamusicalinstrument?S2:Yes,Ican.S1:Whatinstrumentcanyouplay?S2:Icanplaythepiano.

Encouragestudentstomakenotesintheirbooksthattheywilllaterusetoreportwhattheyfoundoutabouttheirclassmates.


Wrap-upWritealternativesentencesforexercise6acrossthebottomoftheboard.Elicitthenumberofstudentsforeachalternative,forexample:canplayballet–8.Drawabargraphtorepresentthenumberofstudentsforeachalternative.Finally,encouragedifferentstudentstoexplainandcommentontheresults.


AftertheWrap-upactivity,askstudentstocompletetheUnit4ExtraActivityonpage77.

Unscramble the questions and answer them.

1. HowmanysongscanSallysinginEnglish?Shecansingfivesongs.

2. HowmanymusicalinstrumentscanJakeplay?Hecanplaythreeinstruments.

3. HowmanylanguagescanSarahspeak?Shecanspeaktwolanguages.

4. HowmanymagictrickscanAnndo?Shecandotenmagictricks.


Answer Key

1 Find the music styles and match them with the pictures.

1. classical; 2. rap; 3. pop; 4. rock;5. techno

2 Complete the table.

1. Markuscan’treadmusic./CanMarkusreadmusic?/Whocanreadmusic?

2. SueandDannycan’tsingwell./CanSueandDannysingwell?/WhatcanSueandDannydo?

3. Johncanrap.Johncan'trap./CanJohnrap?/Whatcanhedo?

4. Paulcanspeaktwolanguages./Paulcan’tspeaktwolanguages./CanPaulspeaktwolanguages?/HowmanylanguagescanPaulspeak?

5. Staceycandanceballetverywell./Staceycan’tdanceballetverywell./CanStaceydanceballetverywell?/Whocandanceballetverywell?

6. Youcanplaytheviolinandtheguitar./You

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62 Unit 4

can'tplaytheviolinandtheguitar./Canyouplaytheviolinandtheguitar?/Howmanymusicalinstrumentscanyouplay?

SB pages 46 and 47

Cool Kids' Corner

Objectives

•Totalkaboutabilityandlackofability.•Toaskandanswerquestionsaboutabilities.•Toexpresscontrastandaddition.•Touseadverbs.•Toreadatextaboutabilitiesinthefamily.

Language:

•Ican(sing)butIcan’t(playthedrums).•Shecan(playsports)and(dogymnastics)too.•MotherBotcan(cookslowly).•Canyou(fixcars)?Yes,Ican./No,Ican’t.•What(sports)canyou(play)?Ican(playfootball,volleyballandbaseball).

•Whocan(driveacarinyourfamily)?(Myfather)can.

Vocabulary:

•Actionverbs:fixcars,playsports,jumphigh,hitaball,dance,doMaths,rideabike,cook,etc.

•Adverbs:well,high,fast,slowly•Adjectives:favourite,tall,bad,yummy,etc.•Familymembers:grandad,father,brother,mother,etc.

Warm-upDividetheclassintosmallgroupsandhavethemformcircles.Writecanandcan’tontheboard.

Playsomemusicandgetstudentstopassaballaroundthecircle.Stopthemusic.Invitethestudentwhohastheballtosaytwosentencesabouthimselforherselfusingcanandcan’t.Repeatseveraltimes.

1 Follow the maze. Talk about what these people can do. Havetheclassopentheirbooksatpage46andlookatexercise1.AskstudentstopointtoRose.

Havethemfollowthemazeandhelpyouwriteasentenceaboutherusingthewordsfromthemaze:Rosecandance.Writethesentenceontheboard.Thendividetheclassintopairsandhavestudentstalkaboutthepeople,usingthesentenceontheboardasanexample.Checktheactivitywiththewholeclass.

Answer Key 1. Jackcanflysmallplanes.2. Helencanplaytheviolin.3. Dannycancook.4. AnnandKatecanswimveryfast.5. Rosecandance.6. JoeandAlexcandomagictricks.

2 Draw what you can and can’t do. Tellchildrentodrawthreeactionstheycandoandthreeactionstheycan’tdo.


3 Now tell a friend: I can… but I can’t… / I can… and… too.

Nowaskstudentstoworkinpairsandtelleachotherwhattheycanandcan’tdousingthedrawingstheymadeinexercise2.Finally,asksomestudentstoshowtheirdrawingsandreporttotheclasswhattheycanorcan’tdo.


4 Read and write the names of the family members. Tellstudentstheywillnowreadatextaboutarobotfamily.Havethemreadthetextsilentlyandaskyouiftheyhaveanyvocabularyquestions.Checkcomprehensionbyaskingsomequestions:WhatisJC2’sfavouritesport?Canheplayfootball?Ishetall?Canhejumphigh?HowoldisJC2?HowoldisGrandadBot?Whatcanhedo?Whatcan’thedo?Whatishisfavouritemusicstyle?WhatcanFatherBot

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63What can you do?

Unit4do?Isheintelligent?Canheplaysports?HowoldisBrotherBot?Whatishisfavouritesport?Whatcanhedo?WhatcanMotherBotdoveryfast?Howmanycakescansheprepareinonehour?Readthetextaloudonce.Thenasksomechildrentoreaddifferentparagraphsaloudaswell.Finally,askstudentstowritethenamesofthefamilymembersbelowthecorrectpictures.

Answer Key From(toptobottom)BrotherBot;GrandadBot;MotherBot;FatherBot,JC2Bot

5 Answer. True or false? Correct the false sentences.

Tellchildrentoworkinpairsandstateifthesentencesaretrueorfalse.Askthemtocorrectthefalsesentencesandexpandtheiranswers.Theninvitesomevolunteerstoreadoutthesentences.

Answer Key 1. F.JC2can’tflyhigh.Hecanjumphigh.; 2. T; 3. GrandadBotcansingbuthecan’tdance.; 4. FatherBotcan’tplaysportswell.He’sverybad.; 5. T

6 Discuss with a friend. Tellchildrentoworkinpairsandaskandanswerthequestionsprovided.Tochecktheactivity,asksomevolunteerstodiscusstheirquestionsfortherestoftheclasstolistentothem.


Wrap-upPreparation: PrepareAbilityCards:Writethefollowingactionsonseparateindexcards(1setpergroup):whistleHappyBirthday,countbackwardsfrom10to0,flipacoin,name5pets,sayhelloin3languages,name5colours,crossyoureyes,rollyourtongue.

PlayTic-tac-toe.Getstudentsingroupsofanevennumberofmembers.HalfofthemwillbeXsandtheotherhalfwillbeOs.DistributeonesetofAbilityCardstoeachteam.HaveteamsdesignaTic-tac-toechartonapieceofpaper.DemostratethegamebyhavingavolunteerwhoisXtakeacardandreaditaloud.WhenoneofthemembersoftheteamwhoisalsoXprovesthatheorshecanperformtheactiononthecard,heorshechoosesasquare.

S1:(readingacard)CanyouwhistleHappyBirthday?S2:Yes,Ican.S1:Proveit!S2:(whistlesandchoosesasquare)

HaveXsandOsineachteamtaketurnstoplaythegameandchoosesquares.ThegamefinisheswheneitherXmembersorOmembersintheteamscangetholdofthreesquaresvertically,horizontallyordiagonally.Repeatthegameiftimeallows.


Answer Key

1 Label these sports

1. scubadiving; 2. rolleskating; 3. gymnastics; 4. cycling

2 Read about Paul’s friends and mark (3) the actions they can do.

1. 3; 2. 3; 4. 3; 6. 3

3 Correct these sentences.

1. MaxcanspeakJapanese.2. Lauracanusethecomputerveryquickly.3. Timcanplaythepianoandtheguitar.4. Karencansingwellbutshecan’tplaya

musicalinstrument.5. TimandKaren’sfavouritemusicstyleispop.

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64 Cool Review 2

SB pages 48, 49, 50 and 51

Warm-upPlay Tongue Twister using the tongue twister below. Write it on the board and read it together with students – slowly at first, then faster. Help with words that are difficult to pronounce. Invite volunteers to try to say the tongue twister quickly.

What kind of candy can a candy canner can in Canada?How many candy cans can a candy canner can in Canada?Who cans candy cans in Canada?

1 Play Snakes and Ladders with a friend.

Divide the class into small groups. Have students look at exercise 1 on page 48. Invite them to look at the game. Give each group a dice and as many game pieces as there are students per group. Game pieces can be counters or pieces of paper in different colours. Explain to students how to play:• Cast the dice and move the number of boxes

on the board according to what the dice indicates.

• If the box they land on has not got the foot of a ladder on it they should say the number out loud and read the statement: One. Say a sentence using can. If the answer is incorrect, the player misses a turn.

• If the box has the foot of a ladder on it, the player climbs up the ladder. If the box has the tail of a snake on it, the player slides down the snake.

• The first player to reach the Finish line wins the game.

Answer Key


2 Find and circle five music styles.

Tell students to find and circle five music styles in this word chain. Invite students to exchange notebooks to check their answers.

Answer Key

rap; techno; pop; rock; heavy metal

3 Connect the columns to make sentences. Then write them on the lines.

Tell children to use the words and phrases in the boxes to combine them with can or can’t and the pictures to make sentences. Provide one or two examples to show what they have to do: The boy can’t dance ballet. I can roller-skate. Ask some volunteers to read out their sentences to check the exercise.

Answer Key


4 Write questions with can. Then write the answers.

Have students look at the picture of Jenny at the pet shop. They will have to use the words and phrases in the box to write yes / no questions with can about Jenny’s pet. Call their attention to the ticks and crosses next to the words and phrases. These will determine whether the answers are positive or negative. Tell students to answer the questions accordingly.

Answer Key

1. Can your pet sing? Yes, it can. 2. Can your pet fly high? Yes, it can. 3. Can your pet speak English well? No, it can’t.4. Can your pet prepare sushi quickly? No, it

can’t.5. Can your pet play the guitar? No, it can’t. 6. Can your pet dance? Yes, it can. 7. Can your pet drive fast? No, it can’t.

CoolReviewReview

2

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65Cool Review 2


2

5 Look at the pictures and answer the questions.

Tell children to look at the three pictures and answer the questions about them. Check answers with the whole class.

Answer Key

Picture 1: 1. There are fifteen. 2. Yes, there is. 3. No, there aren’t.

Picture 2: 1. They’re in the kitchen. 2. No, there aren’t. 3. No, there isn’t.

Picture 3:1. No, there aren’t. 2. Yes, there is. 3. No, there isn’t.

Optional Activity

Distribute pieces of blank paper. Instruct students to draw what you dictate to them. Encourage students to ask questions to find out the details of the picture.

T: This is a room. There are three pets.S1: What are they?S2: Are they rabbits?S3: What colour are they?

Continue in the same way with members of the family, school objects, pieces of furniture and other parts of the house and toys. Then ask students to glue their pictures into their notebooks and write sentences about them.

Optional Activity

Distribute pieces of blank paper. Instruct

Project Work 2: My dream house Project Work 2: My dream house Project Work 2: My dream house Project Work 2: My dream house Project Work 2: My dream house Project Work 2: My dream house Project Work 2: My dream house Project Work 2: My dream house Project Work 2: My dream house Project Work 2: My dream house

To finish the second review, students do a project individually.

1 Read and circle the options that describe the picture. Tell students to have a look at the picture and read the text about it. They have to choose the

option that best describes the picture in each case. Check answers with the whole class.

Answer Key

1. three; 2. living toom; 3. there isn’t; 4. there are; 5. lamp; 6. purple; 7. shower; 8. there is

2 Write about your dream house. Use some of these phrases.

Ask children to use the phrases in the boxes and follow the model in exercise 1 to write about their dream house.

Answer Key


3 Now draw your dream house on a piece of white card.

Tell children they will now have to make a drawing of their own dream house according to the description they completed in exercise 2. You can then exhibit their drawings on the classroom walls.

Answer Key


Wrap-upMaterials: Magazines, card paper

Have students form groups of four. Distribute materials to each group and invite students to make one collage per group that represents what they have learned in units 3 and 4. Display students’ collages around the classroom and have groups explain their artwork.

Variation: Have students make a collage about something they found to be fun in units 3 and 4.

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66 Unit 5

Unit5 Food preferences

SB pages 52 and 53

Lesson 1

Objectives

•Tointroducevocabularyrelatedtofood.•Toexpresslikesanddislikes.•Towriteaboutfoodpreferences.

Language:

•Ilove/like/don’tlike/hate(pears).•(Pizza)isdelicious.•(Carrots)arehorrible.

Vocabulary:

•Fooditems:carrot,hamburger,cookie,sandwich,pear,hotdog,cupcake

•Adjectives:yummy,delicious,horrible,yucky

Warm-upStickordrawontheboardsomepicturesoffooditemsstudentsprobablyknowhowtosayinEnglishsincetheyareusedinternationally:sandwich,hotdog,etc.Pointtoeachfooditemonebyoneandsaytheirnames.Asktheclasstorepeatafteryou.Dothesamewiththeotherfooditemsinexercise1:carrot,cookie,hamburger,cupcakeandpear.Thenchoosesomevolunteerstocometotheboardandspellawordsothattheycanwriteitnexttothecorrespondingpicture.

1 Label the food items. Then listen and repeat.

Nowtellchildrentowritethewordsbelowthecorrespondingpictures.PlaytheaudioCDtochecktheanswers.Playitagainpausingaftereachfooditemforstudentstorepeat.

Track 33 Í

Narrator:Numberone.CarrotNumbertwo.CookieNumberthree.CupcakeNumberfour.HamburgerNumberfive.HotdogNumbersix.PearNumberseven.Sandwich

Answer Key

1. carrot; 2. cookie; 3. cupcake; 4. hamburger;

5. hotdog; 6. pear; 7. sandwich

2 Match the sentences with the faces.

Tellchildrentolookatthepicturesandidentifythefooditems.Pointtothepearsandask:Whatarethese?Dothesamewiththeotherfooditems.Drawstudents’attentiontothefacesandtheirexpressions.Askthemtodrawlinestomatchthephraseswiththepictures.Encouragethemtocompareanswerswithafriendtocheck.Thenchecktheexercisewiththewholeclass.

Answer Key

a. Ilikepears. b. Ihatecarrots.c. Ilovesandwiches. d. Idon’tlikecupcakes.

Callstudents’attentiontotheCoolGrammarbox.Readtheexamplealoudusingsomeemotioninyourvoicetoconveythemessagemoreeffectively.Askstudentstorepeatafteryou.Explaintheseareusefulphrasestoexpresslikesanddislikes,andinvitesomevolunteerstomakesentencesusingdifferentphrasesandfooditems.


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Unit53 Listen to Jenny and complete.

TellstudentstheyaregoingtolistentoChrisandJennytalkingabouttheirfruitpreferences.Pointoutthenamesofthefruitinthebox.StudentswillhavetofocustheirattentiononJennyandwritethenameofthefruitshementionsbelowthecorrectexpression,accordingtoherlikesanddislikes.Playtrack34forgeneralunderstanding.Thenplayitagainforstudentstocompletewiththefruitintheboxes.Finally,playtheCDoncemorefortheclasstocheck.

Track 34 Í

Chris: Hey,Jenny,doyoulikefruit?Jenny: Yes,Ido.Ilovepears!Chris: Yes,pearsaredelicious.Jenny: AndIlikebananas.ButIdon’tlikeoranges.Chris: Youdon’tlikeoranges?Oh.Andapples?Jenny: Ihateapples.Chris: Ilikeapples.I’vegotsomeinmylunchbox.Jenny: Yuck!

Answer Key

Ilovepears.Ilikebananas.Idon’tlikeoranges.Ihateapples.

4 Put the words in order and write sentences.

Callstudents’attentiontothesentenceswhosewordsarenotinorder.Askstudentstounscramblethesentencesandwritethemonthelinesprovided.Finally,invitesomevolunteerstoreadtheiranswersaloudtocheck.

Answer Key

1. Ilovehamburgers.2. Idon’tlikemilk.3. Ilikepizza.


Nowdirectstudents’attentiontotheCoolLanguagebox.Tellthemtheboxcontainssomeusefulexpressionsfortalkingaboutfood.Encouragestudentstoidentifythepositiveandnegativewords.Readtheexpressionsaloudonebyone,askingthewholeclasstorepeatafteryou.

5 Write about the food you love, like, don’t like or hate.

WriteFoodontheboardandelicitthenamesofdifferenttypesoffoodfromstudentsandwritetheanswersontheboard.AsktheclasswhethertheylikethesefooditemsandencouragestudentstoexpresstheirlikesanddislikesandusethephrasesfromtheCoolLanguagebox.Finally,invitestudentstowritefoursentencesinthebooksayingwhattheylove,like,don’tlikeorhate.Whentheyfinish,dividetheclassintogroupsofthreesothattheycancomparetheirsentences.Ifstudentsineachgrouphavethesamelikesordislikes,invitethemtogiveeachotherhighfives.Finally,asksomevolunteerstocometotheboardandwritetheirsentences.


Wrap-upHandoutoldmagazinesandpiecesofblankpaper.Askstudentstofindapictureofafooditeminthemagazinesandcutitout.Studentscutoutapictureandstickitontothepiecesofpaper.Tellthemtowriteasentenceonthepapernexttothefooditem:Ilikeapples.Taketheopportunitytoteachsomeotherfooditemsthatstudentsmayneedtoknowtodotheexercise.Finally,invitestudentstopresenttheirpicturestothreepartnerstocheckwhethertheylikeordislikethesamefooditems.Circulatearoundtheclassroommonitoringandencouragingstudentstoask

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68 Unit 5

andanswerquestionsusingthevocabularyandexpressionstheyhavelearnt.

Optional Activity

Inpairs,studentstaketurnstowritewiththeirfingerafooditemontheirpartners’backandguesstheword.Oncetheyidentifytheword,thechildrenhavetoexpresstheirlikesordislikes:cupcake.Ilovecupcakes.They’redelicious!

Optional Activity

In


Answer Key

1 Label these food items.

1. hotdog; 2. pears; 3. cookies; 4. sandwiches; 5. carrot; 6. cupcake; 7. hamburgers

2 Write sentences.

1. Ihatecupcakes.2. Ilikebananas.3. Ilovemilk.4. Idon’tlikepears.

SB pages 54 and 55

Lesson 2

Objectives

•Toguessandwriteriddles.•Todescribefooditems.•Toaskandansweraboutfoodpreferences.

Language:

•They’re(orange)and(long).They’re(vegetables).

•Doyoulikespaghetti?Yes,Ido./No,Idon’t.

Vocabulary:

•Fooditems:apple,oranges,bananas,spaghetti,chocolate

Warm-upAskstudentstocutoutfourcardsandwritelove,like,don’tlike,andhateoneachofthem.Holdupdifferentpicturesoffooditemsonebyoneandtellstudentstoraisethecorrespondingcardtoshowtheirlikesanddislikes.Finally,encouragestudentstocommentonthefooditems:Ilove(pizza).It’sdelicious.

1 Answer the riddles. Then match them with the pictures.

Inviteavolunteertoreadtheexampleriddlealoud.Thentellstudentstoreadtheotherriddlesandwritetheanswers.Pointoutthattheyhavetomatchtheriddleswiththefooditemsinthepictures.Checkanswerswiththewholeclass.

Answer Key

1. It’sanapple,a; 2. They’recarrots,b; 3. It’sacookie,e

2 Write two riddles and read them to a friend.

Nowinvitestudentstowritetworiddlesusingtheonesinexercise1asamodel.Inpairs,studentstaketurnsreadingandguessingtheriddlestheyhavewritten.Circulatearoundtheclassroommonitoringtheactivityandofferinghelpifneeded.


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69Food p references

Unit5

Optional Activity

NowplayChineseWhispers.Makeupsomenewriddlesaboutdifferentfooditems.Whisperariddleintheeartothefirststudentwhomustdothesamewithanotherstudentintheclass.Continueplayinglikethisuntilthelaststudentintheclassgetstheriddle.Thisstudentmustsayoutloudwhatheorshehasheard.Finally,revealtherealriddle.Comparethemandhaveagreatlaugh!Youmaygoonplayingthisgamebyusingsomeotherriddlesiftimeallows.

Optional Activity

Now

Directstudents’attentiontotheCoolGrammarbox.Readthequestionandanswersaloud.Thenwritethemontheboard.Explainthisistheinterrogativeformforaskingaboutlikesanddislikes,andtheycanbeansweredinapositiveornegativeway.Asksomeofthechildren:Doyoulikecookies?Doyoulikecarrots?Doyoulikesandwiches?Allowthemtoanswer:Yes,Ido./No,Idon’t.


3 Listen to Chris and mark (3) Yes, I do. or No, I don’t.

TellstudentstheywilllistentoChrisspeakingabouthisfoodpreferences.Theywillhavetomarktheiranswersonthechartastheylisten.Playtrack35onceforstudentstogetthegeneralmeaning.ThenplaytheaudioCDagainsothatstudentscanmarktheiranswers.Playitathirdtimesothatchildrencancheckorcompletetheanswers.Playitforthelasttime,tocheckwiththewholeclass.

Track 35 Í

Friend: Chris,doyoulikehotdogs?Chris: Yes,Ido.Yummy!Friend: Doyoulikepears?Chris: No,Idon’t.Friend: Doyoulikebananas?Chris: No,Idon’t.Friend: Doyoulikehamburgers?Chris: Yes,Ido.They’redelicious!

Answer Key

Yes, I do.:hotdogs,hamburgers;No, I don’t.:pears,bananas

Optional Activity

Invitevolunteerstocometotheboardandwritethenamesofasmanyfooditemsaspossible.Givestudentsthreeminutesforthisactivity.Asktherestoftheclasstocheckthespellingofthewords.Invitestudentstochoosefiveoftheitemsandcopythemintheirnotebooks.Thentellthemtoworkinpairsandtaketurnstoaskandanswerquestionsabouttheseitems:Doyoulike(hamburgers)?Yes,Ido.

Optional Activity

Invite

Values: Being respectful Explainthateverybodyhastherighttoexpresstheiropinionaslongastheydosowithrespect.Youmayaddthattheyshouldalsolistentootherpeople’sopinionswithrespectaswealldeservebeingtakenintoaccountwhenspeaking.

4 Write questions and answer them.

Nowtellstudentstolookatexercise4.Directtheirattentiontothepicturesandreadtheexamplealoud.Inviteavolunteertocompletetheanswertothesecondquestionaccording

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70 Unit 5

tothepictureandpartoftheanswer:Doyoulikepizza?Pointtothepictureofthefaceandencouragethestudenttoanswerthequestionemphatically:No,Idon't.Ihatepizza.Askstudentstocompletethelastquestionandanswer.Tocheck,choosesomevolunteerstoreadouttheirquestionsandanswers.

Answer Key

1. Doyoulikeapples?Yes,Ido.Iloveapples.2. Doyoulikepizza?No,Idon’t.Ihatepizza.3. Doyoulikepears?Yes,Ido.Ilikepears.

5 Ask a friend about these food items.

Tellstudentstonamethefooditemsintheexercise:ahamburger,ahotdog,apear,abanana,acupcake,acookie.Invitetwovolunteerstoreadthedialoguealoud.Pointoutthatwegenerallyusethepluralformsofthewordsforfoodwhenweaskaboutlikes:Doyoulikebananas?Asktheclasstoworkinpairsandtaketurnsaskingandansweringquestionsaboutthefooditemsshowninthepictures.TheycanusethedialogueandtheexampleintheCoolGrammarboxasamodel.


Values: Accepting different interests

Remindstudentsthatnoteverybodyhasthesamelikesanddislikes.Talkabouttheimportanceofrespectingotherpeople’schoicesandask:Doyoulikethesamefooditemsyourfriendsdo?

Wrap-upMaketwosignsusingwhitepaper:Yes,Ido.andNo,Idon’t.Stickthesignsinoppositecornersoftheclassroomandinvitestudentstostandup.Askaquestionaboutafooditem:Do

youlike(apples)?Studentsshouldstandnearthesignthatdescribeshowtheyfeelabouttheitem.Repeatseveraltimes,invitingdifferentvolunteerstoasksomeothersimilarquestions.


OnceyoufinishLesson2,youcanaskstudentstodotheExtraActivityfortheunitinclass.Askvolunteerstocometotheboardandwriteandanswerthequestionstochecktheexercise.

Answer Key

Complete with do or don't.

1. A: Doyoulikefruit?B: Yes,IdobutIdon'tlikebananas.They’reyucky.

2. A: Doyoulikehotdogs?B: Yes,Ido.Ilovethem!

3. A: Doyoulikecarrots?B: No,Idon't.Idon'tlikevegetables.They’rehorrible.

4. A: Doyoulikehamburgers?B: Yes,Ido.They’redelicious!C: Yuck!Idon'tlikehamburgersbutIlovesandwiches.


Answer Key

1 Look at the pictures and complete the dialogue.

1. like; 2. do; 3. don’tlike; 4. love; 5. Do; 6. like; 7. do;8. hate; 9. like; 10. don’t; 11. like; 12. Do; 13. like; 14. don’t



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71Food p references

Unit5

SB pages 56 and 57

Lesson 3

Objectives

•Tointroducemeals,mealtimesandthedaysoftheweek.

•Toaskandsaywhatdayitistoday.•Totalkaboutmeals.•Toaskandanswerquestionsaboutfood,differentmealsandmealtimes.

•Tolistentoasongandsingalong.

Language:

•What’sfor(breakfast)?(Tea)and(cereal).•Whatdayisittoday?It’s(Saturday).

Vocabulary:

•Mealsandmealtimes:breakfast,lunch,tea,dinner

•Daysoftheweek•Foodanddrinks:apple,doughnut,milk,(orange)juice,tea

Warm-upWriteFoodanddrinksinthemiddleoftheboard.Askstudentstothinkofafooditemordrinkthatcontainsoneofthelettersinthewordswrittenontheboard,forexample:cookie.Writeitontheboardtostartacrosswordpuzzle.Youmaywritethisworddownusingoneoftheoesinfood.Thenaskstudents:Doyoulike(cookies)?topractisetheinterrogativeformandshortanswers.Continueworkinglikethisandbuildingupacrossword,ontheboard,alternatingbetweenhorizontalandverticalwords.Seehowmanywordstheclasscanthinkofinfiveminutes.

1 Read and complete with these words.

Nowdirectstudents’attentiontothepicturesinexercise1andaskstudentscomprehensionquestions:Whoarethey?Aretheyfriends/brotherandsister?Wherearethey?Invitevolunteerstonamethefooditemstheycansee,

andwritenewwordsontheboard:pineapple,potato,flour,etc.Thenexplaintheyhavetousethewordsgiventocompletethespeechbubbles.Tochecktheexercise,asksomestudentstorole-playthedialogues.

Answer Key

1. fruit; 2. oranges; 3. carrots; 4. vegetables; 5. pizza


Drawchildren’sattentiontotheCoolLanguagebox.Tellthembreakfast,lunch,teaanddinneraremealsandtheseareusefulquestionstoenquireaboutdifferentpossiblemenusforspecificmomentsoftheday.Asksomestudentsthesequestions,andencouragethemtothinkofthepossiblefooditemstheycanhaveforthecorrespondingmeal.

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: Cardboardpieces,magazines,glue,colouredpencils,crayonsandmarkers.

Thepreviousclass,askstudentstobringthematerialsmentionedabovetopreparealunchbox.Tellchildrentodrawthelunchboxesonthecardboardpieces,cutthemoutandcolourthem.Theninvitetheclasstolookforpicturesoffooditemstheylikeinthemagazines,cutthemoutandstickthemontheircardboardlunchboxes.Whenstudentshavefinished,askthemtoworkinpairsandtelleachotherwhatthereisintheirlunchboxes:There’sanorange.Therearethreebananasandfivecarrots.

Values: Having a Balanced DietExplainthatabalanceddietmeansthatyoueateverydaytherightamountofmanydifferenthealthyitemsoffood.Youdonoteatalotofunhealthyfoods.WriteHealthyfoodandUnhealthyfoodontheboardandinvitestudents

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72 Unit 5

tomentionfooditemsforeachcategory.YoumayalsoaskchildrentolookatthefoodinthelunchboxestheydesignedfortheCoolMiniProjectandsaywhethertheyarehealthyornot.

2 Look at the menu and complete.

Tellstudentstolookatthemenuandexplainitshowsthefooditemsforthewholeweek.Takethisopportunitytoteachthedaysoftheweekandwritethemdownontheboard:Monday,Tuesday,Wednesday,Thursday,Friday,SaturdayandSunday.Drillonpronunciationbyreadingaloudthedaysofweekonebyoneandinvitingstudentstorepeatthemafteryou.Encouragestudentstonamethefooditemsforeachdayandasksomevolunteerswhattheirfavouritedayis.Finally,askstudentstolookatthemenuandcompletethedialogueswiththecorrespondingfooditem.Asksomepairstoactoutthedialoguestochecktheanswers.

Answer Key

1. Milk; 2. Bananas; 3. sandwiches

Optional Activity

Materials: Cardpaper

Cutthecardpaperintosevenstrips.Writethedaysoftheweek,oneoneachstrip.Cutthestripsintopiecesaftereverytwoorthreeletters:Wednesday.Attachthestripstotheboardinrandomorder.Choosesomevolunteerstoputthedaysoftheweektogether.

Optional Activity

Materials:


Nowcallstudents’attentiontotheCoolLanguagebox.Tellthemweaskthisquestiontoknowwhatdayoftheweekitistoday.Playasimulationgameandwritesomedayswithscrambledlettersontheboardandaskchildren:Whatdayistoday?It’s(Thursday).

3 Ask a friend about the menu in exercise 2.

Invitetwovolunteerstoreadouttheexampledialogue.Then,encouragestudentstoworkinpairsaskingandansweringquestionsaboutthemenuinexercise2inasimilarway.Whentheyfinish,asksomechildrentoactoutthedialoguesfortherestoftheclass.

4 Listen and sing along.

Tellchildrentheyaregoingtolistentoasongandsingalong.PlaytheaudioCDonceforstudentstolistentothesong.Playitoncemoreandaskthemtojoinin.Playthesongforathirdtime,pausingaftereachverseforstudentstorepeat.Thenplaythewholesongmanytimesforstudentstolistenandsingalong.

Track 36 Í

I’mhungryHarry,AndIlovefood.Ieateveryday,Everydayoftheweek.

OnMonday,Ieatapples.OnTuesday,Idrinkjuice.OnWednesday,Ieathotdogs.OnThursday,Idrinkmilk.

OnFriday,Ieatcookies.OnSaturday,Ieatpears.OnSunday,Ieatdoughnuts.Oh!Whatatreat!

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73Food p references

Unit5

Optional Activity

Elicitthedaysoftheweekandwritethemontheboard.Clapandchantthedaysinorder.Comeupwitharhythmforthechant.Invitestudentstodoitfasterandfastereveryround.DaysofTheWeekDaysoftheweek(clap,clap)Daysoftheweek(clap,clap)Therearesevendaysinaweek(clap,clap)Monday(clap,clap),Tuesday(clap,clap),Wednesday(clap,clap),Thursday(clap,clap),Friday(clap,clap),Saturday,andSunday(clap,clap).

Optional Activity

Elicit

Wrap-up

Reviewthedaysoftheweekwithstudents.Splittheclassintofiveteams:A,B,C,DandE.Dividetheboardintofivecolumns:A,B,C,DandE(oneforeachteam).Nameaday,andthefirststudentineachteamrunstohis/hercolumnandwritesthefirstletteroftheday,thenthesecondstudentwritesthesecondletterandsoonuntilthewordiscomplete.Thefirstteamtofinishwritingthedaycorrectlywinsapoint.Repeatwiththerestofthedays.Theteamwiththemostpointswinsthegame.


Answer Key

1 Look at the menu and complete the speech bubbles.

1. Sunday; 2. milk; 3. lunch; 4. sandwiches; 5. Saturday; 6. cupcake; 7. hotdogs; 8. dinner

2 Complete the dialogues.

1. 1. What;2. milk;3. don’t2. 1. lunch;2. pizza;3. delicious3. 1. like;2. do

SB pages 58 and 59

Lesson 4

Objectives

•Torevisesomefooditemsandnumbers.•Totalkaboutfoodpreferences.•Toaskforsomethingpolitely.

Language:

•Ilove(pears)butIdon’tlike(bananas).They’re(yucky).

•Canyoupassme(thesalt),please?Sure!•Thanks./Thankyou.

Vocabulary:

•Foodanddrinks:milkshake,water,doughnut,waffles,chickenlegs,sausages,spaghetti,cheese,salad,egg

•Adjectives:horrible,yucky,delicious,tasty,yummy

Warm-upPlayChineseWhisperstorevisefoodvocabularyandnumbers.Dividetheclassintotwoteamsandaskthemtostandintwolines.Whisperasentenceintheeartothefirststudentineachteam:Therearetenapples./Thereisonecupcake./Therearethreehotdogs.;etc.Thisstudentthenturnsroundandwhisperswhatheorshehasheardintotheearofthestudentnexttohimorher.Thewhisperispassedonuntilitreachesthelaststudentattheendoftheline.Then,thisstudenthastosayoutloudwhatheorshehasheard.Finally,revealtheoriginalsentence.Comparethemandhaveagreatlaugh!Youmaygoonplayingthisgamebyusingsomeothersentencesiftimeallows.Proceedinasimilarwayasdescribedabove.

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74 Unit 5

1 Look at the tray and complete. Then listen and check.

Nowtellchildrentolookatthepictureinexercise1andidentifythefooditemsonthetray.Directstudents’attentiontotheexample.Askthemtoreaditoutasawholeclasstomakesuretheyunderstandwhattheyhavetodo.Tellstudentstocountthefooditemsandcompletethesentences.PlayTrack37forstudentstochecktheiranswers.Theninvitevolunteerstoreadthesentencesaloud.

Track 37 Í

Narrator: Numberone.Therearetencookies.

Numbertwo.Thereisadoughnut.

Numberthree.Therearesevenpears.

Numberfour.Thereisabanana.

Numberfive.Thereareeightcarrots.

Numbersix.Therearetwoapples.

Answer Key

1. cookies; 2. doughnut; 3. pears; 4. banana; 5. carrots; 6. apples

2 Look at exercise 1. Tell a friend about your food preferences.

Tellstudentstoworkinpairsandlookatthefooditemsinexercise1.Instructthemtotalkabouttheirfoodpreferenceswiththeirpartners.Encouragepairstousethephrasesandexpressionsprovidedinthisexercise.Gooverthesephraseswiththewholeclassifnecessary.



Drawstudents’attentiontotheCoolLanguagebox.ReadthedialoguealoudandelicitwhentouseCanyoupassme(thesalt),please?Toaskforsomethingpolitely.Explainthatitisimportanttobepoliteandsaypleasewhenaskingforsomething.RemindstudentsofthemagicwordsThankyouandThankstheystudiedinUnit1.Readagainthequestionandanswersaloudandasktheclasstorepeat.Finally,usethequestionCanyoupass/giveme...?toasksomevolunteerstopassorgiveyoudifferentschoolobjectstopractise.EncouragethemtosayYes,sureorSure!whenanswering.Donotforgettothankthemafterwards.

3 Put the dialogues in order.

Askstudentstonamethefooditemsanddrinkshowninthepictures:fruitjuice,hotdogs,sandwiches.Tellthemtheywillhavetoreadthedialoguesandputthemintherightorderusingnumbers.Invitesomevolunteerstoreadouttheiranswerstocheck.Finally,asksomestudentstorole-playthedialogues.

Answer Key

Dialogue 1:1,3,2Dialogue 2: 3,2,1

Values: Being polite Directstudents’attentiontothepictureofChrisonpage58.Highlighttheimportanceofaskingforthingspolitelyandbenicetoothers.Motivatechildrentousethewordspleaseandthankyouandbepolitenotonlyathomeandatschool,butalsowithotherpeopletheymaymeetaswell.


Analysethephotoswiththeclassandaskcomprehensionquestions:Whoarethey?Wherearethey?Whatfooditemsordrinks

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75Food p references

Unit5havetheygot?Tellstudentstocompletethedialogueswiththewordsprovided.Theninvitesomepairstoreadtheiranswersaloudtocheck.

Answer Key

1. pass; 2. water; 3. Thanks; 4. tomato; 5. Thank

5 Ask and answer with a friend.

Telltheclasstolookatthefooditemsanddrinksandsaythenamesoftheitemstheyknow:apples,orangejuice,spaghetti.Pointtotherestofthepicturesandsaythecorrespondingnames:eggs,waffles,chickenlegs,sausage,cheese,milkshakes.Askstudentstorepeatafteryouandwritethenewwordsontheboard.YoumayalsowriteBreakfastandLunchontheboard,andinvitevolunteerstoclassifythenewvocabulary.Remindstudentsthatsomefooditemsanddrinkscanbelongtobothcategories.Finally,askstudentstocopythenewwordsintheirnotebooks.Whentheyfinish,tellthemtoworkinpairsaskingandansweringquestions.Theycanusethedialoguesintheexercisesonpage59andtheCoolLanguageboxasamodel.Circulatearoundtheclassmonitoringtheactivityandofferinghelpifneeded.



Answer Key

1 �Complete the description.

1. apples; 2. hamburgers; 3. bananas; 4. cookie/pear; 5. pear/cookie

2 �Put in order and complete the dialogues.

Mr White:I’mhungry.Canyoupassmethesandwiches,please?

Mrs White:Yes,sure.Mr White:Thanks.

Paul: Ihaven'tgotanyfoodforbreakfast.Vicky: Doyoulikecupcakes?Paul: Ilovethem.Theyaredelicious.Vicky:I’vegotfourinmylunchbox.Paul: Great!Canyougivemeone,please?Vicky:Sure.Paul: Thankyou!

Mrs Brown: What’sforbreakfast?Mr Brown: Cerealandmilk.Mrs Brown: Canyoupassmethecerealbox,please?Mr Brown: Sure.Mrs Brown: Thanks.

SB pages 60 and 61

Cool Kids' Corner

Objectives

•Torecognizesomefooditems.•Toaskandanswerquestionsaboutlikesanddislikes.

•Toreadshorttexts.•Tocorrectwronginformation.•Towriteaboutfoodpreferences.

Language:

•Doyoulike(hamburgers)?Yes,Ido./No,Idon’t.

•Ilike(fruit)butIdon’tlike(vegetables).•Forlunch,Ilove(pizza)andsandwichestoo.•Ilove(cheese).It’sdelicious./Idon’tlike(pears).They’reyucky.

Vocabulary:

•Fooditemsanddrinks:tomato,lettuce,orangejuice

•Adjectives:yucky,delicious,tasty,horrible•Meals:breakfast,lunch,dinner

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76 Unit 5

Warm-upPlayHangmanwiththeclasstorevisefooditemsanddrinks.Drawadashontheboardforeachletterofthewordyouchoose.Remembertoprovidethefirstandlastletters.Askstudentstosaylettersthattheythinkareintheword.Eachtimetheyguesscorrectly,writetheletterinthecorrespondingspace.Iftheguessisincorrect,begindrawingastickfigureinthenooseandwritethewrongletterofftooneside.Explainthatthegameendswhentheyguessthewordcorrectlyorwhenyoufinishdrawingthe“hangedman.”

1 Solve the crossword puzzle.

Instructstudentstosolvethecrosswordbylookingatthepicturesandwritingthewordsinthecorrectplaces.Asksomevolunteerstosayandspellthewordstocheck.

Answer Key

1. hamburger; 2. hotdogs; 3. cupcakes; 4. bananas; 5. pear; 6. carrots; 7. sandwich; 8. cookie

2 Write questions and answer them.

Askstudentstolookatthefirstpicture.WriteDoyoulike?ontheboard.Invitevolunteerstosuggestthenextwordstoformthequestion:…cookies?Encouragesomestudentstoanswerthequestion.Thenstudentswritetherestofthequestionsandanswersontheirown.Tocheck,asksomevolunteerstocometotheboardandwritethequestionsandanswers.Dividetheclassintopairsandaskthemtoreadthequestionsandtheiranswersaloudtotheirpartners.

Answer Key

1. Doyoulikecookies? 2. Doyoulikehotdogs? 3. Doyoulikehamburgers? 4. Doyoulikebananas?


3 Read and complete with the correct name.

Directstudents’attentiontothefooditemsinthephotosandaskthemtonamethem.Thenaskthechildrenquestions:Doyoulikespaghetti?Doyoulikefruit?What’syourfavouritefruit?Doyoulikecookies?Tellstudentstoreadthetextssilentlyandcompletewiththenameofthecorrespondingchild.Checkanswerswiththewholeclass.Thenreadthetextsaloudoncepausingaftereachsentenceforstudentstorepeatandpractisepronunciation.Finally,asksomevolunteerstoreadthetextsaloud.

Answer Key

Joe,Karl,Lisa

4 Correct these false sentences.

Nowtellstudentstoreadthesentencesaboutthetextsandcorrectthem.Tochecktheanswers,asksomevolunteerstoreadthesentencesaloud.

Answer Key Lisa: Idon’tlikepears.Joe: Tomatoesandlettucearemyfavouritevegetables.Karl: Ihatespaghetti.It’syucky./Ilovehotdogs.They’retasty.Lisa: Ilikemilkforbreakfast.Karl: Ilikefruitandvegetables.Joe: Idon’tlikeeggs.

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77Food p references

Unit55 Complete with your food preferences.

Askstudentstocompletethetextwiththefooditemstheylikeanddislike.Theycanusethetextsinexercise3asamodel.Invitestudentstoreadtheirparagraphstotheirpartnerstocheck.Finally,invitesomevolunteerstoreadouttheirparagraphstothewholeclass.


Wrap-upDividetheclassintoteamsoffourtoplayWordGametorevisethevocabularyinthisunit.Oneplayersaysaword:cookies.Thenextplayerthinksofanotherwordthatbeginswiththelastletterofthefirstword:spaghetti.Playerscontinueforthreeminutesoruntiltheycan’tthinkofanyotherwords.


Answer Key

1 Write some food words in one minute and count them.


2 Complete the speech bubbles with these phrases.

1. Theyarecupcakes!;2. CanIhaveone,please?;3. Carrotsaredelicious!

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78 Unit 6

Unit6 Cool animals and habitats

SB pages 62 and 63

Lesson 1

Objectives

•Tointroduceanimalsandtheirbodyparts.•Toidentifyanimals’habitats.•Toaskandansweraboutanimalsandtheirbodyparts.

•Tolistentodescriptionsandidentifyanimals.

Language:

•(Dolphins)liveinthe(sea).•Crocodileshavegot(alonggreenbody)and(smalleyes).

•Have(monkeys)got(longtails)?Yes,theyhave.

•Have(dolphins)got(wings)?No,theyhaven’t.

Vocabulary:

•Animals:monkey,duck,eagle,dolphin,crocodile,elephant

•Habitats:mountain,lake,sea,grassland,jungle

•Bodyparts:wings,legs,fin,claws,fingers,tail,ears

Warm-upPlayGuessingGamewiththeclasstorevisevocabularyrelatedtoanimalsthatstudentslearntinunit3(rabbit,spider,cat,dog,fish,etc.).Pretendtobeananimalandinvitestudentstoguesswhatyouarebyaskingyes/noquestions.Examples:Areyoubig?Areyoubrown?Canyoufly?Givestudentsalimitednumberofguesses.

1 Listen to Jenny’s descriptions and label the animals.

InviteastudenttoreadJenny’sbubble.Remindchildrenofthemeaningofscrapbook.Thenexplainthattheywilllisten

toJenny’sdescriptionsoftheanimalsandwillhavetoidentifythepicturesandwritethecorrespondingnames.Playtrack38forstudentstolabeltheanimals.PlaytheaudioCDagainandpauseaftereachdescriptiontocheck.Finally,youmayasksomecomprehensionquestions:Hastheduckgotagreenhead?Istheelephantbig?etc.

Track 38 Í

Jenny: Thesearemyfavouriteanimals.Canyouhelpmewithmyscrapbook?Thisisaduck.It’sgotabrownbodyandagreenhead.Ithasn’tgothandsbutit’sgotwings.Itcanfly!Thisanimalisaneagle.It’sblackandwhite.It’sverybiganditcanflytoo!Themonkeyisbrown.It’sgotlongarmsandlegs.It’sveryfunny!Theelephantisanenormousanimal.It’sgotbigearsandit’sgrey.Thecrocodilehasgotbigteethandfourlegs.It’sgotalonggreenbodyandsmalleyes.Andthedolphinisgrey.Ithasn’tgotlegs.Itcanswimveryfast!

Answer Key

1. dolphin; 2. elephant; 3. crocodile; 4. eagle;

5. monkey; 6. duck

2 Follow the maze and complete the names of the animals.

Focuschildren'sattentionattentiononthefirstwordandtellthemtofollowthemazetofindtheanimal’shabitat.Thenpointtothepictureofthehabitatandask:Whichanimalsliveinthisplace?tohelpthemidentifytheanimalandcompletetheword.Tochecktheanswers,invitevolunteerstocometotheboardandwritethewords.

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79Cool animals and habitats

Unit6Answer Key

1. ducks,c; 2. monkeys,e; 3. dolphins,b; 4. eagles,d; 5. crocodiles,c; 6. elephants,a

Directstudents’attentiontotheCoolGrammarbox.Readtheexamplesaloudandhavestudentsrepeatthem,asagroupfirstandthenindividually.Elicitwhenliveinisused:totalkabouttheplacewheretheanimalshavetheirhomesorgrow.


3 Complete the sentences.

Nowaskstudentstolookatthemazeinexercise2andcompletewiththecorrespondingword.Tochecktheanswers,asksomevolunteerstoreadthewordsaloudandwritethemontheboardtocheckspelling.Directstudents’attentiontothepicturesofthehabitatsandmodelthewordsfortheclasstorepeat.

Answer Key

1. Ducks,crocodiles; 2. Eagles; 3. sea; 4. Monkeys; 5. Elephants

Values: Taking care of the environment

Encouragestudentstosuggestwhysomeoftheanimals’habitatsdisappear:Peopletakethelandthattheyliveon./Climatechangemakesitdifficultforthemtofindfood.Chemicalsmakethemsick.Invitetheclasstosuggestwaystoprotecttheenvironment:Theycanavoidpollutionthatcausesclimatechange–turningofflights,usingcleanenergy,savingwater,etc.

4 Label the animals’ body parts.

Usethepicturesinexercise1torevisepartsofthebodyandpresentnewvocabulary.Directstudents’attentiontothedolphinandpointtothefin.Saythewordandaskstudentstorepeat.Onceyou’verevisedandpresentedvocabulary,usemagazinecut-outsofpartsofthebodyofsomeanimals:fin,eye,fingers,ears,claws,tail,legs,wingsandnose.Theyshouldnotshowtheentirepart.Showamagazinecut-outandencouragetheclasstoidentifythepartsofthebody:Itisn'tanose.It'saneye.Finally,havestudentslookatthepicturesinexercise4andaskthemtolabelthepartsofthebodies.

Answer Key

1. wings; 2. claws; 3. fin; 4. ears; 5. fingers; 6. legs; 7. tail

5 Ask a friend about different animals.

Invitestudentstoworkinpairsandaskandanswerquestionsaboutthepartsofthebodiesoftheanimalsthatappearinthelesson.Theycanusetheexampleasamodel.


6 Listen to three riddles and mark (3) the correct picture.

Asksomevolunteerstoidentifytheanimalsanddescribethem:There’saturtleandafishinnumberone;theyliveinwater.Theturtlecanliveonlandtoo.Elicitsimilaritiesanddifferencesbetweenthepairsofanimals.Playtrack39andhavestudentsmarkthecorrectpictures.Playthetrackagainforthemtochecktheiranswers.PlaytheaudioCDagainpausingaftereachriddletocheckwiththeclass,invitingvolunteerstomentionthewordsthathelpedthemchoosethecorrectanimal.

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80 Unit 6

Track 39 Í

Narrator: One.Itcanswim.Ithasgotatailandbigeyes,butithasn’tgotlegs.Whatisit?

Two.Itcan’tfly.Ithasgotatailandfourlegs.Ithasn’tgotanyhair.Whatisit?

Three.Ithasgotatailandtwolegs.Ithasn’tgotteeth.Itcantalk.Whatisit?

Answer Key

1. fish; 2. crocodile; 3. parrot

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectThepreviousclass,askstudentstobringtwocardboardrectangles,colouredpaperandglitter.Pointtothebookmarkandelicitwhatitisusedforandiftheyusebookmarks.Explainthattheywillhavetodrawananimalshapeonthecolouredpaperandcutitout.Havestudentsgluetheanimalsononeofthecardboardrectanglesanddecorateitwithglitter.Askthemtowritethedescriptionsontheotherrectangle.Finally,theygluebothrectanglestomakethebookmarks.Dividetheclassintosmallgroupsandinvitestudentstoshowtheirbookmarks.

Wrap-upPlayTheDiceGamewithsentencesaboutanimals.Dividetheclassintothreegroups.Askthestudentsineachgrouptositinacircle.Giveeachgroupadieandhavestudentstaketurnsrollingthedie.Eachtimeastudentrollsthedie,heorsheshouldmakethatnumberofsentences:two–Dolphinshavegotfins.Theyliveinthesea.Studentsshouldcontinueuntileveryonehasparticipated.


Answer Key

1 Unscramble the words.

1. monkey; 2. crocodile; 3. elephant; 4. eagle

2 Complete the descriptions with the words in the boxes.

1. wings; 2. claws; 3. mountains; 4. fins; 5. teeth; 6. sea

3 Choose an animal (3) and write a description.


SB pages 64 and 65

Lesson 2

Objectives

•Toreadandwriteaboutanimals.•Totalkaboutanimals’abilities.•Tolistentoasongandrecognizeabilities.

Language:

•(Eagles)livein(mountains).•(Camels)havegot(largefeet).•(Dolphins)can(dive).•(Ostriches)can’t(fly).

Vocabulary:

•Animals:dolphins,eagles,camels,ostriches•Actions:swim,dive,layeggs,fly,see,run,travel,survive,jump

•Bodyparts:fins,tail,claws,wings,humps,feet,eyes,head

•Adjectives:great,big,strong,amazing,wide

Warm-upBringaballtoclass.Sayasentencewithcanaboutanabilityyouhave:Icanswim.Tossthe

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Unit6balltoastudent.Heorsheshouldsayanothersentence:Icanrun.Continueinthesameway,withstudentspassingtheballandsayingsentencesabouttheirabilities.

1 Read and complete.

Askstudentstolookatthepicturesanddescribetheanimals.Thentellthemtoreadthetextsandcompletethemwithaverb.Invitevolunteerstoreadthetextsaloudtocheckanswers.

Answer Key

1. swim; 2. dive; 3. jump; 4. fly; 5. layeggs

2 Look at the mind map and write about camels.

Nowinvitetheclasstolookatthepictureofthecamel.Pointtothecategoriesaroundthepictureandreadtheinformationaloudtocheckvocabulary.Remindstudentsoftheirregularpluralformoffootandmakesuretheyunderstandhumps.Thentellthemtousetheinformationtocompletethetext.Whenstudentsfinish,dividethemintopairstoreadeachother’stextsandcheckthatalloftheinformationisthere.Finally,invitesomevolunteerstoreadtheiranswersaloud.

Answer Key 1. thedesert; 2. gottwohumpsontheirback; 3. alongneck; 4. ’vegotashorttail; 5. travellongdistances; 6. surviveinhotclimates

3 Read the song and number the pictures. Then sing along.

Dividetheclassintogroupsofthree.Tellstudentstotaketurnsreadingthesongaloud.Theninstructthemtonumberthepicturesthatcorrespondtotheverses.Checkanswerswiththeclass.Playtrack40andencouragetheclasstosingalong.Playthesongseveraltimes,mimingtheactivitieswithstudents.

Track 40 Í

TheOstrichSong!ChorusI'manostrich!I'manostrich!Andthisismysong.Comeon!Helpmeoutandsingalong!

Icanrunsofast!Icanrunjustlikeacar!Canyourunthatfast?Canyourunthatfar?Chorus

Icanseesowell!Myeyesareverywide!Canyouseeacrosstheland?Canyouliftyourheaduphigh?Chorus

I’manostrich–that'sabird.ButIcan'tfly.Mywingsdon'twork,soIcan'teventry!

I'manostrich!I'manostrich!Andthisismysong.Thankyouverymuchforsingingalong!

Answer Key

3,1,2

4 Write what ostriches can and can’t do.

Havestudentslookatthepicturesandidentifytheactivities:fly,see.Askthemtowritetheiranswersontheline.

Answer Key

1. Ostrichescan’tfly. 2. Ostrichescanseewell.

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82 Unit 6

Optional Activity

Materials: Cardboardpieces(1perstudent),colouredpencils,abagorenvelope(1perstudent)

Handoutthecardboardpieceandtellstudentstodrawapictureoftheirfavouriteanimalononesideofthepaperand,ontheotherside,writewhattheanimalcanandcan’tdo:Dolphinscanswimbuttheycan’tlayeggs.Thenhelpthemcuttheirpicturesintopuzzlepieces.Whentheyfinish,askthemtoputthepiecesintothebagorenvelope.Askstudentstoexchangepuzzlesandputtheirfriend’spuzzletogether.Whentheycanseewhattheanimalis,theysaythenameoftheanimal.Iftheyseethesentence,theyshouldreaditaloud.Encouragethemtoputthepuzzletogetherbothways.Whentheyaredone,makesurethattheyreturnallofthepuzzlepiecesintheenvelopetotheirfriend.

Optional Activity

Materials:

Values: Being helpful Explainthatitisimportanttohelpeachotherwhenworkingtogether.Discusswiththeclasswhyitisimportanttobehelpfulandmentionsomereal-lifesituations.Additionally,encouragestudentstoreflectonhowtheyfeelwhensomeoneisniceandhelpful,andtalkabouttheirfeelings.

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: cardboardpiecesindifferentcolours,paperplates(1perstudent),string.

Handoutthematerialsandtellstudentstodrawandcolourthefaceoftheanimalontheplate.Thentheycutoutholesfortheeyes.Finally,theymakeaholeoneachsideofthemaskandtieapieceofstringtoeachside.Whentheyfinish,askthemtoputontheirmasks.Saythenameofananimalandallofthestudentswiththemaskforthatanimalshouldstandupandtelltheirpartnerswhatabilitiestheyhave:Icanrunfast.


OncestudentsfinishtheCoolMiniProjectyoucanaskthemtodotheExtraactivityfortheunitinclass.Tochecktheexercise,askvolunteerstocometotheboardandwriteandanswerthequestions.

Answer Key

Write about the animals’ abilities.

1. Camelscanwalkfastbuttheycan’ttalk.2. Crocodilescanswimbuttheycan’tfly.3. Dolphinscanjumphighbuttheycan’tlay

eggs.4. Monkeyscanclimbtreesbuttheycan’t

dive.


Answer Key

1 Decode the sentences.

1. Eaglescanfly.2. Kangarooscanjump.3. Sharkscanswim.4. Camelscanwalkonsand.

2 Complete the text with the words in the boxes.

1. live; 2. havegot; 3. run; 4. fly; 5. see

3 Write about dolphins. Use these words and phrases.


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Unit6

SB pages 66 and 67

Lesson 3

Objectives

•Tointroducevocabularyrelatedtofoodanimalseat.

•Tolistenforspecificinformation.•Toaskandansweraboutfavouriteanimals.•Togivereasonsforpreferences.•Towriteaboutfavouriteanimals.

Language:

•(Camels)eat(grassandgrains).•Ilike(monkeys).Why?Becausethey’re(funny).

Vocabulary:

•Foodforanimals:fruit,grass,leaves,vegetables,fish

•Adjectives:funny,friendly,colourful,beautiful•Animals:gorillas,parrots,sharks,kangaroos

Warm-upWritethefollowingheadingsontheboard:Theycanliveinahouse./Theycanfly./Theycanswim./Theycanrunfast.Tellstudentsthemtowritethenamesofasmanyanimalsaspossibleundereachheading.Whentheyfinish,inviteavolunteertocometotheboardandwritethewordsunderthefirstcategory.Asknewvolunteerstowritewordsfortheremainingcategories.

1 Find these words.

Nowtellchildrentolookattheexampleinexercise1onpage66.Theyfindandcircletherestofthewords.First,studentschecktheanswersinpairsandthencheckwiththewholeclass.

Answer Key

O F B U G R A S S D

T S N L M G H U R F

D L A U E L B N O I

V E G E T A B L E S

E M D R I L V D U H

G T O H U N B E I N

F M B S R E D O S G

R U I E F A R G L M

2 Complete the sentences and check with a friend.

Tellstudentstocompletethesentenceswithwordsfromexercise1.Readthefirstsentenceandelicittheanswers.Encouragestudentstoidentifythewordsthatcanhelpthemcompletetheblanks.Whentheyfinish,askthemtoworkinpairsandcomparetheiranswers.Finally,invitesomestudentstoreadthesentencesaloudandcheck.

Answer Key

1. fruit; 2. grass/leaves; 3. fish; 4. leaves/fruit

Directchildren’sattentiontotheCoolGrammarbox.Askstudentstoreadthesentencesandelicittheuseofeat.Asktheclasstogivemoreexamples:Rabbitseatgrass./Eagleseatotheranimals.


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84 Unit 6

3 Listen and circle the correct picture.

Invitestudentstolookatthepicturesandidentifythedifferenceswithineachsetoftwo.Playtrack41andtellstudentstocirclethecorrectpictureineachset.Drawsquaresontheboardtorepresenteachpicture.Asktheclasswhichpicturetheycircledandcirclethecorrespondingsquare.Tocheck,playthetrackagainandpauseitafterthefactsabouteachsetofpictures.

Track 41 Í

Boy: GorillasliveinAfrica.Theyareblackorbrownish-gray.Gorillascanstandup,buttheywalkontheirhandsandfeet.Gorillascanclimbtrees.Theyeatplantsandfruit,andtheycaneat25kilosoffoodaday.Theygetallthewatertheyneedfromtheplantstheyeat.Gorillasliveingroupsofupto30andtheyounggorillaslearneverythingfromtheirmothers.

Answer Key

1. Africa;2. Gorillawalkingonitshandsandfeet;3. Gorillaeatingaplant;4. Gorillalivinginagroup

4 Read and circle the correct option.

Nowtellstudentstoreadthesentencesandcirclethecorrectoptions.Referthembacktothepicturesinthepreviousexercisetohelpthemremembertheinformation.Invitevolunteerstoreadthecorrectsentencesaloudtocheck.

Answer Key

1. Africa; 2. handsandfeet; 3. fruit; 4. groups


Focusstudents’attentionontheCoolLanguagebox.Readthesentencesaloudandpresentandmodel:Why?andelicitwhenweuseit:Toaskaboutthereasonforsomething.Presentandmodel:Becauseandelicittheuse:Togivereasonsforsomething.

5 Complete the dialogue. Use these words.

NowtelltheclassJennyandChrisaretalkingabouttheirfavouriteanimals.Askstudentstousethewordstocompletethedialogue.Theninvitesomevolunteerstorole-playittochecktheanswers.

Answer Key

1. your; 2. gorillas; 3. live; 4. can

6 Listen and circle the correct option

Readthequestionsandtellthechildrentoanswerinpencil.Playtrack42andaskthemtoconfirmorchangetheiranswers.Playitmorethanonceifnecessary.Finallycheckwiththeclass.

Track 42 Í

Girl: What’syourfavouriteanimal,Jake?Boy: It’stheparrot.Girl: Why?Boy: Becausetheyarebeautiful.Ithinktheycanbefunny,too.Girl: Yes,they’refunny.Wheredoparrotslive?Boy: Theyliveinthejungle.Girl: Whatdotheyeat?Boy: Theyeatfruitandvegetables.Girl: Whatcanparrotsdo?Boy: Theycancopysoundsorwords,ifyouteachthem.

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Unit6Answer Key

Animal: 2. Parrot;Why: 3. Becausethey’rebeautifulandfunny.Habitat: 3. Theyliveinthejungle.Food: 1.Theyeatfruitandvegetables.Abilities: 1. Theycancopywords.

7 Write and then ask a friend about his / her favourite animal.

Invitestudentstowriteabouttheirfavouriteanimalandincludetheinformationforeachcategory.Thentellstudentstoworkinpairsandaskandanswerquestionsabouttheiranimals.

Answer Key


Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: smallcardboardpieces,animalmagazines,animalbooks,fiveindexcards

Thepreviousclass,askstudentstobringthematerialsabovetomaketheiranimalexhibit.Dividetheclassintopairsandtellthemtocutoutfiveanimalsandgluethemintothecardboardpiece,foldingthebottomtomakethemstand.Thencopyamindmapwithcategoriesontheboard:Body,Habitat,FoodandAbilities.Askstudentstocopyitontheirnotebookstoorganizetheinformationtheyfindintheirbooks.Thentheywriteabouttheanimals.Remindthemtochecktheirsentencesbeforewritingthecards.Finally,havestudentsshowtheirexhibits.

Values: Being independent learners

DiscusswiththeclasswhyitisimportanttobeindependentlearnersandreflectontheirworkintheCoolMiniProject.Askinwhatotherwaystheycanbeindependentlearners:prepareanddecoratetheclassroomwithpicturesandexpressionsinEnglish,listentosongsinEnglish,

visitwebsiteswithgamesandvideosinEnglishonline,etc.Writethewebsiteaddressesforsitesliketheseontheboardandfollowupbyaskingstudentsaboutthesitesatalatertime.IfstudentsmakeEnglishapartoftheirlives,itwillhelpthemlongaftertheyleaveyourclass.


Answer Key

1 Read the notes and complete the text.

Ducks;brown;grey;black;ponds;lakes;worms;plants;swim;fly

2 Complete the dialogue with your own ideas.

1. What’s; 2. like; 3. Students’ownanswers; 4. What’s; 5. favourite; 6. sharks; 7. Students’ownanswers

SB pages 68 and 69

Lesson 4

Objectives

•Tointroducetypesofhouses.•Toreadandcorrectinformation.•Toaskandansweraboutwhereonelives.

Language:

•Wheredoyoulive?•He/Shelivesin(aflat).•Ilivein(ahouse).

Vocabulary:

•Typesofhouses:skyscraper,flat,cottage,hut,bungalow,igloo

•Adjectives:tall,beautiful,enormous,noisy,colourful,big,modern

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86 Unit 6

Warm-upPrepareflashcardswithmagazinecut-outsordrawpicturesoftypesofhouses:skyscraper,igloo,cottage,bungalow,hutandflat.Showthemtothechildrenonebyone,namethemandaskchildrentorepeatthewords.Thenaskthemtoopentheirbookstopage68andexplaintheyaregoingtostudyvocabularyrelatedtotypesofhouses.


Nowtellchildrentheyhavetocompletethewordswiththemissingvowels.Forstudentstochecktheanswers,writethecompletewordsontheboard.

Answer Key

1. skyscraper; 2. flat; 3. hut; 4. cottage; 5. bungalow; 6. igloo

2 Look at the pictures above and complete.

Readthefirstdefinitionandencouragetheclasstoidentifythetypeofhousebylookingatthepicturesinexercise1.Tocheck,invitesomevolunteerstoreadtheiranswers.Finally,asksomevolunteerstoanswerJenny’squestions.

Answer Key 1. cottage; 2. flat; 3. skyscraper; 4. bungalow; 5. hut; 6. igloo

3 Unscramble the words and complete.

TellstudentstheyaregoingtoreadabouttheplacewhereChrislivesandabouthisgrandma’splacetoo.Asktheclasstoreadthetextsandputthelettersinorder.Invitesomevolunteerstoreadthetextsaloudtochecktheexercise.

Answer Key

1. flat; 2. kitchen; 3. cottage; 4. fish; 5. parrots

4 Answer. True or false? Correct the false sentences.

Nowaskstudentstoreadsomesentencesaboutthetextinthepreviousexerciseandansweriftheyaretrueorfalse.Tochecktheanswers,asksomevolunteerstoreadthesentencesaloud.

Answer Key

1. T; 2. F.Hecanseebirds. 3. False.Shelivesinacottage. 4. T; 5. F.Thereisapond. 6. T

Writeontheboard:I/you/we/theyliveinabungalow.Explainyouuselivewiththefirstandsecondpersonsingularandpluralandthirdpersonplural.Thenwrite:Chrislivesinaflat.Hisgrandmalivesinacottage.Nowtellchildrenthatforthethirdpersonsingularweuselives.Drawstudents’attentiontothesentencesandquestionintheCoolGrammarboxandfocusonWhereandelicitwhenweuseit:Toaskabouttheplace.



Tellstudentstoanswerthequestionsabouttheplaceswheretheylive.Theycanusethetextinexercise3asamodel.


6 Now ask your friend the questions above.

Askstudentstoworkinpairsandaskandanswerthequestionsinthepreviousexercise.Theninvitesomevolunteerstotalkabouttheirfriends.You

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Unit6maywritekeyphrasesontheboardtohelpthem:He/Shelivesin…;He/shecansee…;He/Shehasgot…

Wrap-upThepreviousclass,askstudentstobringcrayons,darkacrylicpaint,awhitesheetofpaperandpaperclips.Askstudentstocolourawhitesheetcompletelywithcrayons.Theyshouldnotdrawapicture.Thentellthemtopaintthesheetwithdarkacrylicpaintandletitdry.Afteritdries,tellstudentstouseapapercliptodrawabuildingbyscratchingawaythepaint.Havethemwritethecorrespondingword.Finally,encouragethemtowriteaboutapersonwholivesthereanddescribetheplace.TheycanusethetextaboutChris’sgrandmaasamodel.



Answer Key

1 Label these houses types.

1. flats; 2. bungalow; 3. skyscraper; 4. cottage

2 Look at the picture and complete.

1. bungalow; 2. mountains; 3. garden; 4. trees;5. small; 6. animals

3 Write a short description and draw a picture.


SB pages 70 and 71

Cool Kids' Corner

Objectives

•Toreadandlistentoinformationaboutanimalsandidentifythem.

•Towriteriddles.•Toreadshorttexts.

Language:

•I’m(big)./I’mnot(pretty).•I’vegot(alongtail).•Ican(swim)butIcan’t(jump).•Ieat(grass).•Ilivein(lakes).

Vocabulary:

•Animals:kangaroo,crocodile,elephant,bird,rhino,zebra,giraffe

•Foodforanimals:grass,leaves,fruit,fish•Actions:jump,travel,sit,hop,layeggs,swim•Bodyparts:tails,teeth,legs,horns

Warm-upDividetheclassintotwoteams.Inviteavolunteertocometotheboard.Explaintostudentsthattheyaregoingtoguesstheanimalthattheirclassmatedraws.Saythenameofananimalforthevolunteertodrawontheboard.Awardapointtotheteamthatguessesfirst.Repeatwithotheranimals.Theteamwiththemostpointswinsthegame.

1 Solve the riddles and draw the animals.

Dividetheclassintopairsandtellstudentstoreadtheriddlesandhelpeachothersolvethem.Thenencouragestudentstodrawtheanimals.Dividetheclassintosmallgroupsandaskthemtocomparetheiranswersandshowtheiranimals.

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88 Unit 6

Answer Key

crocodile;elephant

2 Write an animal riddle.

Directstudents’attentiontothepicturesoftheanimalsanddescribethem:Therhinohasgottwohorns.Writenewvocabularyontheboard:rhino,horns,giraffe,zebra,etc.Readthebeginningofeachsentenceandelicitthetypeofinformationneededtocompletethem:descriptionofbodyparts,abilities,foodandhabitat.Invitestudentstochooseananimalfromtheunitandcompletetheriddle.

Answer Key


3 Listen to your friends’ riddles and draw the animals.

Askstudentstoworkingroupsoffourandtaketurnsreadingtheirriddlesfortheirclassmatestowritetheanswerundereachbox.Thenhavestudentsdrawtheanimalsandshowthemtotheirclassmatestocheckanswers.Invitesomevolunteerstoreadtheirriddlesfortheclasstoguess.

Answer Key


4 Mark (3) what you know about kangaroos.

Havestudentsworkinpairsandtellthemtoreadandanswerthequestionstogether.Thenelicittheiranswers.Acceptallanswers.

Answer Key


5 Now read and check your answers above.

Invitevolunteerstoreadpartsofthetexttotheclass.Whentheyfinish,checktheanswersfromthepreviousexercise.Alsocheckvocabularyandexplainthathopmeanstojumpquickly,thewaysomeanimals,suchasrabbits,kangaroos,orbirdsmove.Wecanalsousethisverbforpeople,todescribesomeonejumpingononefoot.Finally,youmayaskcomprehensionquestions:Whatcankangaroosdowiththeirlegs?Whycantheyhopveryfast?Cantheytravelveryfast?Havetheygotstrongtails?

Answer Key

1. a; 2. b; 3. c

6 Unscramble these sentences about kangaroos.

Tellstudentstounscramblethesentencesindividually.Invitevolunteerstocometotheboardandwritetheirsentencestocheck.

Answer Key

1. Kangarooscanhopveryfast. 2. Kangarooscanjumpuptoninemetres. 3. Kangarooscansitontheirtails.

Wrap-upMaterials: Fingerpaints,sheetsofposterpaper(1pergroup).

Dividetheclassintogroupsoffourorfiveandgivethemasheetofposterpaperandsomefingerpaints.Tellgroupstochoosesomeanimalstopaint.Encouragethemtoshowtheanimalsintheirhabitat.Whentheyfinish,getthemtopaintthenamesoftheanimals.Finally,invitethemtopresenttheirpaintingstotheclass.Displaystudents’workaroundtheclassroomorschool.

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Unit6


Answer Key

1 Complete the sentences with the words on the left.

Gorillas:havegot,fingers;Ostriches: runfast;Eagles: havegotbig

2 Label the parts of the scorpion’s body.

1. tail; 2. leg; 3. claw

3 Complete the information sheet.

Body:eightlegsandapairofsharpclaws;Habitat: differentplaces:deserts,mountains,beachesandgardens;Abilities: canrunveryfastandhideinsmallplaces.Theycanusetheendoftheirtailtoinjectpoisonontheirprey.

4 Imagine you are an animal and answer these questions on a separate sheet of paper.


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90 Cool Review 3

SB pages 72, 73, 74 and 75

Warm-upDivide the class into pairs. Hand out blank paper (1 sheet per pair). Prepare flashcards for different House types, Animals and Food items or use the ones you prepared when you taught these topics. Explain to students that you are going to display five cards, one by one, very quickly. Show the five cards to the class and put them face down on your desk. Pairs try to remember the pictures and write the words down on the sheet of paper. The pair that remembers the largest number of words wins the game. Make sure the pair have spelt the words correctly before declaring them winners. If there is a tie, repeat the same procedure with five different flashcards.

1 Play Tic Tac Toe with a friend. Tell students that they will be playing Tic Tac Toe. Divide the class into small groups. Have two groups work together and assign roles to each group: X and O. Ask students to look at the grid of nine boxes in exercise 1. Teams take turns choosing boxes and performing the tasks described on them. If they answer correctly, they write noughts or crosses depending on what team they represent. The first team to complete three squares in a row – horizontally, vertically or diagonally – is the winner. Do a couple of moves to demonstrate how the game is played in case some students fail to understand the rules.


2 Now play with a different friend. Now tell students to play Tic Tac Toe with a different friend.


3 Write three words in each category.

Tell children to work in pairs. Each pair will have to write three words in each category: House types, Food and Animals.

Answer Key


4 Listen to your friend and write his / her words.

Now have students work with a different partner and follow the instructions for this activity. To check exercises 3 and 4, ask some volunteers to read their words aloud.

Answer Key


5 Label these pictures. Use these words.

Tell children to look at the pictures of parts of body animals and label them.

Answer Key

1. legs; 2. nose; 3. tail; 4. fingers; 5. teeth


Have students read the Cool Fact File about sharks and use the words in the boxes to complete it. To check the exercise, ask volunteers to read the text aloud.

Answer Key

1. sea; 2. have; 3. fish; 4. tail; 5. can; 6. swim; 7. can’t


Now tell children to answer these questions about their food preferences. Ask some


3

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91Cool Review 3


3

volunteers to read out their answers for the rest of the class to check.

Answer Key


8 Complete the words in the dialogues.

Ask children to read the dialogues and complete them with the missing words. To check, ask four children to act out the dialogues.

Answer Key

1. Can; 2. please; 3. Sure; 4. Thank; 5. Can; 6. pass; 7. cupcake; 8. Thanks

Optional Activity

Materials: small potatoes (1 per student), toothpicks (4 per student), plastic jars or cups (1 per student), water.

Ask the class if they know how potatoes grow. Explain that potatoes grow in the soil. Hand out the materials. Help students insert the toothpicks halfway into the potato. The toothpicks should be distributed in a way that will suspend the potato above the bottom of the cup or jar. Pour a small amount of water into the cups or jars and have students put their potatoes in them. Tell them to put the potato in the sun and add water regularly. Soon the potato will start to grow.

Optional Activity

Materials:

Project Work 3: My yummy menuProject Work 3: My yummy menuProject Work 3: My yummy menuProject Work 3: My yummy menuProject Work 3: My yummy menuProject Work 3: My yummy menuProject Work 3: My yummy menuProject Work 3: My yummy menuProject Work 3: My yummy menuProject Work 3: My yummy menu

To finish the third review, students do a project individually.

1 Read and mark (3) Jenny’s favourite food items.

Tell students to have a look at the pictures and read the text silenlty. They have to tick Jenny’s favourite food items. Check answers with the whole class.

Answer Key Breakfast: milk and pancakesLunch: hamburgers or sandwiches and a soft drinkDinner: chicken and orange juice

2 Write about the day of the week when you eat your favourite food. Ask children to complete this text about the day of the week when they eat their favourite food. They can take the text in exercise 1 as a model.


3 Draw your favourite menu. Tell children they will now have to draw their favourite menu according to their description in exercise 2.


Wrap-upMaterials: magazines, card paper

Have students form groups of four. Distribute materials and invite students to make a collage that represents what they have learned in units 5 and 6. Display students’ collages around the classroom and help them explain their artwork.

Variation: Have students design a collage about something they found to be fun in units 5 and 6.

Answer Key 1. Can your pet sing? Yes, it can. 2. Can your pet fly high? Yes, it can. 3. Can your pet spewell? No, it can’t.4. Can your hi quickly? No, it can’t.5. Can your pet play the guitar? No, it can’t. 6. Can your pet dance? Yes, it can. 7. Can your pet drive fast? No, it can’t.

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92 Cool Kids 1

Cool GamesAir Write Divide the class into groups or pairs. A student writes a word in the air. His or her group guesses the word. Variation: This can also be played as Back Write, that is, writing the word on the back of a student. The student guesses the word.

Bingo Attach flashcards onto the board. Ask students to fold a sheet of paper into six and draw lines along the folds. Have them choose six pictures and draw one in each space. Shuffle the flashcards and display them one by one. Students should name the pictures and cross them out on their bingo cards. The first student to cross out his or her entire card shouts Bingo!

Body Writing Divide the class into two teams. Put flashcards in a bag. Ask a student from one team to leave the classroom. Give his or her team a flashcard and have them form the word with their bodies, using one letter per student. The student who left the room returns and tries to read the word. If he or she does it correctly, the team wins a point. Continue with the other team. Repeat the procedure until all the flashcards have been used.

Chinese Whispers Divide the class into two teams. Whisper a sentence, phrase, or question into the ear of the first student. This student then turns and whispers what he or she heard into the ear of the student next to him or her. The whisper is passed on until it reaches the last student at the end of the line. Then that student has to say out loud what he or she heard.

Climb the Tower Draw a ladder going up a tower on the board. Divide the group into teams. For each correct answer, the team goes up a step. The first team to get to the top is the winner.

Coloured Circles Write on the board six words per unit randomly. First, students look for the words they have just learned and circle them with coloured chalk. Then, using a different colour of chalk, have students identify another lexical group. Continue like this until they have circled all the words.

Dictation Race Materials: Four photocopies of a text

Stick the texts in four places around the room, where students cannot easily read them. Divide the class into four teams. Teams choose a volunteer to go to their assigned text, memorize a sentence, return and dictate the sentence to the team. Another student on the team writes the sentence and the team checks that it is correct. A new volunteer goes to the text to memorize the next sentence and dictate it to the team. Teams continue until they have the complete text. The first team with a complete and correct text is the winner.

Draw It! Materials (optional): A blindfold

Divide the class into four teams and invite a volunteer from one team to the board. Show the volunteer a flashcard in secret. Blindfold the volunteer. He or she has one minute to draw the

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93Reference

item on the board for his or her team to guess. If the team guesses correctly, they win a point. If not, the first other team to guess correctly wins a point. Play one or two rounds.

Hangman Choose a word, write as many blanks as it has letters, and fill in the first letter. Draw the hangman scaffold. Ask students to discover the word by guessing one letter at a time. If a student guesses correctly, fill in the blank. If not, draw a part of the body and write the letter beside the hangman. The game is over when the students guess the word or the entire hangman has been drawn. Repeat the procedure with the remaining words.

I Spy Look around the classroom and silently select an object that can be seen by everybody. Say: I spy and then give some description of the object, such as something red / big / small / round, something beginning with the letter a, and so on. Students take turns trying to guess what the object is: Is it a/an...? Are they... ? Let the student who correctly guesses the selected item pick the next object.

Memory Divide the class into pairs. Hand out paper (1 sheet per pair). Shuffle the flashcards. Explain to students that you are going to display five cards, one by one, very quickly. They have to try to remember the pictures. Then they have to write them down on the paper in the same order you displayed them in. The pair that remembers the most wins the game.

Musical Dictation Choose a piece of music that students will enjoy. Divide the class into teams of three or four. Explain to students what the game is about:

• Take a pencil and quickly pass it from one student to the next within the group as the music plays.

• When the music stops, the student who has just received the pencil writes down on a piece of paper what you dictate to him or her.*

• Students get a point for each correct word or sentence.

• The team with the most points at the end of the dictation wins the game.

* Some ways in which you can build up the difficulty of the dictation are:

- Start with single words. - Build to short phrases. - Expand to full sentences.

Odd One Out Divide the class into two teams. Write three words on the board. Students must circle the word that does not belong (e.g. turtle pink dog.)

Robot Sentences Materials: Slips of paper (1 per student), a small box or bag

Preparation: Write sentences on slips of paper. Put the slips of paper in the box or bag.

Invite volunteers to come to the front and choose a slip of paper. He or she should read the sentence aloud normally and then in a robot voice. Continue with as many volunteers as possible.

Simon Says Give commands to the class. Explain to students that if the command begins with Simon says, they should follow it. If not, they should stand still:

T: Simon says touch your eyes. (Students touch their eyes.) T: Simon says touch your toes. (Students touch their toes.) T: Touch your head. (Students stand still.)

Spelling Bee Determine who will go first by drawing numbers (this is the fairest method). Ask the first student to spell a word. Write down the word on the board as he or she spells it. Each student says the word, spells it, and says it again. If the student has spelled the word right, the next student gets a new word. Each student says the word he or she has gotten, spells it, and says it again. If not, he or she is out of


94 Cool Kids 1

the game and the next student has to spell that word.

Stepping Stones Draw a river with some stones across it on the board. Divide the group into teams. Have an image to represent each (a frog, for example.) For each correct answer, attach the image of the corresponding team to a stone in the direction of the opposite side of the river. The first team to cross the river wins the game.

Spot the False Sentence Invite students to write down three sentences related to a text from the unit. One of the sentences should be false: (Tommy) is next to (Mike). (Jessica) is behind (Amy). (Susan) is in front of (Todd). Divide the class into small groups. Students read their sentences and their classmates guess which sentence is false.

The Bell Game Materials: two bells

Divide students into two teams. Place two bells on a desk, one for each player. Have the first player from each team go to the desk. Explain to students that you are going to show them a flashcard. The first student to ring the bell and say the word correctly gets one point for his or her team. If the student rings the bell, but cannot say the word immediately, his or her team loses a point. If the student says the word incorrectly, the other player gets a chance to say the word, but this time for two points instead of one. If both players miss the word, call on someone else in the class to help the players. In this case, no points are awarded.

Tic-Tac-Toe Draw two sets of parallel lines to make a tic-tac-toe grid. Divide the class into two teams. Place a flashcard on each square of the grid. Have a student choose a flashcard and name it. If the student is correct, have him or her draw an O or an X on the grid. The first team to get three in a row wins the game. Repeat the procedure several times.


95Reference

Unit Track Rubrics

1

2 Unit 1. Hi, there! Lesson 1. Page 4. Exercise 1. Read, listen and complete with a name.

3 Lesson 1. Page 5. Exercise 4. Listen and match.

4 Lesson 1. Page 5. Exercise 5. Complete. Then listen and check.

5 Lesson 2. Page 6. Exercise 1. Listen and say the numbers.

6 Lesson 2. Page 6. Exercise 2. Listen and complete.

7 Lesson 2. Page 7. Exercise 3. Listen and put the interview in order.

8 Lesson 3. Page 8. Exercise 1. Listen and read.

9 Lesson 3. Page 9. Exercise 4. Listen and say.

10 Lesson 4. Page 10. Exercise 2. Listen and complete. Then ask your friend.

11 Lesson 4. Page 10. Exercise 3. Listen and rap along with Chris. Then make your own rap.


13 Cool Kids’ Corner. Page 12. Exercise 1. Let's sing along! The Alphabet song

2

14 Unit 2. Family Bonds. Lesson 1. Page 14. Exercise 2. Listen and complete.


16 Lesson 2. Page 16. Exercise 2. Listen and follow the story.

17 Lesson 2. Page 17. Exercise 5. Listen and circle. Then sing along.

18 Lesson 3. Page 18. Exercise 2. Listen, read and match.

19 Lesson 3. Page 19. Exercise 3. Listen and complete with long, short, big or small.

20 Lesson 4. Page 21. Exercise 4. Listen and complete with 's got or hasn't got.

21 Cool Kids’ Corner. Page 22. Exercise 1. Listen and say the numbers.

3

22 Unit 3. Around the house. Lesson 1. Page 28. Exercise 2. Listen and match the people with the places.

23 Lesson 2. Page 30. Exercise 1. Listen and number the toys in Jenny's sister's room.

24 Lesson 2. Page 31. Exercise 4. Listen and read. Which are the school objects in Jenny's bedroom?


26 Lesson 4. Page 34. Exercise 2. Listen and follow the story.

27 Lesson 4. Page 35. Exercise 5. Listen and complete. Then sing the rest of the song. Ten Big Spiders

4

28 Unit 4. What can you do? Lesson 1. Page 38. Exercise 1. Look and number the pictures. Then listen and repeat.

29 Lesson 2. Page 40. Exercise 2. Listen and check your answers.

30 Lesson 2. Page 40. Exercise 3. Listen and match. What can they do?

31 Lesson 3. Page 42. Exercise 2. Listen and follow along.

32 Lesson 4. Page 44. Exercise 1. Listen and number the music styles.

5

33 Unit 5. Food preferences. Lesson 1. Page 52. Exercise 1. Label the food items. Then listen and repeat.

34 Lesson 1. Page 53. Exercise 3. Listen to Jenny and complete.

35 Lesson 2. Page 55. Exercise 3. Listen to Chris and mark (3) Yes, I do. or No, I don’t.

36 Lesson 3. Page 57. Exercise 4. Listen and sing along. Hungry Harry

37 Lesson 4. Page 58. Exercise 1. Look at the tray and complete. Then listen and check.

6

38 Unit 6. Cool animals and habitats. Lesson 1. Page 62. Exercise 1. Listen to Jenny's descriptions and label the animals.

39 Lesson 1. Page 63. Exercise 6. Listen to three riddles and mark (3) the correct picture.

40 Lesson 2. Page 65. Exercise 3. Read the song and number the pictures. Then sing along.

41 Lesson 3. Page 66. Exercise 3. Listen and circle the correct picture.

42 Lesson 3. Page 67. Exercise 6. Listen and circle the correct option.

Audio CD Track List


58 St AldatesOxford OX1 1STUnited Kingdom

© 2015 Ediciones Santillana, S. A.Leandro N. Alem 720C1001AAP Buenos Aires, Argentina

First published by© Richmond Publishing, S.A. de C.V., 2011

Text © Karen Castro-Gustavsson, Ana Foncerrada, Jeanette Greenwell, Suzanne Guerrero, Erika Lizárraga, 2011Design and Illustrations D.R. © Richmond Publishing, S.A. de C.V., 2011

ISBN: 978-950-4271-8

Publisher: Mabel ManzanoSupervising Editor: Carmen ZavalaDevelopment Editors: Griselda Cacho, Jacaranda Ruiz, Imelda VázquezEditorial Team: Liliana Andrade, Adolfo Galindo, Tricia Kinman, Imelda Vázquez, Suzanne Guerrero, Marie Deer, Lawrence Lipson, Justine Piekarowicz, Jacaranda Ruiz, Adriana Méndez, Gabriel MohrDesign Supervisor: Marisela PérezCover Design: Karla Ávila, Virginia María LastaCover Illustration: Pablo PinoCover Photograph: © Gelpi JM/Shutterstock.com, © carballo/Shutterstock.comDTP and Layout: Erick López, Jesús Pérez, Germán Ramos, Virginia María Lasta

Recordings: Javier Lupiañez

This Teacher’s Book includes an Audio CD.

Queda hecho el depósito legal que marca la ley 11.723.Impreso en Argentina. Printed in Argentina.First Edition Published 2015

Websites given in this publication are all in the public domain and quoted for information purposes only. Richmond has no control over the content of these sites and urges care when using them.

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the Publisher.

The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any involuntary omission at the earliest opportunity.

Este libro se terminó de imprimir en el mes de julio de 2015, en Artes Gráficas Color Efe, Paso 192, Avellaneda, Buenos Aires, República Argentina.

Cool Kids 1 Teacher's Book / Ana Foncerrada ... [et.al.]. - 1a ed. - Ciudad Autónoma de Buenos Aires : Santillana, 2015. 96 p. + CD-ROM ; 28x22 cm.

ISBN 978-950-46-4271-8

1. Enseñanza de Lenguas Extranjeras. 2. Inglés. I. Foncerrada, Ana CDD 420.7


Cool Kids is a three-level series for primary school students. It caters for different

learning styles by providing discovery activities and consolidation practice on Grammar and Vocabulary. Cool

Kids fosters students’ participation through simple listening and speaking tasks, writing assignments and Project Work

activities. Games, mini projects and songs contribute to revising the key issues in every unit. The Cool Kids’ Corner section offers

possibilities to further develop reading skills and vocabulary.

For students:

• Student’s Book + Workbook

• Interactive Practice Activities

For teachers:

• Teacher’s Book + Audio CD

• Teacher’s Resource Material

• Digital Book

Teach

er’s Bo

ok

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teacher’s book cool kids for students: for teachers...introduction 3 cool mini projects enhance...

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