Professional Documents
Culture Documents
Introduction 2
Scope and sequence 12
Unit 1 Welcome! 14
Unit 2 Around town 26
Cool Review 1 38
Unit 3 Cool Clothes 40
Unit 4 The weather and us 52
Cool Review 2 64
Unit 5 Time and time again 66
Unit 6 Doing and feeling it 78
Cool Review 3 90
Games 92
Audio Track List 95
Introduction
Cool Kids is a three-level series for primary school learn grammar not as a set of rules, but as a tool to
students that... convey their thoughts through language.
• caters for different learning styles.
Cool Kids also uses the Communicative Approach
• promotes discovery learning and values.
to help students communicate effectively in the
• encourages students’ participation.
target language. In other words, Language is
• fosters learner autonomy.
taught as a tool for communication. Cool Kids
• enhances creativity and problem-solving skills.
gives students opportunities to use English in a
In each level, Cool Kids presents a variety of topics meaningful way. It promotes the development
appropriate for the age group. Each topic has of the four skills: reading, writing, listening, and
been chosen carefully in order to satisfy students’ speaking.
interests. In this way, students feel involved with the
Two cool and friendly pre-teen characters appear
subject and are motivated to learn. The vocabulary
in all the units of the Student's Book and Workbook
and grammar items in every unit are always
pages in Cool Kids. These characters are a girl
presented in meaningful contexts and the activities
and a boy with whom students can easily identify
exploit their language potential.
themselves, and they guide learners in their
Cool Kids leans on the Inductive Grammar pathways to learning English. The characters show
Method to have students experiment with students Grammar and Language boxes and are
language so that they can work out the grammar also present in many activities. They always praise
rules for themselves. Grammar is presented in a students on their progress, especially at the end of
logical, step-by-step sequence. In this way, students units and review sections.
Student’s Book
The Student’s Book contains a Student’s Book
section and a Workbook section.
2 Cool Kids 2
The first page in every lesson
provides an attractive and
colorful context to introduce The Cool Language and Cool
the new vocabulary. Grammar boxes show examples
of the new grammar and
language items, and also
provide useful expressions from
everyday English.
Introduction 3
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.
References to the
Extra activity and
Workbook pages are
clearly shown on the
Student Book pages.
4 Cool Kids 2
Cool Kids offers activities
for students to improve
their listening skills:
listening for the main idea
and listening for detail.
Songs provide a
valuable source
of authentic Games at different
language and stages of the
help students lesson provide
recycle what they children with
have learnt in a opportunities to
meanigful way. practise language
in a fun and
entertaining way.
Introduction 5
The Cool Kids
Corner offers
students the chance
to round off the
topics studied in
the unit through
games and reading
activities.
6 Cool Kids 2
Workbook
The 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.
Introduction 7
The activities in The Cool
Kids’ Corner provide
fun and cross-curricular
activities with a twist.
8 Cool Kids 2
Teacher’s Book + Audio CD
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:
Listening Optional activity
Values
Introduction 9
Suggestions for Suggestions on how
exploiting the Values to deal with the Cool
taught through the Grammar and Cool
texts and exercises Language boxes in the
in the Student’s Student’s Book are
Book help students clearly explained.
understand and learn
character-building
principles.
10 Cool Kids 2
Teacher’s Resource
Material
Extra optional photocopiable
material for teachers can be found
at the Richmond website. The extra
material can be downloaded and
printed for classroom use.
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.
Introduction 11
Contents
Unit Vocabulary
Greetings and farewells.
Unit
1 Welcome! Personal details: first name, surname, age, nationality, etc.
Countries and nationalities.
Page 4 School subjects: Maths, Science, Geography, IT, etc.
Adjectives: fit, good-looking, attractive, young, old, etc.
2
Cool
Review Project Work 2 Page 48
3
Cool
Review Project Work 3 Page 72
12 Contents
Language and Grammar Values
How’s everything? / Great, thanks. And you? Being nice to others.
Verb to be (revision) / Do you like…? (revision) Respecting multicultural diversity.
Can you spell (your surname), please? (revision) Applying yourself to get good marks at school.
Where are you from? / I’m from…
Are they Italian? / Yes, they are. / No, they aren’t.
What’s your job? / What do you do? / I’m a (an)… Having a job and working hard at it.
I like my job because it’s (interesting). Keeping yourself and others safe when travelling.
Have you got (a risky job)? / Yes, I have. / No, I haven’t. Helping others find their way around.
Where do you work? / I work in (a restaurant).
How do you go to work? / (I go to work) by bus.
Excuse me, where’s (the library), please? / It’s (next to)…
What’s (he) wearing? / (He)‘s wearing (jeans and a Being honest and returning lost things to their owners.
T-shirt). Being tolerant and accepting people's different
She’s (nice and friendly) but she’s (a bit quiet). interests.
Whose (watch) is that? / It’s (my watch). / It’s (mine). / Being a careful shopper.
It’s (Joe’s).
Can I help you? / Yes, please!
How much are (these trainers)? / They’re (56 euros).
What’s the weather like in (spring)? / It’s (sunny and Celebrating and respecting important dates.
warm). Asking for help and being helpful in return.
When’s (your birthday)? / It’s on (2nd June). / It’s in (June). Helping reduce human influence on climate change.
Do you study Science alone? / Yes, I do. / No, I don’t.
What sports do you play? / I play football and tennis.
Frequency adverbs: always, usually, sometimes, never
How often do you…? / (Once) (Twice) (Three times) a
week.
Adverbs of degree: a lot, very much, at all Being tolerant and accepting people's different
(She) likes… / (She) loves… / (She) doesn’t like… / interests.
(She) hates… Being punctual and organising your activities well.
(He) studies Music and plays the violin. (She) goes to Optimising your productivity with daily or weekly
Music School. (He) doesn’t take a bus. routines.
Does (she) like pop? / Yes, (she) does. / No, (she)
doesn’t.
What does (he) like? / (He) likes rock and jazz. / Where
does (she) live? / (She) lives…
What time is it, please? / It’s (eight o’clock).
What are you doing? / I’m (listening to music). Respecting people's right to privacy at home and
Is (she) watching TV? / Yes, (she) is. / No, (she) isn’t. elsewhere.
(We) aren’t swimming in the river. (He) isn’t reading a Being a good conversationalist and listener.
book. Discussing and exchanging views on different issues.
What does it (taste) like? / It (tastes sweet).
It smells (horrible). / It feels (soft).
Workbook Page 81
Contents
Extra Activities 13
1
Unit
Welcome!
answers with their partners. Play track 2 to
SB pages 4 and 5 check answers.
Track 2 Í
Objectives
Jill: Hi, cool kids! My name’s Jill.
• To greet someone and to introduce oneself.
Connor: And I’m Connor. Welcome, kids! How’s
• To ask for and give personal information.
everything, Jill?
• To revise the alphabet.
Jill: Great, thanks. And you?
Language: Connor: Not bad! See you around!
• Hi! / Hello! Jill: See you!
• How’s everything? / Great, thanks. / Not bad.
And you?
• What’s your (first name) (surname)? Answer Key
• Can you spell your surname, please? / Yes,
1. Hi; 2. name; 3. How; 4. Great; 5. bad
sure. It’s (D-A-V-I-E-S). / Thanks!
• How old are you? I’m (ten).
Cool Language
Vocabulary:
• Greetings: Hi! / Hello; How’s everything? / Direct students’ attention to the Cool
Language box. Tell them these are
Great, thanks. / Not bad. And you?
expressions used when meeting someone.
• Personal information: My name’s … / I’m (ten)
Revise other expressions: Good morning /
years old.
afternoon / evening! How are you? I’m fine,
• The alphabet
thanks.
Warm-up
2 Put the dialogue in order.
Greet students and introduce yourself to the
class: Hello! I’m (Ms …). Then write on the Now draw children’s attention to the picture in
board: What's your name? Ask students to exercise 2 and ask comprehension questions:
copy the question in a piece of paper and Who are they? Are they friends? Are they
draw themselves in the middle. Next, write on brother and sister? How old are they? Where
the board: My name's... and ask students to are they? Write students’ ideas on the board to
copy the answer below their drawing. They check after they complete the exercise. Then
complete the answer with their name. Finally, tell them to order the dialogue. Invite some
display students' work around the classroom. volunteers to role-play to check answers.
1 Complete the dialogue. Then listen and 3 Complete the alphabet with the missing
check. letters. Then listen and chant.
Ask students to read the dialogue and
Invite students to complete the alphabet. Play
complete it with the words. Before listening
the CD once to check answers. Then play it
to the audio CD, tell them to compare their
once or twice again for students to repeat and
revise the pronunciation of the letters.
14 Unit 1
1
Unit
Welcome! 15
in which the people introduce themselves and
ask and answer questions about personal
SB pages 6 and 7
information. Display students' work around the
classroom.
Objectives
SB page 82: Workbook • To ask and answer about countries and
nationalities.
• To revise Yes / No questions with the verb to be.
Answer Key • To read and complete an email.
1 Write questions and complete Jill's ID • To revise vocabulary related to personal
information.
card.
1. What’s your name? Language:
• Where are you from? I’m from (China). / I’m
2. What’s your surname?
(Chinese).
3. How old are you? • Where’s he / she from? He / She’s Argentinian.
ID card: Name: Jill; Surname: Taylor; Age: 10 • Is she from Brazil? Yes, she is.
• Is he Australian? No, he isn’t.
16 Unit 1
1
Unit
Welcome! 17
to bring the materials. Ask students to draw a
Answer Key 2cm margin on one of the short sides of each
1. Brazil; 2. United States; 3. Australian index card. Then paint the flags of 10 different
countries on the index cards and fold each
5 Complete Leo's email with the missing card on the margin line they marked and glue
letters. them onto the string at regular intervals. Monitor
and help as needed. Make sure that students
Now tell students they will read Leo’s email
use the right colours and patterns for their flags.
to Paula, the girl in exercise 4. Invite students
Encourage them to hang their flag banners
to write the missing letters to complete the
up at school and home and tell their partners
email. Finally, have some volunteers read their
and family the names of the countries and
answers and write them on the board to check.
nationalities in English.
You may analyse the phrases in the email for
greeting and opening, asking about personal
information, and closing.
Wrap-up
Divide the class into pairs. Tell one student
Answer Key to say the names of five countries. The other
1. everything; 2. Australia; 3. years; 4. France; student should say the corresponding
5. English; 6. Where; 7. countries nationalities. Then they switch roles and play
again.
18 Unit 1
1
Unit
SB pages 8 and 9
Cool Grammar
Direct children’s attention to the Cool
Grammar box. Read the examples aloud
Objectives and elicit the use of the structures: To talk
• To revise countries and nationalities. about people’s characteristics. Encourage
• To talk about people’s characteristics and give students to identify the verb that is used
opinions. before the adjectives. Explain that really and
• To read and write about famous people. very give more emphasis to the quality or
idea described.
Language:
• Where’s (Messi) from? He’s Argentinian.
• How old is he? He’s (28) years old. 2 Listen to Jill and Connor. Circle the correct
• Is he (really famous)? Yes, he is.
option.
• Where are (Brad Pitt and Angelina Jolie) from?
They’re from the USA. Have some volunteers read the sentences to
• Are they (old)? No, they aren’t. check understanding and explain the meaning
of the words they don’t know. Tell children they
Vocabulary: will now listen to Jill and Connor doing the quiz
• Countries and nationalities in exercise 1. Play track 6 for students to do the
• Adjectives: good, bad, famous, good-looking, exercise and play it again to check or complete
slim, fit, attractive, young, old their answers. Ask some students to read out the
sentences to check.
Warm-up
Track 6 Í
Divide the class into two teams. Invite a
volunteer from each team to come to the Jill: Hi Connor! Do you like quizzes?
front. Put a desk between the two volunteers. Connor: Yes, I love them!
Say a country name or a nationality: Japan. Jill: Great! This quiz is about famous people. Are
The first student to hit the desk and identify you ready? Question one: Where’s Messi from?
the word earns a point: Country! If the student
Connor: That’s easy! He’s Argentinian. He’s my
says the nationality correctly, he / she gets an
favourite football player.
extra point. Invite two new volunteers and play
Jill: He’s fantastic! And he’s very fit. Number two:
again. Play until all students have participated.
Where are Angelina Jolie and Brad Pitt from?
The team with the most points at the end is the
Connor: They’re American. They’re very good
winner.
actors. I like their films.
1 Complete the quiz with a country or Jill: Yes, and they’re good-looking too. Next:
nationality. Where’s Rafa Nadal from?
Connor: Um… I can’t remember. Is he from
Draw students’ attention to the photos of the
Mexico?
famous people and ask questions about them:
Jill: No, he isn’t. He’s Spanish. And he’s very
Who is he / she? Who are they? Where are they
attractive. Four: Where is Taylor Swift from?
from? How old are they? Is she an actress / a
Connor: Is she a very famous singer? She’s
singer? Then tell the class to complete the quiz.
American.
Invite some volunteers to read their answers to
check. Jill: Good! And finally, where’s Neymar from?
Connor: He’s from Brazil.
Answer Key Jill: Correct! Look, he’s a young football player.
1. Argentinian; 2. the United States; 3. Spanish;
4. American; 5. Brazil
Welcome! 19
Answer Key 5 Complete with information of a famous
1. fit; 2. good; 3. attractive; 4. very; 5. a young person you like. Then write a post.
To finish the lesson, ask some children about
their favourite artists or sportspeople and
3 Test your friend! Ask questions about the encourage them to share what they know
famous people in exercise 1. with the class. Invite the class to complete with
information about the famous people they like.
Now invite a pair of students to read the
Once they have included all the information, tell
example dialogue. Tell the class to work in
them to write a post. They can use Jill’s post in
pairs and ask each other questions about the
the previous exercise as a model. Finally, have
people in exercise 1.
some volunteers read their posts to the class.
20 Unit 1
1
Unit
Welcome! 21
Cool Language
3 Unscramble the days of the week and
Direct students’ attention to the Cool complete with a school subject. Then tell
Language box. Read the first sentence and a friend.
ask different students about their favourite
Have students write the days of the week and
subject. Encourage them to use complete
the name of a subject they have that day. Then
sentences. Then read the other sentence
they share their schedules with their partners
and point out the use of the present simple
as in the example.
of the verb have when talking about
schedules and the use of the preposition on
with days. Answer Key
1. Wednesdays; 2. Fridays; 3. Mondays
2 Listen to Jill and her friend. Mark (3) the Students’ own answers
Jill: Great! Thursdays are excellent! or dislike (7). Then ask your friend and
Nick: Oh? Why? complete.
Jill: Because I have Art on Thursdays! Direct students' attention to the list of subjects.
Nick: Really? We have Art on Mondays, but I Tell them to mark the subjects they like and do
have Maths today and English too. not like. Get a pair of volunteers to read the
Jill: I have History today. I like this subject. example dialogue aloud. Then divide the class
Nick: Oh! What a coincidence! History is my into pairs and ask students to interview each
favourite subject. I have History on Tuesdays. other.
Jill: Well, maybe we can study History together.
Nick: That’s a good idea!
Answer Key
Students’ own answers
Answer Key
Nick: English and Maths; Jill: History and Art Values: Getting good grades
Talk with the class about the importance of
getting good grades. Ask students how they
can get good grades: They study a lot. They ask
for help when they need it. They participate in
22 Unit 1
1
Unit
class and do their homework. Add that learning subjects. Encourage students to comment on
prepares you for the future and makes you a the results in the chart: Ten students like Maths.
better person.
SB page 76: Extra activity
5 Complete the chat with information about
you. Once students finish the Cool Mini Project
Ask a volunteer to read the incomplete text you can ask them to do the Extra activity for
aloud and encourage other students to the unit in class. To check the exercise, ask
suggest possible words or phrases to complete volunteers to come to the board and write their
it. Finally, tell the class to complete the text with answers.
their information. Invite several volunteers to
read the completed text aloud. Answer Key
Look at the table and complete the
Answer Key sentences.
Students’ own answers 1. have; 2. have, Mondays; 3. Geography,
Wednesdays; 4. have P.E., Thursdays; 5. Art,
Cool Mini Project Fridays
Welcome! 23
SB pages 12 and 13 Answer Key
1. Mexico; 2. Japan; 3. Italy; 4. Spain; 5. France
Objectives
• To identify countries and nationalities.
2 Listen and circle the correct flag.
• To listen for specific information. Ask children to look at the flags and elicit
• To read about subjects and schedules. the names of the countries. Play track 9 for
• To make predictions and read a text to check. students to circle the correct flag. Get them to
• To write an email to an e-pal. compare answers with a friend. Finally, check
answers with the class.
Language:
• What’s your friend’s name? Her name’s (Lulu).
• Is he from (Spain)? No, he isn’t. He’s from Track 9 Í
(Mexico).
Speaker: One.
• Where are you from? I’m from (Italy). / I’m
Boy 1: Who’s that boy?
(Italian).
Boy 2: His name is Paolo.
• Her favourite subject is (Art).
Boy 1: Oh, is he from Spain?
• She lives in a (flat).
Boy 2: No, he isn’t. He’s from Mexico.
• I love / like / don’t like (acting).
• He’s (very good-looking). Speaker: Two
Woman: I see, and what’s his name?
Vocabulary: Man: Um, let’s see his passport… Smith… John
• Countries and nationalities Smith.
• Personal information: name, age, favourite Woman: Is he from Australia?
subject, preferences Man: No, he isn’t. He’s from the United States.
• School subjects Speaker: Three
• Days of the week Woman: What’s your friend’s name?
Girl 1: Her name is Lulu.
Woman: Where are you from, Lulu?
Girl 2: I’m from Italy.
Warm-up
Speaker: Four
Display a map of the world and divide the class Man: Who is that?
into four teams. Ask a volunteer from each team Girl: Her name is Fatima. She’s my e-pal.
to come to the board and point to a country Man: Your e-pal? Is she from Brazil?
from this unit. The first volunteer to write the Girl: No, she isn’t. She’s from Egypt.
name of the country correctly wins a point for Man: Wow!
his or her team. Repeat several times. The team
with the most points at the end is the winner.
Answer Key
1 Unscramble the names of these countries. 1. Mexico; 2. the United States; 3. Italy; 4. Egypt
Tell students to look at the maps and
unscramble the names of the countries. Check
answers with the class.
3 Unscramble the words and complete.
Ask children to unscramble the words in
brackets to complete the text. Invite some
volunteers to read their answers aloud to
check.
24 Unit 1
1
Unit
Answer Key
Students’ own answers
Wrap-up
Play Read the Teacher’s Mind! with: School
Subjects, Days, Countries and Nationalities.
Write the name of a category on the board:
School subject. Write seven words or phrases
associated with the category on a sheet of
paper: Maths, Music, teacher, school objects,
schedule, Geography, P.E. Divide the class into
teams of four and have them list seven words
related to the category. Get a volunteer from
each team to write their words on the board.
Correct spelling if necessary. When students
are finished, circle the words that were on your
Welcome! 25
2
Unit
Around town
SB pages 14 and 15 Track 10 Í
Speaker: One. Chef
Two. Firefighter
Objectives Three. Nurse
• To introduce vocabulary related to jobs. Four. Dentist
• To describe and talk about jobs. Five. Librarian
• To ask and answer about jobs. Six. Waitress
Language:
• What’s your job? I’m a (doctor). Answer Key
• What do you do? I (cure sick people). 1. chef; 2. firefighter; 3. nurse; 4. dentist;
• I like my job because it’s (interesting).
5. librarian; 6. waitress
• Have you got a (simple) job? Yes, I have. / No, I
haven’t.
Vocabulary: 2 Listen and write the names of the jobs.
• Jobs: chef, librarian, nurse, waitress, firefighter, Then match.
dentist
Now tell children they will listen to people
• Actions: fix teeth, put out fires, help sick people, explaining what they do in their jobs. Play
serve food, catalogue books, cook, cure the audio CD once and tell them to write the
• Adjectives: easy, risky, simple, interesting, names of the jobs. Play the audio CD again
difficult, dangerous for students to check. After completing the left
column, they have to match the names with
Warm-up the explanations in the right column. Invite
some volunteers to read their answers aloud to
Write the names of the jobs that are present
check.
in this lesson on the board. Bring toys or
magazine cutouts related to these jobs and
Track 11 Í
invite students to look at them. Encourage
them to comment on the objects. Remind Speaker: One
students of simple vocabulary as needed: It’s Woman: I help people find the books they want. I
a (plane). It’s a (menu)., etc. Ask students to catalogue books and put them in the right places.
match the objects to the corresponding job. Speaker: Two
Model pronunciation and ask the class to Man: I check and fix people’s teeth.
repeat the words. Speaker: Three
Man: I cook and prepare delicious meals.
Have students open their books to page 14. Tell
Speaker: Four
them they are going to study the topic of jobs.
Woman: I take orders from customers and serve
1 Listen and complete. their food and drinks.
Speaker: Five
Invite the class to describe the pictures. Then Man: I put out fires and rescue people from car
tell them they will listen to the audio CD and accidents. Sometimes I also rescue cats from
will have to write the jobs. Play track 10 for trees.
students to complete the exercise. Then play it Speaker: Six
again to practise pronunciation.
Woman: I work with doctors in a hospital. I help
sick people and give them medicine.
26 Unit 2
2
Unit
Answer Key
1. I’m a chef. I cook. Student’s own answers.
Values: Having a job and 2. I’m a dentist. I fix your teeth. Student’s own
working hard at it answers.
Read aloud what Jill says. Ask students why
it is good to have a job: You earn money to
buy things. You share your talents with your 5 Play a Guessing Game with a friend.
community. Then ask why it is important to work Divide the class into pairs and ask a pair of
hard at a job: Because the world will be a better volunteers to read the example dialogue aloud.
place if everyone does their best at what they Tell students to take turns asking and answering
do. Encourage students to share what they questions about the jobs in this lesson. If they
want to be with the class. Help with new words if have difficulty remembering the actions, they
necessary. can use the actions in exercises 2 and 3.
Answer Key
1. waitress; 2. firefighter; 3. librarian; 4. chef
Around town 27
Optional Activity SB pages 16 and 17
Materials: Scrap paper (2 sheets per student).
Materials:
Divide the class into teams of five and hand Objectives
out the paper. Tell the students on each team • To identify places in town.
to take turns drawing pictures to represent • To read about jobs.
Jobs and Adjectives vocabulary. The other • To revise question forms.
team members guess the words. Students • To introduce workplaces.
play until they have drawn and guessed ten • To listen to and complete a song.
words. The first team to guess ten words is the
Language:
winner.
• Where do you work? I work (in a lab).
• Do you like your job? Yes, I do. / No, I don’t.
• Is your job risky? Yes, it is. / No, it isn’t.
Wrap-up Vocabulary:
Divide the class into four teams. Spell a job • Jobs
or adjective from this lesson slowly. The first • Places in a town: café, hospital, fire station,
student to raise his or her hand and say the library, park
correct word earns a point for his or her team. • Actions: fill in forms, do exercise, wash, serve
Play several times. The team with the most food, talk, cook, serve, clean, care, help
points at the end is the winner.
28 Unit 2
2
Unit
Answer Key
1. What’s your job? 4 Listen and complete. Then sing along.
2. What do you do?
Invite students to find and say the names of
3. Do you like your job?
four jobs in the chant: waitress, nurse, dentist,
4. Is it risky?
librarian. Have students complete the chant
5. Where do you work?
using the words from the box. To check, play
track 13 and pause it after each answer. Play
the track again and invite students to say the
Optional Activity chant. Finally, play the chant again and get
Write
Write the name of a place on the board students to mime the jobs for each verse as
with the letters scrambled: eirf atstoin. Elicit they say the chant.
the word and get a volunteer to write it on
the board: fire station. Next, have students
write five other words related to Places
items in their notebooks with the letters
scrambled. Divide the class into pairs and
have students exchange notebooks. They
should unscramble the words and write them
correctly. Monitor and help as needed.
Around town 29
Track 13 Í 2 Read the descriptions and complete the
table.
Chorus 1. Sally: nurse, hospital
Jobs, jobs, lots of jobs. 2. James: I’m a librarian. I work in a library.
Lots of things for me and you. 3. Henry: I’m a chef. I work in a restaurant.
Jobs, jobs, so many jobs.
Excuse me, what do you do?
I work in a restaurant with lots of 3 Imagine you work in this place. Write
food. about your job and workplace.
And I serve people too. I’m a waitress. I work in a café.
Then it's a waitress' job, a waitress' job, Students’ own answers
A waitress' job you do!
Chorus
I help people and SB pages 18 and 19
I do this well,
And I work in a hospital too.
Then it's a nurse's job, a nurse's job, Objectives
A nurse's job you do! • To introduce means of transport.
Chorus • To talk about how people travel in towns.
I look in your mouth • To describe jobs and workplaces.
And I care for your teeth.
Language:
And I keep them clean too.
Then it's a dentist's job, a dentist's job, • How do you go to (work)? (I go) by (bus).
A dentist's job you do! Vocabulary:
Chorus
• Means of transport: train, taxi, bicycle,
I work in a very quiet place,
underground, motorcycle, bus
And I catalogue books too.
• Adjectives: near, far, fast
Then it's a librarian's job, a librarian's job,
A librarian's job you do!
Chorus Warm-up
Draw a simple wheel on the board and write
wheel. Elicit the means of transport that have
Answer Key wheels and write them on the board: buses,
1. restaurant; 2. serve; 3. help; 4. hospital; motorcycles, planes, taxis, lorries, bicycles. Ask
5. mouth; 6. clean; 7. quiet; 8. books students which means of transport they have
used and which ones they like the most.
30 Unit 2
2
Unit
Answer Key
Track 14 Í
1. doctor, walk, near; 2. dentist, car, fast; 3. a
Dan: My workplace is far away because I live in chef, by bus, far away
another town. I go to work by train. How do you
go to work?
Steve: I go to work by motorcycle. I use a 4 Imagine you have a job and answer. Then
helmet for protection. When I’m late I take a taxi. ask a friend and complete.
And Kim, how do you go to work?
Tell students to answer the questions about the
Kim: I work near my house and I go by bicycle.
first picture. Then they have to ask the questions
It’s fantastic because I do exercise too.
to their partners and write their answers down.
Wendy: That’s great! I go by car because I work
Invite some volunteers to share their ideas with
in different places and they’re all far away.
the class.
Around town 31
Values: Being safe SB page 89: Workbook
Invite students to say what we should do to
be safe when we use different means of
transport. Encourage students to explain why it Answer Key
is important to always wear a helmet: It protects
your head.
1 Label the pictures.
1. taxi; 2. underground; 3. bus; 4. motorcycle
Optional Activity
Objectives
Materials:
Materials: Ten shoe boxes (1 per group),
• To describe a town.
paint (optional), construction paper, index
• To talk about the location of places in town.
cards (1 per group), markers.
• To ask and answer about the location of
Divide the class into ten groups and assign places.
each group a means of transport. Then
hand out the materials. Tell students to work Language:
together to make their means of transport • There’s a (café) but there isn’t a (restaurant).
using the shoe box. When they finish, have • There aren’t any (parks) but there are some
students write the name of their means of (squares).
transport on the index card. Display students’ • The library is (on the corner).
work around the school or classroom. • Excuse me, where’s the (hospital), please? It’s
(next to) the (bank).
• Is it far? No, it’s very near. Thank you. / You’re
welcome.
Wrap-up
Vocabulary:
Write vocabulary related to jobs, places in
• Places in a town: square, supermarket, park,
town and means of transport on the board
greengrocer’s, fire station, library, ice cream
in random order. Tell students to look at them
parlour, café, restaurant, stationer’s
carefully. Next, ask them to close their eyes
• Prepositions of place: next to, behind,
and erase one of the words. Have students
between, opposite, on (the corner)
open their eyes again and say which word
is missing. Write the word back. Repeat the
activity several times.
32 Unit 2
2
Unit
Around town 33
Track 16 Í Values: Helping people find
their way
Man: Excuse me, could you help me?
Explain that you can help people a lot by
Boy: Yes, sure
explaining where some places are or by
Man: Where is the library?
giving them directions. Encourage students to
Boy: It’s behind the hospital.
comment on any time they needed or offered
Man: Thanks.
help finding places. In addition, point out that
it is important to say I don’t know if you do not
know the locations or directions. Guessing can
Answer Key cause more difficulty for the person who needs
1. Excuse me; 2. Yes, sure; 3. the library; help.
4. behind
34 Unit 2
2
Unit
Around town 35
Warm-up 3 Answer the questions.
Ask children to look at the pictures and answer
Play Odd One Out with the class. Dictate six
the questions. To check, have some students
words: library, restaurant, supermarket, bicycle,
read the answers aloud.
fire station, hospital. After students write the
words, encourage them to circle the word
that does not fit the same category as the Answer Key
others. Check answers with the class and
1. It’s opposite; 2. It’s behind the supermarket.
invite students to justify their answers: library,
3. It’s next to the ice cream parlour.
restaurant, supermarket, fire station, hospital
are places in a town. Bicycle is a means of
transport. Repeat the procedure several times. 4 Read about these two people. Are their
jobs simple? Why? Why not?
1 Classify these words. Direct students’ attention to the pictures and
Now, ask students to write the words in the box ask them questions: What are their jobs? Where
under the correct category. Tell students to do they work? Do you like these jobs? Read
compare their answers with their partners to the instruction aloud and ask them to read the
check. Finally, have some volunteers read the texts silently. When they finish, discuss the ideas
words aloud. with the class.
36 Unit 2
2
Unit
Answer Key
1 Write three words for each of these
categories.
Jobs: firefighter, librarian, nurse, chef, dentist,
waitress
Means of transport: train, underground, bus,
bicycle, motorcycle, car
Places in town: supermarket, hospital, fire
station, park, square, library, ice cream parlour,
café
Around town 37
Cool 1
Review
38 Cool Review 1
Cool 1
Review
6 Look at the map above and answer the 2 Write about your virtual town and your
questions. virtual identity. Use some of these words
Ask students to answer the questions about the and phrases.
places on the map. Invite some volunteers to Now ask children to use the phrases in the
read their answers aloud. boxes and follow the model in exercise 1 to write
about their virtual town and virtual identity.
Answer Key
1. It’s on the corner of Camel Avenue and Answer Key
Panther Road. Students’ own answers
2. It’s opposite the square, on the corner of
Camel Avenue and Ostrich Avenue. 3 Now draw your virtual town.
3. It’s opposite the library in Gorilla Street.
Tell students to design their town based on
4. There are two squares.
their description in exercise 2. Encourage them
5. Yes, there is. It’s next to the hospital in Panther to show their pictures and describe their towns
Road. to the class.
Cool Review 1 39
Unit
3 Cool clothes
SB pages 28 and 29 Track 17 Í
Speaker: Number one. Skirt
Objectives Number two. Dress
Number three. T-shirt
• To introduce vocabulary related to clothes.
Number four. Trousers
• To describe physical appearance and
Number five. Shirt
personality traits. Number six. Shoes
• To ask and answer about people’s clothes. Number seven. Socks
• To describe one’s favourite clothes. Number eight. Trainers
Language: Number nine. Cap
• She's got (long dark hair) and (black eyes).
• (She)’s very (sociable and hard-working) but
Answer Key
(she) is (a bit quiet).
• What’s (he) / (she) wearing? He / She’s 1. skirt; 2. dress; 3. T-shirt; 4. trousers; 5. shirt; 6.
wearing (a red T-shirt) and (jeans). shoes; 7. socks; 8. trainers; 9. cap
• What are you wearing? I’m wearing (a white
dress).
Vocabulary:
2 Listen and write the names. Then match.
Have a volunteer read aloud what Jill says
• Clothes: trousers, T-shirt, dress, shoes, shirt,
and ask the class: Where are Jill’s friends?
trainers, socks, blouse, skirt, jeans
Encourage them to describe the children and
• Accesories: cap, glasses
their clothes. Now tell children they will listen
• Personality adjectives: intelligent, tidy, lazy,
to Jill describing her friends. Play the audio
friendly, quiet, sociable, nice, messy
CD more than once for students to identify
the children and write their names. Invite
Warm-up some students to read their answers aloud to
check. Then play track 18 again, two or three
Show children pictures of items of clothes to
times, for children to match the names with
introduce the vocabulary in this lesson. As
the descriptions of their personality. Check the
you do this, express your likes or dislikes and
answers with the class.
ask students for their opinions: This is a dress.
I like long dresses. Do you like dresses? As you
mention the items of clothing, stick the pictures
on the board and write the names next to
them.
40 Unit 3
Unit
3
the first question and answer as an example
Track 18 Í and answer the second question with the
class. Direct students’ attention to the Cool
Jill: I love my Art lessons! I can use different
Grammar box and read the sentences. Analyse
paints to create my own designs. This is a the structures and elicit the use of be wearing:
picture of my classmates. to describe the clothes a person has on. Ask
Max has got short brown hair. He’s a bit lazy at students to work in pairs and answer the rest of
school. He’s wearing a light blue T-shirt and blue the questions. To ckeck, invite some volunteers
trousers. His trainers are blue too. to read their answers.
Cindy has got long dark hair and black eyes.
She’s very intelligent and tidy. Her desk is always
Answer Key
in order. She’s wearing an orange T-shirt and a
brown skirt. She’s got orange shoes on. 1. No, they aren’t.
Mike has got short dark hair and black eyes. 2. She’s wearing an orange T-shirt and a
He’s wearing a red T-shirt, blue jeans and green brown skirt. She’s got orange shoes on.
trainers. He’s new at school and he’s very 3. She’s wearing a yellow T-shirt, a purple shirt,
friendly. blue shorts and orange socks. She’s got
Beth is very sociable and nice too. She’s got white shoes on.
long blonde hair. She’s wearing a yellow T-shirt, 4. He’s wearing a red T-shirt, blue jeans and
a purple shirt, blue shorts and orange socks. green trainers.
She’s got white shoes on. 5. He’s wearing a yellow shirt and green shorts.
Oliver has got short curly hair. He’s very tidy and He’s got brown trainers on. He’s got glasses
intelligent but he’s a bit quiet. He’s wearing a too.
yellow shirt and green shorts. He’s got brown
trainers on. He’s got glasses too. 4 Draw yourself in your favourite clothes
and write a description.
Ask students to draw themselves wearing
Answer Key their favourite clothes and then complete
1. Oliver, d; 2. Max, b; 3. Cindy, a; 4. Mike, c; the paragraph with their description. Invite
5. Beth, e volunteers to describe their drawings.
Cool clothes 41
Answer Key
Optional Activity
Write the questions and circle the correct
Materials:
Materials: Old magazines with pictures of
answer.
ítems of clothes
1. What are they wearing? They’re wearing
Divide the class into groups of three. Ask
dresses. 2. What’s he wearing? He’s wearing
students to find a specific item of clothing:
a T-shirt and jeans. 3. What are you wearing?
Find a red dress. The first group to find the
item and show it to you can ask the rest of the I’m wearing casual clothes and I’ve got a cap.
class to find another item in the magazines. 4. What’s she wearing? She’s wearing classic
clothes. She’s got earrings. 5. What are you
wearing? We’re wearing shoes.
42 Unit 3
Unit
3
SB pages 30 and 31 Track 19 Í
Speaker: One. Hairband
Objectives Two. Rings
• To identify accessories. Three. Bracelet
• To ask and answer about possessions. Four. Scarf
• To describe an accessory. Five. Watch
Six. Bag
Language:
Seven. Necklace
• Whose (watch) is this / that? It’s Connor’s.
• Whose (earrings) are these / those? They’re
Jill’s.
• Whose (scarf) is this? It’s my / your / his / her Answer Key
(scarf).
1. hairband; 2. rings; 3. bracelet; 4. scarf;
• Whose (headband) is that? It’s our / their
5. watch; 6. bag; 7. necklace
(headband).
Vocabulary:
• Accessories: ring, bag, necklace, earrings, 2 Listen and follow along.
scarf, hairband, watch, bracelet, belt Direct students’ attention to the pictures and
ask them to describe the situation: The girl finds
a watch and gives it to the boy. Play track 20
Warm-up
and have students follow along in their books.
Draw a woman on one sheet of poster paper
and a man on another. The pictures should be
large enough for all of the students to see. Cut Track 20 Í
out pictures of accessories from magazines
Girl: Whose watch is this?
or draw the items on construction paper and
Boy 1: It’s Willy’s!
cut them out. Put the cutouts into an envelope.
Display the picture of the woman and the Girl: Here you are!
picture of the man and ask students to name Boy 2: Thanks!
them: (Anna) and (Mark). Then take a picture
of an accessory out of the envelope and tape
it to the corresponding person. Write the name Cool Grammar
of the accessory on the board. Invite volunteers
to choose and tape other items to the pictures. Now draw students’ attention to the Cool
Leave the pictures with their names on the Grammar box. Read the examples aloud and
board. encourage students to explain when we use
this / these and that / those. Then focus on
1 Label the accessories. Then listen and the question word Whose and elicit its use:
To ask about the owner of something. Ask
check.
students about the structure of the answer:
Divide the class into pairs and have them We add ’s at the end of a name to express
follow the lines and label the pictures. that this person is the owner. Point to different
Encourage them to check the spelling of objects and ask students about their owners:
words. Play the audio CD to check answers Whose schoolbag is that? Whose pencils are
with the class. those?, etc.
Cool clothes 43
3 Act out similar dialogues. Use these cues. Values: Being honest and
Divide the class into pairs and have them returning lost things
act out similar dialogues. They should use the Ask a volunteer to read what Connor says to
objects in the pictures and the names given for the class. Ask students if they have ever lost
their owners. Monitor and help as needed. something. Encourage several students to
comment. Then ask if a person found the item
and gave it back. Invite students to say why it
Answer Key is good to give lost things back to their owners:
Students’ own answers You feel sad when you lose something. You feel
happy to have it again.
Optional Activity
Cool Grammar
Take
Take several objects that belong to different
students and put them on your desk. Divide Refer students to the Cool Grammar box.
the class into pairs. Have students ask and Have some volunteers read the examples
answer who owns the objects: Whose book is aloud. Write my, your, his, her, our and their
that? It’s Ann’s. in a list on the board. Explain that these are
possessive adjectives. We use them to show
who something belongs to. Write I, you, he,
4 Complete the dialogues using the words she, we and they next to the corresponding
words.
from the box. Then listen and check.
Direct students’ attention to the sign: Lost and
Found. Explain that many places like schools, 5 Complete the questions with this, that,
shopping centres and other shops have a Lost these or those. Answer using possessive
and Found to keep all objects that people lose adjectives.
in the building. People can ask about their lost
object at this place. Ask where the children Ask a volunteer to read the example sentences
in the picture are: At summer camp. Then aloud and tell students to pay attention to the
students read the dialogues and complete hands pointing at the objects when completing
them using the words in the box. Play track 21 the questions. Invite some children to read the
for students to check their answers. Invite four answers aloud to check.
volunteers to read the text aloud and elicit the
names of the objects that the people lost: a Answer Key
ball, a watch.
1. this; 2. these, are their; 3. those, Those are her
earrings; 4. that; That’s their ball.
Track 21 Í
Girl 1: Hi! Is this your ball?
Boy 1: No, it isn’t, Jackie. It’s their ball.
Cool Mini Project
Boy 2: Yes, that’s our ball, Jackie. Thanks. Materials: construction paper, electrical tape
Girl 2: Whose watch is this?
The previous class, ask students to bring the
Girl 1: It’s my watch! Thanks!
materials to make a Cool bracelet. Ask them
to draw a bracelet on a white sheet of paper
and cut it out. Then they glue it onto the
Answer Key construction paper and cut it out again. Tell
1. ball; 2. isn’t; 3. Thanks; 4. Whose; 5. watch them to wrap the band around their wrist to
44 Unit 3
Unit
3
check the size of the bracelet and cut it. Next,
they wrap short strips of electrical tape onto SB pages 32 and 33
the band to decorate it. Finally, have them tape
both ends of the bracelet and put it on their
wrist. Write stripes, zigzags and spots and draw Objectives
the meaning of each on the board. Encourage • To revise possessive adjectives.
students to describe their bracelets to a friend. • To introduce possessive pronouns.
• To identify the owners of clothes and
accessories.
Wrap-up • To describe fashion styles.
Divide the class into four teams and have • To ask and answer about possession.
them stand in lines in front of the board. Give • To write about favourite clothes and
a marker to the first two students in each line. accessories.
Say a sentence with a possessive adjective: Language:
Is this your bracelet? The first pair of students
• Is that your / her / his (hat)? ) Yes, it is. / No, it
to write the sentence correctly on the board
isn’t.
earns a point for their team. Continue with
• Are these your / our / their (caps)? Yes, they
other sentences. The team with the most points
are. / No, they aren’t.
at the end of the game wins.
• Whose (hat) is this / that? It’s mine / yours /
his / hers.
SB page 93: Workbook • Whose (shoes) are these / those? They’re
ours / theirs.
• This (belt) is hers / his / mine.
Answer Key • Those (skirts) aren’t ours / yours / theirs.
• Vicky's bags are very (colourful).
1 Solve the crossword puzzle. Vocabulary:
1. belt; 2. necklace; 3. ring; 4. watch; • Clothes: skirt, shoes, T-shirt, trainers, jeans, blouse
5. bracelet; 6. headband; 7. bag; 8. earrings • Accessories: necklace, belt, hat, scarf, watch,
bag, earrings, sunglasses
• Adjectives: comfortable, classic, modern,
2 Circle the correct option. expensive, smart, trendy, colourful
1. your, my; 2. her; 3. my, your
Warm-up
3 Ask and answer using possessive ('s). Write Fashion in a circle on the board. Draw a
1. Matt’s; 2. Whose cap is this? It’s Finn’s. line out from the circle and elicit vocabulary
related to accessories: tie, headband, ring, etc.
3. Whose scarf is this? It’s Kate’s. 4. Whose
Write them in a circle at the end of the line.
watch is this? It’s Bill’s.
Draw another line out from the centre and
elicit the names of items of clothes: trousers,
jeans, shirt, blouse, skirt, T-shirt, etc. Help with
meaning as needed. Elicit the names of other
accessories students know and write them
at the end of a third line: sunglasses, glasses,
boots, gloves, etc. Encourage students to look
at previous pages in the unit to find more
words. Leave the mind map on the board.
Cool clothes 45
1 Read and complete the dialogues.
Optional Activity
Now tell children to look at the picture in
exercise 1 on page 32 and ask them to identify Tell
Tell students they will play Dice Game. You
the accessories and items of clothes. Then need a pair of dice (each die a different
students read the dialogues and complete colour if possible). Assign a category to each
them with the corresponding words. Invite some die and examples of the category to each
pairs to read the dialogues to check. number, and write these on the board: People:
1. Alice; 2. John; 3. I; 4. You; 5. My friend and I;
6. Anna and Sam; Objects: 1. jeans; 2. belt; 3.
Answer Key
headband; 4. watch; 5. trainers: 6.T-shirts.
1. my; 2. our; 3. your; 4. her; 5. my Divide the class into small groups. Roll the
dice and tell what the numbers are. Explain to
students that they have to replace the names
Cool Grammar with the corresponding possessive pronouns:
Alice, watch – This watch is hers. Award a point
Direct children’s attention to the Cool
to the first group to finish the sentence. Repeat
Grammar box. Ask volunteers to read the
sentences in the box aloud, pointing to the procedure several times. The team with the
different students to convey meaning. Use most points wins the game.
this time to assess learning: When do we use
whose? To ask about the owner of things. You
can copy a Possessive Pronouns chart on the 3 Complete with a possessive pronoun.
board if necessary. Then listen and check.
Possessive Pronouns
Read what Connor says aloud and invite children
I → mine to identify the pictures. Have them complete
You → yours the text with possessive pronouns. Then play
He → his the audio CD to check answers. Finally ask
She → hers comprehension questions: Who is shy? Has
It → its Connor got expensive clothes? Whose bags are
We → ours colourful? Do the children like sports?, etc.
You → yours
They → theirs
Track 22 Í
Whose skirt is this? — It’s hers. The cap is ours.
Connor: My friends and I like different types of
clothes. That T-shirt is mine. I like comfortable
clothes. Chris is shy and he’s got classic clothes.
2 Circle the correct option. These brown shoes are his. Jim is very modern
and his clothes are very expensive. This smart
Tell children to read the sentences and choose watch is his. Vicky and Penny love fashion. These
the correct possessive pronoun. To check, invite
trendy accessories are theirs. Vicky’s bags are
some volunteers to read their answers aloud.
very colorful. This bag is hers. Penny has got a lot
of earrings. Those are hers. We are very different
Answer Key but we all like sports. These trainers are ours.
1. theirs; 2. his; 3. hers; 4. yours; 5. mine
Answer Key
1. mine; 2. his; 3. his; 4. theirs; 5. hers; 6. hers;
7. ours
46 Unit 3
Unit
3
4 Ask and answer questions about Connor
SB page 94: Workbook
and his friends' items.
Divide the class in pairs and ask some
volunteers to read the example dialogue
Answer Key
aloud. Then students ask and answer about 1 Rewrite the sentences using possessive
the owners of the objects in exercise 3. pronouns.
1. hers; 2. This bag is hers. 3. This tie is John’s.
Answer Key 4. These hats are theirs.
Students’ own answers
2 Complete the dialogues with the correct
5 Draw clothes and accessories that you possessive pronouns and accessories.
and your friends like. Then complete the 1. ring, mine; 2. scarf, hers; 3. belt, his; 4. yours,
text using some of these phrases. bracelet
Encourage students to draw their favourite items of
clothes and accessories and include their friends’
preferences as well. Then they should complete the SB pages 34 and 35
descriptions with their ideas and using the phrases
from the box. When they finish, ask some children
Objectives
to share their ideas with the class.
• To recognize numbers.
• To ask and answer about prices.
Answer Key • To give opinions about clothes and their cost.
Students’ own answers Language:
• Can I help you? / Yes, please.
• How much is (that) (shirt)? It’s (24 euros).
Values: Being tolerant and • How much are (those) (trainers)? They’re (98
accepting different interests pounds).
Ask students: What kind of clothes do you like? • (It’s) / (They’re) (expensive) / (cheap).
Talk about the importance of respecting other Vocabulary:
people’s choices of clothes: Do your friends like • Numbers: 20 to 100
the same kind of clothes you do? • Clothes and accessories
• Adjectives: cheap, expensive, trendy
Wrap-up
Stand facing the board and use your finger
Warm-up
or a magic wand to draw the letters of words
related to clothes and accessories in the air. Write the numbers from one to ten on the board
Get students to guess the word. Play the game and get a volunteer to read them aloud. Erase
several times. Then encourage volunteers to them and write the numbers in tens from ten to
write the words in the air for the class to guess. one hundred: 10, 20, 30, 40, 50, 60, etc. Say the
numbers aloud. Then write a mixed number: 25.
Invite a volunteer to say the number. Write it on
the board in word form: twenty-five. Do the same
with other mixed numbers.
Cool clothes 47
1 Read and colour the correct numbers. Answer Key
Ask students to look at the first set of number (From top to bottom, left to right) Belts: 74;
balloons. Say one hundred. Tell students to
Hats: 86 Sweaters: 60; Coats: 92; T-shirts: 100
show a friend the correct balloon. Then get
them to colour it. Do the same with the next set
of number balloons. After that, have students Optional Activity
read and colour the correct numbers. Check
answers by getting volunteers to write the Materials: Index cards (1 per student).
Materials:
correct numbers on the board. Write the numbers from zero to nine on
the index cards with one number on each
Answer Key card. Hand out the index cards. Encourage
students to combine numbers with a friend
1. 100; 2. 92; 3. 74; 4. 60; 5. 86
and say the new number aloud: 83 (eighty-
three). Have them try again with a new friend.
2 Listen and write the number for each box. Monitor and help if necessary.
Direct students’ attention to the picture and
elicit the name of the vehicle: lorry. Explain that
it is a delivery lorry. Ask what is in the boxes: 3 Listen and write the prices.
clothes and accessories. Elicit the names
Ask students to look at the pictures and ask:
of the items: belts, hats, sweaters, shirts and
Where are the people? Tell them to identify
T-shirts. Then play track 23 and tell students
the clothes and accessories. Then have two
to listen and point to the appropriate box as
volunteers read the first dialogue aloud. Explain
they hear each item. Play the track again and
they will listen to the audio CD and have to
have students write the numbers of items in
write the prices they hear. Play track 24 one
the squares. Finally, play the track and pause
time for students to complete. Play it one more
it before each number. Elicit the number and
time so that they can check the answers. Invite
continue the track to confirm the answer.
some pairs to read the dialogues aloud.
Track 23 Í
Track 24 Í
Man 1: Good morning. I’ve got a delivery of
clothes for you. Speaker: One
Man 2: Great. What have you got? Man 1: Can I help you?
Man 1: Let’s see… I’ve got sweaters, belts, hats, Man 2: Yes, please. How much is that hat?
coats and T-shirts. Man 1: It’s 30 euros.
Man 2: Ok, um…, how many sweaters are there? Man 2: It’s cheap.
Man 1: There are 60 sweaters. Speaker: Two
Man 2: Ok, and how many belts? Woman 1: Can I help you?
Man 1: There are 74 belts. Woman 2: Yes, please. How much are these
Man 2: 74 belts… Ok. Now, hats. How many hats gloves?
have you got? Woman 1: They’re 20 euros.
Man 1: Hats? Let’s see… 86 hats. Speaker: Three
Man 2: Ok, 86 hats… and how many coats? Woman 1: Can I help you?
Man 1: 92 coats. Woman 2: Yes, please. How much are those
Man 2: 92… and finally, how many T-shirts? shoes?
Man 1: 100 T-shirts, and that’s everything. Woman 1: They’re 95 euros.
Man 2: Great. Thanks! Woman 2: I really love them but they’re expensive.
48 Unit 3
Unit
3
eight; 5. eighty-three; 6. sixty- four; 7. eleven;
Answer Key 8. twenty; 9. seventy-five
1. 30 euros; 2. 20; 3. 95
Cool Language
2 Complete the dialogues with suitable
words. Write numbers using full words.
Draw students’ attention to the Cool Language 1. help, forty, shoes; 2. fifty-eight, headband
box. Read the examples aloud and elicit the
use of How much: to ask about prices. 3 Now write a dialogue for the other two
clothing items above.
Cool clothes 49
Warm-up Answer Key
Play Spelling Bee with vocabulary related rats: hats; these: those; car: scarf; her: his; her:
to clothes and accessories. Choose five his; belts: rings; Your: Her; his: her; that: this; my:
vocabulary items that students have difficulty your; your: my
spelling. Dictate the words to the students. Then
encourage them to compare answers with a
friend to check. Have volunteers write the words
2 Colour the missing items and complete
with a possessive pronoun.
on the board. Confirm answers with the class.
Explain that these are people from the song.
1 Listen and circle the mistakes. Then write Elicit their clothing items and ask students to
say what colour they are: shirt–green, trousers–
the correct words.
blue, etc. Next, point out the items in white and
Show pictures of different clothing and fashion have volunteers name them. Invite students
items and elicit the names: necklace, earrings, to colour them. Finally, they complete the
etc. Then play track 25 and tell students to sentences with the correct possessive pronoun.
listen and decide which items are mentioned
in the song. Then invite students to open their Answer Key
books to page 36. Check that the selected
items are in the song. Play the song again 1. his; 2. hers; 3. his; 4. hers
and have students follow along and circle the
mistakes. Then play it again for students to
write the correct words on the lines. When they
3 Read the description and write the
finish, check answers with the class. names. Then complete with possessive
('s), possessive adjectives or possessive
Track 25 Í pronouns.
Encourage students to name the items of
Hats, hats, hats. Whose hats are those?
clothes and accessories. Ask them to read the
My hats? Your hats? His hats? No!
description and complete it with the correct
Not my hats or your hats,
possessive form. Next, they identify the owners
Oh, those hats are their hats, their hats, their hats,
and write their names. Have some volunteers
Those hats are their hats, yes they are!
read the text to check.
Scarf, scarf, scarf. Whose scarf is this?
My scarf? Your scarf? Their scarf? No!
Not my scarf or your scarf, Answer Key
Oh, this scarf is his scarf, his scarf, his scarf, 1. mine; 2. his; 3. ’s; 4. His; 5. her
This scarf is his scarf, yes it is!
Names: 1. Sam; 2. Rob; 3. Gina; 4. Nancy
Rings, rings, rings. Whose rings are these?
My rings? Your rings? His rings? No!
Not my rings or your rings, 4 Look at the models. Underline six mistakes
Oh, these are her rings, her rings, her rings, in the descriptions and write your
These rings are her rings, yes they are! corrections below.
Belt, belt, belt. Whose belt is that? Point out the picture of the man and the
Your belt? His belt? Her belt? No! woman. Ask who they are: fashion models. Elicit
Not your belt or their belt, the names of the clothing and fashion items in
Oh, that belt is my belt, my belt, my belt, the picture: necklace, shoes, skirt, blouse, shirt,
That belt is my belt, yes it is! trousers, shoes, belt, watch. Then ask students
to read the descriptions and look at the picture
50 Unit 3
Unit
3
to identify the mistakes. Get some volunteers to
read the mistakes aloud. After that, tell students SB page 96: Workbook
to write the correct description. Check answers
with the class.
Answer Key
Wrap-up
Ask students to cut out a small face from a
magazine and to glue it onto the upper middle
section of a sheet of paper. Have them draw the
model's body in pencil. They should draw clothes
and accessories on the model and decorate
them with other magazine cutouts. Finally, tell
them to write a description of the model in their
notebooks. Monitor and help as needed.
Cool clothes 51
Unit
52 Unit 4
Unit
4
Cool Language 5 Listen and sing along.
Read the title aloud with the use of gestures.
Now direct students’ attention to the Cool
Ask students if the singers like the weather: No.
Language box. Read the question aloud
Then refer them to the song and the pictures.
and draw pictures on the board to represent
Play track 28 and invite the children to listen to
the seasons as you mention them: a sun for
the song and sing along. Encourage them to
summer, a leaf for autumn, a snowflake for
act out the verses as they sing.
winter and a flower for spring. Invite students
to explain the use of the question: To talk
about the weather. Read the answer aloud Track 28 Í
and remind the class of the use of the I’m bored, I’m bored.
subject pronoun It and the verb to be. I can’t do anything.
It’s rainy. It’s wet.
I can’t play outside.
4 Use the information to role-play different I’m bored.
situations.
I’m hot, I’m hot.
Read the names of the cities aloud and get I don’t want to do anything.
the class to repeat them. Have students follow It’s sunny. It’s hot.
the lines to discover the weather in the different I want to swim.
cities. Finally, invite them to act out dialogues I’m hot.
about the weather in those cities. Monitor and
help if necessary. I’m cold, I’m cold.
I can’t move anything.
It’s snowy. It’s cold.
Answer Key Where is my scarf?
Students’ own answers I’m cold.
I’m sad, I’m sad.
Optional Activity Where’s the sun?
It’s cloudy. It’s grey.
Play
Play Chinese Whispers with questions about the Is it going to rain?
weather in different cities. Divide the class into I’m sad.
two teams. Whisper a 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 6 Discuss with a friend.
next to him or her. The whisper is passed on until Ask students to work in pairs and tell them to
it reaches the last student at the end of the line. complete the sentences. They should explain
Then that student says aloud what he or she their answers. Finally, invite three volunteers to
heard and answers the question. share their answers with the class.
Track 29 Í
2 Label the four seasons.
1. summer; 2. autumn; 3. winter; 4. spring Speaker: January, January, February, February,
March, March, April, April, May, May, June, June,
July, July, August, August, September, September,
3 Look at the icons and complete the October, October, November, November,
weather report. December, December
In the north of Argentina, the weather is sunny
and hot. In the centre of the country, it’s stormy Answer Key
and cloudy. And in the south, it’s snowy and cold.
January, February, March, April, May, June,
July, August, September, October, November,
SB pages 40 and 41 December
Objectives
• To identify the months of the year.
2 Write the ordinal numbers in words.
• To recognise and write ordinal numbers in words. Before doing the exercise, present the ordinal
• To ask and answer about special dates. numbers from first to tenth on the board.
• To read a text for specific information. List the cardinal numbers and next to this list,
write the category Ordinal Numbers. Eicit the
Language:
ordinal number of the cardinal one, and write
• When’s your birthday? It’s in (May).
the word on the board: first and the number
• When’s (Christmas Day)? It’s on (25th
1st. Elicit how to write as many numbers as
December).
possible. Highlight spelling changes and tricky
Vocabulary: spellings with a different colour: fifth, eighth,
• Months of the year ninth. Help students notice that some cardinal
• Ordinal numbers: 1st -31st numbers change a lot when they become
• Special dates: birthday, New Year’s Eve, ordinals: first, second, and third. Elicit why the
Independence Day, Teacher’s Day, Christmas Day ordinal number of one has the letters st at the
54 Unit 4
Unit
4
end: To indicate that it’s an ordinal number.
Explain to students that when numbers have Optional Activity
letters at the end, we always pronounce the
Divide
Divide the class into small groups. Ask one
ordinal form. Ask the class when we use ordinal
volunteer in each group to stand up. Call out
numbers: To describe the position of objects or
a holiday: New Year’s Eve. The first student to
people in a sequence. Finally tell students to
call out the correct date gets a point. Ask
write the missing words for the ordinal numbers.
teams to change volunteers and repeat the
When checking, encourage volunteers to spell
procedure several times. The team with the
the ordinal numbers.
most points wins the game.
Answer Key
sixth, seventh, eighth, ninth, tenth 4 Listen to Jill and complete the dates.
Tell students they will have to complete the
table with the dates that Jill mentions. Play
Cool Language track 30 for the class to write the corresponding
dates. Play the audio again to check. Finally,
Now draw students’ attention to the Cool
invite some volunteers to write the answers on
Language box. Read the examples aloud
the board.
and encourage students to explain when
we use in and on in the answers: We use in
with months and on with dates. Explain that Track 30 Í
in English we use ordinal numbers when we
say dates. Read the date in the box and Jill: Hi, there! I’d like to tell you about my
point out that they should say (the) tenth parents’ birthdays and mine. OK, here we go!
(of) May. Revise ordinal numbers from first to My mum’s birthday is in April. It’s on the second
tenth and continue with the presentation of of April, to be more precise. And my dad’s
these numbers up to thirty-first. Explain that in birthday is in July. His birthday is on the tenth
compound numbers, only the second part of July. I’m a Capricorn so my birthday is in
changes. Say more cardinal numbers for January. It’s on the seventh of January. What
volunteers to say the ordinal forms. Ask some about you? When’s your birthday?
students when their birthdays are. Repeat
the dates, emphasizing the pronunciation
of the ordinal numbers: (the) thirtieth (of) Answer Key
September, (the) twenty-eighth (of) January,
1. 2nd April; 2. 10th July; 3. 7th January
(the) sixteenth (of)) October, and so on.
Answer Key
2 Read and complete.
1. Brazil; 2. China; 3. Canada
1. 1st; 2. second; 3. 3rd; 4. 4th; 5. fifth; 6. 6th;
7. seventh; 8. eighth; 9. 9th; 10. 10th
6 Write right, wrong or doesn't say.
Tell students to read the sentences and look for
related information in the text. If the information
3 Look and complete with a suitable
preposition.
is correct, they should write right. If the
information is incorrect according to the text, 1. in; 2. on; 3. on; 4. in
they should write wrong. If the information is not
in the text, they should write doesn’t say. Check
SB pages 42 and 43
answers with the class.
Warm-up
Bring pictures illustrating the actions that
appear in this lesson. Show them one by one
56 Unit 4
Unit
4
saying the words and ask the class to repeat. understand something? Is it easy to ask for
Attach the pictures to the board and elicit help? Do you ask for help when you need to
what they have in common: They are activities or do you try to solve a problem alone? Do
that people do every day. Explain that activities you help if someone asks you to? Encourage
we do regularly are called routines. students to ask for help and also help others to
overcome difficulties.
Answer Key
Answer Key 1. always; 2. usually; 3. never; 4. usually
1. do; 2. do you; 3. Do you get; 4. do you have;
5. Do you take; 6. do you study Cool Grammar
Now, direct students’ attention to the Cool
Grammar box. Invite a volunteer to read the
5 Listen again. Complete with the words examples aloud and ask the class when we
below. use always, usually, sometimes and never:
We use always when we do an action at all
Read the words in the boxes aloud. Tell students
times. We use usually when we do something
they are going to listen to the interview again to
on most occasions. We use sometimes when
complete the sentences. Play track 33 more than
we do something at times. We use never to
once for the children to complete the exercise
express that we do not do an action.
and check their answers.
58 Unit 4
Unit
4
6 Role-play with a friend. 3. And do you have breakfast alone? No, I
don’t. 4. Do you take a bus to school, Jill? No,
Write on the board: never – go to bed late. Ask
I don’t. I go on foot. 5. What sports do you
the class to say the complete sentence: I never
like, Jill? I really love tennis. 6. And do you play
go to bed late. Tell students to work in pairs
tennis every week? Yes, I do.
and choose a card to describe their routines.
Encourage them to ask yes / no questions using
adverbs of frequency: Do you usually play tennis? SB page 99: Workbook
Do you always eat junk food?, etc. Monitor and
help as necessary.
Answer Key
Optional Activity 1 Complete the phrases using suitable verbs.
1. have; 2. study; 3. do; 4. brush; 5. go
Write on the board: Good friends always ,
sometimes , but never .
Divide the class in small groups to discuss 2 Complete the interview with a suitable word.
their ideas and complete the sentence in 1. Do; 2. do; 3. what; 4. do; 5. Do; 6. don't;
their notebooks. Invite some volunteers to 7. Do; 8. do
share their opinions with the class.
60 Unit 4
Unit
4
vocabulary as necessary. When they finish,
invite some pairs to read their questions and
7 Answer about yourself.
Invite students to answer the questions using
answers aloud.
adverbs of frequency and time expressions. When
they finish, encourage them to interview some of
Answer Key
their partners to find similar answers. Ask some
Students’ own answers volunteers to read their similarities aloud: Franco
and I watch TV twice a day.
Optional Activity
Answer Key
Write
Write on the board: How often…? watch horror
films, listen to classical music, phone a friend, Students’ own answers
surf the Internet, do sports, play computer
games. Divide the class in small groups and
tell them they are going to guess the answers
Cool Mini Project
to riddles. Explain that a member has to make Materials: magazines, a white sheet of paper,
one of the questions to a partner and before coloured pencils
he or she answers, the group has to guess
The previous class, ask students to bring the
and write down their ideas. Finally, the student
materials mentioned above to make a Weekly
gives the correct answer. When the children
Calendar. Tell them to draw a calendar on the
guess correctly, they get a point. The student
white sheet of paper. They can use the picture
with the most points wins the game.
of the calendar on their books as a model. Then
they should write the days on the left column
and cut out pictures that illustrate daily activities
5 Write true and false sentences about and glue them on the top row. When they finish
Vicky and Alan. their calendars, ask them to mark their weekly
Tell the class to look at the calendar and routine on it and write a short report.
read the activities Vicky and Alan do to check
understanding. Then ask them to use the Wrap-up
information and write true and false sentences
Write the following words on the board: always,
about the children.
sometimes, twice a week, once a week, never.
Then dictate these questions:
Answer Key How often do you…
Students’ own answers 1. speak English?
2. use a dictionary?
3. read a newspaper or a magazine in English?
6 In pairs, check the sentences above and 4. watch a film in English?
correct the false ones. 5. sing a song in English?
Now, ask students to work in pairs and take turns Ask students to write the answers on their
to read the sentences and identify if they are true notebooks and tell them to add points
or false. When students get the answer right, they to check their scores: always – 5 points,
get a point. The student with the most points wins sometimes – 3 points, twice a week – 2 points,
the game. once a week – 1 point, never – 0 points. Write
the possible results on the board for students
to check: 20 – 25 points: You’re an excellent
Answer Key student! 11 – 19 points: You’re doing a good
Students’ own answers job! 6 – 10 points: You should practise more!
0 – 5 points: It’s time to work harder!
62 Unit 4
Unit
4
answers with their partners. Encourage some
volunteers to share their routines with the class.
Answer Key
1. A; 2. C; 3. A; 4. C; 5. A
Answer Key
Students’ own answers Wrap-up
Read the text in exercise 4 aloud but change
some of the words. When students hear a
3 Write three items of clothing for each word that is different, they raise their hands.
weather condition.
Point out the weather changes and ask what
SB page 101: Workbook
clothes people wear in sunny weather: sandals,
T-shirts, shorts, etc. Tell students to write three
clothing items for each type of weather. Check Answer Key
answers with the class.
1 Underline the statement that best
describes you.
Answer Key
Students’ own answers
sunny: shorts, T-shirt, sandals; rainy: coat, jacket,
hat; snowy: gloves, boots, scarf
2 Use some of these questions as a guide
and write about your lifestyle.
4 Read the text and underline all the Students’ own answers
weather words you can spot.
Read the title aloud. Have students read the
text quickly and underline the weather words.
Check answers with the class.
Answer Key
weather forecast, to rain, hot, sunny, cloudy, to
rain, windy, cloudy, cold, rainy, sunny
64 Cool Review 2
Cool 2
Review
ideas with the class. Ask students to read the text and give them
some time to write the information in the chart.
Ask questions to check answers with the class:
Answer Key What’s Connor’s favourite celebration? When’s
Connor’s birthday? Where do Connor and
1. It’s cold and windy / snowy. He’s wearing a
his family celebrate his birthday? What’s the
sweater, a jacket, black trousers and shoes.
weather like? What do Connor and his friends
He’s got a scarf and grey gloves.
do? What do they eat?
2. It’s hot and sunny. She’s wearing a pink
blouse and green shorts. She’s also wearing
brown sandals. She’s got a hat and
Answer Key
sunglasses too. Celebration: birthday; Date: 5th April; Place:
Connor’s house; Weather: warm and sunny;
6 Look at the information in the charts Activities: They play different games and listen
below and complete. to music. Food: hamburgers or hot dogs and
birthday cake
Read the information in the charts aloud and
ask students to complete the dialogue. To check,
invite some pairs to read their answers aloud. 2 Write about your favourite celebration
and draw a picture. Use the chart above
Answer Key to collect ideas.
1. Do; 2. I don’t; 3. How often; 4. always; Brainstorm different celebrations with the class
5. sometimes; 6. always; 7. don’t; 8. always; and write them on the board. Then tell children
9. Do; 10. sometimes; 11. usually to write about their favourite celebration. Ask
them to use the chart in exercise 1 to include
relevant information. Finally, they draw a picture.
Optional Activity Invite some volunteers to show their pictures
Ask students to copy the charts in exercise 6 and talk about their favourite celebrations.
into their notebooks and replace the names
Connor and Jill in the first row with You and Answer Key
Your Friend. Tell them to first complete the
Students’ own answers
You column with the correct number of ticks
according to their habits. Then invite them
to work in pairs and ask questions to their Wrap-up
partners to complete the Your friend column: Materials: A blindfold
Do you always get up early? How often do you
do sports? Monitor and help as needed. Divide the class into four teams and invite a
volunteer from one team to the board. Ask
another team to choose a word related to
the vocabulary items in units 3 and 4 for the
Project Work 2: My Favourite volunteer to draw it. Blindfold the volunteer
and explain that he or she has one minute to
Celebration draw the item for his or her team to guess. If
To finish the second review, students do a the team guesses correctly, they earn a point.
project individually. If they cannot guess, the first team to guess
correctly earns a point.
Cool Review 2 65
Unit
E L U P E O P O A
Objectives G S G O S P E L M
• To identify music styles. G O S P W L R S T
• To introduce the Present Simple tense with the
third person singular. A N T O J J A Z Z
• To talk about people’s likes and dislikes in
E L M R O T U V A
relation to music.
Language:
• He loves / likes / hates (pop) music.
• She doesn’t like (opera). 2 Look at the icons and complete the
• He likes (Lady Gaga) a lot / very much. sentences.
• She doesn’t like (Shakira) at all / very much. Focus students’ attention on the faces and
Vocabulary: read the phrases aloud. Invite students to
complete the sentences according to the
• Music styles: pop, reggae, rock, jazz, opera,
faces. To check, invite some volunteers to read
gospel music
their answers aloud.
• Verbs: like, hate, love, prefer
• Adverbs of degree: a lot, very much, at all
Answer Key
1. likes; 2. doesn’t like; 3. loves; 4. hates;
5. loves; 6. likes, doesn’t like
Warm-up
Read the title of the unit aloud and elicit the
meaning of Time and time again: very often,
Cool Grammar
on most occasions. Tell the class they will Now direct students’ attention to the Cool
learn about music styles in this unit and ask:
Grammar box. Read the examples aloud
How often do you listen to music? What type
expressing the different emotions. Then elicit
of music do you always listen to? Do you like
the use of these phrases: To talk about likes
classical music? Who’s your favourite singer?
and dislikes. Focus on the form of the verbs in
What’s your favourite band? Do you usually
the Present Simple tense and elicit when we
listen to English songs? Do you prefer national
add –s: to talk about another person (He /
music?
She). Finally, elicit the negative form doesn't
like and highlight that we use the verb in the
1 Find these music styles in the wordsearch. infinitive form.
Now ask children to circle the names of the
music styles in the wordsearch. To check the
answers, draw the crossword puzzle on the
board and ask volunteers to come to the front
3 Listen to Jill. Complete with likes, doesn't
like, loves or hates.
and circle the words. Encourage students to
give the names of bands or singers related to Read the names in the table aloud. Tell
the different music styles. students they are going to listen to Jill and
have to fill in the blanks with the corresponding
words. Play track 37 more than once for
66 Unit 5
Unit
5
students to write their answers and then
check or complete them. Finally, invite some 5 Read this blog post. Complete it with a lot,
volunteers to read their answers aloud to check very much or at all.
with the class. Draw students’ attention to the singers in the
pictures and ask questions: Who are they?
What’s their music style? Do you like her / him?
Track 37 Í Then refer the class to the text and tell them
to complete it with the correct words. To check
Jill: Hi! I’m going to tell you about my best
answers, invite some volunteers to read the
friends’ favourite singers. First, there’s Paul. He’s
blog post aloud. Encourage them to say if their
into pop music. He likes Lady Gaga a lot. He
previous ideas about the singers were correct.
doesn’t like Latin music so that’s why he doesn’t
like Ricky Martin at all. Then, there’s Tanya. She
loves One Direction and she likes Ricky Martin Answer Key
too. She thinks his songs are beautiful. And 1. very much; 2. at all; 3. a lot
finally, my friend Billy. He’s a pop fan too. He
likes Lady Gaga very much but he hates One
Direction. What about you? Are you into pop
music too? Who are your favourite singers?
Optional Activity
Write
Write pop music on the board and draw
five stars next to the word. Tell the class:
Answer Key I like pop music very much. My favourite
singer is Madonna. Write other music styles
1. likes; 2. doesn’t like; 3. loves; 4. likes; 5. likes;
on the board and encourage children to
6. hates
classify them by drawing one, two, three,
Cool Grammar four or five stars. Then ask students to work in
pairs and share their opinions. Finally invite
Now call students’ attention to the Cool some volunteers to report their partners’
Grammar box. Read the examples aloud and preferences: Maria likes rock very much but
elicit the use of the adverbs: To emphasise she doesn’t like classical music at all.
an idea. Point out that very much can be
used in affirmative and negative sentences
but at all is only used in negative sentences. Wrap-up
Divide the class in pairs and play Back Writing.
Ask students to write with their finger a music
4 Talk to your friend about the people in style on the back of their partners so that they
guess the word. When the children guess the
exercise 3.
word, they get a point. Encourage them to play
Tell students to work in pairs and talk about the several times.
information in exercise 3. Then invite some pairs
to share their ideas with the class.
Answer Key
Students’ own answers
Warm-up
2 Read and complete with the correct form
of the verbs in brackets.
Play Hangman with vocabulary related to
Tell children to read the texts and complete
musical instruments. Choose a word and, on
them with the verbs. Emphasise that they
the board, draw a blank for each letter. Next
should pay attention to the spelling of the
to these, draw a noose. Ask students to say the
verbs. Invite some volunteers to read the
letters—one at a time—that they think are in
answers aloud and write the verbs on the
the word. Each time they guess correctly, write
board to check the exercise.
the letter in the corresponding space. If the
68 Unit 5
Unit
5
Answer Key Track 38 Í
1. studies; 2. plays; 3. doesn’t go; 4. walks;
5. practises; 6. goes; 7. doesn’t play; 8. plays; Jill: Who’s your favourite cartoon character,
Connor?
9. teaches; 10. helps; 11. learns; 12. doesn’t
Connor: Er…, well, my favourite is Bart Simpson.
go; 13. likes; 14. plays; 15. practises
He’s really great!
Jill: And why do you like Bart Simpson?
Connor: Um…, Bart is definitely a crazy boy. He
Optional Activity goes to school by bus and he sometimes rides
Scramble
Scramble some of the sentences from his skateboard. He isn’t a good student. What
exercise 2 on page 54, and write them on about you, Jill? Who’s your favourite cartoon
large strips of paper: character?
1. doesn’t / the / guitar. / Sarah / play Jill: I like Lisa Simpson a lot. She’s fabulous!
2. likes / rock / David / a lot. Connor: Why do you like Lisa?
3. with / Sam / his pop band. / practises Jill: Oh, well, Lisa is very different from Bart. She’s
4. to Music school. / doesn’t / David / go a good student. She plays the saxophone and
5. Sarah’s mother / Music. / teaches she cares about the environment.
Attach the strips of paper to the board and Connor: Let’s watch The Simpsons on TV, Jill! The
divide the class into pairs. Tell students to programme starts in five minutes.
unscramble the sentences and write them in Jill: Good idea, Connor!
their notebooks. Have students compare their
sentences with the information in exercise 2.
Finally, check answers with the class. Answer Key
1. True; 2. True; 3. False; 4. False; 5. True; 6. False
Answer Key
Students’ own answers
70 Unit 5
Unit
5
Values: Being tolerant and Track 39 Í
accepting people’s different
Speaker: Photo one
interests.
Boy: My best friend is Oscar. He speaks Spanish
Invite a volunteer to read Jill’s speech bubble and Italian, but he doesn't speak English. He
aloud. Encourage the class to discuss why it’s loves sports. We exercise together in the park
important to respect others’ likes and dislikes. every Saturday.
Ask students to give examples in relation to
different interests people have and we should all Speaker: Photo two
respect: people’s clothes, the music they listen to, Girl 1: Carlo and Giovanna are my best friends.
what they read, etc. They can speak Italian and French. They really
like music, just like me. We like parties a lot
Cool Grammar because we love dancing.
Answer Key
2 Now ask your friend questions about 3, 2, 1
exercise 1.
Divide the class into pairs and ask students to
interview each other. As students talk, monitor 4 Listen again and circle the correct option.
and help if necessary. Finally, invite some Read Jill’s speech bubble aloud and ask students
volunteers to share their friends’ answers. to read the sentences silently so that they know
what specific information they have to listen to.
Play track 40 for them to circle the correct option
Answer Key
in each sentence. Check answers with the class.
Students’ own answers
Answer Key
Students’ own answers
Wrap-up
Write matching pairs of questions and answers
on strips of papers: How often do you exercise? /
I exercise twice a week. Do you like horror films?
72 Unit 5
Unit
5
No, I don’t like them at all. Count the number
of students and hand out the slips of paper SB pages 58 and 59
so that each student has a question or an
answer and they can all be matched. Take a
sentence or question yourself if necessary so Objectives
that everyone can form a matching pair. Invite • To ask and tell the time.
students to stand up and read their slips of • To write the time.
paper aloud to each other. They should try to • To identify the time a person does daily
find the other person with the corresponding activities.
question or answer. When they find each • To ask and answer about the times of daily
other, they should sit down. If a student has a routines.
sentence that matches yours, assign him or her
Language:
to sit with another pair.
• What time is it, please? It’s (six) o’clock.
• Jill gets up at (a quarter past seven).
SB page 78: Extra activity • What time do you (have breakfast)? I have
breakfast at (half past seven).
Once students finish the lesson you can ask
Vocabulary:
them to do the Extra activity for the unit in
• Daily activities: get up, have breakfast, go
class. To check the exercise, ask volunteers to
to school, do homework, go to bed, have a
read the questions and answers aloud.
shower, brush one’s teeth
• Telling the time: o’clock, a quarter to, a
Answer Key quarter past, half past
Read and complete the questions and
answers with suitable words.
1. Does; she does; 2. Where, lives; 3. does, can; Warm-up
4. does, days; 5. Does, does; 6. Does, doesn’t Elicit vocabulary related to daily routines
from the class. Then write the names of
different rooms of the house on the board:
SB page 104: Workbook kitchen, bedroom, bathroom, living room.
Point to the names of the rooms and elicit the
activities that people do in each: kitchen –
Answer Key have breakfast, have lunch / bedroom – do
1 Number the parts of this email. homework, get up, etc.
4, 5, 3, 1, 2, 6
1 Listen and follow along.
2 Answer the questions. Play track 41 and have students follow along in
their books. Point out the clock and the watches.
1. Karen; 2. Yes, she is. 3. Yes, she does. 4. She
Explain that we ask What time is it? to find out
goes to the club. 5. Because her family is from
about the time. Next, play the track again and
Mexico. 6. Because her computer is in a box
pause it after the first question and ask five
and she’s writing from the library at school. different students to repeat the question. Then
play the answer to the first question and pause
3 Look and write Erika's reply in your the track. Invite other five students to repeat
the answer. Continue in the same way with the
notebook.
other dialogues.
Students’ own answers
74 Unit 5
Unit
5
Cool Grammar
Values: Optimising your
Direct students’ attention to the Cool
productivity with daily or
Grammar box. Have a volunteer read the
examples aloud and emphasise the use of
weekly routines
the preposition at when we mention the time Invite students to discuss the advantages of
we do an activity. having routines and why it can help us be
more effective. Encourage them to brainstorm
the ways in which we can be more effective by
following a routine.
Optional Activity
Play
Play Spot the False Sentence! with sentences 6 Read and write the times for your routines.
about Josh’s routines. Invite students to Tell students to read the questions and write the
write down three sentences related to his times when they do each activity in the spaces
routine: Josh goes to bed at 10 o'clock. He under You. Monitor and help if necessary.
has breakfast at a quarter to seven. He goes
to school at 8 o'clock. Divide the class into
small groups. Students read their sentences Answer Key
and their classmates guess which sentence Students’ own answers
is false: Josh doesn't have breakfast at a
quarter to seven. He has breakfast at a
quarter to eight. 7 Ask your friend and complete the table
above.
Invite two students to read the example dialogue
5 Complete the times. Then write about aloud. Divide the class into pairs and have them
Annie's routine in your notebook. take turns asking each other the questions and
completing the spaces in the Your friend column
Have students look at the pictures of Annie and in the table above.
draw times for the activities on the clocks. They
can use their own actual routine or their ideal
times for each activity. Then tell them to write Answer Key
about Annie’s routine in their notebooks. Remind
Students’ own answers
them to use the correct forms of the verbs. When
they finish, divide the class into pairs and have
them read each other’s texts. Encourage them
to underline spelling mistakes and make sure Wrap-up
that each sentence begins with a capital letter Divide the board into three columns and write
and ends with a period. Monitor and help as the following headings above the columns:
needed. Tell students to write a final version with Morning / Afternoon / Evening. Get students
corrections. to copy the columns and headings into their
notebooks. Ask them to write routines that they
do in the morning, in the afternoon and in the
Answer Key evening. After that, invite volunteers to come
Students’ own answers to the board and write their activities in the
appropriate columns. Ask students if their family
members do the activities at the same times.
Encourage them to comment on their family
members’ routines.
Objectives
Track 43 Í
• To listen to a song for specific information.
• To read about other people’s routines. Half past six, says my clock.
• To recognise the time. I wake up and get out of bed.
• To write about one’s daily routine. I have a shower and then I get dressed.
Language: Look! My favourite T-shirt – it's red!
• It’s (a quarter to three).
Seven o'clock is the time and I'm feeling fine.
• He goes to school at (a quarter to nine).
I have breakfast with my family.
• I (wake up) and (have breakfast).
Then I brush my teeth and I go to school.
Vocabulary: That's the place where I like to be.
• Verbs: wake up, have breakfast, have a
shower, get dressed, go to school, finish It's a quarter to three and I'm very happy.
school, go back home, watch TV, play It's time to go home from school.
football, do homework, have dinner, brush I eat lunch, play with friends and I do my
one’s teeth, go to bed homework.
• Telling the time: o'clock, half past, a quarter That's not bad because learning is cool!
to, a quarter past
76 Unit 5
Unit
5
Answer Key Answer Key
3, 1, 2 Students’ own answers
Vocabulary:
Answer Key
• Activities: eating (an ice cream, some
cake, etc.), playing (football), riding (a From top to bottom, left to right: 4, 6, 1, 3, 2, 5
bike), running, swimming, reading, studying,
sleeping, having lunch
Values: Respecting people’s
right to privacy at home and
elsewhere
Warm-up
Draw students’ attention to the man in exercise
Write the word Actions on the board. Invite 2 and ask who he is: Jane and Sam’s dad.
students to suggest verbs to write around it. Ask: Is he happy? No. Encourage students to
Write as many verbs that students know as explain: Because the children are spying on
possible: sleep, run, eat, fly, write, etc. Elicit the other kids. Elicit why it is wrong to do this
nouns that can be used with the verbs: write and ask children to think of other ways in which
an email, eat pizza, etc. people don’t respect others’ privacy. Discuss the
influence technology has on this nowadays. Tell
1 Complete the words in the phrases below. them to mention possible consequences and
give reasons for respecting people’s right to
Now invite students to open their books to
privacy.
page 62 and ask them to complete the words
with the missing letters. Then have some
volunteers read their answers aloud to check. Cool Grammar
Now call students’ attention to the Cool
Answer Key Grammar box. Read the examples aloud and
elicit the use of these structures: To talk about
1. present; 2. ice cream; 3. football; 4. bike; actions happening now. Then focus on the
5. cake forms of the structures and analyse them with
the class: Subject + verb to be + (verb)-ing.
Explain that we usually use contractions with
the Present Continuous tense.
78 Unit 6
6
Unit
80 Unit 6
6
Unit
82 Unit 6
6
Unit
Track 47 Í
3 Act out similar dialogues. Use different
Speaker: One. See. objects you have at hand.
Two. Hear. Divide the class into pairs and tell them to read
Three. Touch. the dialogues in exercise 2 aloud. Then write the
Four. Taste. name of a different food item on the board: pizza.
Five. Smell. Mime eating pizza. Ask: What does it taste like?
Six. Loud. Invite the class to answer: It's salty. Write board on
Seven. Hard. the board. Touch the board and ask: What does
Eight. Soft. it feel like? Elicit the answer: It’s hard. Then have
Nine. Sweet.
students make up new dialogues about other
Ten. Salty.
objects they have. Monitor and help as needed.
Answer Key
Look at the pictures and answer the
questions.
1. sweet; 2. loud; 3. soft; 4. salty
1. It’s sweet. 2. It sounds loud. 3. It feels soft.
4. It’s salty.
84 Unit 6
6
Unit
Answer Key
1 Complete the sentences with a suitable
1 Cross out the extra letters and write the word.
words.
Elicit the names of the objects in the pictures.
1. hard; 2. hear; 3. loud; 4. salty; 5. see; 6. smell; Then read the first part of sentence 1 and
7. soft; 8. sweet; 9. taste; 10. touch encourage the class to complete it: smells.
Remind them that we add –s to the end of
the word because we are talking about one
2 Complete the dialogues using the words thing. Invite a volunteer to read and complete
in the boxes. the second sentence. After that, have students
complete the sentences individually. Finally,
1. does; 2. taste; 3. sweet; 4. it; 5. smell;
check answers with the class.
6. smells; 7. does; 8. like; 9. soft
Answer Key
SB pages 68 and 69
1. smells; 2. tastes; 3. hard; 4. hear; 5. see;
6. loud
Objectives
• To talk and write about the senses. Cool Grammar
• To identify things with the senses.
• To express personal opinions. Direct students’ attention to the Cool
Grammar box. Read the examples aloud.
Language: Point out that when we talk about the senses,
• It smells (good). we use the Present Simple tense.
• It feels (hard).
Vocabulary:
• Sense verbs: see, touch, feel, taste, smell, hear, 2 Write sentences about the cakes.
sound
Ask the class: Do you like cake? Encourage
• Adjectives: hard, soft, loud, quiet, salty, sweet,
them to describe their favourite kind of cake.
delicious, good, bad, horrible
Then read the title aloud. Ask students what
a competition is: a game / people want to
win. Explain that the blue monster is the judge
Warm-up of the cakes. Invite a volunteer to read the
example for the first picture aloud. After that,
Write Mmm. and Yuck! on the board. Explain
divide the class into pairs and have them write
that we say Mmm. when we really like a food
the rest of the sentences. Ask volunteers to write
item. We say Yuck! when we hate it. On the left,
the answers on the board.
write the name of a food item: broccoli. Ask
how many students like broccoli and write the
number under Mmm. Ask how many students
do not like broccoli. Write the number under
Yuck! Do the same for other food items that
86 Unit 6
6
Unit
Objectives
• To represent the senses. 2 Listen and write the numbers to complete
• To listen to a song for specific information. the chant. Then listen again and sing
• To read a text about a job. along.
• To exchange views and opinions. Direct students’ attention to the pictures next
to the song. Elicit the names of the objects: a
Language: bird, a teddy bear, clouds, colours, etc. Then
• What do you see? I see (colours). play track 49 and have students follow along
• Rubbish smells (really bad). with the chant. Encourage them to point to the
• He keeps the streets clean. pictures as they hear the words. Play the track
again and tell them to write the numbers for
Vocabulary: the missing words, according to the pictures.
• Sense verbs Monitor and check.
• Adjectives: dirty, loud, quiet, bad, sweet, salty,
clean, beautiful
• Actions: collect rubbish, drive, have (some tea)
Warm-up
Divide the class in two teams. Write a Senses or
Adjective vocabulary word on the board slowly,
Wrap-up
4 Read about Ron's job. What are his main
responsibilities? Materials: Construction paper (2 half-sheets
per student), markers, old magazines
Invite the class to look at the pictures of Ron.
Ask what his job is: He collects rubbish. Then Ask where the rubbish goes after the dustman
tell students to read the text and identify Ron’s takes it. Tell students that it goes to a landfill.
main responsibilities. Monitor and help as Write landfill on the board and explain that it
needed. Encourage students to compare their is a place to keep rubbish. Write Organic and
answers and finally, check with the class. Recycle on the board. Explain that organic
88 Unit 6
6
Unit
Answer Key
1 Write the notes below the correct picture.
1. John / good chef; 2. work / six days a week;
3. food /smell good; 4. John / taste food; 5. a
lot of people / restaurant; 6. everybody / love
food
SB pages 72, 73, 74 and 75 3 Look and answer the questions. Use these
verbs.
Tell students to look at the pictures and answer
Warm-up the questions. They should write the correct
Divide the class into four teams and have them information using the verbs in the box. When
stand in lines at the board. Bring pictures related they finish, check answers with the class.
to vocabulary from units 5 and 6. Show a
picture and ask the first student in each line to
write the corresponding word on the board. The
Answer Key
first team to write the correct word wins a point. 1. No, they aren't. They're studying. 2. No, he
Then the four students who were at the front go isn't. He's jumping. 3. They're eating.
to the end of their lines. Play again. Play until all 4. Students’ own answers
students have participated. The team with the
most points at the end is the winner.
4 What are (aren't) they doing? Look and
1 What are these people doing? Play write sentences.
Action Hopscotch with a friend. Ask students to look at the pictures and identify
the activities. Then invite them to write sentences
Divide the class into pairs and have them open using the cues. To check, invite some volunteers
their books to page 72 and look at exercise 1. to read their answers aloud and write them on
Students should start at number 1, making a the board.
sentence for each picture: The boy is studying
in the library. If the sentence is correct, the
student can advance to the next square. If the Answer Key
sentence is not correct, the student cannot 1. ’s cooking dinner, isn’t brushing her teeth;
advance until the next turn. The first student in 2. ’s cleaning the window, isn’t washing the
each pair to reach the end is the winner.
car; 3. ’s sweeping the living room floor, isn’t
painting the wall
Answer Key
Students’ own answers
5 Read and match.
Tell students to read the sentences and draw lines
2 Choose three pictures from exercise 1 to match the information: I smell with my (picture
and write sentences. of a nose) nose. Monitor and check. Finally, invite
Tell students to write sentences about three volunteers to read the sentences aloud.
pictures from the previous exercise. Monitor
and help as needed. Invite several volunteers
to write sentences for the pictures on the
Answer Key
board, so that each picture is represented. 1. nose; 2. tongue; 3. fingers; 4. ears; 5. eyes
Check answers with the class.
Answer Key
Students’ own answers
90 Cool Review 3
Cool 3
Review
Cool Review 3 91
Cool Games Concentration
Materials: Index cards, a marker.
Brainstorming Preparation: Write ten sentences on the index
cards with one word per card. Divide the cards into
Write a word in the middle of the board and ask
two piles. Divide the class into two teams and invite
the class to suggest words they associate with it.
two volunteers to come to the front of the room. Say
Write each suggestion around the original word,
Go! The volunteers choose a card from each pile
connecting it to the original word with a line.
to make a sentence: car / fast –The car is faster
than a bike. Ask teams if they think the sentence is
correct. If they say Yes and the sentence is correct,
planets satellite they win five points. If they say No, they have thirty
seconds to correct it. If the sentence is correct after
that, the team wins three points. Write down the
Space points and play again with different volunteers. The
team with the most points at the end is the winner.
astronaut spaceship
Crossword
Write a word in the middle of the board. Ask
students to think of a word that shares a letter with
that word. Invite a volunteer to the board to write
Categories it. Continue building up a crossword, alternating
between horizontal and vertical words. See how
Ask students to draw two columns in their
many words the class can think of in five minutes.
notebooks, and give each a category. Then dictate
a series of words that correspond to one of the
categories. Examples: Dice Game
Animals/objects: dog, pencil, chair, elephant, door, You need a pair of dice (each die a different
lion, book, table, horse colour if possible). Assign a category to each die
and examples of the category to each number,
Food/drink: tea, apple, cake, water, egg, milk,
and write these on the board:
chocolate, potato, rice, juice
Adjectives: 1. blue; 2. small; 3. light; 4. heavy;
5. old; 6. orange;
Catch the Thief!
Objects: 1. apple; 2. sky; 3. bus; 4. table; 5. house;
Materials: A small removable sticker, flashcards
6. plate.
with pictures on one side and words on the other.
Divide the class into small groups. Roll the dice and
Preparation: Place the sticker on the word side of
tell what the numbers are. Have teams make a
one of the flashcards. Do not let students see it.
sentence according to the values shown: 1, 2: The
Invite ten volunteers to come to the front of the
sky is blue. Award a point to the first group to finish
room. Hand out the flashcards. Have students
the sentence. Repeat the procedure several times.
display their flashcards with the pictures facing the
The team with the most points wins the game.
class. The class should not see the sticker. Invite
a volunteer from the class to choose a word and
spell it. Then the student with the corresponding Disappearing Text
flashcard will say Innocent (he or she does not Write a long sentence on the board. Have students
have the sticker) or Guilty (he or she has the close their eyes and erase some of the words.
sticker). Read the incomplete sentence aloud. Ask what
Continue until students find the thief. the missing words are and write them again. Focus
92 Cool Kids 1
either on grammar or on vocabulary. Example: She two minutes, elicit all the ideas on the board, or
___ playing in the ____. have a competition to see which group can think
of the most items. Examples: How many things
can you think of that are round? are bigger than
Expanding Sentences you are? make a noise? taste good? are fun? are
Write a word on the board. Invite students to add made of wood? are red? you can use to travel?
words at either the beginning or the end to make have buttons?
sentences.
Listen.
Listen to music.
Letter Game
Don’t listen to music. Divide the class into small groups. Write a letter on
the board and give students two minutes to write
down all the words they know that begin with that
Feel the Object letter. When time is up, ask each group how many
Collect various objects from around the classroom words they wrote. Then ask the group with the most
and put them in a bag. Hold the bag and ask words to read their list aloud.
individual students to feel the objects and try to
identify them by just touching them.
Listen and Draw
Describe a scene and, in their notebooks, students
Guessing Game draw the description: There’s a lake in the middle.
Pretend to be a famous person, an animal, or an There are two ducks in the lake. There’s a big tree
object. Students guess who or what you are by near the lake… Have students compare their
asking yes – no questions. Examples: Are you a pictures in pairs.
liquid? Are you medicine? Can I take you when I
have a headache? Give students a limited number Making Words
of guesses.
Write a word, phrase or sentence on the board:
DICTIONARY. Divide the class into small teams.
Find it Fast! Ask students to form as many words as they can
Materials: Two flyswatters, index cards (optional). using those letters in three minutes. Elicit the words
that students have written: do, art, in, on, cat, ant,
Attach the language items to the board in random city, cart, rat. The team with the most words is the
order and place the flyswatters on the floor in front winner.
of the board. Divide the class into two teams. Have
teams stand in two lines at the board. The first
student on each team takes a flyswatter. Say, spell
Mime It!
or describe a language item. The first student to hit Divide the class into two teams. Ask a volunteer
the correct item on the board wins a point for his from each team to come to the front. Give them a
or her team. Then the first pair of students goes to flashcard and ask them to mime the words for their
the back of their lines. Play until all students have teams. Award a point to the team that guesses first.
participated. The team with the most points at the Repeat the procedure with different cards.
end is the winner.
Mystery Identities
How Many Things Can You Think Materials: Index cards (1 per student), tape.
of That...? Preparation: Write the names of famous people,
In pairs or groups of three, students think of and places or vocabulary items on the index cards.
write down as many things as they can that fit a Attach a card to each student’s back. Have
given definition and that they know in English. After students stand up and ask each other questions
Reference 93
about the names on their backs to help them Read the Teacher's Mind!
discover identities:
S1: Can I fly? Preparation: Write the name of a category on
S2: Yes. the board: Chef. Write seven words or phrases
S1: Am I an eagle? associated with the category on a sheet of paper:
S2: Yes! kitchen, hat, cook, food, delicious, restaurant, have
Students who know their identities should tell you lunch.
their identity: I'm an eagle. Remove the student's Divide the class into teams of four and have them
card and have him or her sit down. Play until all of list seven words related to the category. Get a
the students are sitting in their seats. volunteer from each team to write their words on
the board. Correct spelling if necessary. When
students are finished, circle the words that were on
Opposites your list. The team with the most circled words is the
Dictate or write on the board six words with clear winner.
opposites. In pairs or small groups, students help
each other to think of and write the opposites. Say Three, Spell Three!
Check and supply any words that students did not
know. Examples: hard ≠ soft, cold ≠ hot, father ≠ Materials: Flashcards with pictures one side and
mother, ugly ≠ beautiful, old ≠ new, short ≠ tall, white words on the other.
≠ black, begin ≠ end, buy ≠ sell, summer ≠ winter. Shuffle the flashcards and divide the class into
three teams. Choose three flashcards randomly
Pass the Parcel! and display them on the board with the pictures
facing the class. The first team should say and spell
Materials: A box, wrapping paper, ten sticky notes, the words. Turn the flashcards over after they guess,
a CD player, a music CD. to check. They win a point for each correct answer.
Preparation: Wrap the box in wrapping paper to Remove the flashcards and set them aside. Display
make it look like a present. Write prompts on sticky three new flashcards and play again with the next
notes, one prompt per note: swim. Stick the sticky team. Repeat so that each team plays the same
notes to the present or ‘parcel’. Have students sit number of times. The team with the most points at
or stand in a circle. Play the music. Tell students to the end is the winner.
pass the parcel around the circle. Pause the music *To add difficulty, have teams make a sentence
CD. The student with the present should take a with each vocabulary item.
sticky note and form the sentence or question: I
can't swim. Encourage the rest of the class to help Scrambled Sentences
if necessary. Remove the sticky note and ask the
Choose a sentence from the Student’s Book and
student who answered to stand behind the circle.
write it on the board with the words scrambled.
Play again. Continue until all of the sticky notes
Have students unscramble the sentence. Repeat
have been used.
the procedure as many times as possible.
Variation: Scramble the letters of recently learned
Pick Up Sticks! words, and have students unscramble the words.
Materials: Craft sticks (30 per team).
Divide the class into teams of four students and Slow Reveal
hand out the materials. Say a word or phrase. The You will need a picture large enough for the class
first team to form the letters of the word or phrase to see. Put the picture behind a piece of paper or
correctly using the sticks is the winner. Point out to in a large envelope. Reveal the picture in stages. At
students that they need to work together to form each stage, ask the class to identify what they can
the words quickly. Play several times. For larger see and what the whole picture might be.
words or phrases, combine teams.
94 Cool Kids 1
Audio CD Track List
Unit Track Rubrics
2 Unit 1. Welcome! Lesson 1. Page 4. Exercise 1. Complete the dialogue. Then listen and check.
3 Lesson 1. Page 5. Exercise 3. Complete the alphabet with the missing letters. Then listen and chant.
4 Lesson 2. Page 6. Exercise 1. Match the flags with the countries. Then listen and check.
5 Lesson 2. Page 6. Exercise 2. Uncsramble the questions. Then listen and complete the answers.
1 6 Lesson 3. Page 8. Exercise 2. Listen to Jill and Connor. Circle the correct option.
7 Lesson 4. Page 10. Exercise 1. Read and complete with the school subjects. Then listen and check: School time
8 Lesson 4. Page 10. Exercise 2. Listen to Jill and her friend. Mark the subjects they have today.
9 Cool Kids' Corner. Page 12. Exercise 2. Listen and circle the correct flag.
10 Unit 2. Around town. Lesson 1. Page 14. Exercise 1. Listen and complete.
11 Lesson 1. Page 14. Exercise 2. Listen and write the names of the jobs. Then match.
12 Lesson 2. Page 16. Exercise 1. Listen and write the missing letters.
2 13
14
Lesson 2. Page 17. Exercise 4. Listen and complete. Then sing along: The Job Chant
Lesson 3. Page 18. Exercise 2. Listen and circle the correct option.
15 Lesson 4. Page 20. Exercise 2. Look and circle the correct option. Then listen and check.
16 Lesson 4. Page 21. Exercise 3. Listen and circle.
17 Unit 3. Cool Clothes. Lesson 1. Page 28. Exercise 1. Read and write the names of the items of clothes. Then listen and check.
18 Lesson 1. Page 28. Exercise 2. Listen and write the names. Then match.
19 Lesson 2. Page 30. Exercise 1. Label the accessories. Then listen and check.
20 Lesson 2. Page 30. Exercise 2. Listen and follow along.
3 21
22
Lesson 2. Page 31. Exercise 4. Complete the dialogues using the words from the box. Then listen and check.
Lesson 3. Page 33. Exercise 3. Complete with a possessive pronoun. Then listen and check.
23 Lesson 4. Page 34. Exercise 2. Listen and write the number for each box.
24 Lesson 4. Page 35. Exercise 3. Listen and write the prices.
25 Cool Kids' Corner. Page 36. Exercise 1. Listen and circle the mistakes. Then write the correct words: The Clothes Chant
26 Unit 4. The weather and us. Lesson 1. Page 38. Exercise 2. Listen and check your answers above.
27 Lesson 1. Page 38. Exercise 3. Listen and follow along.
28 Lesson 1. Page 39. Exercise 5. Listen and sing along: Arggg, the Weather
29 Lesson 2. Page 40. Exercise 1. Listen and repeat the months of the year.
30 Lesson 2. Page 41. Exercise 4. Listen to Jill and complete the dates.
4 31
32
Lesson 3. Page 42. Exercise 2. Listen and fill in the blanks.
Lesson 3. Page 43. Exercise 4. Listen and complete the interview questions.
33 Lesson 3. Page 43. Exercise 5. Listen again. Complete with the words below.
34 LLesson 4. Page 44. Exercise 1. Listen and match the faces with the calendars.
35 Lesson 4. Page 44. Exercise 3. Listen and answer the questions.
36 Cool Kids' Corner. Page 46. Exercise 1. Listen and complete. Then sing along: Exercise your brain
37 Unit 5. Time and time again. Lesson 1. Page 53. Exercise 3. Listen toJill. Complete with likes, doesn't like, loves or hates.
38 Lesson 2. Page 55. Exercise 3. Listen to Jill and Connor. True or false?
39 Lesson 3. Page 56. Exercise 3. Listen and number the photos.
5 40
41
Lesson 3. Page 57. Exercise 4. Listen again and circle the correct option.
Lesson 4. Page 58. Exercise 1. Listen and follow along.
42 Lesson 4. Page 58. Exercise 3. Listen and circle the times.
43 Cool Kids' Corner. Page 60. Exercise 1. Listen, number the verses and then sing along: Our routine
44 Unit 6. Doing and feeling it. Lesson 1. Page 63. Exercise 4. Complete the conversations. Then listen and check.
45 Lesson 2. Page 64. Exercise 2. Listen and follow the story: Incredible experiments
46 Lesson 2. Page 65. Exercise 4. Listen and write the names.
6 47 Lesson 3. Page 66. Exercise 1. Label the pictures. Then listen and check.
48 Lesson 3. Page 66. Exercise 2. Complete the dialogues. Then listen and check.
49 Cool Kids' Corner. Page 70. Exercise 2. Listen and write the numbers to complete the chant.Then listen again and sing along: The Five Senses
Reference 95
Cool Kids 2 Teacher´s Book / Karen Castro-Gustavsson ... [et al.].
58 St Aldates - 1a
Oxford OX1 1ST ed . - Ciudad Autónoma de Buenos Aires : Santillana, 2015.
United Kingdom 96 p. + CD-DVD ; 28 x 22 cm.
ISBN: 978-950-4734-8
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.
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.
96 Cool Kids 1
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