Cool Kids 2

Contents
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.
Students Book
The Students Book contains a Students Book
section and a Workbook section.
The Students Book

consists of six main theme-based units and three
review units: each unit contains 4 lessons and a
Cool Kids Corner.
includes Project work activities in the review units to
consolidate the language learnt in a meaningful
way.
contains Extra activities to expand some
grammar items.
includes a Vocabulary Reference section.
is clearly organised.
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.
The main characters, Jill and

Connor, help students with
new language and grammar,
and give them learning tips.
Cool Mini Projects enhance

students creativity through
hands-on activities that are
used to reinforce their learning.
Samples of Cool Mini Projects

Making a Town Map to talk Making a Cool Bracelet and
about location of places on describing it to a friend
a map
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.
Cool Kids presents

various models for
students to follow.
They practise
different writing
skills as the series
develops.
References to the
Extra activity and
Workbook pages are
clearly shown on the
Student Book pages.
4 Cool Kids 2
Cool Kids offers activities
for students to improve
their listening skills:
listening for the main idea
and listening for detail.
Cool Kids features activities

for students to enhance
their speaking skills:
activities to develop
accuracy and fluency.
Songs provide a
valuable source
of authentic 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.
The Cool Review

section features
a game to
consolidate in a
fun way what
students have
learnt.
Project Work activities

foster students
creativity through pair
or group work, and give
students opportunities
to use language in
different contexts.
6 Cool Kids 2
Workbook
The Workbook
features a page for every two pages in the
Students 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.
Practice goes from

more controlled
to less controlled
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.
Interactive Practice Activities

The tasks in the Students Book and the Workbook This is a modern and fun tool that reinforces
can be reinforced with the Interactive Practice students learning and can be used in the school
Activities available at the Richmond website. computer lab or at home.
8 Cool Kids 2
Teachers 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 Students
Book activities.
includes transcripts for the listening activities.
features the Answer Key for the Students Book
and the Workbook exercises.
contains a Games bank.
uses icons to facilitate the identification of
different elements.
List of icons:
Listening Optional activity
Answer Key Workbook
Warm-up or Wrap-up Extra 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 Students Students Book are
Book help students clearly explained.
understand and learn
character-building
principles.
Ideas for Warm-ups,

Wrap-ups and Optional
activities are suggested
to spice up your lessons.
10 Cool Kids 2
Teachers 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.
This material consists of Extra

Activites, Cool Tips and Tests for
every unit in the Students Book.
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.
Jobs: chef, dentist, nurse, doctor, firefighter, waitress, etc.

Places in a town: caf, supermarket, restaurant, park, library, etc.
Unit
2 Around town Means of transport: bus, taxi, train, bike, underground,
motorcycle, etc.
Page 14 Adjectives: easy, difficult, simple, dangerous, risky, interesting, etc.
Prepositions of place: between, opposite, next to, behind,
on (the corner)
1
Cool
Review Project Work 1 Page 24
Clothes and accessories: shirt, T-shirt, trousers, skirt, dress,

necklace, cap, bracelet, etc.
Possessive adjectives: my, your, his, her, our, their
Unit
3 Cool clothes Possessive pronouns: mine, yours, his, hers, ours, theirs
Numbers 21 to 100.
Page 28 Adjectives: nice, friendly, messy, hard-working, tidy, lazy,
comfortable, smart, classic, etc.
Weather conditions: sunny, rainy, cloudy, stormy, hot, warm,

cold, etc.
The four seasons: summer, autumn, winter, spring
Unit
4 The weather and us The months of the year. Dates and ordinal numbers.
Prepositions of time: in (spring), in (April), on (1st March)
Page 38 Actions: get up, have breakfast, study alone, go to school,
take a bus, do sports
2
Cool
Music styles: jazz, pop, opera, rock, gospel music, reggae

Musical instruments: violin, saxophone, recorder, electric guitar,
etc.
Verbs: like, hate, love, prefer, play, practise, live, etc.
Unit
5 Time and time again Telling the time: oclock, half past, a quarter to, a quarter past
Wh-words: What, Where, When, Why, Who, What time, How often
Page 52 (revision)
Activities: swimming, playing football, riding a bike, running,

Unit
6 Doing and feeling it reading, studying, sleeping, eating (some cake), etc.
Animals: sheep, duck, rooster, cow, pig
Body parts: ears, fingers, tongue, eyes, nose
Page 62 Sense verbs: see, touch, feel, taste, smell, hear, sound
Adjectives: hard, soft, loud, quiet, salty, sweet, delicious
3
Cool
Extra Activities Page 76 Vocabulary Reference Page 79
12 Contents
Language and Grammar Values
Hows 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? / Im from
Are they Italian? / Yes, they are. / No, they arent.
Whats your job? / What do you do? / Im a (an) Having a job and working hard at it.
I like my job because its (interesting). Keeping yourself and others safe when travelling.
Have you got (a risky job)? / Yes, I have. / No, I havent. 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, wheres (the library), please? / Its (next to)
Whats (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
Shes (nice and friendly) but shes (a bit quiet). interests.
Whose (watch) is that? / Its (my watch). / Its (mine). / Being a careful shopper.
Its (Joes).
Can I help you? / Yes, please!
How much are (these trainers)? / Theyre (56 euros).
Whats the weather like in (spring)? / Its (sunny and Celebrating and respecting important dates.
warm). Asking for help and being helpful in return.
Whens (your birthday)? / Its on (2nd June). / Its in (June). Helping reduce human influence on climate change.
Do you study Science alone? / Yes, I do. / No, I dont.
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) doesnt 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) doesnt take a bus. routines.
Does (she) like pop? / Yes, (she) does. / No, (she)
doesnt.
What does (he) like? / (He) likes rock and jazz. / Where
does (she) live? / (She) lives
What time is it, please? / Its (eight oclock).
What are you doing? / Im (listening to music). Respecting people's right to privacy at home and
Is (she) watching TV? / Yes, (she) is. / No, (she) isnt. elsewhere.
(We) arent swimming in the river. (He) isnt 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
Objectives
Jill: Hi, cool kids! My names Jill.
To greet someone and to introduce oneself.
Connor: And Im Connor. Welcome, kids! Hows
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!
Hows everything? / Great, thanks. / Not bad.
And you?
Whats your (first name) (surname)? Answer Key
Can you spell your surname, please? / Yes,
1. Hi; 2. name; 3. How; 4. Great; 5. bad
sure. Its (D-A-V-I-E-S). / Thanks!
How old are you? Im (ten).
Cool Language
Vocabulary:
Greetings: Hi! / Hello; Hows 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 names / Im (ten)
Revise other expressions: Good morning /
years old.
afternoon / evening! How are you? Im fine,
The alphabet
thanks.
Warm-up
2 Put the dialogue in order.
Greet students and introduce yourself to the
class: Hello! Im (Ms ). Then write on the Now draw childrens 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.
Have students open their books to page 4 and Answer Key

introduce the characters in level 2: Jill and
Connor. 8, 5, 4, 1, 3, 7, 6, 2
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
Track 3 5 Circle the correct option. Are Jack and

Annie classmates?
A, B, C, D, E, F, G
H, I, J, K, L, M, N, O, P Invite students to look at the photo and revise
Q, R, S, T, U, V their previous ideas from exercise 2: What
W, X, Y and Z are their names? How old are they? Is Jack
new at school? Then ask questions about the
picture in this exercise: Where are they? Why?
Answer Key Ask children to choose the correct option
D, H, K, N, Q, T, U, W, Z and answer if Annie and Jack are classmates.
Finally, ask volunteers to read the dialogue
Cool Language aloud to check.
Now call students attention to the Cool

Language box. Present and model the
Answer Key
question: Can you spell your surname, 1. s; 2. spell; 3. s; 4. Youre; 5. s ; 6. Were
please? Elicit when we use it: To ask about
the letters of a word, for example, a surname,
and check its spelling. Present and model
the answer. Ask some students the question
6 Complete and answer. Then ask your
friend.
to practise.
Ask students to complete the questions and
answer them. When they finish, they ask the
4 Choose words from this lesson and play a questions to their partners.
Spelling Game with a friend.
Tell the class to choose words from this lesson Answer Key
and ask their partners to spell them. Walk
around the classroom to monitor and offer help 1. Whats your name?
if necessary. 2. Whats your surname?
3. Can you spell your surname, please?
Answer Key
Students own answers
Values: Being nice
Remind students of the importance of being
Optional Activity nice and respectful to other people. Ask the
class if theres a new student and how they
Divide
Divide the class into teams of three. Write a can make him / her feel comfortable: be
word on the board with a missing letter: d_g. friendly and ask about their interests, show the
Ask a team to tell you the missing letter: o. If school places, explain the school rules, etc
the answer is correct, award a point to the
team. And then ask: Can you spell (dog),
please? If they spell the word correctly,
Wrap-up
they get an extra point. If the team cannot
complete the word with the missing letter, the Materials Old magazines and newspapers
next team has the opportunity to give the Divide the class into groups of four. Have each
answer and spell the word. Then write another group cut out pictures of two people from a
word for the next team. The team with the newspaper or magazine and glue them onto
most points is the winner. a sheet of paper. Ask them to write a dialogue
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. Whats your name? Language:
Where are you from? Im from (China). / Im
2. Whats your surname?
(Chinese).
3. How old are you? Wheres he / she from? He / Shes Argentinian.
ID card: Name: Jill; Surname: Taylor; Age: 10 Is she from Brazil? Yes, she is.
Is he Australian? No, he isnt.
2 Complete with the words in the boxes. Vocabulary:

Countries: Spain, the United States, Brazil,
1. How; 2. His; 3. years; 4. your; 5. What; 6. spell;
Australia, Mexico, France, Japan, Italy, Argentina
7. surname; 8. old Nationalities: Spanish, American, Brazilian,
Australian, Mexican, French, Japanese, Italian,
Argentinian
3 Answer the questions in exercise 2 and Personal information
write about your friend.
Warm-up
Prepare flashcards with the pictures of flags
of the countries in this lesson. Display the
flascards and describe one of the flags: Its
blue, white and red. Have a volunteer point
to the corresponding flashcard and say the
name of the country: France. Do the same with
the remaining flags, inviting some volunteers to
describe them.
1 Match the flags with the countries. Then

listen and check.
Tell students to identify the flags and write the
names of the corresponding countries. Then
play track 4 to check answers.
16 Unit 1
1
Unit
Track 4 3 Complete the tables with the countries.

Speaker: One. Argentina Read the nationalities aloud to model
Two. France pronunciation and invite the class to repeat.
Three. The United States Then ask students to write the corresponding
Four. Italy countries. Monitor and help as needed. Invite
Five. Brazil some volunteers to read their answers.
Six. Spain
Seven. Japan Answer Key
Eight. Australia 1. The United States; 2. Spain; 3. Italy;
4. Argentina; 5. Brazil; 6. Australia; 7. France;
8. Japan
Answer Key
1. Argentina; 2. France; 3. The United States;
4. Italy; 5. Brazil; 6. Spain; 7. Japan; 8. Australia
Optional Activity
Materials: White paper (1 sheet per student).
Materials:
2 Unscramble the questions. Then listen and Assign each student a country and tell them
complete the answers. to draw the flag of that country on their sheet
of paper. Have them write the name of the
Direct students attention to the flags that
country and the nationality as well Argentina
the people in the pictures are carrying.
Then play track 5 for students to listen to the Argentinian. Display students' work around
dialogue. After they have listened, have them the classroom.
unscramble the questions and complete the
answers. Play the track again for students
to check their answers. Finally, get a pair of Values: Respecting people from
volunteers to read the dialogue aloud. different countries
Discuss with the class the importance of
Track 5 respecting other people's cultures and point
out that people are all the same, even though
Girl: Wheres he from?
they live in different places and have different
Boy: Hes from Italy. Wheres she from?
ideas. Some of their customs and beliefs may
Girl: Shes from Brazil.
be different but some of them are the same.
Answer Key 4 Read and complete with a country or

1. Wheres he from? 2. Wheres she from? nationality.
3. Italy; 4. Brazil Point out the title and ask students what an
e-pal is: An e-pal is a friend who communicates
with you by email. Then have students read
Cool Grammar the text and complete it with a country or
Direct students attention to the structures nationality. Encourage them to pay attention
of the questions in the Cool Grammar box to the pictures and the structures of the
and elicit their use: To ask about a persons sentences for help. Check answers with the
country or nationality. Read the answers class. After that, invite a pair of volunteers to
aloud and ask students to distinguish the read the text aloud. Ask questions about the
structures used with the name of a country e-pal: What's his name? Where's he from?
and with a nationality. Where does he live?
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 Leos 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.
Optional Activity SB page 83: Workbook

Materials:
Materials: Envelopes (1 per student), slips of
paper (1 per student)
Answer Key
Preparation: Write each student's name on a
slip of paper and put it in an envelope. 1 Look and write the names of the countries.
Distribute the envelopes in random order. 1. France; 2. Italy; 3. Australia; 4. Japan;
Students should not say what name they got 5. Spain; 6. Brazil; 7. Mexico; 8. The United
unless they get their own name. Exchange States
until each student has another students'
name. Tell them to write each other an e-pal 2 Complete the questions and answers.
mail. They can use the email in exercise 5 as 1. Where is she from? Shes Japanese.
a guide. When they finish, they should write 2. Is she Italian? No, she isnt. Shes Brazilian.
the student's name on the envelope and 3. Is he Spanish? No, he isnt. Hes American.
put the email inside it. Collect the emails 4. Where is he from? Hes from Mexico.
and give them to the recipients. Encourage
students to write an email back to their 3 Complete with information about you.
classroom e-pal.
4 Use the information to write to an e-pal.

Cool Mini Project
Materials: 10 index cards, paint, 2m string,
markers
To finish the lesson, tell students they will make
a flag banner. The previous class, ask them
18 Unit 1
1
Unit
SB pages 8 and 9
Cool Grammar
Direct childrens 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 peoples characteristics. Encourage
To talk about peoples 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:
Wheres (Messi) from? Hes Argentinian.
How old is he? Hes (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?
Theyre from the USA. Have some volunteers read the sentences to
Are they (old)? No, they arent. check understanding and explain the meaning
of the words they dont 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
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: Wheres Messi from?
the word earns a point: Country! If the student
Connor: Thats easy! Hes Argentinian. Hes my
says the nationality correctly, he / she gets an
favourite football player.
extra point. Invite two new volunteers and play
Jill: Hes fantastic! And hes 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: Theyre American. Theyre very good
winner.
actors. I like their films.
1 Complete the quiz with a country or Jill: Yes, and theyre good-looking too. Next:
nationality. Wheres Rafa Nadal from?
Connor: Um I cant remember. Is he from
Draw students attention to the photos of the
Mexico?
famous people and ask questions about them:
Jill: No, he isnt. Hes Spanish. And hes 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? Shes
singer? Then tell the class to complete the quiz.
American.
Invite some volunteers to read their answers to
check. Jill: Good! And finally, wheres Neymar from?
Connor: Hes from Brazil.
Answer Key Jill: Correct! Look, hes 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 Jills 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.
Answer Key Answer Key

Students own answers Students own answers
Optional Activity Wrap-up

Play
Play Spot the False Sentence with information Display a map of the world and point to the
countries studied in this unit to elicit their names.
about the people in exercise 1. Invite students
Encourage students to mention a famous
to write down three sentences and one of
person or animal from that country: England
the sentences should be false. Taylor Swift is
Adele.
a singer. Shes very famous. Shes Canadian.
Divide the class into small groups. Students
read their sentences and their classmates
guess which sentence is false: She isnt
SB page 84: Workbook
Canadian. Shes American.
Answer Key
4 Read the information and complete Jill's

1 Complete the adjectives with the missing
vowels.
post.
1. attractive; 2. famous; 3. fit; 4. old; 5. good-
Draw students attention to the photo of Bruno
looking; 6. young
Mars and elicit information they may know
about the artist: Where is he from? How old is
he? Do you like his music? etc. Ask students to
use the information to complete Jills post. Then
2 Label the pictures with adjectives from
invite some volunteers to read the text aloud to exercise 1.
check the answers.
1. old; 2. fit / young; 3. attractive / young
Answer Key 3 Read the information and answer the

1. Bruno Mars; 2. American; 3. 30 / thirty years; questions.
4. good singer; 5. fit; 6. play the drums, the 1. from the United States. 2. I live in Los Angeles.
keyboard and the guitar 3. Im 49. 4. Yes, I do. 5. Yes, I am.
20 Unit 1
1
Unit
SB pages 10 and 11 Track 7

Chorus
Objectives School is cool, school is fun,
To recognise school subjects. We like school, and so does everyone.
To recognise the days of the week. On Mondays we have English, we learn to read
To talk about schedules. and speak.
To express likes and dislikes. English is fantastic - it's the start of a great week.
To write about favourite school subjects. On Tuesdays we have Art, we learn to paint and
To listen to a song. draw.
We like drawing pictures, can we do some
Language:
more?
I have (Maths) on (Tuesdays) and (Fridays). Chorus
Do you like (Maths)? Yes, I do. On Wednesdays we have Maths, it's not our
Do you like (Science)? No, I dont. favourite thing.
My favourite subject is (Music). Add, subtract and divide, but we prefer to sing!
Vocabulary: On Thursdays we have History, we learn about
the past.
School subjects: Maths, Science, History, P.E.,
History is interesting and the time goes really
English, Art, Music
fast!
Days of the week
Chorus
On Fridays we have Music, and instruments we
play.
Warm-up They make great noises, hip hip hooray!!!
Write the names of five school subjects across
the board: Geography, Science, Maths, P.E.
and Art. Invite volunteers to give some facts for Answer Key
each subject: Geography Buenos Aires is the 1. English; 2. Art; 3. Maths; 4. History; 5. Music
capital of Argentina. When they are done, write
the remaining school subjects and repeat the
activity.
Optional Activity
1 Read and complete with the school Encourage
Encourage students to write a school subject
subjects. Then listen and check. on a slip of paper and fold it. Collect the
Divide the class into five groups and assign slips and place them in a plastic bag. Divide
each group a day of the week. Then play track the class into two teams. Take turns inviting a
7 and get groups to stand up and sit down volunteer from each team to choose a slip
when they hear their day of the week. Next, of paper. He or she should read the word
ask students to open their books to page 10, silently and mime it to the opposite team. If
exercise 1. Invite them to read the lyrics of the the opposite team guesses the word, they get
song and write the name of a school subject. a point. The team with the most points at the
Play the track again for students to check their end wins.
answers.
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
subjects they have today.

Cool Grammar
Ask students to mark the subjects that each
kid has today (on Thursday). Students should Call students attention to the Cool Grammar
mark two subjects in each list. Play track 8 box. Invite volunteers to read the examples
twice so that students can mark and check or aloud. Write Do on the board and ask when
change their answers. Check answers with the we use it: We use it to begin questions
class. Finally, ask students who likes Thursdays with you. Focus students attention on the
and why: Jill, because she has Art. answers: We use do in affirmative short
answers and dont in negative answers with
I or you. Point out that we also use Do and
Track 8 dont with we and they.
Nick: Hi, Jill!

Jill: Oh! Hi, Nick! What day is it today?
Nick: Its Thursday.
4 Mark the school subjects you like (3)
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: Thats a good idea!
Answer Key
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
Materials: construction paper, scissors,

coloured pencils
The previous class, ask students to bring the
materials mentioned above to make their
Snap Game. Tell them to draw and cut out 10 Answer Key
squares, 5cm x 5cm and write 5 subjects on 5
different cards. On the other 5 cards, they draw 1 Complete the names of the school
pictures to illustrate the other 5 school subjects. subjects. Then number the pictures.
Divide the class into pairs and have them play
1. English; 2. History; 3. Art; 4. Maths;
Snap! Students should put picture cards and
5. Science; 6. P.E.; 7. Geography; 8. I.T.;
word cards in a pile and shuffle them. Then
9. Music; 10. Drama
they take turns flipping over a card in their piles.
If they match (whether in words or pictures), Numbers of the pictures: 4, 2, 1, 5, 3, 10, 8, 6,
students can say Snap! The first student to say 9, 7
Snap! correctly wins the pair of cards. They
should play until all of the cards have been
used. The student with the most pairs of cards is
2 Complete the questions and answer
the winner.
them.
1. Science; 2. History; Yes, I do; 3. Drama; No, I
dont.
Wrap-up
Draw a chart on the board showing the names 3 Look at Connors note and complete.
of the school subjects. For each subject in the
1. Friday; 2. English; 3. favourite; 4. Maths;
chart, allow one space for the name of the
5. dont like Art
subject and one space for the answer. Ask
about the first subject on the chart: Do you like
(Maths)? Tell students whose answer is yes to
stand up. Count the number and write it in the
space for Maths. Do the same for the remaining
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:
Whats your friends name? Her names (Lulu).
Is he from (Spain)? No, he isnt. Hes from Track 9
(Mexico).
Speaker: One.
Where are you from? Im from (Italy). / Im
Boy 1: Whos 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 isnt. Hes from Mexico.
I love / like / dont like (acting).
Hes (very good-looking). Speaker: Two
Woman: I see, and whats his name?
Vocabulary: Man: Um, lets see his passport Smith John
Countries and nationalities Smith.
Personal information: name, age, favourite Woman: Is he from Australia?
subject, preferences Man: No, he isnt. Hes from the United States.
School subjects Speaker: Three
Days of the week Woman: Whats your friends name?
Girl 1: Her name is Lulu.
Woman: Where are you from, Lulu?
Girl 2: Im 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. Shes 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 isnt. Shes 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
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
list. The team with the most circled words is the

Answer Key winner.
1. Science; 2. Tuesdays; 3. Thursdays;
4. Geography; 5. Wednesdays
4 Look at the pictures and mark (3) the
correct answer. Then read and check. Answer Key
Ask students questions about the pictures
to check comprehension: Where is the girl
1 Look at the pictures and write sentences
with I have or I (don't) like.
from? Is the man famous? Why? Whats his
name? Where is he from? What do the masks 1. I like Maths. 2. I have Art; 3. I have Drama on
represent? Point to the building and ask: What Mondays. 4. I dont like Geography. 5. I have I.T.
type of house is that? Students choose the on Tuesdays.
answers and read the text to check. Invite some
volunteers to read their answers aloud. Finally,
ask some students to read the email aloud.
2 Read and complete. Then spell the
surnames in pairs.
Answer Key Name: Spencer Taylor, Mario Santos, Giovanna

Petri
1. a; 2. c; 3. b; 4. c Nationality: American, Brazilian, Italian
School Subject: Maths, Music, P.E.
5 Answer your e-pal's email. Special Talent: Spencer can solve problems
Now tell students to write to Aamani and tell her very fast. Mario can play many instruments.
about them. Revise the phrases they can include Giovanna can run very fast.
to greet her and close the email. Students may
exchange their emails to correct their partners
texts. To check the answers, ask some volunteers
to read their emails aloud.
Answer Key
Wrap-up
Play Read the Teachers 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
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:
Whats your job? Im 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 its (interesting).
5. librarian; 6. waitress
Have you got a (simple) job? Yes, I have. / No, I
havent.
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
invite students to look at them. Encourage
them to comment on the objects. Remind Speaker: One
students of simple vocabulary as needed: Its Woman: I help people find the books they want. I
a (plane). Its 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 peoples 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 Cool Language

1. librarian, e; 2. dentist, a; 3. chef, f; 4. waitress, Direct students attention to the Cool
d; 5. firefighter, b; 6. nurse, c Language box. Have a volunteer read the
examples aloud and explain that these
Cool Language phrases are useful to describe peoples jobs
and they will use them to complete exercise 4.
Direct students attention to the Cool
Language box. Read the examples aloud
and analyse them with the class. Elicit the
uses of the questions: to ask about a job
and to describe the actions that it involves.
4 Look at the pictures and complete
with your own ideas. Use some of these
Explain that the second question can also
be used with the subject pronouns We and adjectives.
They. Write some sentences on the board to Tell students to identify the jobs and complete
exemplify: Whats your job? Were teachers. the phrases with their own ideas. Invite different
What do you do? We teach English. What do children to share their answers with the rest of
your parents do? Theyre doctors. They help the class.
sick people.
Answer Key
1. Im a chef. I cook. Students own answers.
Values: Having a job and 2. Im a dentist. I fix your teeth. Students 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.
3 Read the opinions and identify the jobs. Answer Key

Ask students to read the descriptions and write
Students own answers.
the names of the jobs. Before checking with
the class, tell students to work in pairs and
compare their answers.
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 dont.
Is your job risky? Yes, it is. / No, it isnt.
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: caf, 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.
SB page 87: Workbook Warm-up

Prepare flashcards with pictures of places in a
town with their names. Display them and invite
Answer Key volunteers to place them in alphabetical order.
Encourage students to mention other places
1 Unscramble these words. They refer to jobs. they know in English: school, sports centre,
cinema, restaurant, etc.
1. firefighter; 2. dentist; 3. waitress; 4. nurse;
5. chef; 6. librarian 1 Listen and write the missing letters.
Now that children have learned the
2 Complete the text with these words. vocabulary, tell them to complete the words.
Play track 12 to check the exercise and ask
1. 1 waitress, 2 serve, 3 interesting; 2. 4 firefighter, some students to spell the words and write
5 put, 6 rescue, 7 dangerous; 3. 8 nurse, 9 help, them on the board.
10 easy
3 Look at the picture and answer these Track 12

questions. Speaker: One. Caf
Two. Hospital
1. Im a librarian. 2. I catalogue books.
Three. Fire station
3. Students own answers
Four. Library
Five. Park

28 Unit 2
2
Unit
Answer Key sentences. Ask some volunteers to read their

answers aloud to check.
1. caf; 2. hospital; 3. fire station; 4. library;
5. park
Answer Key
2 Unscramble the questions. 1. hospital; 2. in a restaurant; 3. I work in a
library. 4. I work in a fire station. 5. I work in a
Invite a student to read Connors bubble. Ask
caf.
the class to read the interview and identify
the jobs. Then tell them to order the words
and write the questions. Have some volunteers Cool Language
read the interview aloud to check their
answers. Finally, ask some comprehension Direct students attention to the Cool
questions: What are the places mentioned in Language box and analyse the use of the
the interview? Has Rosy got difficult jobs? Why question: to ask about a workplace. Read
(not)? Are they risky? Do you like her jobs? Why the answer and point out the use of the
(not)? preposition in before the place.
Answer Key
1. Whats 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.
3 Read the descriptions and complete

them.
Draw students attention to the question in
exercise 3 and elicit the use of the question
word Where: to ask about a place. Tell them
to read the descriptions and fill in the blanks
with the necessary words to make complete
Around town 29
Track 13 2 Read the descriptions and complete the
table.
Chorus 1. Sally: nurse, hospital
Jobs, jobs, lots of jobs. 2. James: Im a librarian. I work in a library.
Lots of things for me and you. 3. Henry: Im 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. Im a waitress. I work in a caf.
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.

1 Find the words in the wordsearch.
Now tell children to look at exercise 1 on page
Answer Key 18. Students find and circle the names of the
means of transports. Then, they check the
1 Read and label the places. answers in pairs and finally with the whole the
class.
1. hospital; 2. library; 3. park; 4. supermarket;
5. fire station
30 Unit 2
2
Unit
Answer Key Cool Language

M O T O R C Y C L E N
Language box. Invite a volunteer to read
O T U Y L E D N X A T the examples and elicit why you ask the
question: to know the means of transport
X C A T E B T N D E R people use for going from one place to
U N I X L G R U X T A another. Highlight the use of the preposition
by in the answer. Explain that to express that
W O R B I C Y C L E I people walk to a place, they should use
on: I go on foot. Ask the question to some
B S I S G E B A B H N
students and encourage them to answer
U N D E R G R O U N D with complete sentences: How do you come
to school?
S Y O X I K U F A Y C
2 Listen and circle the correct option.

3 Complete the sentences with suitable
information.
Invite a student to read Connors bubble. Then
tell children they will listen to and read about Ask students to look at the pictures and
people talking about their jobs and how they identify the means of transport. Then tell them
go to their workplaces. Ask them to circle the to complete the sentences with the correct
words they hear. Play track 14 once for students information. Have some volunteers read their
to choose the answers. Play it again to check answers aloud to check.
answers.
Answer Key
Track 14
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 Im 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
Its fantastic because I do exercise too.
to their partners and write their answers down.
Wendy: Thats great! I go by car because I work
Invite some volunteers to share their ideas with
in different places and theyre all far away.
the class.

1. train; 2. motorcycle; 3. bicycle; 4. car
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
Cool Mini Project

Materials: cardboard
2 Unscramble the words and complete the
dialogue.
The prevoius class, ask studens to bring the
materials to make Means of transport cards. 1. hospital; 2. motorcycle; 3. bus; 4. near;
Tell children to draw 20 8cm x 8cm squares 5. bicycle
and cut them out. Then draw vehicles on ten
squares. Write the names of the vehicles on the
other squares. Students turn the cards over to 3 Complete the text with your own ideas.
make pairs. When they match cards, they say Students own answers
the name of the vehicle.
SB pages 20 and 21
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 Theres a (caf) but there isnt a (restaurant).
using the shoe box. When they finish, have There arent 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, wheres the (hospital), please? Its
(next to) the (bank).
Is it far? No, its very near. Thank you. / Youre
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
greengrocers, fire station, library, ice cream
in random order. Tell students to look at them
parlour, caf, restaurant, stationers
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
have them compare answers with a friend to

Warm-up check. Play track 15 for students to check their
Bring or draw objects that represent answers. Elicit the answers for each picture.
vocabulary items related to Places in a town:
a bag from a supermarket, a photo of a fire Track 15
station, a book, a cup of coffee, a wrapper
from an ice cream treat, etc. Display the Speaker: One.
objects and ask students if they know where Connor: Wheres the stationers?
to find them in their city or town. Then invite Jill: Its opposite the park.
volunteers to write the names of the places on Speaker: Two.
the board. Connor: Wheres the stationers?
Jill: Its behind the supermarket.
1 Look at the map and complete with Speaker: Three.
Connor: Wheres the stationers?
There's / There isn't or There are / There
Jill: Its next to the hospital.
aren't.
Speaker: Four.
Now tell children to look at the map in exercise Connor: Wheres the stationers?
1, on page 20 and read the references. Ask Jill: Its between the caf and the fire station.
the class to complete the text with the correct
forms of There be. To check, invite some
volunteers to read their answers aloud.
Answer Key
Answer Key 1. opposite; 2. behind; 3. next to; 4. between
1. Theres; 2. there is; 3. there's; 4. There arent;

5. there are; 6. Theres Cool Grammar
Cool Language Direct students attention to the Cool
Grammar box. Invite volunteers to read
Draw students attention to the Cool the sentences aloud. Then have the class
Language box. Revise the use of There be stand up. Form pairs. Say next to and get
with the class. Focus childrens attention on students to stand next to their friends. Do the
the use of some in plural and affirmative same with behind and opposite. Then have
sentences and the use of any in plural students quickly form groups of three. Tell
negative sentences. one student to stand between the other two
students in his or her group. Monitor and help
as necessary.
2 Look and circle the correct option. Then

listen and check.
3 Listen and circle.
Elicit the names of the places in the pictures:
Play track 16 and have students follow along
park, stationers, supermarket, hospital, fire
in their books. Ask who needs help: the man.
station, caf. Invite a volunteer to read
Play the track again and tell them to circle the
the question aloud. Begin reading the first
correct options. Invite two volunteers to read
sentence. Encourage students to say the
the dialogue for other students to check.
correct option: opposite. Then tell them to read
the rest of the sentences, look at the pictures
and circle the correct options. When they finish,
Around town 33
Track 16 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: Its 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 dont 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
4 Complete the dialogues.

Cool Language Now tell children to read about Jill and
Connor helping people find places in their
Now direct students attention to the Cool
town. Ask them to complete the dialogues. To
Language box. Present and model the
check answers, invite some pairs to read the
question: Wheres the library? Elicit when we
dialogues aloud.
use it: To ask about the location of a place.
Finally present and model the answer.
Answer Key
1. Excuse; 2. between; 3. you; 4. wheres; 5. far;
6. isnt; 7. near
Optional Activity
Materials:
Materials: Index cards (5 per student), 5 Look at the map of Cooltown on page
coloured pencils.
20. Act out similar dialogues to the ones
Tell students to fold their index cards in half above.
so that they stand up. Tell them to draw one
of the places on the front of a folded index Ask students to work in pairs and ask and
card. On the other side, they should draw a answer about the locations of some places
that appear on the map on page 20. They can
different place. Have them do the same with
use the dialogues in the previous exercises as
the rest of the index cards, and then stand
them all up in whatever arrangement they models.
like, to make a town. Then have students
tell a friend about the position of one Answer Key
of the buildings: The library's next to the
supermarket. Monitor and check. Encourage Students own answers
students to take their buildings home to build
their town again and practice describing the
locations. Cool Mini Project
Materials: construction paper, index cards cut
in half, small styrofoam balls cut in half, wooden
sticks
34 Unit 2
2
Unit

materials mentioned above to make a map. Ask SB page 90: Workbook
students to draw a map on the construction
paper and signs of places on each half of an
index card. Then they glue a wooden stick to Answer Key
the back of each index card and insert the
sticks into the styrofoam balls to make signs. Tell
1 Look at the map and circle the correct
children to put the signs on the map. When they
option.
finish the maps, they should take turns asking 1. near; 2. opposite; 3. isnt; 4. next to; 5. arent
about the location of different places: Excuse
me, wheres the library? Its between the hospital
and the supermarket. Monitor and help as
needed.
2 Look at Connor's town and write about it.
Use these words and phrases.
Wrap-up Students own answers
Divide the class into two teams and get them

to form two lines facing the board. Play Chinese
SB pages 22 and 23
Whispers with sentences about locations.
Whisper a sentence to the ear of the first
student in each line: The library is between the Objectives
supermarket and the park. These students then To revise and classify vocabulary in this unit.
turn and whisper what they heard into the ears To make questions about jobs and answer
of the students behind them. The whisper is them.
passed on until it reaches the last students at To answer about the location of places.
the end of the lines. Then they say what they To read short texts.
heard aloud. To read for specific information.
Language:
SB page 76: Extra activity Whats your job? Im a (dentist).
What do you do? I (fix teeth).
Where do you work? I work in a (hospital).
Once students finish the Cool Mini Project How do you go to work? I go by (bus).
you can ask them to do the Extra activity for Do you like your job? Yes, I do. / No, I dont.
the unit in class. To check the exercise, ask Theres / isnt a (library) next to (restaurant).
volunteers to write the answers on the board. There are some (squares) but there arent
any (big parks).
Vocabulary:
Answer Key
Jobs
1 Answer the questions. Places in a town
Means of transport
1. between the hospital and the ice cream
Adjectives: interesting, far away, comfortable,
parlour; 2. Its next to the fire station. 3. Its next
big
to the internet caf. 4. Its on the corner.
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. Its opposite; 2. Its behind the supermarket.
invite students to justify their answers: library,
3. Its 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.
Answer Key 5 Write Ted, Matt or Ted and Matt.

Now tell students to read the sentences about
Places in a town: library, cyber caf, fire
the texts and identify the person they refer to.
station, supermarket, hospital
To check the answers, ask some volunteers to
Jobs: nurse, firefighter, chef read the sentences and names aloud.
Means of transport: bus, underground, bicycle,
motorcycle
Answer Key
1. Matt; 2. Ted and Matt; 3. Ted; 4. Matt; 5. Ted;
2 Unscramble the questions. Think of a job 6. Matt
and answer them.
Tell children to order the words to form
Wrap-up
questions and then answer them with their
own ideas. Invite some students to share their Play Mystery Identities with jobs. Write
answers with the class. vocabulary items on index cards and attach
a card to each students back. Have students
stand up and ask each other questions
Answer Key about the names on their backs to help them
discover identities: S1: Is my job risky? S2: Yes. S1:
1. Whats your job? 2. What do you do? 3. Do Am I a firefighter? S2: Yes! Students who know
you like your job? 4. Where do you work? their identities should tell you their identity: I'm
5. How do you go to work? a firefighter. Remove the student's card and
Students own answers have him or her sit down. Play until all of the
students are sitting in their seats.
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,
caf
2 Read the texts and correct the sentences.

1. My job is interesting. 2. I go to my interviews
by car. / I drive. 3. I work in many places.
4. We go to work by motorcycle. 5. We serve
food and drinks in a restaurant. 6. We dont live
near our workplace.
Around town 37
Cool 1
Review
SB pages 24, 25, 26 and 27 3 Complete the sentences with a school

subject.
Have students complete the sentences with the
Warm-up school subjects they refer to. Check answers
On the board, write some sentences that have with the class.
deliberate mistakes in them about the texts in
units 1 and 2: Unit 1: Jack and Annie are new Answer Key
students. Annies surname is Robbinson. Paulas 1. Art; 2. English; 3. P.E.; 4. IT; 5. Geography
e-pal lives in the United States. Paulas best
friend is Pierre. Bruno Mars is from New York.
Aamanis favourite school subject is Music.,
4 Unscramble the sentences and identify
etc. Unit 2: Rosy is a firefighter and a nurse. the jobs.
There isnt a library in Cooltown. There are two Ask students to unscramble the sentences and
parks in Cooltown. Ted and Matt go to work by complete them with the corresponding job. When
car. Teds lab is small. Matts job is very simple., they finish, get them to show their answers to their
etc. Divide the class into small groups. Tell them partners and decide if the answers are correct.
to look for the correct information and correct Invite some volunteers to write the sentences on
the sentences. The first team to correct all of the board to check answers with the class.
the sentences wins. Ask volunteers to correct
the sentences on the board. Answer Key
1. I serve food in a restaurant. Im a waitress.
1 Play with a friend. 2. I help sick people. Im a nurse / doctor.
Ask students to work in pairs and have a coin 3. I help people find books. Im a librarian.
and counters to play the game. Tell them to 4. I rescue people and put out fires. Im a firefighter.
take turns flipping the coin. If the coin shows 5. I check and fix peoples teeth. Im a dentist.
heads, they move one square. If it shows tails,
they move two squares. Students should do
the task mentioned on their square. If they are
5 Read the sentences and draw the signs of
correct, they can stay on that square. If they
the places on the map.
are not correct, they return to the previous Direct students attention to the map and ask
square. Monitor and help as needed. The first them to name the places. Tell students to read
student to reach Finish is the winner. the descriptions and draw the signs of the
places on the map. Finally, check answers with
Answer Key the class.

Answer Key
2 Complete the dialogues.

Tell students to work individually to complete
caf
the dialogues. Check by getting volunteers to
read the dialogues aloud.
square
Answer Key library

square
1 1. Is she; 2. isnt; 3. Is she; 4. she is; 5 How old
ice-cream
parlour
2 1. Can you spell; 2. Is he; 3. isnt; 4. Is he; 5. he is stationer's
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. Its on the corner of Camel Avenue and Answer Key
Panther Road. Students own answers
2. Its opposite the square, on the corner of
Camel Avenue and Ostrich Avenue. 3 Now draw your virtual town.
3. Its 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. Its next to the hospital in Panther to show their pictures and describe their towns
Road. to the class.
Optional Activity Answer Key

Tell students to write descriptions of the Students own answers
location of three more places. Then divide
the class into pairs and tell them to read Wrap-up
each others descriptions and draw the
corresponding places on the map. Materials: Bingo sheets (1 per student),
flashcards from Units 1 and 2 with words on
one side and pictures representing them on
the other
Project Work 1: My Virtual Town Play Bingo to revise vocabulary students have
learned in Units 1 and 2. Fold a sheet of paper
To finish the first review, students do a project into four equal sections. Draw a simple Bingo
individually. grid in each section. Write FREE in the central
space of each grid. Make one photocopy for
1 Read and complete with the words in the each student. Display the flashcards around the
boxes. classroom with the words facing the class. Hand
out the Bingo sheets and tell students to write
Tell students to look at the picture and different combinations of the vocabulary words
recognize the places in the town. Then ask on the Bingo grids. Then collect the flashcards
them to complete the text using the words in and shuffle them. Hold up the flashcards, one
the boxes. Invite some children to read the text by one with the pictures facing the students.
aloud to check the answers. Set aside the used flashcards. Students should
mark the corresponding words on their Bingo
grids. They can play using all of the grids. The
Answer Key
first student to complete a horizontal, vertical
1. trees; 2. are; 3. houses; 4. arent; 5. buildings; or diagonal line of three spaces shouts Bingo!
6. scientist; 7. bike Check answers and award a prize (optional)
to the winner. Play again two or three times. For
each new game, students can mark the words
using a different colour or symbol.
Cool Review 1 39
Unit
3 Cool clothes
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 peoples clothes. Number seven. Socks
To describe ones 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).
Whats (he) / (she) wearing? He / Shes 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? Im 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 Jills 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
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.
1 Read and write the names of the items of

clothes. Then listen and check.
Invite students to read the text and write the
names of the items of clothes. Check that
students understand the meaning of trendy.
Tell them to work in pairs and compare their
answers. Then play track 17 to check answers.
Finally, ask questions: What are your favourite
colthes? Do you like the accessory in the
shop?, etc.
40 Unit 3
Unit
3
the first question and answer as an example
Track 18 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. Hes a bit lazy at students to work in pairs and answer the rest of
school. Hes 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.
Shes very intelligent and tidy. Her desk is always
Answer Key
in order. Shes wearing an orange T-shirt and a
brown skirt. Shes got orange shoes on. 1. No, they arent.
Mike has got short dark hair and black eyes. 2. Shes wearing an orange T-shirt and a
Hes wearing a red T-shirt, blue jeans and green brown skirt. Shes got orange shoes on.
trainers. Hes new at school and hes very 3. Shes wearing a yellow T-shirt, a purple shirt,
friendly. blue shorts and orange socks. Shes got
Beth is very sociable and nice too. Shes got white shoes on.
long blonde hair. Shes wearing a yellow T-shirt, 4. Hes wearing a red T-shirt, blue jeans and
a purple shirt, blue shorts and orange socks. green trainers.
Shes got white shoes on. 5. Hes wearing a yellow shirt and green shorts.
Oliver has got short curly hair. Hes very tidy and Hes got brown trainers on. Hes got glasses
intelligent but hes a bit quiet. Hes wearing a too.
yellow shirt and green shorts. Hes got brown
trainers on. Hes 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 Language Answer Key

Now direct students attention to the Cool Students own answers.
and explain that these adjectives are
used for describing personality traits. Invite 5 Ask your friend about the clothes he /
students to find synonyms and antonyms
she's wearing and draw a picture of him /
in exercise 2: messy-tidy, nice-friendly, etc.
her.
Encourage students to use adjectives to
describe their personality. Divide the class into pairs. Tell students to take
turns to ask and answer questions about their
clothes. They should draw the clothes that their
3 Answer the questions about Jills friend describes.
classmates.
Tell students they have to look at the pictures Answer Key
of Jills friends to answer the questions. Read Students own answers
Cool clothes 41
Answer Key
Optional Activity
Write the questions and circle the correct
Materials:
Materials: Old magazines with pictures of
answer.
tems of clothes
1. What are they wearing? Theyre wearing
Divide the class into groups of three. Ask
dresses. 2. Whats he wearing? Hes 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 Im wearing casual clothes and Ive got a cap.
class to find another item in the magazines. 4. Whats she wearing? Shes wearing classic
clothes. Shes got earrings. 5. What are you
wearing? Were wearing shoes.
Cool Mini Project SB page 92: Workbook

Materials: construction paper, magazines, a
glue stick
Answer Key
materials mentioned above to make a T-shirt 1 Label the pictures.
closet. Tell the class to fold the construction
1. skirt; 2. cap; 3. trainers; 4. dress; 5. trousers
paper and draw a T-shirt on it. Ask them to
colour the T-shirt and cut it out. Then they cut
out pictures of clothes from the magazines
and glue them inside their closet. When they're 2 Read the information and complete the
finished, tell them to label the clothing items. descriptions.
Divide the class into pairs and have them talk 1. This is Claire. Shes very nice but shes shy.
about their T-shirt closet: There are seven pairs Shes got blonde hair and blue eyes. Shes
of socks. Theyre black, brown, and blue. wearing a pink sweater, jeans and pink
shoes. Shes got a trendy style.
Wrap-up 2. This is Simon. Hes sociable and messy. Hes
Divide the class into groups of four. Hand out got wavy black hair and black eyes. Hes
magazines, construction paper, and index got a classic style. Hes wearing a black
cards. Ask students to cut out pictures of three shirt, brown trousers and white trainers.
different people and glue them onto the
construction paper. Then have them invent 3 Complete the information about you and
names for the models and write what they
write your description.
are wearing on the index cards. Next, groups
exchange their work and glue the index cards Students own answers
below the correct pictures. Finally, check
Once students finish the Cool Mini Project

you can ask them to do the Extra activity for
the unit in class. To check the exercise, ask
volunteers to read the questions and answers
aloud.
42 Unit 3
Unit
3
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? Its Connors.
Whose (earrings) are these / those? Theyre
Jills.
Whose (scarf) is this? Its my / your / his / her Answer Key
(scarf).
1. hairband; 2. rings; 3. bracelet; 4. scarf;
Whose (headband) is that? Its 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
out pictures of accessories from magazines
Girl: Whose watch is this?
or draw the items on construction paper and
Boy 1: Its Willys!
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? Its Anns. 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; Thats their ball.
Track 21
Girl 1: Hi! Is this your ball?
Boy 1: No, it isnt, Jackie. Its their ball.
Cool Mini Project
Boy 2: Yes, thats our ball, Jackie. Thanks. Materials: construction paper, electrical tape
Girl 2: Whose watch is this?
Girl 1: Its 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. isnt; 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
isnt.
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 arent.
at the end of the game wins.
Whose (hat) is this / that? Its mine / yours /
his / hers.
SB page 93: Workbook Whose (shoes) are these / those? Theyre
ours / theirs.
This (belt) is hers / his / mine.
Answer Key Those (skirts) arent 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. Matts; 2. Whose cap is this? Its Finns. line out from the circle and elicit vocabulary
related to accessories: tie, headband, ring, etc.
3. Whose scarf is this? Its Kates. 4. Whose
Write them in a circle at the end of the line.
watch is this? Its Bills.
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
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
Whose skirt is this? Its 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 hes 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. Vickys 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
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 Johns.
Answer Key 4. These hats are theirs.
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)? Its (24 euros).
Values: Being tolerant and How much are (those) (trainers)? Theyre (98
accepting different interests pounds).
Ask students: What kind of clothes do you like? (Its) / (Theyre) (expensive) / (cheap).
Talk about the importance of respecting other Vocabulary:
peoples 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
Track 24
Man 1: Good morning. Ive got a delivery of
clothes for you. Speaker: One
Man 2: Great. What have you got? Man 1: Can I help you?
Man 1: Lets see Ive got sweaters, belts, hats, Man 2: Yes, please. How much is that hat?
coats and T-shirts. Man 1: Its 30 euros.
Man 2: Ok, um, how many sweaters are there? Man 2: Its 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: Theyre 20 euros.
Man 1: Hats? Lets 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 thats everything. Woman 1: Theyre 95 euros.
Man 2: Great. Thanks! Woman 2: I really love them but theyre 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.
Values: Being a careful shopper 1. A: Can I help you?

B: Yes, please. How much are those boots?
Ask students if they get an allowance. Explain
what an allowance is: money you regularly A: They're seventy-four euros.
receive for personal expenses. If they receive B: Theyre fashionable but theyre expensive.
an allowance ask them what they do with it. 2. A: Can I help you?
Encourage volunteers to mention ways in which
B: Yes, please. How much is that T-shirt?
they can be careful shoppers and help them
A: Its thirteen euros.
think of the advantages of saving money.
B: I love it!
4 Act out similar dialogues with a friend.
Now, tell students to work in pairs and ask
SB pages 36 and 37
and answer questions about the prices of the
accessories. Ask them to use the dialogues Objectives
in exercise 3 as a model to role-play different
To listen to a song for specific information.
dialogues. Invite volunteers to act out their
To read and identify the owners of clothes.
conversations for the rest of the class.
To revise different ways to express possession.
Answer Key To read and correct information in a text.
Students own answers Language:

Whose (hats) are those? Those are my /
your / his / her / our / their (hats).
Wrap-up Whose (belt) is this? This (belt) is mine /
Divide the class into small groups. Distribute yours / his / hers / ours / your / theirs.
square pieces of paper. Have students write a Im wearing classic clothes.
number between 10 and 100 on each piece Shes got (blonde) hair and (green) eyes.
and gather them. Ask them to shuffle and place Shes (very sociable) and (friendly).
the cards face down. Tell students to take turns Hes (nice) but hes (a bit messy).
taking a card and saying the number on it. Vocabulary:
Clothes and accessories
SB page 95: Workbook Personality adjectives: active, intelligent,
hard-working, friendly, sociable, tidy, trendy,
confident, fashionable, messy
Answer Key Personal appearance: black eyes, black,
curly hair, blonde short hair
1 Write these numbers in letters. Adjectives: classic, casual, colourful, beautiful,
elegant, long, expensive, modern, trendy
1. thirty-seven; 2. ninety-six; 3. fifty-two; 4. forty-
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: shirtgreen, 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 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
Answer Key 1 Complete the names of the following

accessories.
1. Natalie hasnt got curly hair. Her hair is wavy.
2. She isnt wearing a beautiful purple blouse. 1. headband; 2. bracelet; 3. cap; 4. necklace;
Her blouse is green. 5. earrings; 6. belt; 7. bag; 8. tie; 9. watch
3. She hasnt got a long white bracelet. Shes
got a long white necklace. 2 Read and label the people in the picture.
4. He hasnt got blonde short hair. His hair is
From top to bottom, left to right: Rose, Tim,
brown.
Sam, Bobby, Max, Maggie
5. He isnt wearing a white T-shirt. Hes wearing
a white shirt.
6. He isnt wearing a modern red headband.
3 Look at the picture above and correct
Hes got a red watch.
these sentences.
1. Tims mother 's got earrings, a bracelet and
Optional Activity a watch on.
2. Max is wearing a T-shirt.
Glue
Glue photos of four models onto a piece of
3. Sams watch is new.
construction paper and number them from one
4. Tims little sister is very quiet.
to four. Write a description of one of the models:
5. Max is wearing jeans.
This person is wearing a red headband and a
6. Tim is shy.
watch. She has got a purple blouse and black
7. Rose is wearing a skirt.
trousers. Display the construction paper with the
8. Max is messy.
pictures of the models. Invite students to come
and look at the pictures. Have them write the
numbers from one to four in their notebooks
and write words to describe each model:
blue dress, earrings, a scarf. Then read your
description aloud and tell students to mark the
number of the correct model. Pass around the
construction paper with the pictures for them
to check. Elicit the number of the model.
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
4 The weather and us

their books to page 38, exercise 1. Point out the
SB pages 38 and 39 pictures of the weather and the example. Tell
students to circle the letters that are needed to
form the weather words and label the pictures.
Objectives When they finish, get them to compare their
To introduce vocabulary related to the answers with a friend.
weather.
To ask and answer about the weather in 2 Listen and check your answers above.
different cities. Play track 26 to check exercise 1. After
To recognise the seasons. checking, play the audio again and pause
To describe feelings and preferences related after each word for students to repeat.
to the weather.
To listen to a song for pleasure.
Language: Track 26
Whats the weather like (in summer)? Its Speaker: One. Sunny.
(hot) and (sunny). Two. Snowy.
I feel happy when its (sunny) because (I can
Three. Cold.
play outside).
Four. Rainy.
I like (hot) days because (I can swim).
Five. Warm.
I love (cold) weather because (I wear warm
Six. Stormy.
clothes).
Seven. Windy.
Vocabulary: Eight. Cloudy.
The weather: sunny, snowy, cold, rainy, warm, Nine. Hot.
stormy, windy, cloudy, hot, foggy Ten. Foggy.
Seasons: summer, autumn, winter, spring
Adjectives: bored, sad, happy
Answer Key
1. sunny; 2. snowy; 3. cold; 4. rainy; 5. warm;
Warm-up 6. stormy; 7. windy; 8. cloudy; 9. hot; 10. foggy
Prepare flashcards related to the weather and
put them in random order on the board. Say a
weather word: sunny and invite a volunteer to 3 Listen and follow along.
select the flashcard that they think shows the
Play track 27 and get students to follow along
word. Encourage the class to help him or her.
in the book. Ask what the children are talking
Flip over the flashcard to check, sounding out
about: the weather in different cities. Play the
the word. Then put the correct flashcard (the
track again and pause it after each line. Have
sun) first on the board. Continue in the same
students repeat the lines in chorus.
way until the flashcards are in the correct order.
Point to the flashcards on the board to elicit the
weather words. Review the words in chorus and Track 27
individually.
Boy 1: Whats the weather like in Tokyo in winter?
Boy 2: Its cold and snowy.
1 Circle the letters to make weather words.
Boy 2: What about Mexico City in summer?
Now that you have presented the vocabulary
Boy 1: Its rainy.
related to the weather, invite the class to open
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
and remind the class of the use of the Im bored, Im bored.
subject pronoun It and the verb to be. I cant do anything.
Its rainy. Its wet.
I cant play outside.
4 Use the information to role-play different Im bored.
situations.
Im hot, Im hot.
Read the names of the cities aloud and get I dont want to do anything.
the class to repeat them. Have students follow Its sunny. Its hot.
the lines to discover the weather in the different I want to swim.
cities. Finally, invite them to act out dialogues Im hot.
about the weather in those cities. Monitor and
help if necessary. Im cold, Im cold.
I cant move anything.
Its snowy. Its cold.
Answer Key Where is my scarf?
Students own answers Im cold.
Im sad, Im sad.
Optional Activity Wheres the sun?
Its cloudy. Its grey.
Play
Play Chinese Whispers with questions about the Is it going to rain?
weather in different cities. Divide the class into Im 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.
Values: Helping reduce human Answer Key

influence in climate change Students own answers
Discuss the abrupt changes of the weather

during the seasons with the class. Invite students Wrap-up
to reflect on the human activities that affect Play The Buzz Words with sentences about
climate change and encourage them to weather and emotions. Divide the class into
suggest ways in which we can reduce their two teams. Invite a volunteer to the front and
impact on the environment and climate.
The weather and us 53

say a word to him or her. The student says three
sentences using the word, but saying buzz Warm-up
instead of the word: Its very BUZZ in Mar del Plata Prepare flashcards with the months of the year
in summer. Im happy when its BUZZ because I and bring a large calendar to class. Refer to
eat ice-cream. I love swimming when its too BUZZ. the first month in the calendar and hold up
Award a point to the team that guesses first: hot. January. Model the word and attach it to the
Repeat the procedure with other words. The team left side of the board. Repeat with the rest of
with the most points wins the game. the months and attach in the correct order.
Then say two letters of a month: L, Y. Elicit
SB page 97: Workbook the month or months with those letters: July.
Continue with the rest of the months.
Answer Key 1 Listen and repeat the months of the year.

1 Look at the pictures and answer the Play track 29 and ask students to repeat the
questions. months in chorus and individually. Then say the
months in random order and tell students to
1. rainy; 2. Its foggy. 3. Its windy. 4. Its snowy.
point to the months as they hear them.
5. Its sunny. 6. Its stormy.
Track 29
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, its stormy Answer Key
and cloudy. And in the south, its 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
Whens your birthday? Its in (May).
the word on the board: first and the number
Whens (Christmas Day)? Its 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 Years Eve, ordinals: first, second, and third. Elicit why the
Independence Day, Teachers Day, Christmas Day ordinal number of one has the letters st at the
54 Unit 4
Unit
4
end: To indicate that its 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 Years 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
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
in English we use ordinal numbers when we
say dates. Read the date in the box and Jill: Hi, there! Id 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 mums birthday is in April. Its on the second
tenth and continue with the presentation of of April, to be more precise. And my dads
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. Im a Capricorn so my birthday is in
changes. Say more cardinal numbers for January. Its on the seventh of January. What
volunteers to say the ordinal forms. Ask some about you? Whens 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.
Values: Celebrating and

3 Ask some friends about these dates. Respecting Impor tant Dates
Divide the class into pairs and encourage Tell students that we all have important dates
students to take turns asking about the dates to celebrate: birthdays, anniversaries, religious
to their partners. festivities, and national festivals. Ask students
to think about what they usually celebrate
throughout the year. Elicit some examples and
Answer Key write them on the board: Easter, Christmas, and
Students own answers so on. Discuss with the class the different types
of celebrations and explain that it is important to
respect everybodys celebrations.

5 Read and then write the country names. SB page 98: Workbook
Invite students to read the text and write the
names of the corresponding countries under
Answer Key
the pictures. Check answers with the class.
Finally, ask students which traditions are the 1 Complete the dates.
most familiar and which are the most unusual
1. 7th November; 2. 10th July; 3. 3rd August; 4. Its
for them. Accept all answers.
8th September; 5. Its 1st April; 6. Its 4th January.
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 doesnt say. Check
SB pages 42 and 43
Answer Key Objectives
1. right; 2. wrong; 3. doesnt say; 4. wrong To introduce vocabulary related to everyday

actions.
To ask and answer about routines.
Wrap-up To identify adverbs of frequency.
Divide the class into small groups. Tell students To talk about daily routines.
that they are going to take turns saying the Language:
ordinal numbers from first through thirty-first.
Do you (study Science alone)? Yes, I do. / No, I
Add that whenever they get a multiple of
dont.
three, they should say beep instead: First,
What (sport) do you (play)? I play (football).
second, beep, fourth, fifth, beep, and so on. The
I (always) get up early.
students who miss a beep miss their turn. Tell
groups to repeat the procedure until there is Vocabulary:
one winner. Actions: get up, have breakfast, go to school,
study alone, take a bus, do sports, play
Optional: Ask the group winners to go to the (football), meet friends, watch TV
front to play a final round. Encourage groups to
Adverbs of frequency: always, never,
cheer their representatives.
sometimes, usually
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.
1 Complete these actions with a vowel.

Cool Grammar
Now tell children to look at the pictures in
exercise 1 on page 42 and ask them to Direct childrens attention to the Cool
complete the words. Invite some volunteers to Grammar box. Read the examples aloud
read their answers to check. and analyse the forms with the class.
Highlight the use of the auxiliary Do in the
Answer Key question with the subject you and the
positive and negative forms of the auxiliary
1. get up; 2. have; 3. go; 4. study; 5. take; 6. do in the short answers. Explain that the auxiliary
Do is also used with the pronouns We and
2 Listen and fill in the blanks. They. Ask some questions to exemplify
and elicit the answers: Do we have English
Draw students attention to the first picture and
lessons on Tuesdays? Do your teachers come
ask the class to identify the school subject the
to school on Saturdays? Finally, elicit the use
children are studying. Tell students to listen to
of these questions: To check information
the dialogue and complete it with the missing
about routines.
words. Play track 31 twice for students to fill in
the blanks and then check their answers. Finally,
invite some pairs to read out the dialogue.
3 Act out the dialogue above in pairs.
Ask students to work in pairs and act out the
Track 31 dialogue in exercise 2. Then tell them to change
roles. Monitor and help as necessary.
Jim: Do you study Science alone?
Joe: No, I dont. Why?
Jim: Because Im not good at it. Can you help Answer Key
me study, please?
Joe: Yes, of course. When can we start?
Jim: Today, please! HA HA HA
Joe: OK. No problem! 4 Listen and complete the interview
Jim: Thanks, Joe.
questions.
Draw students attention to the photograph
and encourage them to describe the boy and
Answer Key mention the sport he plays. Read the questions
1. Do; 2. dont; 3. good; 4. study; 5. can; aloud to check understanding and invite
6. Today volunteers to read the answers. Play track 32 and
ask students to fill in the blanks. Play the audio
CD once again so that they can complete all the
Values: Asking for Help and questions or check their answers. To check, ask
Being Helpful some children to read the questions and write
Talk about the situation in exercise 2 with the them on the board.
class. Ask: How do you feel when you dont

Track 32 Track 33
Interviewer: Hi, Leo! Can I ask you a few Interviewer: Hi, Leo! Can I ask you a few
questions? Theyre for an article about you in our questions? Theyre for an article about you in our
school magazine. school magazine.
Leo: OK. No problem! Go ahead! Leo: OK. No problem! Go ahead!
Interviewer: Thanks. First question: do you do Interviewer: Thanks. First question: do you do
sports? sports?
Leo: Yes, I do. Leo: Yes, I do.
Interviewer: What sport do you play? Interviewer: What sport do you play?
Leo: I play football for my school team. Leo: I play football for my school team.
Interviewer: Do you get up early to go to Interviewer: Do you get up early to go to
football practice? football practice?
Leo: Yes, at 7 am. I always get up at 7 am. Leo: Yes, at 7 am. I always get up at 7 am.
Interviewer: What time do you have breakfast? Interviewer: What time do you have breakfast?
Leo: At 7: 15 am. I usually have breakfast at 7:15 Leo: At 7: 15 am. I usually have breakfast at 7:15
am. am.
Interviewer: Do you take a bus to go to football Interviewer: Do you take a bus to go to football
practice? practice?
Leo: No, I dont. I never take a bus to football Leo: No, I dont. I never take a bus to football
practice. I go on foot. practice. I go on foot.
Interviewer: And my last question: do you study Interviewer: And my last question: do you study
alone? alone?
Leo: No, I dont. I usually meet my friends to Leo: No, I dont. I usually meet my friends to
study together. Its good fun! study together. Its good fun!
Interviewer: Thank you for your help, Leo. Interviewer: Thank you for your help, Leo.
Leo: Thats OK. When can I read this article in Leo: Thats OK. When can I read this article in
your school magazine? your school magazine?
Interviewer: Um Next month, I guess. Interviewer: Um Next month, I guess.
Leo: OK. Bye! Leo: OK. Bye!
Interviewer: See you around! Interviewer: See you around!
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
dont. 4. Do you take a bus to school, Jill? No,
Write on the board: never go to bed late. Ask
I dont. 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.
3 Complete these sentences about you and

Wrap-up your best friend.
Play Category Dictation using always, usually, Students own answers
sometimes and never as categories. Ask
students to draw a column for each category. SB pages 44 and 45
Then dictate the following words: get up early,
go to school by bus, do sports, eat fruit, study
alone and have breakfast. Tell children to write Objectives
the activities under the categories according To ask and answer about how frequently
to their routines. Finally, invite them to work in people do activities.
pairs and compare their answers. Are their To listen for specific information about routines.
routines similar? To use adverbs of frequency and time
expression to talk about routines.
To write about weekly routines.
Language:
How often do you eat pizza? I eat pizza (twice
Once students finish the lesson you can ask a week).
them to do the Extra activity for the unit in class. When do you (watch TV)? I watch TV (in the
To check the exercise, ask volunteers to read the afternoon).
questions and answers aloud. They get up early (every day).
Vocabulary:
Answer Key Actions: eat (pizza), go to the cinema,have a
shower, go swimming, do homework, read a
Complete the interview questions and
book, go to bed
answers with suitable words.
Days of the week
1. Do you like school, Connor? Yes, I do. Time expressions: once (a day), twice (a
2. What time do you get up, Connor? At 7 a.m. week), three times (a month)

Warm-up Answer Key
Play Ten Things and ask children to write lists
related to the following ideas: Ten things you
always eat, ten people you sometimes meet or Cool Language
ten activities you never do. Encourage students
to read their ideas aloud and write the top Draw students attention to the Cool
three for each topic on the board. Language box. Read the question aloud
and encourage students to explain the
use of How often: We use how often to
1 Listen and match the faces with the
ask about how frequently a person does
calendars. something. Then read the answer aloud and
Now tell students to look at the pictures in elicit the use of the time expressions: We use
exercise 1 and identify the situation: Why has time expressions such as once, twice or three
the man got a microphone? Because its an times to talk about the number of times we
interview. Then direct their attention to the do something.
calendars and ask about the information
they show: They show how often the children
eat pizza. Tell children they will listen to the 3 Listen and answer the questions.
audio CD and have to match the faces with
Tell the class they are going to listen to
the corresponding calendar. Play track 34
questions and have to write them down. Play
for students to do the exercise. Finally, check
track 35 for students to copy the questions.
Then play it again to complete the exercise
or check. Ask some volunteers to read the
Track 34 questions aloud and write them on the board.
Then ask children to answer the questions in
Interviewer: Excuse me. How often do you eat their notebooks and compare their ideas with
pizza? their partners.
Girl: Not very often. I have it once a month.
Interviewer: Do you like pizza? Track 35
Boy 1: Yes, I do.
Interviewer: How often do you eat it? Speaker: One. How often do you eat pizza?
Boy 1: Twice a week. Two. How often do you do sports?
Three. How often do you go to the
Interviewer: How often do you eat pizza?
cinema?
Boy 2: Pizza? I love pizza. I eat pizza three times
Four. How often do you clean your
a day!
room?

1. c; 2. b; 3. a Students own answers
2 Act out the three interviews above with a

4 Write three more questions and interview
friend.
a friend.
Ask students to work in pairs and choose one of
the children in the previous exercise. Tell them to Invite students to think of three more questions
to ask their partners. Monitor and help with
act out the interview and then change roles.
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
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: Youre an excellent
Answer Key student! 11 19 points: Youre doing a good
Students own answers job! 6 10 points: You should practise more!
0 5 points: Its time to work harder!

Play Associations with the word Brain. Ask
students to mention as many words as they
Answer Key can relate to brain: head, neurons, think, mind,
1 Unscramble the interviewer's questions. etc.
Ignore Danny's answers.
1. How often do you eat hamburgers? 2. How 1 Listen and complete. Then sing along.
often do you visit museums? 3. How often do Read the title of the song and ask students to
you go on holiday? 4. How often do you buy suggest ways to exercise the brain. They can
new clothes? 5. How often do you ride your bike? give ideas related to the pictures. Play track
36 for students to complete the song. Play the
2 Follow the lines and answer the questions audio CD again pausing after each blank to
above. check with the class. Write the answers on the
board to check spelling.
1. I eat hamburgers s once a week. 2. I visit
museums twice a month. 3. I go on holiday
once a year. 4. I buy new clothes twice a year. Track 36
5. I ride my bike three times a week.
Twice a week I go to the gym.
Once a week I like to swim.
SB pages 46 and 47
I always eat a healthy lunch,
I eat carrots by the bunch!
Objectives It is great to be strong and fit - its true,
But its important to exercise your brain too!
To write about routines.
To revise vocabulary related to the weather. Even though it is sometimes a strain,
To revise vocabulary related to items of clothing. Always exercise your brain.
To read a text for specific information. Use a computer. Do a jigsaw. Read a book.
Learn a new language. Learn how to cook.
Language:
Even though it is sometimes a strain,
I (never) get up early on Sundays.
Always exercise your brain.
(Twice a week) I go to the gym.
Do a Maths problem and read, read, read.
The day is (hot and sunny).
Exercise your brain, and youll succeed!
People feel (happy) when its (sunny).
Vocabulary:
Actions: go to the gym, swim, eat, exercise, do Answer Key
a jigsaw, learn a new language, do a Maths 1. gym; 2. healthy; 3. carrots; 4. strong;
problem, ride a bike, get up
5. exercise; 6. Always; 7. computer; 8. cook;
Adverbs of frequency: always, usually,
9. problem
sometimes, never
Time expressions: twice (a week), once (a
year), three times (a month)
The weather: windy, cold, sunny, cloudy, rainy,
2 Complete these sentences about your
daily and weekly routine.
hot, snowy
Adjectives: angry, disappointed, happy, Invite students to complete the sentences with
positive, sad, excited their own ideas. Then they may compare their
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
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
1 Underline the statement that best
describes you.
Answer Key
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
5 Re-read the text above and write A, B or

C.
Divide the class into pairs and have them read
the text to choose the correct answer. They
should write the corresponding letter on each
line. Encourage them to circle where they find
the answers in the text. Finally, check answers
with the class.

Cool 2
Review
SB pages 48, 49, 50 and 51 2 Complete the sentences with a possessive

pronoun and match the pictures.
Invite a volunteer to read the example aloud
Warm-up and direct students attention to the form of
Play Say Three, Spell Three! with vocabulary from the possessive pronoun. Then ask the class
Units 3 and 4. Prepare flashcards with pictures to complete the rest of the sentences. When
showing clothes and accessories, personality they finish, tell them to match the pictures
traits, celebrations, seasons, daily activities and according to the information. Check by getting
the weather on one side with the corresponding volunteers to read the sentences aloud.
words on the other. Shuffle the flashcards and
divide the class into three teams. Choose three Answer Key
flashcards randomly and display them on the
board with the pictures facing the class. The first 1. hers; 2. his; 3. theirs; 4. his; 5. yours, mine
team should say and spell the words. Turn the George: 3; Nina: 2, 4; Linda: 2, 5; Karl: 1
flashcards over after they guess, to check. They
win a point for each correct answer. Remove
the flashcards and set them aside. Display three
3 Unscramble the dialogue.
new flashcards and play again with the next Invite students to put the words in the dialogue
team. Repeat so that each team plays the same in order. To check, ask a pair to read the
number of times. The team with the most points at dialogue aloud.
the end is the winner. To add difficulty, have teams
make a sentence with each vocabulary item. Answer Key
1. Can I help you? 2. How much is this shirt?
1 Play The Possessions Game with a friend. 3. How much is that T-shirt? 4. I like it because
Divide the class into pairs and invite them to its casual. 5. How much are those trousers?
open their books to page 48, exercise 1. Give
6. Theyre very trendy!
a dice to each pair. Direct students attention
to the example and read it aloud. Roll a die
and write the number on the board: (2). Refer
students to the first column, under Roll 1. Ask Do
4 What's the weather like? Complete.
I make a sentence or a question? A question. Ask students to look at the pictures and
Roll again and write the second number on complete the weather words. Invite some
the board. Elicit the Possessive Adjective for that volunteers to write the sentences on the board
number. Roll a third time and write the number to check answers with the class.
on the board. Elicit the Fashion item. Encourage
students to say the corresponding sentence
or question. After that, have them continue the
Answer Key
game in their pairs. For each correct sentence 1. Its snowy. 2. Its warm but cloudy. 3. Its sunny.
or question, students in the pair can colour one 4. Its windy. 5. Its stormy and rainy.
clothing item in the picture. Monitor and help as
needed. The first pair to complete their picture is
the winner.
5 Look at the pictures and answer the
questions.
Answer Key Tell students to look at the pictures and answer
Students own answers the questions. When they finish, ask them to
64 Cool Review 2
Cool 2
Review
work in pairs and compare their answers.

Finally, invite some volunteers to share their
1 Read and complete the chart below.
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 Whats Connors favourite celebration? Whens
Connors birthday? Where do Connor and
1. Its cold and windy / snowy. Hes wearing a
his family celebrate his birthday? Whats the
sweater, a jacket, black trousers and shoes.
weather like? What do Connor and his friends
Hes got a scarf and grey gloves.
do? What do they eat?
2. Its hot and sunny. Shes wearing a pink
blouse and green shorts. Shes also wearing
brown sandals. Shes got a hat and
Answer Key
sunglasses too. Celebration: birthday; Date: 5th April; Place:
Connors 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 dont; 3. How often; 4. always; Brainstorm different celebrations with the class
5. sometimes; 6. always; 7. dont; 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
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
5 Time and time again

SB pages 52 and 53 R E S G O R O C K
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 peoples likes and dislikes in
E L M R O T U V A
relation to music.
Language:
He loves / likes / hates (pop) music.
She doesnt like (opera). 2 Look at the icons and complete the
He likes (Lady Gaga) a lot / very much. sentences.
She doesnt 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. doesnt like; 3. loves; 4. hates;
5. loves; 6. likes, doesnt 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? Whos your favourite singer?
and dislikes. Focus on the form of the verbs in
Whats 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?
Whats their music style? Do you like her / him?
Track 37 Then refer the class to the text and tell them
to complete it with the correct words. To check
Jill: Hi! Im going to tell you about my best
answers, invite some volunteers to read the
friends favourite singers. First, theres Paul. Hes
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.
doesnt like Latin music so thats why he doesnt
like Ricky Martin at all. Then, theres 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. Hes 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. doesnt 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 doesnt 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
Time and time again 67

guess is incorrect, begin drawing a stick figure
SB page 102: Workbook under the noose and write the wrong letter off
to one side. Explain that the game ends when
they guess the word or when you finish drawing
Answer Key the hanged man. After each word, show or
draw a picture to check students recognise the
1 Look at the table and complete. musical instrument.
1. loves; 2. hates; 3. likes; 4. doesnt like; 5. likes,
doesnt like; 6. hates; 7. loves; 8. doesnt like 1 Complete with the missing letters.
Now tell children to complete the words. When
2 Write a blog post about your best friend's
they finish, write the complete words on the
board for students to check.
music style preferences.
Students own answers Answer Key
1. electric guitar; 2. drums; 3. keyboard;
SB pages 54 and 55 4. violin; 5. recorder; 6. saxophone
Objectives Cool Grammar

To recognise musical instruments.
To read about peoples routines. Now direct students attention to the Cool
To listen to a conversation for specific Grammar box. Read the examples aloud and
information. analyse the different spellings of the verbs
To write a short text. in the Present Simple tense: We use s at the
To ask and answer about favourite cartoon end of a verb to show that we are talking
characters. about a third person. We use this verb form
for nouns (Jill, Connor) or pronouns (he, she):
Language:
He plays the drums. When the verb ends in a
He practises with his band three times a week.
consonant + -y, we remove the y and add
She teaches Music.
ies: She studies Music. We add es when the
He doesnt go to Music School by bus.
verb ends in s, -z, -sh, -ch: He teaches Art. The
Vocabulary: same rule applies to verbs ending in o: She
Musical instruments: electric guitar, drums, goes to school. Focus students attention on
keyboard, violin, recorder, saxophone the negative sentence and remind students
Actions: study, play a musical instrument, walk, of the use of the auxiliary doesnt and the
practise, teach, help, learn infinitive form of the verb.
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
lettersone at a timethat 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
1. studies; 2. plays; 3. doesnt go; 4. walks;
5. practises; 6. goes; 7. doesnt play; 8. plays; Jill: Whos your favourite cartoon character,
Connor?
9. teaches; 10. helps; 11. learns; 12. doesnt
Connor: Er, well, my favourite is Bart Simpson.
go; 13. likes; 14. plays; 15. practises
Hes 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 isnt a good student. What
exercise 2 on page 54, and write them on about you, Jill? Whos your favourite cartoon
large strips of paper: character?
1. doesnt / the / guitar. / Sarah / play Jill: I like Lisa Simpson a lot. Shes 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. Shes
4. to Music school. / doesnt / David / go a good student. She plays the saxophone and
5. Sarahs mother / Music. / teaches she cares about the environment.
Attach the strips of paper to the board and Connor: Lets 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
3 Listen to Jill and Connor. True or false?

Ask the class to share the information they 4 Write about your favourite cartoon
know about Lisa and Bart Simpson and character. Use some of these verbs or any
write their ideas on the board: Lisa plays the other.
saxophone. Bart doesnt study at all. Then read
the sentences aloud to check understanding. Explain to students they have to write about
Tell students they have to listen to Jill and their favourite cartoon character. Remind them
Connor and decide if the sentences are to use the verbs in the boxes or any other they
true or false. Play track 38 more than once may need to include. Monitor and offer help if
for students to complete the exercise. Finally, necessary.
invite some volunteers to read the answers
aloud. Encourage the class to correct the false
Answer Key
sentences.
5 Talk to your friend about your favourite

cartoon character.
Ask two volunteers to read the example
dialogue aloud. Invite students to work in
pairs and use the information in the previous

exercise to talk about their favourite characters.
Encourage them to ask each other questions. SB pages 56 and 57
Answer Key Objectives

Students own answers To ask and answer about other peoples likes
and dislikes.
To revise Wh-question words.
Wrap-up To listen to descriptions for specific information.
Ask students to invent a cartoon character. To talk about other peoples habits and their
Tell them to divide a white sheet of paper into preferences.
four squares and draw the character doing
Language:
different daily activities. Invite students to work
in small groups and tell the rest the activities Does your best friend like (computers)? Yes,
the character does. he / she does. No, he / she doesnt.
What does she like? She likes (video games).
Where does he live? He lives in (the city
SB Page 103: Workbook centre).
Whats his / her favourite food? He / She loves
(pizza).
Answer Key Vocabulary:
1 Complete this chart. Wh-words: What, Where, Why, How often, When
Verbs: like, hate, love, prefer
1. He goes to school on foot. 2. She studies
Music at school. 3. Helen teaches violin
lessons. 4. Jake watches TV in the evening.
5. Wendy doesn't play the drums. 6. Tom
Warm-up
doesn't practise every day. Tell students to think about things and activities
that they like. Have them write a list of five
things or activities. Then tell them to think
2 Read and fill in the blanks. Use the verbs in about and write a list of activities they do not
the correct form. like. Next, divide the class into groups of three.
Students should take turns reading one of their
1. goes; 2. plays; 3. gets; 4. has; 5. takes; 6. go; lists. The other students in the group should
7. like; 8. watches; 9. studies; 10. practises guess whether it is the list of likes or dislikes.
Read your own list for the class to guess.
1 Mark (3) your best friend's preferences.

Invite students to open their books to page 56
and look at exercise 1. Get volunteers to read
the activities aloud. Point out the icons at the
top of the columns and tell students to mark
an activity for each column according to their
friends likes and dislikes.
Answer Key
70 Unit 5
Unit
5
Values: Being tolerant and Track 39
accepting peoples different
Speaker: Photo one
interests.
Boy: My best friend is Oscar. He speaks Spanish
Invite a volunteer to read Jills speech bubble and Italian, but he doesn't speak English. He
aloud. Encourage the class to discuss why its 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: peoples 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.

Speaker: Photo three
Grammar box. Invite volunteers to read
Girl 2: My best friend's name is Helen. She
the examples aloud. Ask when we use the
lives very near my house. We play in the same
auxiliary does: We use it to begin questions
basketball team. She can jump very high! We
with he or she. Then focus students
always go to the shopping centre after the
attention on the answers and ask when
games.
we use doesnt: We use doesnt in negative
sentences with he or she.
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 Jills 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.
3 Listen and number the photos.

Invite the class to describe the children in the
photos. Encourage them to make guesses about
their likes and dislikes. Then play track 39 and tell
students to number the photos. Elicit the names
of the children: 1. Oscar, 2. Carlo, Giovanna, 3.
Helen.

Track 40
Cool Grammar
Now, direct students attention to the Cool
Speaker: Photo one
Grammar box. Read the questions and
Boy: My best friend is Oscar. He speaks Spanish
answers aloud and analyse the structures with
and Italian, but he doesn't speak English. He
the class. Elicit the use of the Wh-words: We
loves sports. We exercise together in the park
use What to ask about things or information
every Saturday.
and Where to ask about places. Elicit and
revise the rest of the Wh-words and their
Speaker: Photo two
uses and write them on the board. Remind
Girl 1: Carlo and Giovanna are my best friends.
students of the auxiliary does and the verb
They can speak Italian and French. They really
in the infinitive form in questions. Finally, focus
like music, just like me. We like parties a lot
students attention on the form of the verbs in
because we love dancing.
the Present Simple tense in the answers.
Speaker: Photo three

Girl 2: My best friend's name is Helen. She 5 Complete these questions. Use these Wh -
lives very near my house. We play in the same
words.
basketball team. She can jump very high! We
always go to the shopping centre after the Read the Wh-question words in the box aloud
games. and tell students to write them in the correct
space. Encourage them to pay special attention
to the answers. When they complete the
questions, ask them to compare their answers
Answer Key with their partners. Finally, have some volunteers
1. Italian; 2. Saturday; 3. music; 4. parties; read the questions aloud to check.
5. basketball; 6. after the games
Answer Key
1. What; 2. How often; 3. Where; 4. Why;
Optional Activity
5. When
Ask
Ask students to write four Yes / No questions
about the children in exercise 3: Does Helen
go to the shopping centre after the game? 6 Work in pairs and talk about your best
Does Oscar like sports?, etc. Then tell them friends. Use these questions as a guide.
to close their books and work in pairs asking Ask students to work in pairs and tell them to
and answering the questions. When students answer the questions about their best friend.
answer correctly, they get a point. The student Monitor and help if necessary. Then invite some
who has more points is the winner. pairs to share their ideas with the class.
Answer Key
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 dont 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? Its (six) oclock.
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 ones teeth
Telling the time: oclock, 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, doesnt 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 shes 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.

answers with the class by saying the activities
Track 41 and having volunteers say the times: get up
half past seven.
Boy: What time is it?
Girl: Its a quarter past seven.
Track 42
Girl: What time is it?
Boy: Its a quarter to eleven. Annie: This is my friend Josh. He gets up at half
past seven. He takes a shower and then he
Piggy: What time is it? gets dressed. He has breakfast at a quarter to
Girl: Its half past five. eight and then he brushes his teeth. He goes
to school at 8 oclock. After school, he does his
homework at half past six. He goes to bed at 10
oclock.
Cool Language
Draw students attention to the Cool
Language box. Read the question and Answer Key
answers aloud. Explain that we tell the time
by saying Its and the specific hour and then 1. 7:30; 2. 7:45; 3. 8:00; 4. 6:30; 5. 10:00
oclock. When thirty minutes have passed,
we say Its half past and the hour. Point out
that with the other examples we first say the Values: Being punctual and
minutes and then past or to and the hour. organising your activities well
Explain the difference between past and to Invite a volunteer to read what Jill says aloud. Ask
and write the times with numbers to illustrate students if it is difficult or easy to be punctual.
the examples: Its a quarter past eight. 8:15. Explain that when we are not punctual, we
Its a quarter to eight: 7:45. You can also miss important information and make other
draw a clock with the hands showing the people wait for us. Encourage students to
time. explain how they and their parents can organise
their activities: wear a watch, use a calendar,
anticipate problems like traffic or bad weather.
2 Look at the clocks and write the times. Finally, ask students what they can do if they are
late for something: Say Im sorry, call or send a
Now ask the children to look at the clocks and
text message, try to be punctual next time.
complete the sentences with the appropriate
times. To check, invite volunteers to write the
sentences on the board.
4 Read and complete the sentences.
Have students complete the sentences using
Answer Key the verbs in the box. Then ask them to work in
1. a quarter past six; 2. a quarter to four; 3. half pairs to compare their answers. Invite some
volunteers to read the sentences aloud to
past eleven; 4. twelve oclock
check.
3 Listen and circle the times.

Answer Key
Point out the list of Joshs activities and the
times. Play track 42 and tell students to circle 1. has; 2. has; 3. brushes; 4. goes; 5. does;
the correct time for each activity. Check 6. goes
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 Joshs 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 Annies routine in their notebooks. Remind
them to use the correct forms of the verbs. When
they finish, divide the class into pairs and have
them read each others 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.

Play Mime It! with sentences about routines.
Divide the class into two teams. Ask a volunteer
Answer Key from a team to come to the front. Say a
sentence and ask them to mime the words
1 Complete the questions and the answers.
for the teams. Award a point to the team
1. three oclock; 2. What, is it, eight; 3. time is it, that guesses first. Repeat the procedure with
five; 4. What time, Its half past seven. 5. What different activities: I have breakfast at half past
time is it? Its a quarter to ten. 6 What time is it? seven.
Its a quarter past six.
1 Listen, number the verses and then sing
along.
2 Complete the text using the correct form
of the verbs in the box. Have students open their books to page 60,
exercise 1. Elicit the activities from the students
1. wakes; 2. runs; 3. goes; 4. has; 5. eats; as they look at the pictures: wake up, have a
6. does; 7. plays; 8. finishes shower, have breakfast, etc. Invite students to
read the text of the song and underline the
Our Routines vocabulary items. Explain that the
3 Draw in the times for Jim Jacob's activities. three verses of the song are not in the correct
1. 9:00; ; 2. 11:30; 3. 1:30; 4. 3:45; 5. 5:00 order. Play track 43 and tell students to number
the verses in the order in which they hear them.
Play the track again and encourage them to
SB pages 60 and 61 sing along. Repeat the song several times.
Objectives
Track 43
To read about other peoples routines. Half past six, says my clock.
To recognise the time. I wake up and get out of bed.
To write about ones daily routine. I have a shower and then I get dressed.
Language: Look! My favourite T-shirt it's red!
Its (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
ones 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
3, 1, 2 Students own answers
2 Mark (3) the correct pictures. Wrap-up

Tell students to mark the pictures of the things Get students to draw five blank clocks on a
that are mentioned in the song. When they white sheet of paper. Then tell them to find five
finish, have them compare answers with a different times in the text that they completed
friend. about their routine. They should draw the times
in order on their clocks. Divide the class into
pairs. Have students ask each other questions
Answer Key
about the time on each clock: What time is it?
red T-shirt, have breakfast with family, play with Its (half past three). Tell students to say what
friends they do at each time: I have lunch at half past
three. Monitor and help if necessary.
3 Read and draw the times on the clocks.

Read the title of the text aloud and get SB page 106: Workbook
students to read silently. Then have them
underline the times in the text and compare
answers with a friend. After that, tell them to
draw the times for each activity on the clocks. Answer Key
Check by asking volunteers to draw the clocks
with the appropriate times on the board.
1 Read and complete Tessa's routine.
Finally, invite some children to read the text 1. have a shower; 2. milk with cereal; 3. bus;
about Connor aloud and ask comprehension 4. sandwich; 5. apple; 6. Art classes; 7. go to
questions: What does he have for breakfast? bed
What time does he go to school? How often
does he play football with his friends? etc.
2 Write about Tessa's routine.
Answer Key Tessa gets up at 7 oclock. She has breakfast at

a quarter to eight. She brushes her teeth and
1. 7:00; 2. 7:30; 3. 8:45; 4. 7:00; 5. 9:15; 6. 10 she goes to school at a quarter past eight. At
a quarter to twelve, she has a snack. She eats
4 Write about your daily routine. a sandwich and an apple. Then she has Art
classes. She goes back home at half past two.
Refer the class to the text and the pictures.
She does her homework in the afternoon and
Have students read and complete the first
then she reads a book. She goes to bed at 9
sentence so that it is true for them: I wake up
o'clock.
at (half past six). Tell students to decode the
rest of the text and write the appropriate times.
Monitor and help as needed. When they finish,
divide the class into small groups and have
them take turns reading their texts to the other
students in their groups.

6
Unit
Doing and feeling it

SB pages 62 and 63 2 Read and number the people in the
pictures.
Point to Jane and Sam at the bottom left of the
Objectives picture. Ask what they are doing: looking at the
To recognise vocabulary related to actions. children in the park. Invite students to guess
To talk about situations at the moment. who the man is. Accept all answers. Divide
To ask and answer about actions done at the class into pairs. Point out the box with the
names. Tell students to read the dialogue and
the moment of speaking.
number the children in the picture. Check by
Language: asking about the kids: Who is the girl with the
What are you doing? Im (listening to music). red T-shirt? Laura. Get students to say what she
Is (she) sleeping? Yes, (she) is. / No, (she) is doing: Shes opening a present. Continue in
isnt. the same way with the rest of the characters.
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 peoples
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 Sams 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 dont 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 peoples 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
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
3 Mime some actions and practise with a Answer Key

friend. Change roles. 1. No, I'm not. 2. Yes, she is. 3. No, they aren't.
Have a pair read the example in the speech
bubbles aloud. Ask the class to use it as a
model to ask and answer about other actions
Cool Grammar
using Present Continuous. Monitor and help as
Draw students attention to the Cool
needed.
Grammar box. Read the questions and
answers aloud. Explain that we do not need
Answer Key to repeat the verb in short answers. We can
Students own answers use contractions in negative short answers
but we do not use contractions in affirmative
short answers.
Optional Activity
Now
Now play Simon Says with sentences in the
Present Continuous tense. Describe actions
to the class. Explain to students that if the 5 Fill in the blanks with a suitable word.
sentences begin with Simon says, they should
Invite a volunteer to read the example aloud.
follow them. If not, they should stand still:
Tell the class to complete the questions and
Simon sayswere jumping. (Students jump.)
answers using the Present Continuous tense.
Were reading. (Students stand still.)
Ask some students to read their answers aloud
to check.
4 Complete the conversations. Then listen Answer Key

and check.
1. Is, running; 2. Is, studying, isnt; 3. Are, are;
Refer the class to picture 1 and ask what the 4. Are, swimming, not
characters are doing: Theyre eating. The boys
talking on the phone. Explain that the person
on the phone with the boy is asking a question.
Read it aloud. Encourage students to answer for
Cool Mini Project
the boy: No, Im not. Point out the option in the Materials: construction paper and a paper clip
box and have students write it on the line. Tell
them to write the answers for the other scenes The previous class, ask students to bring the
using the options in the box. Then play track 44 materials mentioned above to make the
to check answers. Doorknob Hanger. Invite students to look at
the picture of the doorknob hanger and ask
them if they have seen something like this
Track 44 before. Explain that it goes on a door to give
messages to people. Invite a volunteer to
Man: Are you studying?
read the sentence at the top of the doorknob
Boy: No, Im not.
hanger. Encourage students to guess what it
Woman: Is she sleeping? means: Do not enter. Ask the class whether
Man: Yes, she is. they like people to enter their rooms. Accept
all answers. Then ask students to draw a
Man: Are they having lunch? doorknob hanger and cut it out. Encourage
Woman: No, they arent. them to colour and decorate it. They should list
different activities on their doorknob hangers
Doing and feeling it 79

and use the paper clip to mark what they are
doing at any given time. You may write a list SB pages 64 and 65
with suggestions on the board to help them:
Im sleeping. Im doing homework. Im playing.
Objectives
Im watching TV. Im reading. Finally, encourage
students to use their doorknob hangers at To talk about creatures.
home. To read and listen to a story.
To describe fictitious animals.
To introduce the negative form of the Present
Wrap-up Continuous tense.
Ask students to work in pairs and ask and To write about situations happening now.
answer about a person or group of people in
this lesson. They should take turns to choose a Language:
picture without telling their partner so that he (The sheep-cow) is eating (grass).
or she asks questions to identify the person or (We) arent swimming in the river. (He) isnt
group of people: Is she sleeping? No, she isnt. reading a book.
Is she eating some cake? Yes, she is. When
the student recognises the person, she or he Vocabulary:
should point to the picture. Animals: sheep, duck, rooster, cow, pig
Actions: eating, swimming, sleeping, washing,
doing homework, studying, doing exercise,
learning (French), playing, watching TV,
running
Answer Key Warm-up

1 Look and complete the sentences. What Play Air Writing to revise vocabulary related to
are they doing? pets and other animals from different habitats:
duck, eagle, dolphin, shark, elephant, giraffe,
1. s eating; 2. re listening; 3. re running; monkey, etc. Divide the class into groups or
4. s reading pairs. A student writes a word in the air. His
or her group guesses the word. If the team
2 Complete the questions or the answers. guesses correctly, they win a point. If not, the
first other team to guess correctly wins a point.
1. What are you doing? 2. he isnt; 3. Whats Play one or two rounds.
she doing? 4. Are, reading; 5. What are they
doing? 1 In pairs, discuss what is strange about
these creatures.
3 Glue in a photo showing people doing Focus students attention on the pictures and
different things. Write a short description. ask them to say the names of the creatures.
Help with pronunciation as needed. Ask
students to work in pairs and take turns
describing the creatures to each other and
saying what is strange: These creatures are
combinations of animals, or animals and
people. Finally, encourage volunteers to share
their ideas and name or draw on the board
80 Unit 6
6
Unit
other creatures that only appear in stories:

unicorn, dragon, etc. Vote on the classs
Answer Key
favourite creature. Students own answers
Answer Key 4 Listen and write the names.

Students own answers Focus students attention on the superheroes
and ask: Whats he / she doing? What are they
2 Listen and follow the story. doing? Play track 46 and tell students to write the
names of the corresponding superheroes under
Invite students to look at the story. Ask them
each picture. Check answers with the class.
what the name of the professor is and if they
know the meaning of his name. Explain that
nutty means crazy. Play track 45 and ask Track 46
students to follow the story. Play the track
again and pause it after each line and have Speaker: Number one.
students repeat what Professor Nutty says. Elicit Boy: Look. This is Jean.
the names of the creatures in the story and Girl: Is she reading?
what animals they are a combination of: duck- Boy: No, Jean isnt reading. Shes sleeping.
rooster duck and rooster. Write duck + rooster
Speaker: Number two.
= duck-rooster on the board. Invite volunteers to
Girl: Look. This is Sandra.
write about the other creatures on the board.
Boy: Is she eating tacos?
Finally, ask what is unusual about Professor
Girl: No, Sandra isnt eating tacos. Shes
Nutty: Hes a combination creature, too. Ask
listening to music.
what he is a combination of: horse + human.
Say the name of the creature: centaur Speaker: Number three.
Boy: Look at Tom and Nelson.
Girl: Are they swimming?
Track 45 Boy: No, Tom and Nelson arent swimming.
Theyre running after a thief.
Professor Nutty: Hi! Im Professor Nutty. My
experiments are incredible! Look! This is my
Answer Key
duck-rooster. Its swimming. Thats my sheep-pig.
Its sleeping. This is my sheep-cow. Its eating 1. Jean; 2. Sandra; 3. Tom and Nelson
grass. They're all special. Im the only human
here!
Cool Grammar
Refer the class to the Cool Grammar box.
Explain that when certain information is not
3 In your notebook, draw and describe an correct, we can make a negative sentence
incredible animal. What's it doing? using not. We use contractions: Im not for
Invite students to draw an imaginary animal in I am not and isnt for is not. Ask what we
their notebooks and then describe it. Divide the use for are not: arent. Write the negative
class into pairs. Have them show their picture to contractions on the board.
their partner and read their description aloud.

5 Complete the sentences. Answer Key
Invite students to look at the picture of the 1. I'm not running. 2. They aren't having lunch.
superhero. Read the example sentence aloud. 3. She isn't studying. 4. We aren't playing. 5. I'm
Ask what the superhero is doing. Point out the not jumping.
prompt if necessary. Elicit the sentence: Hes
washing his car. Have students write the next
Wrap-up
set of sentences on their own. Get them to
compare answers with a friend to check. Then Invite students to write negative sentences
elicit the sentences. about the superheroes in exercise 1: Jean
isnt reading. Encourage them to use the
contractions on the board. Check answers with
Answer Key the class.
1. isnt doing homework, s washing his car;
2. arent watching, re playing SB page 108: Workbook
6 Turn these sentences into the negative. Answer Key

Now tell students to read the sentences and
write them in the negative form. Invite them to 2 Write sentences about the cartoon above.
check the answers with their partners. Finally, Use the cues given.
ask some volunteers to read the answers aloud. 1. Belinda is exercising in the gym. 2. Shes
eating in the cafeteria. 3. Her friends arent
Answer Key eating sandwiches. 4. Now Belinda isnt
reading at home. 5. Shes reading two books in
1. Peter isnt cooking dinner in the kitchen for
the library. 6. Shes still sleeping.
his friends. 2. Tony and Megan arent studying
for a difficult test. 3. Im not doing exercise at
the gym now. 4. You arent learning French at
SB pages 66 and 67
school. 5. We arent running a 10-kilometre
marathon. Objectives
To talk about senses.
Optional Activity To describe things as perceived by the senses.
To recognise sense verbs.
Write
Write the following incorrect sentences on the
To identify parts of the body related to the
board. Invite students to correct them in their
senses.
notebooks. When they finish, have them check
their work with a friend. Language:
1. I not running. What does it (taste) like? It tastes (sweet).
2. They arnt having lunch. It smells (horrible). / It feels (soft).
3. She isent studying. I hear with my ear.
4. We isnt playing.
Vocabulary:
5. I arent jumping.
Sense verbs: see, touch, feel, taste, smell, hear,
sound
Adjectives: hard, soft, loud, quiet, salty, sweet,
delicious
Body parts: ears, fingers, tongue, eyes, nose
82 Unit 6
6
Unit
Warm-up 2 Complete the dialogues. Then listen and

Write Senses on the board and explain that check.
senses are ways that our body can perceive Direct students attention to the first picture.
the world. Give an example: touch. Mention Ask what the boy is eating: an apple. Now
and write the other senses on the board and have them look at the second picture. Ask
get students to write them in their notebooks. what the girl is petting: a cat. Then play track
Then write Adjectives on the board. Ask what 48 and have students listen and complete the
they are: words that describe something. Bring dialogues. Check answers by asking pairs of
pictures that illustrate the adjectives in this volunteers to read the dialogues aloud.
lesson: hard, soft, loud, salty, soft and sweet.
Encourage students to think of more examples
for these adjectives: soft: sweater, sweet: honey,
Track 48
salty: the sea, etc. Finally, have students write Girl: What does it taste like?
the remaining words in their notebooks Boy: Mmm, delicious! Its sweet.
Boy: What does it feel like?

1 Label the pictures. Then listen and check.
Girl: Its soft.
Tell students to look at the pictures and write the
words on the lines. When they finish, play track
47 to check answers. Play the track again and Answer Key
have them repeat and mime the words.
1. sweet; 2. soft
Track 47
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: Its hard. Then have
Nine. Sweet.
students make up new dialogues about other
Ten. Salty.
objects they have. Monitor and help as needed.
Answer Key Values: Being a good

conversationalist and listener
1. see; 2. hear; 3. touch; 4. taste; 5. smell; 6.
Invite students to reflect on the importance of
loud; 7. hard; 8. soft; 9. sweet; 10. salty
being a good conversationalist and the ways
in which they can achieve this: respect turn
taking, pay attention to the other person when
she or he is talking, ask for clarification when
necessary, make eye contact to show interest,
etc. Encourage them to be more aware of these
actions when interacting with other people.

4 Complete the story using the words in the
boxes. Optional Activity
Invite students to look at the pictures and Write
Write the following chart on the board: 1. see;
describe what they see: a boy, a woman baking 2. smell; 3. feel; 4. hear; 5. taste; 6. YOU CHOOSE!
a cake, etc. Encourage volunteers to share their Roll a die and show the number to the class.
ideas about the possible topic of the story. Next, Make a true sentence with the corresponding
get a volunteer to read the first line aloud: Im verb: I see (an insect on the window). Roll the
Super Sense Man! And Tell students to read die again and make a new sentence. Then
about the Super Sense Man and complete what divide the class into groups and hand out the
he says using the words from the box. dice. Have students take turns rolling the dice
and making sentences with the words. Monitor
and help as needed.
Answer Key
1. see; 2. hear; 3. touch; 4. smell; 5. taste
Wrap-up
Play Pass the Parcel! with objects to describe.
Cool Grammar Wrap a box in wrapping paper to make it
look like a present. Write prompts on sticky
Direct students' attention to the Cool notes, one prompt per note: chocolate. Stick
Grammar box. Remind them that the senses the sticky notes to the present or parcel. Have
are the ways people perceive things in their students sit or stand in a circle. Play music and
environment. Then read the verb senses tell students to pass the parcel around the
aloud and ask students to repeat after each circle. Pause the music CD. The student with the
word. present should take a sticky note and form a
sentence: It tastes sweet. Encourage the rest
of the class to help if necessary. Remove the
sticky note and ask the student who answered
5 Complete the words in these sentences. to stand behind the circle. Play again. Continue
Tell students to read the sentences and complete until all of the sticky notes have been used.
the words related to body parts. When they finish,
have them compare answers with a friend to
check. Check answers with the class and help
with meaning if necessary.
Once students finish the lesson you can ask
them to do the Extra activity for the unit in
Answer Key class. To check the exercise, ask volunteers to
read the answers aloud.
1. nose; 2. ears; 3. eyes; 4. fingers; 5. tongue
Answer Key
Look at the pictures and answer the
questions.
1. sweet; 2. loud; 3. soft; 4. salty
1. Its sweet. 2. It sounds loud. 3. It feels soft.
4. Its salty.
84 Unit 6
6
Unit
students know: fish, chocolate, soup, etc. Finally,

SB page 109: Workbook point to the names of the food items. Have
students who like the items say Mmm. Students
who do not like the items should say Yuck!
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

Answer Key 4 Complete these notes with your own
1. This cake smells good. 2. This cake feels ideas and the verbs in brackets.
hard. 3. This cake feels soft. 4. This cake tastes Have students complete the phrases with their
salty. 5. This cake smells bad. 6. This cake tastes ideas. Then encourage them to exchange their
sweet. opinions with their partners. Finally, invite some
volunteers to read the sentences aloud.
3 Play the Five Senses Game with a friend.

Answer Key
Ask students to work in pairs and elicit
the names of the objects in the pictures: Students own answers
chocolate, a rabbit, fish, marshmallows, bricks,
speakers, rubbish, a dog. Then get a pair of
volunteers to read the example aloud. Tell Cool Mini Project
students to take turns describing an object
for their partner to guess. Monitor and help as Materials: a medium-sized box, old magazines,
needed. things we can touch, smell, taste or hear
Answer Key materials mentioned above to make a Five
Students own answers Senses Box. Invite students to decorate the box
with cutouts that illustrate the senses. Then tell
them to put things we can smell, touch, taste
Optional Activity or hear inside the box. When they finish making
and filling the box, encourage students to close
Materials:
Materials: Eight plastic containers or film
the box and play the guessing game with their
canisters, masking tape, a marker, eight
friends. Explain that they have to close their
substances that smell, such as: honey, vanilla
eyes and take something from the box. Ask
extract, pepper, minced garlic, lemon juice,
them to touch, smell, taste or listen to it and
milk, coffee, toothpaste.
guess what it is.
Put a small amount of each substance in
the bottom of a container. Put a piece of
masking tape on each container and label
the containers from A to H. On a piece of Wrap-up
paper, note the name of the substance in Play Chinese Whispers. Divide the class into two
each container. Display the eight containers teams and get them to form two lines facing
in order at the front of the classroom. Tell the board. Whisper a sentence from this unit
students to list the letters from A to H in their into the ear of the first student in each line:
notebooks. Divide the class into small groups That music is too loud. These students then
and invite one group at a time to come and turn and whisper what they heard into the ears
smell the substances. Encourage them to say of the students behind them. The whisper is
whether the substance smells good or bad: It passed on until it reaches the last students at
smells good. / It smells bad. Then they should the end of the lines. Then they say what they
write down what they think each substance is: heard aloud.
A honey. Help with vocabulary if necessary.
After all of the students have guessed, elicit
their answers. Then tell them the names of the
substances in each container.
86 Unit 6
6
Unit
letter by letter. The first student to raise his or her

SB page 110: Workbook hand and say the correct word wins a point
for his or her team. Continue with other words.
The team with the most points at the end is the
Answer Key winner.
1 Circle the words that describe each food
item. Then complete the descriptions. 1 Draw a symbol to represent one of the five
1. sweet; 2. good; 3. soft; 4. delicious; 5. good;
senses for each of the following items.
6. soft; 7. taste salty. They smell delicious and Invite students to open their books to page
they feel soft. 70 and look at exercise 1. Point out the words
above the boxes. Read the first set of words
aloud and elicit the sense: taste. Tell students
2 Answer the questions. to draw a symbol for taste (a tongue) in the
Students own answers box. Then have them read the other words
and draw the rest of the symbols. Have them
compare symbols with a partner to check.
3 Write about your favourite food and draw
it.
Answer Key
1. Students draw a tongue. 2. Students draw
an eye or two eyes. 3. Students draw an ear.
SB pages 70 and 71 4. Students draw a nose. 5. Students draw a
hand.
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,

Track 49 Answer Key
Ron drives a rubbish lorry and collects rubbish.
Two eyes I have, for me to see.
He keeps the streets clean.
See, see, seeWhat do you see?
I see colours and clouds.
Thats what I see. 5 Answer these questions.
A nose I have, for me to smell.
Smell, smell, smellWhat do you smell? Invite volunteers to read the questions aloud.
I smell flowers and fish. Tell students to find the answers in the text and
Thats what I smell. write them on the lines. Check answers with the
A mouth I have, for me to taste. class.
Taste, taste, tasteWhat do you taste?
I taste chocolate and cheese. Answer Key
Thats what I taste.
Two ears I have, for me to hear. 1. Hes a dustman. 2. Rubbish smells bad.
Hear, hear, hearWhat do you hear? 3. He likes that there are no people in the
I hear music and birds. streets when he is working, and he sees a lot
Thats what I hear. of animals around his lorry. 4. Because the city
Ten fingers I have, for me to touch. looks beautiful.
Touch, touch, touchWhat do you touch?
I touch a teddy bear.
Thats what I touch.
Values: Discussing and
exchanging views on different
Answer Key topics
Ask students to mention different topics they
3, 4, 5, 1, 2
are interested in and tell you if they exchange
their views with others. Encourage them to say
if they like discussing topics and why it can be
3 Look and circle the correct word. a positive experience. Then ask a volunteer to
Tell students to look at the pictures and circle read what Jill says aloud and invite the class to
the adjective that can describe each object. discuss. Ask students why people throw rubbish
Then check answers with the class. in the streets: Its easy. Its fast. Then encourage
them to say why it is bad: The streets are ugly.
The rubbish smells bad. Tell students to throw
Answer Key rubbish in the correct places, and recycle things
whenever they can.
1. loud; 2. bad; 3. sweet; 4. salty
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 Rons 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
rubbish is rubbish from food. People cannot

use it to make new things. Explain that people
can recycle some things, like containers and
boxes. We can use them to make new things.
Point out that many people put both kinds
of rubbish together. That means good things
go to landfills and people do not recycle
them. Hand out the materials. Have students
write Organic and Recycle on their sheets
of construction paper. Get them to cut out
pictures from the magazines to represent the
two types of rubbish. Finally, encourage them to
separate their rubbish at home.
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
2 Write sentences about John using the

notes above.
1. John is a good chef. 2. He works six days a
week. 3. His food smells good. 4. John tastes
his food. 5. There are a lot of people in the
restaurant. 6. Everybody loves his food.
3 Complete the text about Johns job.

1. is a good chef; 2. Tuesday to Sunday; 3.
food smells good; 4. tastes; 5. food; 6. a lot of
people; 7. restaurant; 8. loves; 9. food

Cool 3
Review
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, isnt brushing her teeth;
advance until the next turn. The first student in 2. s cleaning the window, isnt washing the
each pair to reach the end is the winner.
car; 3. s sweeping the living room floor, isnt
painting the wall
Answer Key
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
90 Cool Review 3
Cool 3
Review
6 Complete the sentences with the words in Answer Key

the boxes.
Ask students to complete the sentences
using the words in the box. Check by getting
volunteers to read and act out the sentences. 3 Now write a short report. Use your
classmate's answers.
Answer Key Ask the class to write a report using the notes
from the previous exercise. Then have them
1. sweet; 2. loud; 3. soft; 4. hard; 5. salty
exchange their work with their partners to
check grammar and spelling. Finally, invite
7 Think of three different items and some volunteers to read their reports aloud.
complete. They may also draw a picture illustrating the
ideas and stick them together with the reports
Invite students to complete the phrases with
on a sheet of paper. Finally, display them on
their own opinions. Ask them to compare their
the classroom wall.
answers with their partners to check if they have
similar ideas. Finally, have some volunteers read
their answers aloud.
Wrap-up
Answer Key Materials: Index cards (1 per student)
Students own answers Preparation Write a verb from units 5 and 6 on
each index card: swim, write, read, run, play, etc.
Divide the class into three groups and have
Project Work 3: My Cool Report them stand in circles. Hand out the index
cards. Tell students not to show their index
To finish the third review, students do a project. cards to anyone. Then have students take turns
miming the action for the group to guess. If
a student does not know the verb, he or she
1 Think of eight questions to interview a can exchange cards with another student. The
classmate about his / her best friend. other student cannot say the action. When
Invite a volunteer to read the beginnings of students guess the action, they have to make
the questions and elicit ways in which they a question to another student using the verb
may complete one of them. Ask the class to in the Present Simple or Present Continuous
complete the rest with their own ideas and tenses: Do you swim? How often do you swim?
add three more questions they would like to Are you swimming now? Play until all students
ask. Finally, invite some students to read their have participated.
ideas aloud to check.
Answer Key
2 Use your questions to interview a classmate.

Make notes of the answers you get.
Tell students to work in pairs and take turns
to ask and answer the questions in exercise
1. Explain that they must write down the
information provided by their partners. Monitor
and help as needed.
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
Dont 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: Theres a lake in the middle.
Pretend to be a famous person, an animal, or an There are two ducks in the lake. Theres 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 students 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 Students 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 Teachers Book / Karen Castro-Gustavsson ... [et al.].
58 St Aldates - 1a
Oxford OX1 1ST ed . - Ciudad Autnoma de Buenos Aires : Santillana, 2015.
United Kingdom 96 p. + CD-DVD ; 28 x 22 cm.
2015 Ediciones Santillana, S. A. ISBN 978-950-46-4734-8

Leandro N. Alem 720
C1001AAP Buenos Aires, Argentina 1. Enseanza de Lenguas Extranjeras. 2. Ingls. I. Castro-
Gustavsson, Karen
First published by CDD 420
Richmond Publishing, S.A. de C.V., 2011
Text Karen Castro-Gustavsson, Ana Foncerrada, Suzanne Guerrero,

Erika Lizrraga, 2011
Design and Illustrations D.R. Richmond Publishing, S.A. de C.V.,
2011
ISBN: 978-950-4734-8
Publisher: Mabel Manzano

Supervising Editor: Carmen Zavala
Development Editors: Griselda Cacho, Jacaranda Ruiz, Imelda
Vzquez
Editorial Team: Liliana Andrade, Adolfo Galindo, Tricia Kinman,
Imelda Vzquez, Suzanne Guerrero, Marie Deer, Lawrence Lipson,
Justine Piekarowicz, Jacaranda Ruiz, Adriana Mndez, Ins S. Prez
Design Supervisor: Marisela Prez
Cover Design: Karla vila, Virginia Mara Lasta
Cover Illustration: Pablo Pino
Cover Photograph: Sergey Novikov/Shutterstock.com, SergiyN/
Shutterstock.com
DTP and Layout: Erick Lpez, Jess Prez, Germn Ramos, Virginia
Mara Lasta
Recordings: Javier Lupiaez
This Teachers Book includes an Audio CD.
Queda hecho el depsito legal que marca la ley 11.723.

Impreso en Argentina. Printed in Argentina.
First Edition Published 2015
Websites given in this publication are all in the public domain and
quoted for information purposes only. Richmond has no control over
the content of these sites and urges care when using them.
All rights reserved. No part of this book may be reproduced, stored

in a retrieval system or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise,
without prior permission in writing from the Publisher.
The Publisher has made every effort to trace the owner of copyright
material; however, the Publisher will correct any involuntary omission
at the earliest opportunity.
Este libro se termin de imprimir en el mes de noviembre de 2015,

en Artes Grficas Color Efe, Paso 192,
Avellaneda, Buenos Aires, Repblica Argentina.
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:
Students Book + Workbook
Interactive Practice Activities
For teachers:
Teachers Book + Audio CD
Teachers Resource Material
Digital Book

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Contents

The Students Book

The main characters, Jill and

Cool Mini Projects enhance

Samples of Cool Mini Projects

Cool Kids presents

Cool Kids features activities

The Cool Review

Project Work activities

Practice goes from

Interactive Practice Activities

Answer Key Workbook

Warm-up or Wrap-up Extra activity

Ideas for Warm-ups,

This material consists of Extra

Jobs: chef, dentist, nurse, doctor, firefighter, waitress, etc.

Clothes and accessories: shirt, T-shirt, trousers, skirt, dress,

Weather conditions: sunny, rainy, cloudy, stormy, hot, warm,

Music styles: jazz, pop, opera, rock, gospel music, reggae

Activities: swimming, playing football, riding a bike, running,

Extra Activities Page 76 Vocabulary Reference Page 79

Have students open their books to page 4 and Answer Key

Track 3 5 Circle the correct option. Are Jack and

Now call students attention to the Cool

2 Complete with the words in the boxes. Vocabulary:

1 Match the flags with the countries. Then

Track 4 3 Complete the tables with the countries.

Answer Key 4 Read and complete with a country or

Optional Activity SB page 83: Workbook

4 Use the information to write to an e-pal.

Answer Key Answer Key

Optional Activity Wrap-up

4 Read the information and complete Jill's

Answer Key 3 Read the information and answer the

SB pages 10 and 11 Track 7

subjects they have today.

Nick: Hi, Jill!

Materials: construction paper, scissors,

list. The team with the most circled words is the

Answer Key Name: Spencer Taylor, Mario Santos, Giovanna

Answer Key Cool Language

3 Read the opinions and identify the jobs. Answer Key

SB page 87: Workbook Warm-up

3 Look at the picture and answer these Track 12

Answer Key sentences. Ask some volunteers to read their

3 Read the descriptions and complete

SB page 88: Workbook

Answer Key Cool Language

2 Listen and circle the correct option.

Answer Key Answer Key

Cool Mini Project

have them compare answers with a friend to

1. Theres; 2. there is; 3. there's; 4. There arent;

2 Look and circle the correct option. Then

4 Complete the dialogues.

The previous class, ask students to bring the

Divide the class into two teams and get them

Answer Key 5 Write Ted, Matt or Ted and Matt.

SB page 91: Workbook

2 Read the texts and correct the sentences.

SB pages 24, 25, 26 and 27 3 Complete the sentences with a school

Students own answers

2 Complete the dialogues.