Unit

3 City Places!
Vocabulary
bakery /"ba@-k“´-‘re@/

bank /"baNk/
. .
bookstore /"buk-stor/
.
candy store /"kan-de@ stor/
.
drugstore /"dr´g-stor/

movie theater /"mu·-ve@ "the@-´-t´r/

.
museum /myu-"ze@-´m/

pet shop /"pet sha·p/

police station /p´-"le@s "sta@-sh´n/

. .
toy store /"toi stor/

Unit

3
Unit

Unit

Unit

Unit

4 3

4
4

T28A

unit 3- N4-TBCK1.indd 4 7/30/10 11:47 AM

 Unit

3 Unit

Unit

4
4

Unit

Unit 3
3

Co ooll Grammar
Co
Value Was / were
We use the past simple of the verb to be to talk
about a past situation.
Hearing Suggestions page T30 I was at home yesterday.
They were at the bank at nine.

It’s good to hear To make the negative form, we add not to the verb
(was not = wasn’t and were not = weren’t.)
your friend’s Tic wasn’t in the bakery.
They weren’t at the police station.
suggestioons.
suggestions.
To make Wh Questions, we put the question word
before was / were.
Where was Oliver at eleven?
When were they in the museum?

Cool
Tip!
Make sure students understand your instructions
before they do an activity. Give clear and short
instructions. Then ask a volunteer to explain what
they are supposed to do.

T28B

unit 3- N4-TBCK1.indd 5 7/30/10 11:47 AM

 7
3

5
4

8
2
City Places!
6
9

10
0
3
Unit

6 Unit 7

unit 3- N4-TBCK1.indd 6 7/30/10 11:47 AM

 Vocabulary City Places: bakery, bank, bookstore,
candy store, drugstore, movie theater, museum,
pet shop, police station, toy store
Warm-up
Play Word Chain (see page XIII) using the following:
B-R-E-A-D-B-I-R-D-C-A-N-D-Y-B-O-O-K-T-O-Y-S.
Have students open their books to the Unit Opener.
Read the title aloud. Ask students to find the items
from the board inside the different buildings
in the picture.
Class Activity
Vocabulary Presentation [ Í 15
Elicit one place by asking what you can do there:
Where can I go if I want to (learn about dinosaurs)?
Display the flashcard of the (museum). Play Track 15
to model the word and have students repeat chorally
and then individually. Repeat the procedure with the
rest of the cards.
Shuffle the flashcards. Turn one over and show
it to the class for a second. Encourage students
to name the corresponding place. Repeat the procedure
with the remaining flashcards.
Track 15
NARRATOR: One. Museum
Two. Drugstore
Three. Toy store
Four. Police station
Five. Bank
Six. Movie theater
Seven. Pet shop
Eight. Candy store
Nine. Bookstore
Ten. Bakery
Oral Practice]
Have students open their books to page 137 and tell
them to cut out the pictures. Have students glue
the cutouts on the Unit Opener while you tape the
flashcards around the classroom. Play Track 15 and
ask students to point to the correct flashcard and
repeat the places. Finally, say the numbers and have
a volunteer name the corresponding places.
T: One
S1: Museum
T: Two
S2: Drugstore
Divide the class into pairs. Have one student say
a word and the other point to the corresponding
picture; then have them exchange roles.
unit 3- N4-TBCK1.indd 7
City Places!
Written Practice
Display the flashcards on the board and number them
according to the book. Motivate volunteers to go
to the front. Say a number and ask the class to spell
the corresponding word for the student at the front.
Finally, ask students to write the new words
in their notebooks.
T: Five
Ss: B-a-n-k
Wrap-up
Tell students they will be playing Hide and Seek using
places from the Unit Opener. Divide the class into
pairs. In their notebooks, have students write the
name of a place in the city where they are hiding,
without their partner seeing it: toy store. Then they should
ask questions to find out where their partners are.
S1: Are you in the bank?
S2: No, I’m not.
S1: Are you in the toy store?
S2: Yes, I am. (showing the written place)
Optional Activity
O
W
Write City on the board and elicit places you can
find there. Write the places on the board.
In their notebooks, students draw some squares
to resemble the blocks in a city. Then have them
draw and label some of the places on the board.
Divide the class into pairs. Have students take
turns comparing their cities: In my city, there’s a
drugstore next to the bank. In your city, the drugstore
is behind the movie theater.
Pictionary Í 103
Assign page 126 as homework. Students write the
vocabulary words in order according to the pictures.
Then they listen to Track 103 on the Student’s CD
and check their answers. Finally, students listen
to the track again and repeat the words.
Track 103
NARRATOR: One. Bookstore
Two. Museum
Three. Police station
Four. Drugstore
Five. Bank
Six. Movie theater
Seven. Candy store
Eight. Pet shop
Nine. Toy store
Ten. Bakery
T29
7/30/10 11:47 AM
 1 Label the pictures.

pet shop police station movie theater bank toy store

museum candy store drugstore bookstore bakery

1. museum 2. drugstore 3. toy store 4. police station 5. bank

6. movie theater 7. pet shop 8. candy store 9. bookstore 10. bakery

15
Listen and check your answers.
Coo
C ol
EExpr
xpp ess
xpre s ions
2 Listen and mark (
16
) the correct suggestion.
We’re so bored!
1 I’m late! 2
✓
✓

It’s good to hear

3 Underline the options to make different dialogues. your friend’s
suggestions.
A: Hey, what’s wrong?
B: I’m lost / I need money / My stomach hurts.
A: Why don’t you go to the bank / call the doctor /
go to the police station?
B: Good idea, thanks.

Practice the dialogues with a friend.

30 Unit 3

unit 3- N4-TBCK1.indd 8 7/30/10 11:47 AM

 Vocabulary City Places
Functional Language Giving Advice: What’s
wrong? Why don’t you…?
Warm-up
Hold up a flashcard and say a word. If the word
is the same as the item on the card, ask students
to clap their hands once. If the word and the
flashcard item are different, they must keep silent.
Class Activity
1 Label the pictures.
Have students open their books to page 30, Activity 1.
Point to the first picture, the dinosaur fossil, and elicit
that it can be found at a museum. Check what the
other objects are. Ask students to look at the words
in the box and label the pictures. Have students
complete the activity on their own.
Listen and check your answers. Í
15
Play Track 15. Have students check their answers as
they listen to the track. Divide the class into pairs
and have students ask each other questions about
the pictures and the places in the city.
S1: Where can you buy books?
S2: At the bookstore.
Cool
Expressions
2 Listen and mark (✓) the correct suggestion. Í
16
Focus students’ attention on both scenes. Ask
questions about the pictures: Why is the man worried
in the first picture? What are the two pictures next
to him? What do the boys say in the second picture? What
choices are there next to them?
Track 16
NARRATOR: One
DAD: Oh, no! It’s seven fifty already! I’m late!
DAUGHTER: Why don’t you take a taxi?
DAD: Good idea, thank you!
DAUGHTER: You’re welcome!
NARRATOR: Two
TEENAGER 1: We’re so bored!
MOM: Why don’t you go to the movie theater?
TEENAGER 2: Cool idea, thanks.
Explain that in both scenes there is a problem and
two possible solutions. Play Track 16 and have
students listen and mark the correct suggestion.
Elicit what the expression is to make a suggestion
and write it on the board: Why don’t you…? Ask
students what the suggestion is in the first scene.
Motivate students to answer using the expression
on the board. Elicit the second answer.
unit 3- N4-TBCK1.indd 9
3 Underline the options to make different
dialogues.
Explain to students that in the activity there are
different alternatives. Ask students to underline
one problem and one solution.
Practice the dialogues with a friend.
Divide the class into pairs. Encourage students to
role-play the dialogue using body language. Then
have them switch roles with the options selected
by the other student. Invite some volunteers
to act out the dialogue for the class.
Hearing Suggestions
Ask a volunteer to read COOL-4’s speech. Write
I didn’t do homework on the board. Elicit some
suggestions to solve the problem and write them
on the board too. Add other suggestions that are
negative: Copy the homework. Say you are sick. and
so on. Encourage the class to identify the negative
suggestions. Help students reflect that they can be
given suggestions but that in the end they have to
decide what is good for them.
Wrap-up
Play Categories (see page XII) with Places and Objects
using the words from Activity 1.
Optional Activity
O
M
Materials Index cards
Preparation Problem Cards (one set per group):
Write one problem on each index card: I’m
hungry. / I lost my friend’s book. / I’m bored. /
I’m sad.
Divide the class into groups of four. Distribute
Problem Cards. Have students take a card for
their classmates to give suggestions. Motivate
students to use the expressions on the board.
Invite volunteers to share their suggestions
to solve the problems.
Assign page 24 as homework.
City Places! T30
7/30/10 11:47 AM
 Listen again and write what time the twins were
Vocabulary City Places, twins at each place.
Grammar At seven James and Oliver were at the Play Track 17 for students to write what time James
movie theater. I was at home yesterday. and Oliver were at each place. Check answers and
model the sentences for choral repetition: Yesterday
Materials Small pieces of paper at seven James and Oliver were at the movie theater.
Preparation Time Cards (one set per pair): Write
one time on each piece of paper: 9:00, 9:30, 11:00, Say where the Phelps twins were yesterday.
11:30, 12:30, 7:00. Divide the class into pairs. Distribute Time Cards
(see Preparation.) Students take turns picking up a card
for their partner to say the corresponding sentence.
S1: Seven (reading the card)
Grammar Presentation S2: At seven James and Oliver were at the movie theater.
Was / were
Elicit the pronouns used with was and were as you
I / He / She / It was at the museum. copy them on the board. Encourage students to write
You / We / They were at the pet shop. one sentence per pronoun: Yesterday Maria and Eddie
He was at the bakery. We were at the bank. were at school. Linda was at the candy store in the morning.
Refer students to the Cool Grammar box. Read the
Warm-up first sentence aloud and check comprehension:
T: Am I at home now?
Brainstorm what students know about Harry Potter.
Write the information on the board. Ss: No, yesterday you were at home.
Repeat the procedure with the remaining sentences.

Class Activity Ask questions and answer them.

Say Where, eleven. Encourage students to ask the
4 Listen to the report and write who was in corresponding question: Where was Oliver at eleven?
each place. Í
17
Invite a volunteer to answer: He was at the candy store.
Have students open their books to page 31, Activity 4, Divide the class into pairs. Have students ask and
and identify the places in the map. Then ask Who are answer questions about the twins’ day.
the twins in the picture? Explain that they played the
Weasley twins in the Harry Potter movies.
Tell students that they will hear about a day in the Wrap-up
life of the Phelps twins. Play Track 17 for students Play Hangman (see page XII) using different
to identify their names: James and Oliver. Then city places.
play the track again and have students write the
corresponding letters in the boxes. Check answers.
Optional Activity
O
Track 17
E
Explain to students that you will say a pronoun.
NARRATOR: A Day in the Life of...
If it is followed by was, they have to stand up,
WOMAN: Good morning, Keith. What’s new this
and if it is followed by were, they remain seated.
week?
Then invite volunteers to create a sentence
MAN: Do you remember James and Oliver Phelps?
with those words: They were at the bank on
WOMAN: Sure! They are the Weasley twins in the
Tuesday afternoon.
Harry Potter movies.
MAN: Exactly! Well, let me tell you where they
were yesterday.
WOMAN: Where were they?
Assign page 25 as homework.
MAN: At 9:00 a.m. they were at the bank.
Then at 9:30 the twins were at the museum.
WOMAN: And then?
MAN: At 11:00 James was at the bakery and
Oliver was at the candy store.
WOMAN: When were the twins together again?
MAN: Later, at eleven thirty, they were at
the pet shop.
WOMAN: Oh, OK. And then? Where were the twins?
MAN: At twelve thirty, Oliver was at home, with a
headache and James was at the drugstore
buying medicine.
WOMAN: Poor Oliver!
MAN: Yes, but I think he was better later on
because they were at the movie theater at
7:00 p.m. They…

T31 Unit 3

unit 3- N4-TBCK1.indd 10 7/30/10 11:47 AM

 4 Listen to the report and write who was in each place.
17

mes
J = Ja
liver
O=O B
th
B = bo
9:00

J
11:00 B
11:30
B
O B J
9:30
11:00 7:00 12:30

Listen again and write what time the twins were at each place.

Say where the Phelps twins were yesterday.

ol Grammar
Co ol
Co
Seven. At seven James and Was / were
Oliver were at the • I was at home yesterday.
movie theater.
• At nine she was at the museum.
• They were at the bank
Ask questions and answer them. on Monday morning.
Where was Oliver
at eleven?
He was at the candy
store. When were
They were at the bank James and Oliver
at nine. at the bank?

City Places! 31

unit 3- N4-TBCK1.indd 11 7/30/10 11:47 AM

 1 Where were the actors last week? Write sentences about them.

1. Emma was in the supermarket on Thursday.

2. Daniel and Robbie were in the bookstore on Monday.
3. Ralph was in the museum on Tuesday.
4. Rupert was in the toy store on Wednesday.

Write questions with where or when.

1. Where was Ralph on Tuesday? He was at the museum.
2. When were Daniel and Robbie at the bookstore? On Monday.
3. Where was Rupert on Wednesday? He was at the toy store.
4. When was Emma at the supermarket? On Thursday.

2 Ask a friend these questions.

1. Where were you this morning?
Co ooll Grammar
Co
2. Where were your parents Was / were
on Sunday morning? • Where was John this morning?
3. Where was your best friend
• When were they at the museum?
on Saturday afternoon?
4. Where was your teacher yesterday?

32 Unit 3

unit 3- N4-TBCK1.indd 12 7/30/10 11:47 AM


Vocabulary City Places, supermarket
Grammar Where was he this morning?
When were you at the bakery?
Refer students to the Cool Grammar box. Invite
volunteers to read the questions aloud as you write
them on the board. Elicit how to form questions with
was / were: First, we use when or where, then was
or were, next the person, and finally the complement.

Grammar Presentation Wrap-up

Was / were
Play Scrambled Sentences (see page XIII) using
• Wh Questions the following questions:
Where was I / he / she / it on Friday? 1. yesterday / were / you / where / ?
were you / we / they yesterday? 2. candy store / when / ? / the / Paul / at / was
3. at / was / Kim / the / museum / When / ?
4. afternoon / ? / Eva / on / Rita / were / and / Friday / where
When was I / he / she / it at the bank? Key 1. Where were you yesterday? 2. When
were you / we / they in the museum? was Paul at the candy store? 3. When was Kim
Where was she on Thursday? When were they at the museum? 4. Where were Eva and Rita
at the bookstore? on Friday afternoon?

Warm-up
Write on the board I spy with my little eye something
beginning with (B). Ask students what it could be:
A book, a board, a backpack, etc.
Divide the class into pairs. Have students open their
books to the Unit Opener and choose an object from
the picture. Ask them to say the phrase on the board
and the first letter of the object they chose so that
their partners can guess.
Class Activity
1 Where were the actors last week? Write sentences
about them.
Have students open their books to page 32, Activity 1.
Ask who the actors are and if they know what
characters they were in the Harry Potter films. Direct
students’ attention to Emma. Ask students to follow
the line and tell you where she was on Thursday:
Emma was in the supermarket on Thursday. Students
complete the activity on their own. Check answers
with the class.
Optional Activity
O
W
Write the following sentences on the board:
1. Mark was at the bank.
2. On Friday Mark and Tom were at the drugstore.
3. Luke and I were at the bookstore.
4. At eleven Gina was at the pet store.
In their notebooks, students write the questions
to the answers on the board.
Check answers. Divide the class into pairs.
Have one student read one of the answers for
the other student to ask the question. Invite
students to exchange roles.
Assign page 26 as homework.

Write questions with where or when.

Write on the board Robbie was at the bank on Monday.
Elicit the question for that answer: When was Robbie
at the bank? Now underline the word bank and elicit
the question: Where was Robbie on Monday?
Ask students to underline the words that refer
to time or place in the answers. Encourage students
to use those words to write the corresponding
questions. Check answers with the class.

2 Ask a friend these questions.

Divide the class into pairs. Have students ask each
other the questions from the activity. Invite students
to write the answers in their notebooks. Elicit some
answers.
S1: Where were you this morning?
S2: I was at home.

City Places! T32

unit 3- N4-TBCK1.indd 13 7/30/10 11:47 AM

 Match the two parts of the sentences.
Vocabulary naughty
Ask students to read the text again. Have them match
Grammar Toc wasn’t at the toy store. the two parts of the sentences. Check answers with
They weren´t at the police station. the class.
Materials Strips of construction paper Write on the board Toc was at the toy store. They were
(one per pair) at the police station. Ask students to correct the sentences
in their notebooks using the Cool Grammar box
to check. Ask students when to use wasn’t and weren’t:
When we want to express the negative form of was / were.
Grammar Presentation
Wasn’t / weren't
4 Make a Tic, Tac, and Toc Cartoon Story with a friend.
I / He / She / It wasn’tin the museum. Encourage the class to describe Tic, Tac, and Toc:
in the movie theater. They are naughty. Elicit some people that may know
I wasn’t at home. She wasn’t at the drugstore. the pets: Rupert’s family and neighbors, Emma, Daniel.
Divide the class into pairs. Distribute strips
You / We / They weren’t in the bookstore. of construction paper. Have students follow the
in the pet store. instructions to make their story. Suggest using
different characters and settings. Remind students
You weren’t in the bakery. They weren’t at the toy store. to use speech bubbles to write the dialogues. Monitor
and help if necessary. Have three pairs work together
and show their stories.
Warm-up
Have students open their books to the Unit Opener.
Give students two minutes to try to remember Wrap-up
as many details as possible. Have students close their Ask students to write one false and two true
books. Ask the following questions: How many cars sentences using wasn’t or weren’t and city places:
were there? Where was the woman robot? Where was the My mom wasn’t at the bakery this morning.
man? Where were Lyz, COOL-4, and Paul?
Divide the class into small groups. Have students
read their sentences for their classmates to guess
Class Activity the false sentence.

3 Read and follow along. Í

18

Have students open their books to page 33, Activity 3. Optional Activity
O
Encourage them to predict what happens in the story
without reading the text. Play Track 18 and have W
Write the following sentences on the board:
students follow along in their books. Check if their 1. Yesterday ____ Sunday and I ____ at school.
predictions were correct. 2. I can’t find my keys. They _____ in my bag and
they _____ on the table.
Act out the story. 3. Our teacher _____ here yesterday, but another
Divide the class into groups of five. Ask students teacher ____.
to take turns acting out different characters. Invite 4. My friends and I ____ at Lucy’s party, but Mike
some volunteers to act out the story for the class. ____ there.
Copy the following chart on the board: Have students write the complete sentences
in their notebooks. Check answers with the class.
Tic Tac Toc Tic, Tac, and Toc Key 1. was, wasn’t; 2. weren’t, weren’t;
movie theater yes no no 3. wasn’t, was; 4. were, wasn’t
bakery
toy store
Assign page 27 as homework.
police station
museum
Have students copy the chart in their notebooks. Tell
them to fill in the chart based on the story. Have pairs
check their answers. Elicit and model the negative
sentences: Tac and Toc weren’t in the movie theater.
Divide the class into pairs. Have students name
a place from the story for their partner to say
a negative sentence.
S1: Bakery
S2: Tic wasn’t in the bakery.

T33 Unit 3

unit 3- N4-TBCK1.indd 14 7/30/10 11:48 AM

 3
Read and follow along.
Ruper t has three
strange pets: Tic, Tac,
and Toc. He’s worried
because they are lost...
– Hi, Al. Are my pets here?
– Hmm. Tic wasn’t here. Tac wasn’t
here. Toc wasn’t here. Your pets
weren’t here today. Sorry.
Act out the story.
Match the two parts
of the sentences.
1. Tic was
2. Tic, Tac, and Toc were
3. Tic wasn’t
4. Tic, Tac, and Toc weren’t
5. Tic wasn’t
4 Make a Tic, Tac, and Toc Cartoon Story with a friend.
You need
• a strip of construction
paper
Instructions
1. Divide the strip into three
sections.
unit 3- N4-TBCK1.indd 15
18
– Hello, Tom. Are my pets here?
– Hi, Anna. Are my pets here?
– No, Rupert. Tic was here at eleven,
– Tac and Toc were here in the
but Tac and Toc weren’t here today.
morning, but Tic wasn’t with them.
– Your pets were at the museum
half an hour ago. Go and check. – Oh, no!
Coo ooll Grammar
C mma
Wasn’t / weren’t
• Toc wasn’t at the toy store.
• They weren’t at the police station.
3 at the police station.
5 at the bakery.
1 at the movie theater at eleven.
2 at the museum.
4 at the toy store in the morning.
2. Draw a scene from the
story in each section.
3. Write the dialogues.
4. Show your story to some
friends.
City Places! 33
7/30/10 11:48 AM
 1 Discuss with a friend.
1. Where can you see dinosaurs?
2. Do you like them? Why or why not?

2 Find the words in the text and underline them.

19

neck lizard horns meat eaters wings plant eaters teeth jaws

Dino World Imagine you are

walking in a forest. You
turn around and suddenly
you see one of them!
We all like dinosaurs. We see them everywhere. We buy them at toy stores as stuffed What do you do?
animals or action figures. We see them in movies, museums, books, and magazines.
The word dinosaur means “terrible lizard.” Of course, dinosaurs weren’t lizards, and many of them weren’t terrible.
In fact, most dinosaurs were plant-eaters, or herbivores. Only some were meat-eaters, or carnivores. Dinosaurs
weren’t very intelligent. They were only as intelligent as chickens.

Meet the Celebrities of the Dinosaur World

Tyrannosaurus Rex Triceratops Brachiosaurus

This is the king of all Triceratops was about twice the size of a rhinoc- This is a Brachiosaurus.
dinosaurs–the terrible eros. Its legs were short. Can you see the three It was very tall. It was very heavy,
Tyrannosaurus Rex. horns on its face? Two long horns were above too. Its neck was very long.
It was very big. Its jaws its eyes, and one short horn A Brachiosaurus wasn’t aggressive
were very strong, and its was on its nose. or dangerous.
teeth were very sharp.
It was very fast and Pterodactyls
very dangerous.
It was very These are Pterodactyls. Scientists classify them as flying reptiles and
ugly, too. not as dinosaurs. Their wings were very long and very strong. They
were meat eaters.

Label the pictures.

teeth lizard horns plant eater

meat eater neck wings jaws

34 Unit 3

unit 3- N4-TBCK1.indd 16 7/30/10 11:48 AM

 Vocabulary Dinosaurs: bone, carnivore, herbivore,
horn, jaw, lizard, meat eater, plant eater, wing Optional Activity
O
Adjectives: sharp, stuffed Play Tongue Twisters (see page XIII) using the
P
Skills Development Reading following:
A dinosaur stops by a mall
Where people are tiny and small.
Warm-up “Now why do you think
Read the sentences below and have students guess I am really extinct?”
the animal described: I was very big. My teeth were big. The dinosaur asks in a hall.
Some people think I was a monster.
Key A dinosaur
Assign page 28 as homework.

Class Activity
1 Discuss with a friend.
Divide the class into pairs. Ask students to open their
books to page 34, Activity 1. Have them discuss
their answers. Invite volunteers to share their points
of view.

2 Find the words in the text and underline them. Í

19

Read the title of the text aloud: Dino World. Ask

students to focus on the pictures of the dinosaurs and
have students describe them: The Tyrannosaurus Rex
has big teeth.
Copy the chart below on the board.
What We New
Dinosaur
Know Information
Tyrannosaurus Rex
Triceratops
Brachiosaurus
Pterodactyls
Divide the class into small groups. Have students copy
the chart in their notebooks and fill in what they know.
Ask students to read the text to underline the words
in the box. Check. Then tell students to fill in the
other column of the chart with the information they
remember. Finally, play Track 19 and invite students
to follow the text and check their chart.

Label the pictures.

Direct students’ attention to the first picture and elicit
what it is: teeth. Students label the remaining pictures
using the words from the box. Check answers.

Wrap-up
Play Disappearing Text (see page XII) using some
sentences from the text: The Brachiosaurus was
very ____. It wasn’t _______ or dangerous.

City Places! T34

unit 3- N4-TBCK1.indd 17 7/30/10 11:48 AM

 Skills Development Reading and Writing
Optional Activity
O
S something you found interesting in the
Say
Warm-up lesson: It’s interesting to know the meaning of
Play Expanding Sentences (see page XII) with the dinosaur names. Encourage volunteers to
word Brachiosaurus. share what they found interesting or fun
in the lesson.

Class Activity
3 Read “Dino World” again and mark the sentences Assign page 29 as homework.
T for true or F for false.
Have students open their books to page 35, Activity 3.
Read the sentences aloud for students to mark them
true or false. Invite students to read the text again
and check their answers.

4 Read the description and draw the Coolfoursaurus.

Tell students there is a special dinosaur called
Coolfoursaurus. Encourage them to describe what
they think this dinosaur looks like.
Read the description in the book aloud and
encourage students to underline the parts of the
body. Have students draw the Coolfoursaurus,
making sure it has all the characteristics mentioned
in the text. Divide the class into small groups. Have
students compare their pictures.

5 Look at the dinosaur and describe it.

Have students focus on the picture of the dinosaur.
Elicit words that describe it and write them on the
board: carnivore, teeth, wings, tail, jaw, dangerous. Have
students make up a name for their dinosaur. Then
encourage them to describe it in their books. Suggest
using the text in Activity 4 as a model.
Divide the class into pairs. Have students compare
their descriptions. Invite volunteers to read their
description aloud for the rest of the class.

Wrap-up
Explain to students that the name of every dinosaur
means something. Write the following information
on the board:
saurus = lizard tyranno = tyrant rex = king
brachio = arm dino = terrible bronto = thunder
veloci = speed tri = three raptor = thief
gnathus = jaw anuro = tail cerat = horn
Elicit what Tyrannosaurus Rex means: King of the
tyrant lizards.
Divide the class into small groups. Encourage students
to invent a name for a dinosaur: Trianurosaurus. Then
have them illustrate their dinosaur and write a short
description on a separate sheet of paper. Display
students’ work around the classroom.

T35 Unit 3

unit 3- N4-TBCK1.indd 18 7/30/10 11:48 AM

 3 Read “Dino World” again and mark the sentences T for true or F for false.
1. We can see dinosaurs in movies. T
2. Dinosaurs were lizards. F
3. All dinosaurs were meat eaters. F
4. Dinosaurs weren’t intelligent. T
5. A Brachiosaurus was very dangerous. F
6. Pterodactyls weren’t plant eaters. T
7. A Tyrannosaurus Rex wasn’t slow. T

4 Read the description and draw the Coolfoursaurus.

This is a
Coolfoursaurus.
It was thin and its
wings were yellow. Students draw dinosaur
Its head wasn’t big accordingly.
and its eyes weren’t
blue. A Coolfoursaurus
was little, but it was
very dangerous.
It was a meat eater.

5 Look at the dinosaur and describe it. Answers will vary.

This is

City Places! 35

unit 3- N4-TBCK1.indd 19 7/30/10 11:48 AM

 1 Talk about the pictures.

1 4

Yesterday Today Last Friday Today

2 5

This morning Now Yesterday Today

Yesterday she was

a princess. Today
3
she is a frog.

One hour ago Now

2 Draw a Before and After Strip.

Drawings and time references will vary.

Describe your friend’s strip.

36 Unit 3

unit 3- N4-TBCK1.indd 20 7/30/10 11:48 AM

 Skills Development Speaking
Materials Relaxing music CD
Warm-up
Play How Many Things Can You Think of That...?
(see page XII) with these endings: are expensive? are
delicious? are green? run fast?
Class Activity
1 Talk about the pictures.
Have students open their books to page 36, Activity 1.
Go through each situation and elicit what the
problem is: In picture one, the girl is sick. Then invite
a volunteer to say what happened to the princess:
Yesterday she was a princess. Today she is a frog. Help
students notice that there are different time
expressions in the pictures.
Divide the class into pairs. Have students take turns
describing the pictures. Remind them to use the time
reference in each picture. Suggest using the example
in the book as a model. Check descriptions with
the class.
2 Draw a Before and After Strip.
Elicit some examples of situations that can change:
Last year my uncle was a student. Today he is a doctor.
Have students write a time reference in the past and
another in the present in the blanks. Then tell them
to draw the corresponding changes in a situation.
Monitor and help if necessary.
Optional Activity
O
Copy the sentences below on the board.
When I was six years old, __________.
I was _______ and my friends were __________.
I wasn’t ___________.
Today I am _____ years old.
I am _______ and my friends are _________.
I am not _________.
Play the music CD. Help students remember
when they were six years old. Ask what was
different then: their hair, clothes, friends, height.
Have students complete the sentences. Divide
the class into small groups to share their answers.
Invite volunteers to share in what ways they
have changed.
Assign page 30 as homework.
Track 83
NARRATOR: This is Danny, a pizza deliverer. He had
a very busy day yesterday...
At seven in the morning, Danny wasn’t at the
museum. He was at the bank. At nine, Danny
was at the bookstore. At ten o’clock, he was
at the museum. At one, Danny was hungry.
He was at the restaurant. At three, Danny was
at the drugstore. Finally, at five, he was at home,
watching his favorite TV show.

Describe your friend’s strip.

Divide the class into pairs. Have students exchange
their books. Ask them to describe their classmate’s
strip using the time expressions given. Then students
say if their classmates guessed their situation. Invite
volunteers to show their work to the rest of the class.

Wrap-up
Show one flashcard. Ask students to match the place
with one of the pictures from Activity 1.
T: (Candy store) – COOL-4 was at the candy store
this morning.

City Places! T36

unit 3- N4-TBCK1.indd 21 7/30/10 11:48 AM

 Vocabulary Verbs: bark, chase, chew, gobble
Adjectives: naughty, rude Nouns: paw, print Optional Activity
O
Skills Development Listening Copy the columns below on the board.
C
1. bark a) to eat making noise
2. chase b) the foot of an animal
Warm-up 3. chew c) offensive
Build a Crossword (see page XII) beginning with 4. gobble d) the sound of a dog
the word dogs. 5. naughty e) mark made by pressure
6. rude f) disobedient
Class Activity 7. paw
8. print
g) to follow rapidly
h) to masticate
3 Unscramble the first line of the verses. Í Divide the class into pairs. Have students match
Have students open their books to page 37, Activity 3. the numbers with the corresponding letters.
Focus students’ attention on the pictures of the dogs Check answers with the class.
around the text. Read the title of the song and ask Key 1. d, 2. g, 3. h, 4. a, 5. f, 6. c, 7. b, 8. e
students what the dogs are doing: A dog is chasing
a bird. Tell them to scan the lyrics to describe what Optional Ask students to illustrate five words
the dogs do. Present unfamiliar vocabulary. in their notebooks or in their Cool Vocabulary
Scrapbook (see Cool Tip! page T27.)
Elicit the basic elements in a sentence and write them
on the board: Subject + verb + complement. Then write
was / the / cat / in / garden / the. Invite students to help
you write the words in the correct order: The cat was Assign page 31 as homework.
in the garden. Divide the class into pairs. Ask students
to unscramble the sentences.
20
Listen and check your answers.
Play Track 20 and have students check their
sentences. Elicit the answers and write them
on the board. Play the song again if necessary.

Sing “Naughty Dogs.”

Divide the class into groups A and B. Play Track 20.
Encourage group A to sing the song, while group B
uses their body language to convey meaning. Then
have students switch roles. Finally, invite the class
to sing the song.

Correct the sentences.

Read the first sentence aloud and ask students what
is wrong with it. Then invite a volunteer to read the
correct sentence. Have students correct the sentences.
Encourage them to refer to the song if necessary.
Check answers with the class.

Wrap-up
Have students close their books. Write the following
on the board:
They like chasing ___ and frightening ___.
They ___ all day and gobble their ___.
They weren’t next ___ scaring the ___.
Divide the class into pairs. Have students complete
the sentences in their notebooks. Explain that the
sentences are from the song. Check answers.
Key birds, frogs, bark, food, door, cat

T37 Unit 3

unit 3- N4-TBCK1.indd 22 7/30/10 11:48 AM

 3 Unscramble the first line of the verses.

N a u g h t y Do g s
dogs. / naughty / two / and / are / Pat / Penny
Penny and Pat are two naughty dogs.
They like chasing birds and frightening frogs.
They bark all day and gobble their food.
Yes, Penny and Pat are very rude.
o’clock, / And / morning / seven / at / yesterday
And yesterday morning at seven o’clock,
My dogs weren’t at home—Oh! What a shock!
Where was Penny and where was Pat?

Insertar
They weren’t next door scaring the cat.
ten, / dogs / bakery / at / at / weren’t / the / My
My dogs weren’t at the bakery at ten,

Pag. student's
But their paw prints were, and then, and then…
They weren’t at the toy store or outside the bank, and
They weren’t at the pet shop or at the taxi stand.
I / and / three, / am / now, / butcher’s / at / it’s / the / past / half
I am at the butcher’s now, and it’s half past three,
And on the steps of the shop, what do I see?
Penny and Pat are chewing a bone.
Home! You naughty dogs. Home! Home! Home!
20
Listen and check your answers. Sing “Naughty Dogs.”

Correct the sentences.

1. Penny and Pat don’t bark all day. Penny and Pat bark all day.
2. Penny and Pat are nice and polite. Penny and Pat are very rude.
3. The dogs were at home yesterday at seven. They weren’t at home yesterday atseven.
4. Penny and Pat were at the pet store. They weren’t at the pet store.
5. The dogs weren’t at the butcher’s. The dogs were at the butcher’s.
6. Their owner was happy with them. Their owner wasn’t happy with them.

City Places! 37

unit 3- N4-TBCK1.indd 23 7/30/10 11:48 AM

 Cool Review
1 Play Four in a Row with a friend.

= write = say = respond

Where? drugstore wasn’t was toy store were

were was Where? Where? wasn’t was

I want a
weren’t were were Where? weren’t
chocolate.

home Where? weren’t wasn’t

I’m lost. was

wasn’t wasn’t was weren’t weren’t Where?

I need I want a
weren’t were some wasn’t were puppy.
medicine.

38 Unit 3

unit 3- N4-TBCK1.indd 24 7/30/10 11:48 AM

 Materials Flashcards from Units 1–3
Preparation Odd-One-Out Sets: Form different sets
of five flashcards. Include four that belong to the
same lexical group and one that does not.
Warm-up
Tell students that you are going to name different
objects. Explain that they are going to write down
both the item and where they can find it. Do an
example with the class: Bread – Bakery. Pause after
naming each object: book, lollipop, fish, money, popcorn.
Check answers with the class.
Key Book – bookstore, lollipop – candy store, fish –
pet store, money – bank, popcorn – movie theater
Optional Activity
O
H
Have students open their books to the Unit
Opener. Ask them to write a riddle about
something they see in the picture: In this place
you can learn about history (museum). Divide the
class into small groups. Have students read
their riddles for their classmates to guess. Invite
volunteers to share their riddles with the rest
of the class.
Assign page 32 as homework.

Class Activity
1 Play Four in a Row with a friend.
Divide the class into pairs. Have students open their
books to page 38. Direct students’ attention to the
symbols and then to the first circle. Elicit what the
symbol means: Write a sentence with Where? Explain
that the objective of the game is to get four circles
of their own color in a row on the board. Tell
students that they can color a circle only if their
answer is correct. Monitor and help if necessary.

See Resource CD-ROM, Tests 3a & 3b.

Wrap-up
Take an Odd-One-Out Set (see Preparation.) Hold
up each card and have students name the item.
When you show the card that is not in the same
category, encourage students to say Odd one out!
Repeat the procedure with the remaining sets.

City Places! T38

unit 3- N4-TBCK1.indd 25 7/30/10 11:48 AM

 Materials Index cards
Preparation Problem Cards (one set per pair):
Write one of the following problems on each card:
I’m angry. I can’t find my dog. I’m sick. I don’t
like vegetables.
Warm-up
Play Spelling Bee (see page XIII) with the words bakery,
bookstore, drugstore, museum, pet shop, toy store.
Class Activity
2 Solve the wordsearch.
Have students open their books to page 39, Activity 2.
Read the sentences for volunteers to identify the
places. Have students solve the wordsearch. Check
answers with the class.
3 Look at the table and complete the sentences
with was(n’t) or were(n’t).
Direct students’ attention to the table. Focus
on the heading and ask what time it is and who the
characters are: It’s twelve o’clock. They’re Paul and Lyz.
Then say two o’clock, Lyz. Encourage a volunteer
to say the corresponding sentence: At two o’clock, Lyz
was at the museum. Have students look at the table and
complete the sentences. Check answers with the class.
4 Read the sentences and color the corresponding stars.
Read the sentences aloud and check comprehension.
Have students reflect on their abilities and color the
corresponding stars.
Divide the class into pairs. Encourage students to help
each other to evaluate their abilities.
S1: I can name eight city places.
S2: Show me.
S1: Bookstore, drugstore…
Wrap-up]
Divide the class into pairs. Distribute Problem Cards
(see Preparation.) Tell students to take one card and
ask for suggestions to solve their problem. Encourage
students to give their ideas using Why don’t you...?
Invite volunteers to read different problems for the
class to give suggestions.
Optional Activity
O
M
Materials Fake money or monopoly money
($100 per group)
Divide the class into small groups and distribute
money. Tell students that you will sell correct
and incorrect sentences. Explain that you will
give a minimum price and that each team can
offer more money to get the sentence. Explain
that each group should decide what to buy, and
that the objective is to buy correct sentences
only. Read the sentences below.
1. Where was Rupert on Friday?
2. What’s the matter?
3. Why don’t you eat something?
4. When were James and Tim yesterday?
5. John was in the supermarket on Saturday.
6. Allan was here but Peter weren’t.
7. The Triceratops’ legs was short.
Conduct the auction in a fun way.
T: Five dollars for sentence number one. Who gives more?
S1: Seven dollars
S2: Fifteen dollars!
T: One, two, three! Sentence 1 goes to (the Smarts)!
Write down each sentence when it’s sold and
the buyer’s name next to it. Then check with the
class which sentences are correct or incorrect.
Motivate students to explain why the sentences
are not correct. The winner is the team that
bought the most correct sentences.
Key 1, 2, 3, and 5 are correct.

Cool Elicit a story students remember well:

E
Tip! Cinderella. Write introduction, climax, and end
C Assign page 33 as homework.
on the board. Ask students to identify each
o
part in the story. Explain that characters are
presented in the introduction, the climax
may be a problem to solve, and the end
comes when the problem is solved.
Read the Cool Tip! aloud. Ask students
to think about one story they want to write.
Tell them to note some ideas about what the
characters do in the introduction, climax,
and end.
Divide the class into pairs. Encourage
students to share their story plans.
Motivate them to contribute some ideas
to their classmates’ stories. Then tell
students to plan how to illustrate their
story. If time allows, distribute paper for
students to write and illustrate their stories.
Encourage students to exchange their work
throughout the month.

T39 Unit 3

unit 3- N4-TBCK1.indd 26 7/30/10 11:48 AM

 2 Solve the wordsearch. R M O V I E T H E A T E R
1. You can see a movie here. F B O T O Y S T O R E Y P
2. You can buy cakes here. L A C G K A Q B K P J M E
3. You can get a teddy bear here. Z K B O O K S T O R E U T
4. You can get money here. H E J R I A N D Q H E S S
5. You can buy medicine here. B R C A N D Y S T O R E H
6. You can see paintings here. A Y G U N N O P Y V G U O
7. You can find police officers here.
N V D R U G S T O R E M P
8. You can get a kitten here.
K Y B A Q N P S H C U B M
9. You can buy lollipops here.
10. You can buy books here. P O L I C E S T A T I O N

3 Look at the table and complete the sentences with was(n’t) or were(n’t).
1. At one, Paul wasn’t at the bakery.
2. At one, Lyz was at the bookstore.
3. At two, Lyz and Paul weren’t at the movie theater.
4. At two, Lyz and Paul were at the museum.
5. At three, Lyz was at the candy store.
6. At three, Lyz and Paul weren’t at the drugstore.

4 Read the sentences and color the corresponding stars.

I can name eight city places.

I can give suggestions.

I can make sentences using was, were,
wasn’t, and weren’t.
I can ask and answer questions using
was and were.

Cool Be a COOL AUTHOR. Wow! You’ve

Tip! Write and illustrate your finished Unit 3!
own stories. Exchange
them with your friends
and read them at home!
City Places! 39

unit 3- N4-TBCK1.indd 27 7/30/10 11:48 AM