teacher’s book cool kids for students: for teachers · pdf fileintroduction 5 cool kids...

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

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

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

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

possibilities to further develop reading skills and vocabulary.

For students:

• Student’s Book + Workbook

• Interactive Practice Activities

For teachers:

• Teacher’s Book + Audio CD

• Teacher’s Resource Material

• Digital Book

Teach

er’s Bo

ok

AR0000000000893 Tapa CK_TB2_7478.indd 1 13/11/15 11:25

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

AR0000000000893 CK2_TB_Intro_7409.indd 1 12/11/15 19:07

2 Cool Kids 2

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

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

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

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

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

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

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

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

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

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

• contains Extra activities to expand some grammar items.

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


3Introduction

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

used to reinforce their learning.

The Cool Language and Cool Grammar boxes show examples

of the new grammar and language items, and also

provide useful expressions from everyday English.

The first page in every lesson provides an attractive and

colorful context to introduce the new vocabulary.

The main characters, Jill and Connor, help students with

new language and grammar, and give them learning tips.

Samples of Cool Mini Projects

Making a Town Map to talk about location of places on a map

Making a Cool Bracelet and describing it to a friend


4 Cool Kids 2

Cool Kids develops students’ reading skills: reading for

gist and reading for specific information. The reading

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

Cool Kids presents various models for students to follow.

They practise different writing

skills as the series develops.

References to the Extra activity and

Workbook pages are clearly shown on the Student Book pages.


5Introduction

Cool Kids offers activities for students to improve

their listening skills: listening for the main idea

and listening for detail.

Cool Kids features activities for students to enhance

their speaking skills: activities to develop

accuracy and fluency.

Songs provide a valuable source

of authentic language and help students

recycle what they have learnt in a meanigful way.

Games at different stages of the

lesson provide children with

opportunities to practise language

in a fun and entertaining way.


6 Cool Kids 2

The Cool Kids Corner offers

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

games and reading activities.

Project Work activities foster students’

creativity through pair or group work, and give students opportunities

to use language in different contexts.

The Cool Review section features

a game to consolidate in a fun way what students have

learnt.


7Introduction

Practice goes from more controlled

to less controlled activities.

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

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

practise and review the language taught in class.

• is designed to promote learner independence.

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

• contains cross-curricular activities.

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

entertainment.


8 Cool Kids 2

The activities in The Cool Kids’ Corner provide

fun and cross-curricular activities with a twist.

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

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


9Introduction

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

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

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

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

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

different elements.

List of icons:

Teacher’s Book + Audio CD

Listening

Answer Key

Warm-up or Wrap-up

Values

Optional activity

Workbook

Extra activity

Optional activity

Workbook

Extra activity


10 Cool Kids 2

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

Book help students understand and learn

character-building principles.

Suggestions on how to deal with the Cool Grammar and Cool

Language boxes in the Student’s Book are

clearly explained.

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

to spice up your lessons.


11Introduction

Teacher’s Resource Material

Digital Book

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

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

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


Contents

Contents12

Unit Vocabulary Language and Grammar Values

Greetings and farewells. Personal details: first name, surname, age, nationality, etc.Countries and nationalities.School subjects: Maths, Science, Geography, IT, etc.Adjectives: fit, good-looking, attractive, young, old, etc.

How’s everything? / Great, thanks. And you?Verb to be (revision) / Do you like…? (revision)Can you spell (your surname), please? (revision)Where are you from? / I’m from…Are they Italian? / Yes, they are. / No, they aren’t.

Being nice to others.Respecting multicultural diversity.Applying yourself to get good marks at school.

Jobs: chef, dentist, nurse, doctor, firefighter, waitress, etc.Places in a town: café, supermarket, restaurant, park, library, etc.Means of transport: bus, taxi, train, bike, underground, motorcycle, etc. Adjectives: easy, difficult, simple, dangerous, risky, interesting, etc.Prepositions of place: between, opposite, next to, behind, on (the corner)

What’s your job? / What do you do? / I’m a (an)…I like my job because it’s (interesting).Have you got (a risky job)? / Yes, I have. / No, I haven’t.Where do you work? / I work in (a restaurant).How do you go to work? / (I go to work) by bus.Excuse me, where’s (the library), please? / It’s (next to)…

Having a job and working hard at it.Keeping yourself and others safe when travelling.Helping others find their way around.

Clothes and accessories: shirt, T-shirt, trousers, skirt, dress, necklace, cap, bracelet, etc.Possessive adjectives: my, your, his, her, our, theirPossessive pronouns: mine, yours, his, hers, ours, theirsNumbers 21 to 100.Adjectives: nice, friendly, messy, hard-working, tidy, lazy, comfortable, smart, classic, etc.

What’s (he) wearing? / (He)‘s wearing (jeans and a T-shirt).She’s (nice and friendly) but she’s (a bit quiet).Whose (watch) is that? / It’s (my watch). / It’s (mine). / It’s (Joe’s).Can I help you? / Yes, please!How much are (these trainers)? / They’re (56 euros).

Being honest and returning lost things to their owners.Being tolerant and accepting people's different interests.Being a careful shopper.

Weather conditions: sunny, rainy, cloudy, stormy, hot, warm, cold, etc.The four seasons: summer, autumn, winter, spring The months of the year. Dates and ordinal numbers.Prepositions of time: in (spring), in (April), on (1st March)Actions: get up, have breakfast, study alone, go to school, take a bus, do sports

What’s the weather like in (spring)? / It’s (sunny and warm).When’s (your birthday)? / It’s on (2nd June). / It’s in (June).Do you study Science alone? / Yes, I do. / No, I don’t. What sports do you play? / I play football and tennis.Frequency adverbs: always, usually, sometimes, neverHow often do you…? / (Once) (Twice) (Three times) a week.

Celebrating and respecting important dates.Asking for help and being helpful in return.Helping reduce human influence on climate change.

Music styles: jazz, pop, opera, rock, gospel music, reggaeMusical instruments: violin, saxophone, recorder, electric guitar, etc.Verbs: like, hate, love, prefer, play, practise, live, etc. Telling the time: o’clock, half past, a quarter to, a quarter pastWh-words: What, Where, When, Why, Who, What time, How often (revision)

Adverbs of degree: a lot, very much, at all(She) likes… / (She) loves… / (She) doesn’t like… / (She) hates…(He) studies Music and plays the violin. (She) goes to Music School. (He) doesn’t take a bus.Does (she) like pop? / Yes, (she) does. / No, (she) doesn’t.What does (he) like? / (He) likes rock and jazz. / Where does (she) live? / (She) lives…What time is it, please? / It’s (eight o’clock).

Being tolerant and accepting people's different interests.Being punctual and organising your activities well.Optimising your productivity with daily or weekly routines.

Activities: swimming, playing football, riding a bike, running, reading, studying, sleeping, eating (some cake), etc.Animals: sheep, duck, rooster, cow, pigBody parts: ears, fingers, tongue, eyes, nose Sense verbs: see, touch, feel, taste, smell, hear, soundAdjectives: hard, soft, loud, quiet, salty, sweet, delicious

What are you doing? / I’m (listening to music).Is (she) watching TV? / Yes, (she) is. / No, (she) isn’t. (We) aren’t swimming in the river. (He) isn’t reading a book.What does it (taste) like? / It (tastes sweet). It smells (horrible). / It feels (soft).

Respecting people's right to privacy at home and elsewhere.Being a good conversationalist and listener. Discussing and exchanging views on different issues.

Extra ActivitiesExtra Activities Vocabulary ReferenceVocabulary Reference

Project Work 1Project Work 1CoolReviewReviewReview

1Page 24


2Page 48


3Page 72

Page 76 Page 79

1Unit

Page 4Page 4

Welcome!Welcome!

2Unit

Page 14Page 14

Around townAround town

3Unit

Page 28

Cool clothesCool clothes

4Unit

Page 38

The weather and usThe weather and us

5Unit

Page 52Page 52

Time and time againTime and time again

6Unit

Page 62

Doing and feeling itDoing and feeling it


13Extra ActivitiesContents 13

Unit Vocabulary Language and Grammar Values

Greetings and farewells. Personal details: first name, surname, age, nationality, etc.Countries and nationalities.School subjects: Maths, Science, Geography, IT, etc.Adjectives: fit, good-looking, attractive, young, old, etc.

How’s everything? / Great, thanks. And you?Verb to be (revision) / Do you like…? (revision)Can you spell (your surname), please? (revision)Where are you from? / I’m from…Are they Italian? / Yes, they are. / No, they aren’t.

Being nice to others.Respecting multicultural diversity.Applying yourself to get good marks at school.

Jobs: chef, dentist, nurse, doctor, firefighter, waitress, etc.Places in a town: café, supermarket, restaurant, park, library, etc.Means of transport: bus, taxi, train, bike, underground, motorcycle, etc. Adjectives: easy, difficult, simple, dangerous, risky, interesting, etc.Prepositions of place: between, opposite, next to, behind, on (the corner)

What’s your job? / What do you do? / I’m a (an)…I like my job because it’s (interesting).Have you got (a risky job)? / Yes, I have. / No, I haven’t.Where do you work? / I work in (a restaurant).How do you go to work? / (I go to work) by bus.Excuse me, where’s (the library), please? / It’s (next to)…

Having a job and working hard at it.Keeping yourself and others safe when travelling.Helping others find their way around.

Clothes and accessories: shirt, T-shirt, trousers, skirt, dress, necklace, cap, bracelet, etc.Possessive adjectives: my, your, his, her, our, theirPossessive pronouns: mine, yours, his, hers, ours, theirsNumbers 21 to 100.Adjectives: nice, friendly, messy, hard-working, tidy, lazy, comfortable, smart, classic, etc.

What’s (he) wearing? / (He)‘s wearing (jeans and a T-shirt).She’s (nice and friendly) but she’s (a bit quiet).Whose (watch) is that? / It’s (my watch). / It’s (mine). / It’s (Joe’s).Can I help you? / Yes, please!How much are (these trainers)? / They’re (56 euros).

Being honest and returning lost things to their owners.Being tolerant and accepting people's different interests.Being a careful shopper.

Weather conditions: sunny, rainy, cloudy, stormy, hot, warm, cold, etc.The four seasons: summer, autumn, winter, spring The months of the year. Dates and ordinal numbers.Prepositions of time: in (spring), in (April), on (1st March)Actions: get up, have breakfast, study alone, go to school, take a bus, do sports

What’s the weather like in (spring)? / It’s (sunny and warm).When’s (your birthday)? / It’s on (2nd June). / It’s in (June).Do you study Science alone? / Yes, I do. / No, I don’t. What sports do you play? / I play football and tennis.Frequency adverbs: always, usually, sometimes, neverHow often do you…? / (Once) (Twice) (Three times) a week.

Celebrating and respecting important dates.Asking for help and being helpful in return.Helping reduce human influence on climate change.

Music styles: jazz, pop, opera, rock, gospel music, reggaeMusical instruments: violin, saxophone, recorder, electric guitar, etc.Verbs: like, hate, love, prefer, play, practise, live, etc. Telling the time: o’clock, half past, a quarter to, a quarter pastWh-words: What, Where, When, Why, Who, What time, How often (revision)

Adverbs of degree: a lot, very much, at all(She) likes… / (She) loves… / (She) doesn’t like… / (She) hates…(He) studies Music and plays the violin. (She) goes to Music School. (He) doesn’t take a bus.Does (she) like pop? / Yes, (she) does. / No, (she) doesn’t.What does (he) like? / (He) likes rock and jazz. / Where does (she) live? / (She) lives…What time is it, please? / It’s (eight o’clock).

Being tolerant and accepting people's different interests.Being punctual and organising your activities well.Optimising your productivity with daily or weekly routines.

Activities: swimming, playing football, riding a bike, running, reading, studying, sleeping, eating (some cake), etc.Animals: sheep, duck, rooster, cow, pigBody parts: ears, fingers, tongue, eyes, nose Sense verbs: see, touch, feel, taste, smell, hear, soundAdjectives: hard, soft, loud, quiet, salty, sweet, delicious

What are you doing? / I’m (listening to music).Is (she) watching TV? / Yes, (she) is. / No, (she) isn’t. (We) aren’t swimming in the river. (He) isn’t reading a book.What does it (taste) like? / It (tastes sweet). It smells (horrible). / It feels (soft).

Respecting people's right to privacy at home and elsewhere.Being a good conversationalist and listener. Discussing and exchanging views on different issues.

WorkbookWorkbook Page 81


14 Unit 1

Unit1 Welcome!

SB pages 4 and 5

Objectives

•Togreetsomeoneandtointroduceoneself.•Toaskforandgivepersonalinformation.•Torevisethealphabet.

Language:

•Hi!/Hello!•How’severything?/Great,thanks./Notbad.Andyou?

•What’syour(firstname)(surname)?•Canyouspellyoursurname,please?/Yes,sure.It’s(D-A-V-I-E-S)./Thanks!

•Howoldareyou?I’m(ten).

Vocabulary:

•Greetings:Hi!/Hello;How’severything?/Great,thanks./Notbad.Andyou?

•Personalinformation:Myname’s…/I’m(ten)yearsold.

•Thealphabet

Warm-upGreetstudentsandintroduceyourselftotheclass:Hello!I’m(Ms…).Thenwriteontheboard:What'syourname?Askstudentstocopythequestioninapieceofpaperanddrawthemselvesinthemiddle.Next,writeontheboard:Myname's...andaskstudentstocopytheanswerbelowtheirdrawing.Theycompletetheanswerwiththeirname.Finally,displaystudents'workaroundtheclassroom.

Havestudentsopentheirbookstopage4andintroducethecharactersinlevel2:JillandConnor.

1 Complete the dialogue. Then listen and check. Askstudentstoreadthedialogueandcompleteitwiththewords.BeforelisteningtotheaudioCD,tellthemtocomparetheir

answerswiththeirpartners.Playtrack2tocheckanswers.

Track 2 Í

Jill: Hi,coolkids!Myname’sJill.Connor:AndI’mConnor.Welcome,kids!How’severything,Jill?Jill: Great,thanks.Andyou?Connor: Notbad!Seeyouaround!Jill: Seeyou!

Answer Key

1. Hi;2. name;3. How;4. Great;5. bad

Cool LanguageCool Language

Directstudents’attentiontotheCoolLanguagebox.Tellthemtheseareexpressionsusedwhenmeetingsomeone.Reviseotherexpressions:Goodmorning/afternoon/evening!Howareyou?I’mfine,thanks.

2 Put the dialogue in order.

Nowdrawchildren’sattentiontothepictureinexercise2andaskcomprehensionquestions:Whoarethey?Aretheyfriends?Aretheybrotherandsister?Howoldarethey?Wherearethey?Writestudents’ideasontheboardtocheckaftertheycompletetheexercise.Thentellthemtoorderthedialogue.Invitesomevolunteerstorole-playtocheckanswers.

Answer Key

8,5,4,1,3,7,6,2

3 Complete the alphabet with the missing letters. Then listen and chant.

Invitestudentstocompletethealphabet.PlaytheCDoncetocheckanswers.Thenplayitonceortwiceagainforstudentstorepeatandrevisethepronunciationoftheletters.

AR0000000000893 CK2_TB_U1_6737.indd 14 12/11/15 17:28

15Welcome!

Unit1

Track 3 Í

A,B,C,D,E,F,GH,I,J,K,L,M,N,O,PQ,R,S,T,U,VW,X,YandZ

Answer Key

D,H,K,N,Q,T,U,W,Z


Nowcallstudents’attentiontotheCoolLanguagebox.Presentandmodelthequestion:Canyouspellyoursurname,please?Elicitwhenweuseit:Toaskaboutthelettersofaword,forexample,asurname,andcheckitsspelling.Presentandmodeltheanswer.Asksomestudentsthequestiontopractise.

4 Choose words from this lesson and play a Spelling Game with a friend.

Telltheclasstochoosewordsfromthislessonandasktheirpartnerstospellthem.Walkaroundtheclassroomtomonitorandofferhelpifnecessary.

Answer Key Students’ownanswers

Optional ActivityDividetheclassintoteamsofthree.Writeawordontheboardwithamissingletter:d_g.Askateamtotellyouthemissingletter:o.Iftheansweriscorrect,awardapointtotheteam.Andthenask:Canyouspell(dog),please?Iftheyspellthewordcorrectly,theygetanextrapoint.Iftheteamcannotcompletethewordwiththemissingletter,thenextteamhastheopportunitytogivetheanswerandspelltheword.Thenwriteanotherwordforthenextteam.Theteamwiththemostpointsisthewinner.

Optional ActivityDivide

5 Circle the correct option. Are Jack and Annie classmates?

Invitestudentstolookatthephotoandrevisetheirpreviousideasfromexercise2:Whataretheirnames?Howoldarethey?IsJacknewatschool?Thenaskquestionsaboutthepictureinthisexercise:Wherearethey?Why?AskchildrentochoosethecorrectoptionandanswerifAnnieandJackareclassmates.Finally,askvolunteerstoreadthedialoguealoudtocheck.

Answer Key

1. ’s;2. spell;3. ’s;4. You’re;5.’s;6.We’re

6 Complete and answer. Then ask your friend.

Askstudentstocompletethequestionsandanswerthem.Whentheyfinish,theyaskthequestionstotheirpartners.

Answer Key

1. What’syourname?2. What’syoursurname?3. Canyouspellyoursurname,please?

Values: Being nice Remindstudentsoftheimportanceofbeingniceandrespectfultootherpeople.Asktheclassifthere’sanewstudentandhowtheycanmakehim/herfeelcomfortable:befriendlyandaskabouttheirinterests,showtheschoolplaces,explaintheschoolrules,etc

Wrap-upMaterials Oldmagazinesandnewspapers

Dividetheclassintogroupsoffour.Haveeachgroupcutoutpicturesoftwopeoplefromanewspaperormagazineandgluethemontoasheetofpaper.Askthemtowriteadialogue

AR0000000000893 CK2_TB_U1_6737.indd 15 12/11/15 17:28

16 Unit 1

inwhichthepeopleintroducethemselvesandaskandanswerquestionsaboutpersonalinformation.Displaystudents'workaroundtheclassroom.

SB page 82: Workbook

Answer Key

1 Write questions and complete Jill's ID card.

1. What’syourname?

2.What’syoursurname?

3.Howoldareyou?

ID card: Name: Jill;Surname: Taylor;Age: 10

2 Complete with the words in the boxes.

1. How;2. His;3. years;4. your;5. What;6. spell;7. surname;8. old

3 Answer the questions in exercise 2 and

write about your friend.

Students’ownanswers

SB pages 6 and 7

Objectives

•Toaskandansweraboutcountriesandnationalities.

•ToreviseYes/Noquestionswiththeverbtobe.•Toreadandcompleteanemail.•Torevisevocabularyrelatedtopersonalinformation.

Language:

•Whereareyoufrom?I’mfrom(China)./I’m(Chinese).

•Where’she/shefrom?He/She’sArgentinian.•IsshefromBrazil?Yes,sheis.•IsheAustralian?No,heisn’t.

Vocabulary:

•Countries:Spain,theUnitedStates,Brazil,Australia,Mexico,France,Japan,Italy,Argentina

•Nationalities:Spanish,American,Brazilian,Australian,Mexican,French,Japanese,Italian,Argentinian

•Personalinformation

Warm-upPrepareflashcardswiththepicturesofflagsofthecountriesinthislesson.Displaytheflascardsanddescribeoneoftheflags:It’sblue,whiteandred.Haveavolunteerpointtothecorrespondingflashcardandsaythenameofthecountry:France.Dothesamewiththeremainingflags,invitingsomevolunteerstodescribethem.

1 Match the flags with the countries. Then listen and check.Tellstudentstoidentifytheflagsandwritethenamesofthecorrespondingcountries.Thenplaytrack4tocheckanswers.

AR0000000000893 CK2_TB_U1_6737.indd 16 12/11/15 17:28

17Welcome!

Unit1Track 4 Í

Speaker: One.ArgentinaTwo.FranceThree.TheUnitedStatesFour.ItalyFive.BrazilSix.SpainSeven.JapanEight.Australia

Answer Key 1. Argentina;2.France;3.TheUnitedStates;4.Italy;5.Brazil;6.Spain;7.Japan;8.Australia

2 Unscramble the questions. Then listen and complete the answers.

Directstudents’attentiontotheflagsthatthepeopleinthepicturesarecarrying.Thenplaytrack5forstudentstolistentothedialogue.Aftertheyhavelistened,havethemunscramblethequestionsandcompletetheanswers.Playthetrackagainforstudentstochecktheiranswers.Finally,getapairofvolunteerstoreadthedialoguealoud.

Track 5 Í

Girl: Where’shefrom?Boy: He’sfromItaly.Where’sshefrom?Girl: She’sfromBrazil.

Answer Key 1. Where’shefrom?2.Where’sshefrom?3.Italy;4.Brazil

Directstudents’attentiontothestructuresofthequestionsintheCoolGrammarboxandelicittheiruse:Toaskaboutaperson’scountryornationality.Readtheanswersaloudandaskstudentstodistinguishthestructuresusedwiththenameofacountryandwithanationality.

Cool GrammarCool Grammar

3 Complete the tables with the countries.

Readthenationalitiesaloudtomodelpronunciationandinvitetheclasstorepeat.Thenaskstudentstowritethecorrespondingcountries.Monitorandhelpasneeded.Invitesomevolunteerstoreadtheiranswers.

Answer Key 1. TheUnitedStates;2.Spain;3.Italy;4.Argentina;5.Brazil;6.Australia;7.France;8.Japan

Optional Activity

Materials:Whitepaper(1sheetperstudent).

Assigneachstudentacountryandtellthemtodrawtheflagofthatcountryontheirsheetofpaper.HavethemwritethenameofthecountryandthenationalityaswellArgentina–Argentinian.Displaystudents'workaroundtheclassroom.

Optional Activity

Materials:

Values: Respecting people from different countries Discusswiththeclasstheimportanceofrespectingotherpeople'sculturesandpointoutthatpeopleareallthesame,eventhoughtheyliveindifferentplacesandhavedifferentideas.Someoftheircustomsandbeliefsmaybedifferentbutsomeofthemarethesame.

4 Read and complete with a country or nationality.

Pointoutthetitleandaskstudentswhatane-palis:Ane-palisafriendwhocommunicateswithyoubyemail.Thenhavestudentsreadthetextandcompleteitwithacountryornationality.Encouragethemtopayattentiontothepicturesandthestructuresofthesentencesforhelp.Checkanswerswiththeclass.Afterthat,inviteapairofvolunteerstoreadthetextaloud.Askquestionsaboutthee-pal:What'shisname?Where'shefrom?Wheredoeshelive?

AR0000000000893 CK2_TB_U1_6737.indd 17 12/11/15 17:28

18 Unit 1

Answer Key 1. Brazil;2.UnitedStates;3.Australian

5 Complete Leo's email with the missing letters.

NowtellstudentstheywillreadLeo’semailtoPaula,thegirlinexercise4.Invitestudentstowritethemissingletterstocompletetheemail.Finally,havesomevolunteersreadtheiranswersandwritethemontheboardtocheck.Youmayanalysethephrasesintheemailforgreetingandopening,askingaboutpersonalinformation,andclosing.

Answer Key 1. everything;2.Australia;3.years;4.France;5.English;6.Where;7.countries

Optional Activity

Materials:Envelopes(1perstudent),slipsofpaper(1perstudent)

Preparation:Writeeachstudent'snameonaslipofpaperandputitinanenvelope.

Distributetheenvelopesinrandomorder.Studentsshouldnotsaywhatnametheygotunlesstheygettheirownname.Exchangeuntileachstudenthasanotherstudents'name.Tellthemtowriteeachotherane-palmail.Theycanusetheemailinexercise5asaguide.Whentheyfinish,theyshouldwritethestudent'snameontheenvelopeandputtheemailinsideit.Collecttheemailsandgivethemtotherecipients.Encouragestudentstowriteanemailbacktotheirclassroome-pal.

Optional Activity

Materials:

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: 10indexcards,paint,2mstring,markers

Tofinishthelesson,tellstudentstheywillmakeaflagbanner.Thepreviousclass,askthem

tobringthematerials.Askstudentstodrawa2cmmarginononeoftheshortsidesofeachindexcard.Thenpainttheflagsof10differentcountriesontheindexcardsandfoldeachcardonthemarginlinetheymarkedandgluethemontothestringatregularintervals.Monitorandhelpasneeded.Makesurethatstudentsusetherightcoloursandpatternsfortheirflags.EncouragethemtohangtheirflagbannersupatschoolandhomeandtelltheirpartnersandfamilythenamesofthecountriesandnationalitiesinEnglish.

Wrap-up Dividetheclassintopairs.Tellonestudenttosaythenamesoffivecountries.Theotherstudentshouldsaythecorrespondingnationalities.Thentheyswitchrolesandplayagain.


Answer Key

1 �Look and write the names of the countries.

1. France;2.Italy;3.Australia;4.Japan;5.Spain;6.Brazil;7.Mexico;8.TheUnitedStates

2 Complete the questions and answers.

1. Whereisshefrom?She’sJapanese.2. IssheItalian?No,sheisn’t.She’sBrazilian.3. IsheSpanish?No,heisn’t.He’sAmerican.4. Whereishefrom?He’sfromMexico.

3 Complete with information about you.


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


AR0000000000893 CK2_TB_U1_6737.indd 18 12/11/15 17:28

19Welcome!

Unit1

SB pages 8 and 9

Objectives

•Torevisecountriesandnationalities.•Totalkaboutpeople’scharacteristicsandgiveopinions.

•Toreadandwriteaboutfamouspeople.

Language:

•Where’s(Messi)from?He’sArgentinian.•Howoldishe?He’s(28)yearsold.•Ishe(reallyfamous)?Yes,heis.•Whereare(BradPittandAngelinaJolie)from?They’refromtheUSA.

•Arethey(old)?No,theyaren’t.

Vocabulary:

•Countriesandnationalities•Adjectives:good,bad,famous,good-looking,slim,fit,attractive,young,old

Warm-upDividetheclassintotwoteams.Inviteavolunteerfromeachteamtocometothefront.Putadeskbetweenthetwovolunteers.Sayacountrynameoranationality:Japan.Thefirststudenttohitthedeskandidentifythewordearnsapoint:Country!Ifthestudentsaysthenationalitycorrectly,he/shegetsanextrapoint.Invitetwonewvolunteersandplayagain.Playuntilallstudentshaveparticipated.Theteamwiththemostpointsattheendisthewinner.

1 Complete the quiz with a country or nationality.

Drawstudents’attentiontothephotosofthefamouspeopleandaskquestionsaboutthem:Whoishe/she?Whoarethey?Wherearetheyfrom?Howoldarethey?Issheanactress/asinger?Thentelltheclasstocompletethequiz.Invitesomevolunteerstoreadtheiranswerstocheck.

Answer Key 1. Argentinian;2.theUnitedStates;3.Spanish;4.American;5.Brazil

Directchildren’sattentiontotheCoolGrammarbox.Readtheexamplesaloudandelicittheuseofthestructures:Totalkaboutpeople’scharacteristics.Encouragestudentstoidentifytheverbthatisusedbeforetheadjectives.Explainthatreallyandverygivemoreemphasistothequalityorideadescribed.


2 Listen to Jill and Connor. Circle the correct option.

Havesomevolunteersreadthesentencestocheckunderstandingandexplainthemeaningofthewordstheydon’tknow.TellchildrentheywillnowlistentoJillandConnordoingthequizinexercise1.Playtrack6forstudentstodotheexerciseandplayitagaintocheckorcompletetheiranswers.Asksomestudentstoreadoutthesentencestocheck.

Track 6 Í

Jill:HiConnor!Doyoulikequizzes?Connor: Yes,Ilovethem!Jill: Great!Thisquizisaboutfamouspeople.Areyouready?Questionone:Where’sMessifrom?Connor:That’seasy!He’sArgentinian.He’smyfavouritefootballplayer.Jill: He’sfantastic!Andhe’sveryfit.Numbertwo:WhereareAngelinaJolieandBradPittfrom?Connor:They’reAmerican.They’reverygoodactors.Iliketheirfilms.Jill: Yes,andthey’regood-lookingtoo.Next:Where’sRafaNadalfrom?Connor:Um…Ican’tremember.IshefromMexico?Jill: No,heisn’t.He’sSpanish.Andhe’sveryattractive.Four:WhereisTaylorSwiftfrom?Connor: Issheaveryfamoussinger?She’sAmerican.Jill: Good!Andfinally,where’sNeymarfrom?Connor: He’sfromBrazil.Jill: Correct!Look,he’sayoungfootballplayer.

AR0000000000893 CK2_TB_U1_6737.indd 19 12/11/15 17:28

20 Unit 1

Answer Key

1. fit;2.good;3.attractive;4.very;5.ayoung

3 Test your friend! Ask questions about the famous people in exercise 1.

Nowinviteapairofstudentstoreadtheexampledialogue.Telltheclasstoworkinpairsandaskeachotherquestionsaboutthepeopleinexercise1.


Optional Activity

PlaySpottheFalseSentencewithinformationaboutthepeopleinexercise1.Invitestudentstowritedownthreesentencesandoneofthesentencesshouldbefalse.TaylorSwiftisasinger.She’sveryfamous.She’sCanadian.Dividetheclassintosmallgroups.Studentsreadtheirsentencesandtheirclassmatesguesswhichsentenceisfalse:Sheisn’tCanadian.She’sAmerican.

Optional Activity

Play

4 Read the information and complete Jill's post.

Drawstudents’attentiontothephotoofBrunoMarsandelicitinformationtheymayknowabouttheartist:Whereishefrom?Howoldishe?Doyoulikehismusic?etc.AskstudentstousetheinformationtocompleteJill’spost.Theninvitesomevolunteerstoreadthetextaloudtochecktheanswers.

Answer Key

1. BrunoMars;2.American;3.30/thirtyyears;4.goodsinger;5.fit;6.playthedrums,thekeyboardandtheguitar

5 Complete with information of a famous person you like. Then write a post.

Tofinishthelesson,asksomechildrenabouttheirfavouriteartistsorsportspeopleandencouragethemtosharewhattheyknowwiththeclass.Invitetheclasstocompletewithinformationaboutthefamouspeopletheylike.Oncetheyhaveincludedalltheinformation,tellthemtowriteapost.TheycanuseJill’spostinthepreviousexerciseasamodel.Finally,havesomevolunteersreadtheirpoststotheclass.


Wrap-up Displayamapoftheworldandpointtothecountriesstudiedinthisunittoelicittheirnames.Encouragestudentstomentionafamouspersonoranimalfromthatcountry:England–Adele.


Answer Key

1 Complete the adjectives with the missing vowels.

1. attractive;2.famous;3.fit;4.old;5.good-looking;6.young

2 Label the pictures with adjectives from

exercise 1.

1. old;2.fit/young;3.attractive/young

3 Read the information and answer the questions. 1. fromtheUnitedStates.2.IliveinLosAngeles.3.I’m49.4.Yes,Ido.5.Yes,Iam.

AR0000000000893 CK2_TB_U1_6737.indd 20 12/11/15 17:28

21Welcome!

Unit1

SB pages 10 and 11

Objectives

•Torecogniseschoolsubjects.•Torecognisethedaysoftheweek.•Totalkaboutschedules.•Toexpresslikesanddislikes.•Towriteaboutfavouriteschoolsubjects.•Tolistentoasong.

Language:

•Ihave(Maths)on(Tuesdays)and(Fridays).•Doyoulike(Maths)?Yes,Ido.•Doyoulike(Science)?No,Idon’t.•Myfavouritesubjectis(Music).

Vocabulary:

•Schoolsubjects:Maths,Science,History,P.E.,English,Art,Music

•Daysoftheweek

Warm-upWritethenamesoffiveschoolsubjectsacrosstheboard:Geography,Science,Maths,P.E.andArt.Invitevolunteerstogivesomefactsforeachsubject:Geography–BuenosAiresisthecapitalofArgentina.Whentheyaredone,writetheremainingschoolsubjectsandrepeattheactivity.

1 Read and complete with the school subjects. Then listen and check.

Dividetheclassintofivegroupsandassigneachgroupadayoftheweek.Thenplaytrack7andgetgroupstostandupandsitdownwhentheyheartheirdayoftheweek.Next,askstudentstoopentheirbookstopage10,exercise1.Invitethemtoreadthelyricsofthesongandwritethenameofaschoolsubject.Playthetrackagainforstudentstochecktheiranswers.

Track 7 Í

ChorusSchooliscool,schoolisfun,Welikeschool,andsodoeseveryone.OnMondayswehaveEnglish,welearntoreadandspeak.Englishisfantastic-it'sthestartofagreatweek.OnTuesdayswehaveArt,welearntopaintanddraw.Welikedrawingpictures,canwedosomemore?ChorusOnWednesdayswehaveMaths,it'snotourfavouritething.Add,subtractanddivide,butweprefertosing!OnThursdayswehaveHistory,welearnaboutthepast.Historyisinterestingandthetimegoesreallyfast!ChorusOnFridayswehaveMusic,andinstrumentsweplay.Theymakegreatnoises,hiphiphooray!!!

Answer Key

1. English;2.Art;3.Maths;4.History;5.Music

Optional Activity

Encouragestudentstowriteaschoolsubjectonaslipofpaperandfoldit.Collecttheslipsandplacetheminaplasticbag.Dividetheclassintotwoteams.Taketurnsinvitingavolunteerfromeachteamtochooseaslipofpaper.Heorsheshouldreadthewordsilentlyandmimeittotheoppositeteam.Iftheoppositeteamguessestheword,theygetapoint.Theteamwiththemostpointsattheendwins.

Optional Activity

Encourage

AR0000000000893 CK2_TB_U1_6737.indd 21 12/11/15 17:28

22 Unit 1


Directstudents’attentiontotheCoolLanguagebox.Readthefirstsentenceandaskdifferentstudentsabouttheirfavouritesubject.Encouragethemtousecompletesentences.Thenreadtheothersentenceandpointouttheuseofthepresentsimpleoftheverbhavewhentalkingaboutschedulesandtheuseoftheprepositiononwithdays.

2 Listen to Jill and her friend. Mark (3) the subjects they have today.

Askstudentstomarkthesubjectsthateachkidhastoday(onThursday).Studentsshouldmarktwosubjectsineachlist.Playtrack8twicesothatstudentscanmarkandcheckorchangetheiranswers.Checkanswerswiththeclass.Finally,askstudentswholikesThursdaysandwhy:Jill,becauseshehasArt.

Track 8 Í

Nick:Hi,Jill!Jill: Oh!Hi,Nick!Whatdayisittoday?Nick:It’sThursday.Jill:Great!Thursdaysareexcellent!Nick:Oh?Why?Jill: BecauseIhaveArtonThursdays!Nick:Really?WehaveArtonMondays,butIhaveMathstodayandEnglishtoo.Jill: IhaveHistorytoday.Ilikethissubject.Nick:Oh!Whatacoincidence!Historyismyfavouritesubject.IhaveHistoryonTuesdays.Jill: Well,maybewecanstudyHistorytogether.Nick:That’sagoodidea!

Answer Key

Nick: EnglishandMaths;Jill: HistoryandArt

3 Unscramble the days of the week and complete with a school subject. Then tell a friend.

Havestudentswritethedaysoftheweekandthenameofasubjecttheyhavethatday.Thentheysharetheirscheduleswiththeirpartnersasintheexample.

Answer Key

1. Wednesdays;2.Fridays;3.Mondays


Callstudents’attentiontotheCoolGrammarbox.Invitevolunteerstoreadtheexamplesaloud.WriteDoontheboardandaskwhenweuseit:Weuseittobeginquestionswithyou.Focusstudents’attentionontheanswers:Weusedoinaffirmativeshortanswersanddon’tinnegativeanswerswithIoryou.PointoutthatwealsouseDoanddon’twithweandthey.


4 Mark the school subjects you like (3)

or dislike (7). Then ask your friend and complete.

Directstudents'attentiontothelistofsubjects.Tellthemtomarkthesubjectstheylikeanddonotlike.Getapairofvolunteerstoreadtheexampledialoguealoud.Thendividetheclassintopairsandaskstudentstointervieweachother.

Answer Key


Values: Getting good grades Talkwiththeclassabouttheimportanceofgettinggoodgrades.Askstudentshowtheycangetgoodgrades:Theystudyalot.Theyaskforhelpwhentheyneedit.Theyparticipatein

AR0000000000893 CK2_TB_U1_6737.indd 22 12/11/15 17:28

23Welcome!

Unit1classanddotheirhomework.Addthatlearningpreparesyouforthefutureandmakesyouabetterperson.

5 Complete the chat with information about you.

Askavolunteertoreadtheincompletetextaloudandencourageotherstudentstosuggestpossiblewordsorphrasestocompleteit.Finally,telltheclasstocompletethetextwiththeirinformation.Inviteseveralvolunteerstoreadthecompletedtextaloud.

Answer Key


Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: constructionpaper,scissors,colouredpencils

Thepreviousclass,askstudentstobringthematerialsmentionedabovetomaketheirSnapGame.Tellthemtodrawandcutout10squares,5cmx5cmandwrite5subjectson5differentcards.Ontheother5cards,theydrawpicturestoillustratetheother5schoolsubjects.DividetheclassintopairsandhavethemplaySnap!Studentsshouldputpicturecardsandwordcardsinapileandshufflethem.Thentheytaketurnsflippingoveracardintheirpiles.Iftheymatch(whetherinwordsorpictures),studentscansaySnap!ThefirststudenttosaySnap!correctlywinsthepairofcards.Theyshouldplayuntilallofthecardshavebeenused.Thestudentwiththemostpairsofcardsisthewinner.

Wrap-upDrawachartontheboardshowingthenamesoftheschoolsubjects.Foreachsubjectinthechart,allowonespaceforthenameofthesubjectandonespacefortheanswer.Askaboutthefirstsubjectonthechart:Doyoulike(Maths)?Tellstudentswhoseanswerisyestostandup.CountthenumberandwriteitinthespaceforMaths.Dothesamefortheremaining

subjects.Encouragestudentstocommentontheresultsinthechart:TenstudentslikeMaths.

SB page 76: Extra activity

OncestudentsfinishtheCoolMiniProjectyoucanaskthemtodotheExtraactivityfortheunitinclass.Tochecktheexercise,askvolunteerstocometotheboardandwritetheiranswers.

Answer Key Look at the table and complete the sentences.

1. have;2.have,Mondays;3.Geography,Wednesdays;4.haveP.E.,Thursdays;5.Art,Fridays


Answer Key

1 Complete the names of the school subjects. Then number the pictures.

1. English;2.History;3.Art;4.Maths;5.Science;6.P.E.;7.Geography;8.I.T.;9.Music;10.DramaNumbers of the pictures: 4,2,1,5,3,10,8,6,9,7

2 Complete the questions and answer them.

1. Science;2.History;Yes,Ido;3.Drama;No,Idon’t.

3 Look at Connor’s note and complete. 1. Friday;2.English;3.favourite;4.Maths;5.don’tlikeArt

AR0000000000893 CK2_TB_U1_6737.indd 23 12/11/15 17:28

24 Unit 1

SB pages 12 and 13

Objectives

•Toidentifycountriesandnationalities.•Tolistenforspecificinformation.•Toreadaboutsubjectsandschedules.•Tomakepredictionsandreadatexttocheck.•Towriteanemailtoane-pal.

Language:

•What’syourfriend’sname?Hername’s(Lulu).•Ishefrom(Spain)?No,heisn’t.He’sfrom(Mexico).

•Whereareyoufrom?I’mfrom(Italy)./I’m(Italian).

•Herfavouritesubjectis(Art).•Shelivesina(flat).•Ilove/like/don’tlike(acting).•He’s(verygood-looking).

Vocabulary:

•Countriesandnationalities•Personalinformation:name,age,favouritesubject,preferences

•Schoolsubjects•Daysoftheweek

Warm-upDisplayamapoftheworldanddividetheclassintofourteams.Askavolunteerfromeachteamtocometotheboardandpointtoacountryfromthisunit.Thefirstvolunteertowritethenameofthecountrycorrectlywinsapointforhisorherteam.Repeatseveraltimes.Theteamwiththemostpointsattheendisthewinner.

1 Unscramble the names of these countries.

Tellstudentstolookatthemapsandunscramblethenamesofthecountries.Checkanswerswiththeclass.

Answer Key

1. Mexico;2.Japan;3.Italy;4.Spain;5.France

2 Listen and circle the correct flag.

Askchildrentolookattheflagsandelicitthenamesofthecountries.Playtrack9forstudentstocirclethecorrectflag.Getthemtocompareanswerswithafriend.Finally,checkanswerswiththeclass.

Track 9 Í

Speaker: One.Boy 1:Who’sthatboy?Boy 2:HisnameisPaolo.Boy 1: Oh,ishefromSpain?Boy 2: No,heisn’t.He’sfromMexico.

Speaker:TwoWoman:Isee,andwhat’shisname?Man:Um,let’sseehispassport…Smith…JohnSmith.Woman:IshefromAustralia?Man:No,heisn’t.He’sfromtheUnitedStates.

Speaker:ThreeWoman:What’syourfriend’sname?Girl 1: HernameisLulu.Woman:Whereareyoufrom,Lulu?Girl 2: I’mfromItaly.

Speaker:FourMan:Whoisthat?Girl: HernameisFatima.She’smye-pal.Man: Youre-pal?IsshefromBrazil?Girl: No,sheisn’t.She’sfromEgypt.Man:Wow!

Answer Key

1. Mexico;2.theUnitedStates;3.Italy;4.Egypt

3 Unscramble the words and complete.

Askchildrentounscramblethewordsinbracketstocompletethetext.Invitesomevolunteerstoreadtheiranswersaloudtocheck.

AR0000000000893 CK2_TB_U1_6737.indd 24 12/11/15 17:28

25Welcome!

Unit1

Answer Key

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.

Askstudentsquestionsaboutthepicturestocheckcomprehension:Whereisthegirlfrom?Isthemanfamous?Why?What’shisname?Whereishefrom?Whatdothemasksrepresent?Pointtothebuildingandask:Whattypeofhouseisthat?Studentschoosetheanswersandreadthetexttocheck.Invitesomevolunteerstoreadtheiranswersaloud.Finally,asksomestudentstoreadtheemailaloud.

Answer Key

1. a;2.c;3.b;4.c

5 Answer your e-pal's email.

NowtellstudentstowritetoAamaniandtellheraboutthem.Revisethephrasestheycanincludetogreetherandclosetheemail.Studentsmayexchangetheiremailstocorrecttheirpartners’texts.Tochecktheanswers,asksomevolunteerstoreadtheiremailsaloud.


Wrap-upPlayReadtheTeacher’sMind!with:SchoolSubjects,Days,CountriesandNationalities.Writethenameofacategoryontheboard:Schoolsubject.Writesevenwordsorphrasesassociatedwiththecategoryonasheetofpaper:Maths,Music,teacher,schoolobjects,schedule,Geography,P.E.Dividetheclassintoteamsoffourandhavethemlistsevenwordsrelatedtothecategory.Getavolunteerfromeachteamtowritetheirwordsontheboard.Correctspellingifnecessary.Whenstudentsarefinished,circlethewordsthatwereonyour

list.Theteamwiththemostcircledwordsisthewinner.


Answer Key

1 Look at the pictures and write sentences with I have or I (don't) like.

1. IlikeMaths.2.IhaveArt;3.IhaveDramaonMondays.4.Idon’tlikeGeography.5.IhaveI.T.onTuesdays.

2 Read and complete. Then spell the surnames in pairs.

Name: SpencerTaylor,MarioSantos,GiovannaPetriNationality: American,Brazilian,ItalianSchool Subject:Maths,Music,P.E.Special Talent: Spencercansolveproblemsveryfast.Mariocanplaymanyinstruments.Giovannacanrunveryfast.

AR0000000000893 CK2_TB_U1_6737.indd 25 12/11/15 17:28

26 Unit 2

Unit2 Around town

SB pages 14 and 15

Objectives

•Tointroducevocabularyrelatedtojobs.•Todescribeandtalkaboutjobs.•Toaskandansweraboutjobs.

Language:

•What’syourjob?I’ma(doctor).•Whatdoyoudo?I(curesickpeople).•Ilikemyjobbecauseit’s(interesting).•Haveyougota(simple)job?Yes,Ihave./No,Ihaven’t.

Vocabulary:

•Jobs:chef,librarian,nurse,waitress,firefighter,dentist

•Actions:fixteeth,putoutfires,helpsickpeople,servefood,cataloguebooks,cook,cure

•Adjectives:easy,risky,simple,interesting,difficult,dangerous

Warm-upWritethenamesofthejobsthatarepresentinthislessonontheboard.Bringtoysormagazinecutoutsrelatedtothesejobsandinvitestudentstolookatthem.Encouragethemtocommentontheobjects.Remindstudentsofsimplevocabularyasneeded:It’sa(plane).It’sa(menu).,etc.Askstudentstomatchtheobjectstothecorrespondingjob.Modelpronunciationandasktheclasstorepeatthewords.

Havestudentsopentheirbookstopage14.Tellthemtheyaregoingtostudythetopicofjobs.

1 Listen and complete.

Invitetheclasstodescribethepictures.ThentellthemtheywilllistentotheaudioCDandwillhavetowritethejobs.Playtrack10forstudentstocompletetheexercise.Thenplayitagaintopractisepronunciation.

Track 10 Í

Speaker:One.ChefTwo.FirefighterThree.NurseFour.DentistFive.LibrarianSix.Waitress

Answer Key

1. chef; 2. firefighter; 3. nurse; 4. dentist; 5. librarian; 6. waitress

2 Listen and write the names of the jobs.

Then match.

Nowtellchildrentheywilllistentopeopleexplainingwhattheydointheirjobs.PlaytheaudioCDonceandtellthemtowritethenamesofthejobs.PlaytheaudioCDagainforstudentstocheck.Aftercompletingtheleftcolumn,theyhavetomatchthenameswiththeexplanationsintherightcolumn.Invitesomevolunteerstoreadtheiranswersaloudtocheck.

Track 11 Í

Speaker: OneWoman: Ihelppeoplefindthebookstheywant.Icataloguebooksandputthemintherightplaces.Speaker:TwoMan: Icheckandfixpeople’steeth.Speaker:ThreeMan: Icookandpreparedeliciousmeals.Speaker:FourWoman: Itakeordersfromcustomersandservetheirfoodanddrinks.Speaker:FiveMan: Iputoutfiresandrescuepeoplefromcaraccidents.SometimesIalsorescuecatsfromtrees.Speaker:SixWoman: Iworkwithdoctorsinahospital.Ihelpsickpeopleandgivethemmedicine.

AR0000000000893 CK2_TB_U2_6810.indd 26 12/11/15 17:33

27Around town

Unit2Answer Key

1. librarian,e; 2. dentist,a; 3. chef,f; 4. waitress,d; 5. firefighter,b; 6. nurse,c


Directstudents’attentiontotheCoolLanguagebox.Readtheexamplesaloudandanalysethemwiththeclass.Elicittheusesofthequestions:toaskaboutajobandtodescribetheactionsthatitinvolves.ExplainthatthesecondquestioncanalsobeusedwiththesubjectpronounsWeandThey.Writesomesentencesontheboardtoexemplify:What’syourjob?We’reteachers.Whatdoyoudo?WeteachEnglish.Whatdoyourparentsdo?They’redoctors.Theyhelpsickpeople.

Values: Having a job and working hard at it

ReadaloudwhatJillsays.Askstudentswhyitisgoodtohaveajob:Youearnmoneytobuythings.Youshareyourtalentswithyourcommunity.Thenaskwhyitisimportanttoworkhardatajob:Becausetheworldwillbeabetterplaceifeveryonedoestheirbestatwhattheydo.Encouragestudentstosharewhattheywanttobewiththeclass.Helpwithnewwordsifnecessary.

3 Read the opinions and identify the jobs.

Askstudentstoreadthedescriptionsandwritethenamesofthejobs.Beforecheckingwiththeclass,tellstudentstoworkinpairsandcomparetheiranswers.

Answer Key

1. waitress; 2. firefighter; 3. librarian; 4. chef


Directstudents’attentiontotheCoolLanguagebox.Haveavolunteerreadtheexamplesaloudandexplainthatthesephrasesareusefultodescribepeople’sjobsandtheywillusethemtocompleteexercise4.

4 Look at the pictures and complete with your own ideas. Use some of these adjectives.

Tellstudentstoidentifythejobsandcompletethephraseswiththeirownideas.Invitedifferentchildrentosharetheiranswerswiththerestoftheclass.

Answer Key

1. I’machef.Icook.Student’sownanswers. 2. I’madentist.Ifixyourteeth.Student’sownanswers.

5 Play a Guessing Game with a friend.

Dividetheclassintopairsandaskapairofvolunteerstoreadtheexampledialoguealoud.Tellstudentstotaketurnsaskingandansweringquestionsaboutthejobsinthislesson.Iftheyhavedifficultyrememberingtheactions,theycanusetheactionsinexercises2and3.

Answer Key

Student’sownanswers.

AR0000000000893 CK2_TB_U2_6810.indd 27 12/11/15 17:33

28 Unit 2

Optional Activity

Materials:Scrappaper(2sheetsperstudent).

Dividetheclassintoteamsoffiveandhandoutthepaper.TellthestudentsoneachteamtotaketurnsdrawingpicturestorepresentJobsandAdjectivesvocabulary.Theotherteammembersguessthewords.Studentsplayuntiltheyhavedrawnandguessedtenwords.Thefirstteamtoguesstenwordsisthewinner.

Optional Activity

Materials:

Wrap-upDividetheclassintofourteams.Spellajoboradjectivefromthislessonslowly.Thefirststudenttoraisehisorherhandandsaythecorrectwordearnsapointforhisorherteam.Playseveraltimes.Theteamwiththemostpointsattheendisthewinner.


Answer Key

1 Unscramble these words. They refer to jobs.

1. firefighter; 2. dentist; 3. waitress; 4. nurse; 5. chef; 6. librarian

2 Complete the text with these words.

1. 1waitress,2serve,3interesting; 2. 4firefighter,5put,6rescue,7dangerous; 3. 8nurse,9help,10easy

3 Look at the picture and answer these

questions.

1. I’malibrarian. 2. Icataloguebooks. 3. Students’ownanswers

SB pages 16 and 17

Objectives

•Toidentifyplacesintown.•Toreadaboutjobs.•Torevisequestionforms.•Tointroduceworkplaces.•Tolistentoandcompleteasong.

Language:

•Wheredoyouwork?Iwork(inalab).•Doyoulikeyourjob?Yes,Ido./No,Idon’t.•Isyourjobrisky?Yes,itis./No,itisn’t.

Vocabulary:

•Jobs•Placesinatown:café,hospital,firestation,library,park

•Actions:fillinforms,doexercise,wash,servefood,talk,cook,serve,clean,care,help

Warm-upPrepareflashcardswithpicturesofplacesinatownwiththeirnames.Displaythemandinvitevolunteerstoplacetheminalphabeticalorder.EncouragestudentstomentionotherplacestheyknowinEnglish:school,sportscentre,cinema,restaurant,etc.

1 Listen and write the missing letters.

Nowthatchildrenhavelearnedthevocabulary,tellthemtocompletethewords.Playtrack12tochecktheexerciseandasksomestudentstospellthewordsandwritethemontheboard.

Track 12 Í

Speaker:One.CaféTwo.HospitalThree.FirestationFour.LibraryFive.Park

AR0000000000893 CK2_TB_U2_6810.indd 28 12/11/15 17:33

29Around town

Unit2Answer Key

1. café; 2. hospital; 3. firestation; 4. library; 5. park

2 Unscramble the questions.

InviteastudenttoreadConnor’sbubble.Asktheclasstoreadtheinterviewandidentifythejobs.Thentellthemtoorderthewordsandwritethequestions.Havesomevolunteersreadtheinterviewaloudtochecktheiranswers.Finally,asksomecomprehensionquestions:Whataretheplacesmentionedintheinterview?HasRosygotdifficultjobs?Why(not)?Aretheyrisky?Doyoulikeherjobs?Why(not)?

Answer Key

1. What’syourjob?2. Whatdoyoudo?3. Doyoulikeyourjob?4. Isitrisky?5. Wheredoyouwork?

Optional Activity

Writethenameofaplaceontheboardwiththelettersscrambled:eirfatstoin.Elicitthewordandgetavolunteertowriteitontheboard:firestation.Next,havestudentswritefiveotherwordsrelatedtoPlacesitemsintheirnotebookswiththelettersscrambled.Dividetheclassintopairsandhavestudentsexchangenotebooks.Theyshouldunscramblethewordsandwritethemcorrectly.Monitorandhelpasneeded.

Optional Activity

Write

3 Read the descriptions and complete them.

Drawstudents’attentiontothequestioninexercise3andelicittheuseofthequestionwordWhere:toaskaboutaplace.Tellthemtoreadthedescriptionsandfillintheblankswiththenecessarywordstomakecomplete

sentences.Asksomevolunteerstoreadtheiranswersaloudtocheck.

Answer Key

1. hospital; 2. inarestaurant; 3. Iworkinalibrary. 4. Iworkinafirestation.5. Iworkinacafé.


Directstudents’attentiontotheCoolLanguageboxandanalysetheuseofthequestion:toaskaboutaworkplace.Readtheanswerandpointouttheuseoftheprepositioninbeforetheplace.

4 Listen and complete. Then sing along.

Invitestudentstofindandsaythenamesoffourjobsinthechant:waitress,nurse,dentist,librarian.Havestudentscompletethechantusingthewordsfromthebox.Tocheck,playtrack13andpauseitaftereachanswer.Playthetrackagainandinvitestudentstosaythechant.Finally,playthechantagainandgetstudentstomimethejobsforeachverseastheysaythechant.

AR0000000000893 CK2_TB_U2_6810.indd 29 12/11/15 17:33

30 Unit 2

Track 13 Í

ChorusJobs,jobs,lotsofjobs.Lotsofthingsformeandyou.Jobs,jobs,somanyjobs.Excuseme,whatdoyoudo?Iworkinarestaurantwithlotsoffood.AndIservepeopletoo.Thenit'sawaitress'job,awaitress'job,Awaitress'jobyoudo!ChorusIhelppeopleandIdothiswell,AndIworkinahospitaltoo.Thenit'sanurse'sjob,anurse'sjob,Anurse'sjobyoudo!ChorusIlookinyourmouthAndIcareforyourteeth.AndIkeepthemcleantoo.Thenit'sadentist'sjob,adentist'sjob,Adentist'sjobyoudo!ChorusIworkinaveryquietplace,AndIcataloguebookstoo.Thenit'salibrarian'sjob,alibrarian'sjob,Alibrarian'sjobyoudo!Chorus

Answer Key

1. restaurant; 2. serve; 3. help; 4. hospital; 5. mouth; 6. clean; 7. quiet; 8. books


Answer Key

1 Read and label the places.

1. hospital; 2. library; 3. park; 4. supermarket; 5. firestation

2 Read the descriptions and complete the table.

1. Sally: nurse,hospital2. James: I’malibrarian.Iworkinalibrary.3. Henry:I’machef.Iworkinarestaurant.

3 Imagine you work in this place. Write about your job and workplace.

I’mawaitress.Iworkinacafé.Students’ownanswers

SB pages 18 and 19

Objectives

•Tointroducemeansoftransport.•Totalkabouthowpeopletravelintowns.•Todescribejobsandworkplaces.

Language:

•Howdoyougoto(work)?(Igo)by(bus).

Vocabulary:

•Meansoftransport:train,taxi,bicycle,underground,motorcycle,bus

•Adjectives:near,far,fast

Warm-upDrawasimplewheelontheboardandwritewheel.Elicitthemeansoftransportthathavewheelsandwritethemontheboard:buses,motorcycles,planes,taxis,lorries,bicycles.Askstudentswhichmeansoftransporttheyhaveusedandwhichonestheylikethemost.

1 Find the words in the wordsearch.

Nowtellchildrentolookatexercise1onpage18.Studentsfindandcirclethenamesofthemeansoftransports.Then,theychecktheanswersinpairsandfinallywiththewholetheclass.

AR0000000000893 CK2_TB_U2_6810.indd 30 12/11/15 17:33

31Around town

Unit2Answer Key

M O T O R C Y C L E N

O T U Y L E D N X A T

X C A T E B T N D E R

U N I X L G R U X T A

W O R B I C Y C L E I

B S I S G E B A B H N

U N D E R G R O U N D

S Y O X I K U F A Y C

2 Listen and circle the correct option.

InviteastudenttoreadConnor’sbubble.Thentellchildrentheywilllistentoandreadaboutpeopletalkingabouttheirjobsandhowtheygototheirworkplaces.Askthemtocirclethewordstheyhear.Playtrack14onceforstudentstochoosetheanswers.Playitagaintocheckanswers.

Track 14 Í

Dan: MyworkplaceisfarawaybecauseIliveinanothertown.Igotoworkbytrain.Howdoyougotowork?Steve: Igotoworkbymotorcycle.Iuseahelmetforprotection.WhenI’mlateItakeataxi.AndKim,howdoyougotowork?Kim: IworknearmyhouseandIgobybicycle.It’sfantasticbecauseIdoexercisetoo.Wendy: That’sgreat!IgobycarbecauseIworkindifferentplacesandthey’reallfaraway.

Answer Key

1. train; 2. motorcycle; 3. bicycle; 4. car


Nowcallstudents’attentiontotheCoolLanguagebox.Inviteavolunteertoreadtheexamplesandelicitwhyyouaskthequestion:toknowthemeansoftransportpeopleuseforgoingfromoneplacetoanother.Highlighttheuseoftheprepositionbyintheanswer.Explainthattoexpressthatpeoplewalktoaplace,theyshoulduseon:Igoonfoot.Askthequestiontosomestudentsandencouragethemtoanswerwithcompletesentences:Howdoyoucometoschool?

3 Complete the sentences with suitable information.

Askstudentstolookatthepicturesandidentifythemeansoftransport.Thentellthemtocompletethesentenceswiththecorrectinformation.Havesomevolunteersreadtheiranswersaloudtocheck.

Answer Key

1. doctor,walk,near; 2. dentist,car,fast; 3. achef,bybus,faraway

4 Imagine you have a job and answer. Then ask a friend and complete.

Tellstudentstoanswerthequestionsaboutthefirstpicture.Thentheyhavetoaskthequestionstotheirpartnersandwritetheiranswersdown.Invitesomevolunteerstosharetheirideaswiththeclass.

Answer Key


AR0000000000893 CK2_TB_U2_6810.indd 31 12/11/15 17:33

32 Unit 2

Values: Being safe Invitestudentstosaywhatweshoulddotobesafewhenweusedifferentmeansoftransport.Encouragestudentstoexplainwhyitisimportanttoalwayswearahelmet:Itprotectsyourhead.

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: cardboard

Theprevoiusclass,askstudenstobringthematerialstomakeMeansoftransportcards.Tellchildrentodraw208cmx8cmsquaresandcutthemout.Thendrawvehiclesontensquares.Writethenamesofthevehiclesontheothersquares.Studentsturnthecardsovertomakepairs.Whentheymatchcards,theysaythenameofthevehicle.

Optional Activity

Materials:Tenshoeboxes(1pergroup),paint(optional),constructionpaper,indexcards(1pergroup),markers.

Dividetheclassintotengroupsandassigneachgroupameansoftransport.Thenhandoutthematerials.Tellstudentstoworktogethertomaketheirmeansoftransportusingtheshoebox.Whentheyfinish,havestudentswritethenameoftheirmeansoftransportontheindexcard.Displaystudents’workaroundtheschoolorclassroom.

Optional Activity

Materials:

Wrap-up Writevocabularyrelatedtojobs,placesintownandmeansoftransportontheboardinrandomorder.Tellstudentstolookatthemcarefully.Next,askthemtoclosetheireyesanderaseoneofthewords.Havestudentsopentheireyesagainandsaywhichwordismissing.Writethewordback.Repeattheactivityseveraltimes.


Answer Key

1 �Label the pictures.

1. taxi; 2. underground; 3. bus; 4. motorcycle

2 �Unscramble the words and complete the dialogue.

1. hospital; 2. motorcycle; 3. bus; 4. near; 5. bicycle

3 �Complete the text with your own ideas.


SB pages 20 and 21

Objectives

•Todescribeatown.•Totalkaboutthelocationofplacesintown.•Toaskandansweraboutthelocationofplaces.

Language:

•There’sa(café)butthereisn’ta(restaurant).•Therearen’tany(parks)buttherearesome(squares).

•Thelibraryis(onthecorner).•Excuseme,where’sthe(hospital),please?It’s(nextto)the(bank).

•Isitfar?No,it’sverynear.Thankyou./You’rewelcome.

Vocabulary:

•Placesinatown:square,supermarket,park,greengrocer’s,firestation,library,icecreamparlour,café,restaurant,stationer’s

•Prepositionsofplace:nextto,behind,between,opposite,on(thecorner)

AR0000000000893 CK2_TB_U2_6810.indd 32 12/11/15 17:33

33Around town

Unit2

Warm-upBringordrawobjectsthatrepresentvocabularyitemsrelatedtoPlacesinatown:abagfromasupermarket,aphotoofafirestation,abook,acupofcoffee,awrapperfromanicecreamtreat,etc.Displaytheobjectsandaskstudentsiftheyknowwheretofindthemintheircityortown.Theninvitevolunteerstowritethenamesoftheplacesontheboard.

1 Look at the map and complete with There's / There isn't or There are / There aren't.

Nowtellchildrentolookatthemapinexercise1,onpage20andreadthereferences.AsktheclasstocompletethetextwiththecorrectformsofTherebe.Tocheck,invitesomevolunteerstoreadtheiranswersaloud.

Answer Key

1. There’s; 2. thereis; 3. there's; 4. Therearen’t; 5. thereare; 6. There’s


Drawstudents’attentiontotheCoolLanguagebox.RevisetheuseofTherebewiththeclass.Focuschildren’sattentionontheuseofsomeinpluralandaffirmativesentencesandtheuseofanyinpluralnegativesentences.

2 Look and circle the correct option. Then listen and check.

Elicitthenamesoftheplacesinthepictures:park,stationer’s,supermarket,hospital,firestation,café.Inviteavolunteertoreadthequestionaloud.Beginreadingthefirstsentence.Encouragestudentstosaythecorrectoption:opposite.Thentellthemtoreadtherestofthesentences,lookatthepicturesandcirclethecorrectoptions.Whentheyfinish,

havethemcompareanswerswithafriendtocheck.Playtrack15forstudentstochecktheiranswers.Elicittheanswersforeachpicture.

Track 15 Í

Speaker: One.Connor: Where’sthestationer’s?Jill: It’soppositethepark.Speaker: Two.Connor: Where’sthestationer’s?Jill:It’sbehindthesupermarket.Speaker: Three.Connor: Where’sthestationer’s?Jill: It’snexttothehospital.Speaker:Four.Connor: Where’sthestationer’s?Jill:It’sbetweenthecaféandthefirestation.

Answer Key

1. opposite; 2. behind; 3. nextto; 4. between

Directstudents’attentiontotheCoolGrammarbox.Invitevolunteerstoreadthesentencesaloud.Thenhavetheclassstandup.Formpairs.Saynexttoandgetstudentstostandnexttotheirfriends.Dothesamewithbehindandopposite.Thenhavestudentsquicklyformgroupsofthree.Tellonestudenttostandbetweentheothertwostudentsinhisorhergroup.Monitorandhelpasnecessary.


3 Listen and circle.

Playtrack16andhavestudentsfollowalongintheirbooks.Askwhoneedshelp:theman.Playthetrackagainandtellthemtocirclethecorrectoptions.Invitetwovolunteerstoreadthedialogueforotherstudentstocheck.

AR0000000000893 CK2_TB_U2_6810.indd 33 12/11/15 17:33

34 Unit 2

Track 16 Í

Man:Excuseme,couldyouhelpme?Boy: Yes,sureMan: Whereisthelibrary?Boy: It’sbehindthehospital.Man: Thanks.

Answer Key

1. Excuseme; 2. Yes,sure; 3. thelibrary; 4. behind


Nowdirectstudents’attentiontotheCoolLanguagebox.Presentandmodelthequestion:Where’sthelibrary?Elicitwhenweuseit:Toaskaboutthelocationofaplace.Finallypresentandmodeltheanswer.

Optional Activity

Materials:Indexcards(5perstudent),colouredpencils.

Tellstudentstofoldtheirindexcardsinhalfsothattheystandup.Tellthemtodrawoneoftheplacesonthefrontofafoldedindexcard.Ontheotherside,theyshoulddrawadifferentplace.Havethemdothesamewiththerestoftheindexcards,andthenstandthemallupinwhateverarrangementtheylike,tomakeatown.Thenhavestudentstellafriendaboutthepositionofoneofthebuildings:Thelibrary'snexttothesupermarket.Monitorandcheck.Encouragestudentstotaketheirbuildingshometobuildtheirtownagainandpracticedescribingthelocations.

Optional Activity

Materials:

Values: Helping people find their way

Explainthatyoucanhelppeoplealotbyexplainingwheresomeplacesareorbygivingthemdirections.Encouragestudentstocommentonanytimetheyneededorofferedhelpfindingplaces.Inaddition,pointoutthatitisimportanttosayIdon’tknowifyoudonotknowthelocationsordirections.Guessingcancausemoredifficultyforthepersonwhoneedshelp.

4 Complete the dialogues.

NowtellchildrentoreadaboutJillandConnorhelpingpeoplefindplacesintheirtown.Askthemtocompletethedialogues.Tocheckanswers,invitesomepairstoreadthedialoguesaloud.

Answer Key

1. Excuse; 2. between; 3. you; 4. where’s; 5. far; 6. isn’t; 7. near

5 Look at the map of Cooltown on page 20. Act out similar dialogues to the ones above.

Askstudentstoworkinpairsandaskandansweraboutthelocationsofsomeplacesthatappearonthemaponpage20.Theycanusethedialoguesinthepreviousexercisesasmodels.

Answer Key


Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: constructionpaper,indexcardscutinhalf,smallstyrofoamballscutinhalf,woodensticks

AR0000000000893 CK2_TB_U2_6810.indd 34 12/11/15 17:33

35Around town

Unit2Thepreviousclass,askstudentstobringthematerialsmentionedabovetomakeamap.Askstudentstodrawamapontheconstructionpaperandsignsofplacesoneachhalfofanindexcard.Thentheyglueawoodensticktothebackofeachindexcardandinsertthesticksintothestyrofoamballstomakesigns.Tellchildrentoputthesignsonthemap.Whentheyfinishthemaps,theyshouldtaketurnsaskingaboutthelocationofdifferentplaces:Excuseme,where’sthelibrary?It’sbetweenthehospitalandthesupermarket.Monitorandhelpasneeded.

Wrap-upDividetheclassintotwoteamsandgetthemtoformtwolinesfacingtheboard.PlayChineseWhisperswithsentencesaboutlocations.Whisperasentencetotheearofthefirststudentineachline:Thelibraryisbetweenthesupermarketandthepark.Thesestudentsthenturnandwhisperwhattheyheardintotheearsofthestudentsbehindthem.Thewhisperispassedonuntilitreachesthelaststudentsattheendofthelines.Thentheysaywhattheyheardaloud.


OncestudentsfinishtheCoolMiniProjectyoucanaskthemtodotheExtraactivityfortheunitinclass.Tochecktheexercise,askvolunteerstowritetheanswersontheboard.

Answer Key

1 Answer the questions.

1. betweenthehospitalandtheicecreamparlour; 2. It’snexttothefirestation. 3. It’snexttotheinternetcafé.4.It’sonthecorner.


Answer Key

1 Look at the map and circle the correct option.

1. near; 2. opposite; 3. isn’t; 4. nextto; 5. aren’t

2 Look at Connor's town and write about it. Use these words and phrases.


SB pages 22 and 23

Objectives

•Toreviseandclassifyvocabularyinthisunit.•Tomakequestionsaboutjobsandanswerthem.

•Toansweraboutthelocationofplaces.•Toreadshorttexts.•Toreadforspecificinformation.

Language:

•What’syourjob?I’ma(dentist).•Whatdoyoudo?I(fixteeth).•Wheredoyouwork?Iworkina(hospital).•Howdoyougotowork?Igoby(bus).•Doyoulikeyourjob?Yes,Ido./No,Idon’t.•There’s/isn’ta(library)nextto(restaurant).•Therearesome(squares)buttherearen’tany(bigparks).

Vocabulary:

•Jobs•Placesinatown•Meansoftransport•Adjectives:interesting,faraway,comfortable,big

AR0000000000893 CK2_TB_U2_6810.indd 35 12/11/15 17:33

36 Unit 2

Warm-upPlayOddOneOutwiththeclass.Dictatesixwords:library,restaurant,supermarket,bicycle,firestation,hospital.Afterstudentswritethewords,encouragethemtocirclethewordthatdoesnotfitthesamecategoryastheothers.Checkanswerswiththeclassandinvitestudentstojustifytheiranswers:library,restaurant,supermarket,firestation,hospitalareplacesinatown.Bicycleisameansoftransport.Repeattheprocedureseveraltimes.

1 Classify these words.

Now,askstudentstowritethewordsintheboxunderthecorrectcategory.Tellstudentstocomparetheiranswerswiththeirpartnerstocheck.Finally,havesomevolunteersreadthewordsaloud.

Answer Key

Places in a town: library,cybercafé,firestation,supermarket,hospitalJobs: nurse,firefighter,chefMeans of transport: bus,underground,bicycle,motorcycle

2 Unscramble the questions. Think of a job and answer them.

Tellchildrentoorderthewordstoformquestionsandthenanswerthemwiththeirownideas.Invitesomestudentstosharetheiranswerswiththeclass.

Answer Key

1. What’syourjob? 2. Whatdoyoudo? 3. Doyoulikeyourjob? 4. Wheredoyouwork? 5. Howdoyougotowork?Students’ownanswers


Askchildrentolookatthepicturesandanswerthequestions.Tocheck,havesomestudentsreadtheanswersaloud.

Answer Key 1. It’sopposite; 2. It’sbehindthesupermarket. 3. It’snexttotheicecreamparlour.

4 Read about these two people. Are their

jobs simple? Why? Why not?

Directstudents’attentiontothepicturesandaskthemquestions:Whataretheirjobs?Wheredotheywork?Doyoulikethesejobs?Readtheinstructionaloudandaskthemtoreadthetextssilently.Whentheyfinish,discusstheideaswiththeclass.

5 Write Ted, Matt or Ted and Matt.

Nowtellstudentstoreadthesentencesaboutthetextsandidentifythepersontheyreferto.Tochecktheanswers,asksomevolunteerstoreadthesentencesandnamesaloud.

Answer Key

1. Matt; 2. TedandMatt; 3. Ted; 4. Matt; 5. Ted; 6. Matt

Wrap-upPlayMysteryIdentitieswithjobs.Writevocabularyitemsonindexcardsandattachacardtoeachstudent’sback.Havestudentsstandupandaskeachotherquestionsaboutthenamesontheirbackstohelpthemdiscoveridentities:S1:Ismyjobrisky?S2:Yes.S1:AmIafirefighter?S2:Yes!Studentswhoknowtheiridentitiesshouldtellyoutheiridentity:I'mafirefighter.Removethestudent'scardandhavehimorhersitdown.Playuntilallofthestudentsaresittingintheirseats.

AR0000000000893 CK2_TB_U2_6810.indd 36 12/11/15 17:33

37Around town

Unit2


Answer Key

1 Write three words for each of these categories.

Jobs: firefighter,librarian,nurse,chef,dentist,waitressMeans of transport: train,underground,bus,bicycle,motorcycle,carPlaces in town: supermarket,hospital,firestation,park,square,library,icecreamparlour,café

2 Read the texts and correct the sentences.

1. Myjobisinteresting.2. Igotomyinterviewsbycar./Idrive. 3. Iworkinmanyplaces.

4. Wegotoworkbymotorcycle. 5. Weservefoodanddrinksinarestaurant. 6. Wedon’tlivenearourworkplace.

AR0000000000893 CK2_TB_U2_6810.indd 37 12/11/15 17:33

38 Cool Review 1

CoolReviewReview

1

SB pages 24, 25, 26 and 27

Warm-upOn the board, write some sentences that have deliberate mistakes in them about the texts in units 1 and 2: Unit 1: Jack and Annie are new students. Annie’s surname is Robbinson. Paula’s e-pal lives in the United States. Paula’s best friend is Pierre. Bruno Mars is from New York. Aamani’s favourite school subject is Music., etc. Unit 2: Rosy is a firefighter and a nurse. There isn’t a library in Cooltown. There are two parks in Cooltown. Ted and Matt go to work by car. Ted’s lab is small. Matt’s job is very simple., etc. Divide the class into small groups. Tell them to look for the correct information and correct the sentences. The first team to correct all of the sentences wins. Ask volunteers to correct the sentences on the board.

1 Play with a friend. Ask students to work in pairs and have a coin and counters to play the game. Tell them to take turns flipping the coin. If the coin shows 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 correct, they can stay on that square. If they are not correct, they return to the previous square. Monitor and help as needed. The first student to reach Finish is the winner.

Answer Key Students’ own answers

2 Complete the dialogues.Tell students to work individually to complete the dialogues. Check by getting volunteers to read the dialogues aloud.

Answer Key 1 1. Is she; 2. isn’t; 3. Is she; 4. she is; 5 How old

2 1. Can you spell; 2. Is he; 3. isn’t; 4. Is he; 5. he is

3 Complete the sentences with a school subject.Have students complete the sentences with the school subjects they refer to. Check answers with the class.

Answer Key 1. Art; 2. English; 3. P.E.; 4. IT; 5. Geography

4 Unscramble the sentences and identify the jobs.Ask students to unscramble the sentences and complete them with the corresponding job. When they finish, get them to show their answers to their partners and decide if the answers are correct. Invite some volunteers to write the sentences on the board to check answers with the class.

Answer Key 1. I serve food in a restaurant. I’m a waitress. 2. I help sick people. I’m a nurse / doctor. 3. I help people find books. I’m a librarian. 4. I rescue people and put out fires. I’m a firefighter. 5. I check and fix people’s teeth. I’m a dentist.

5 Read the sentences and draw the signs of the places on the map.Direct students’ attention to the map and ask them to name the places. Tell students to read the descriptions and draw the signs of the places on the map. Finally, check answers with the class.

Answer Key

square

square

ice-cream parlour

café

library

stationer's

AR0000000000893 CK2_TB_R1_6832.indd 38 12/11/15 17:45

39Cool Review 1

CoolReviewReviewReview

1

6 Look at the map above and answer the questions.

Ask students to answer the questions about the places on the map. Invite some volunteers to read their answers aloud.

Answer Key

1. It’s on the corner of Camel Avenue and Panther Road.

2. It’s opposite the square, on the corner of Camel Avenue and Ostrich Avenue.

3. It’s opposite the library in Gorilla Street. 4. There are two squares.5. Yes, there is. It’s next to the hospital in Panther

Road.

Optional Activity

Tell students to write descriptions of the location of three more places. Then divide the class into pairs and tell them to read each other’s descriptions and draw the corresponding places on the map.

Optional Activity

Tell students to write descriptions of the

Project Work 1: My Virtual TownProject Work 1: My Virtual Town

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

1 Read and complete with the words in the boxes.

Tell students to look at the picture and recognize the places in the town. Then ask them to complete the text using the words in the boxes. Invite some children to read the text aloud to check the answers.

Answer Key

1. trees; 2. are; 3. houses; 4. aren’t; 5. buildings; 6. scientist; 7. bike

2 Write about your virtual town and your virtual identity. Use some of these words and phrases.

Now ask children to use the phrases in the boxes and follow the model in exercise 1 to write about their virtual town and virtual identity.


3 Now draw your virtual town.

Tell students to design their town based on their description in exercise 2. Encourage them to show their pictures and describe their towns to the class.


Wrap-upMaterials: Bingo sheets (1 per student), flashcards from Units 1 and 2 with words on one side and pictures representing them on the other

Play Bingo to revise vocabulary students have learned in Units 1 and 2. Fold a sheet of paper into four equal sections. Draw a simple Bingo grid in each section. Write FREE in the central space of each grid. Make one photocopy for each student. Display the flashcards around the classroom with the words facing the class. Hand out the Bingo sheets and tell students to write different combinations of the vocabulary words on the Bingo grids. Then collect the flashcards and shuffle them. Hold up the flashcards, one by one with the pictures facing the students. Set aside the used flashcards. Students should mark the corresponding words on their Bingo grids. They can play using all of the grids. The first student to complete a horizontal, vertical or diagonal line of three spaces shouts Bingo! 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.

AR0000000000893 CK2_TB_R1_6832.indd 39 01/12/15 09:45

40 Unit 3

Unit3 Cool clothes

SB pages 28 and 29

Objectives

•Tointroducevocabularyrelatedtoclothes.•Todescribephysicalappearanceandpersonalitytraits.

•Toaskandansweraboutpeople’sclothes.•Todescribeone’sfavouriteclothes.

Language:

•She'sgot(longdarkhair)and(blackeyes).•(She)’svery(sociableandhard-working)but(she)is(abitquiet).

•What’s(he)/(she)wearing?He/She’swearing(aredT-shirt)and(jeans).

•Whatareyouwearing?I’mwearing(awhitedress).

Vocabulary:

•Clothes:trousers,T-shirt,dress,shoes,shirt,trainers,socks,blouse,skirt,jeans

•Accesories:cap,glasses•Personalityadjectives:intelligent,tidy,lazy,friendly,quiet,sociable,nice,messy

Warm-upShowchildrenpicturesofitemsofclothestointroducethevocabularyinthislesson.Asyoudothis,expressyourlikesordislikesandaskstudentsfortheiropinions:Thisisadress.Ilikelongdresses.Doyoulikedresses?Asyoumentiontheitemsofclothing,stickthepicturesontheboardandwritethenamesnexttothem.

1 Read and write the names of the items of clothes. Then listen and check.Invitestudentstoreadthetextandwritethenamesoftheitemsofclothes.Checkthatstudentsunderstandthemeaningoftrendy.Tellthemtoworkinpairsandcomparetheiranswers.Thenplaytrack17tocheckanswers.Finally,askquestions:Whatareyourfavouritecolthes?Doyouliketheaccessoryintheshop?,etc.

Track 17 Í

Speaker: Numberone.SkirtNumbertwo.DressNumberthree.T-shirtNumberfour.TrousersNumberfive.ShirtNumbersix.ShoesNumberseven.SocksNumbereight.TrainersNumbernine.Cap

Answer Key

1. skirt; 2. dress; 3. T-shirt; 4. trousers; 5. shirt; 6. shoes; 7. socks; 8. trainers; 9. cap

2 Listen and write the names. Then match.

HaveavolunteerreadaloudwhatJillsaysandasktheclass:WhereareJill’sfriends?Encouragethemtodescribethechildrenandtheirclothes.NowtellchildrentheywilllistentoJilldescribingherfriends.PlaytheaudioCDmorethanonceforstudentstoidentifythechildrenandwritetheirnames.Invitesomestudentstoreadtheiranswersaloudtocheck.Thenplaytrack18again,twoorthreetimes,forchildrentomatchthenameswiththedescriptionsoftheirpersonality.Checktheanswerswiththeclass.

AR0000000000893 CK2_TB_U3_6831.indd 40 12/11/15 17:40

41Cool clothes

Unit3

Track 18 Í

Jill: IlovemyArtlessons!Icanusedifferentpaintstocreatemyowndesigns.Thisisapictureofmyclassmates.Maxhasgotshortbrownhair.He’sabitlazyatschool.He’swearingalightblueT-shirtandbluetrousers.Histrainersarebluetoo.Cindyhasgotlongdarkhairandblackeyes.She’sveryintelligentandtidy.Herdeskisalwaysinorder.She’swearinganorangeT-shirtandabrownskirt.She’sgotorangeshoeson.Mikehasgotshortdarkhairandblackeyes.He’swearingaredT-shirt,bluejeansandgreentrainers.He’snewatschoolandhe’sveryfriendly.Bethisverysociableandnicetoo.She’sgotlongblondehair.She’swearingayellowT-shirt,apurpleshirt,blueshortsandorangesocks.She’sgotwhiteshoeson.Oliverhasgotshortcurlyhair.He’sverytidyandintelligentbuthe’sabitquiet.He’swearingayellowshirtandgreenshorts.He’sgotbrowntrainerson.He’sgotglassestoo.

Answer Key

1. Oliver,d; 2. Max,b; 3. Cindy,a; 4. Mike,c; 5. Beth,e


Nowdirectstudents’attentiontotheCoolLanguagebox.Readtheexamplesaloudandexplainthattheseadjectivesareusedfordescribingpersonalitytraits.Invitestudentstofindsynonymsandantonymsinexercise2:messy-tidy,nice-friendly,etc.Encouragestudentstouseadjectivestodescribetheirpersonality.

3 Answer the questions about Jill’s classmates.

TellstudentstheyhavetolookatthepicturesofJill’sfriendstoanswerthequestions.Read

thefirstquestionandanswerasanexampleandanswerthesecondquestionwiththeclass.Directstudents’attentiontotheCoolGrammarboxandreadthesentences.Analysethestructuresandelicittheuseofbewearing:todescribetheclothesapersonhason.Askstudentstoworkinpairsandanswertherestofthequestions.Tockeck,invitesomevolunteerstoreadtheiranswers.

Answer Key

1. No,theyaren’t.2. She’swearinganorangeT-shirtanda

brownskirt.She’sgotorangeshoeson.3. She’swearingayellowT-shirt,apurpleshirt,

blueshortsandorangesocks.She’sgotwhiteshoeson.

4. He’swearingaredT-shirt,bluejeansandgreentrainers.

5. He’swearingayellowshirtandgreenshorts.He’sgotbrowntrainerson.He’sgotglassestoo.

4 Draw yourself in your favourite clothes and write a description.

Askstudentstodrawthemselveswearingtheirfavouriteclothesandthencompletetheparagraphwiththeirdescription.Invitevolunteerstodescribetheirdrawings.

Answer Key

Students’ownanswers.

5 Ask your friend about the clothes he / she's wearing and draw a picture of him / her.

Dividetheclassintopairs.Tellstudentstotaketurnstoaskandanswerquestionsabouttheirclothes.Theyshoulddrawtheclothesthattheirfrienddescribes.


AR0000000000893 CK2_TB_U3_6831.indd 41 12/11/15 17:40

42 Unit 3

Optional Activity

Materials:Oldmagazineswithpicturesofítemsofclothes

Dividetheclassintogroupsofthree.Askstudentstofindaspecificitemofclothing:Findareddress.Thefirstgrouptofindtheitemandshowittoyoucanasktherestoftheclasstofindanotheriteminthemagazines.

Optional Activity

Materials:

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials:constructionpaper,magazines,agluestick

Thepreviousclass,askstudentstobringthematerialsmentionedabovetomakeaT-shirtcloset.TelltheclasstofoldtheconstructionpaperanddrawaT-shirtonit.AskthemtocolourtheT-shirtandcutitout.Thentheycutoutpicturesofclothesfromthemagazinesandgluetheminsidetheircloset.Whenthey'refinished,tellthemtolabeltheclothingitems.DividetheclassintopairsandhavethemtalkabouttheirT-shirtcloset:Therearesevenpairsofsocks.They’reblack,brown,andblue.

Wrap-upDividetheclassintogroupsoffour.Handoutmagazines,constructionpaper,andindexcards.Askstudentstocutoutpicturesofthreedifferentpeopleandgluethemontotheconstructionpaper.Thenhavetheminventnamesforthemodelsandwritewhattheyarewearingontheindexcards.Next,groupsexchangetheirworkandgluetheindexcardsbelowthecorrectpictures.Finally,checkanswerswiththeclass.


OncestudentsfinishtheCoolMiniProjectyoucanaskthemtodotheExtraactivityfortheunitinclass.Tochecktheexercise,askvolunteerstoreadthequestionsandanswersaloud.

Answer Key

Write the questions and circle the correct answer.

1. Whataretheywearing?They’rewearingdresses. 2. What’shewearing?He’swearingaT-shirtandjeans. 3. Whatareyouwearing?I’mwearingcasualclothesandI’vegotacap. 4. What’sshewearing?She’swearingclassicclothes.She’sgotearrings. 5. Whatareyouwearing?We’rewearingshoes.


Answer Key

1 Label the pictures.

1. skirt; 2. cap; 3. trainers; 4. dress; 5. trousers

2 Read the information and complete the descriptions.1. ThisisClaire.She’sverynicebutshe’sshy.

She’sgotblondehairandblueeyes.She’swearingapinksweater,jeansandpinkshoes.She’sgotatrendystyle.

2. ThisisSimon.He’ssociableandmessy.He’sgotwavyblackhairandblackeyes.He’sgotaclassicstyle.He’swearingablackshirt,browntrousersandwhitetrainers.

3 Complete the information about you and write your description.Students’ownanswers

AR0000000000893 CK2_TB_U3_6831.indd 42 12/11/15 17:40

43Cool clothes

Unit3

SB pages 30 and 31

Objectives

•Toidentifyaccessories.•Toaskandansweraboutpossessions.•Todescribeanaccessory.

Language:

•Whose(watch)isthis/that?It’sConnor’s.•Whose(earrings)arethese/those?They’reJill’s.

•Whose(scarf)isthis?It’smy/your/his/her(scarf).

•Whose(headband)isthat?It’sour/their(headband).

Vocabulary:

•Accessories:ring,bag,necklace,earrings,scarf,hairband,watch,bracelet,belt

Warm-upDrawawomanononesheetofposterpaperandamanonanother.Thepicturesshouldbelargeenoughforallofthestudentstosee.Cutoutpicturesofaccessoriesfrommagazinesordrawtheitemsonconstructionpaperandcutthemout.Putthecutoutsintoanenvelope.Displaythepictureofthewomanandthepictureofthemanandaskstudentstonamethem:(Anna)and(Mark).Thentakeapictureofanaccessoryoutoftheenvelopeandtapeittothecorrespondingperson.Writethenameoftheaccessoryontheboard.Invitevolunteerstochooseandtapeotheritemstothepictures.Leavethepictureswiththeirnamesontheboard.

1 Label the accessories. Then listen and check.

Dividetheclassintopairsandhavethemfollowthelinesandlabelthepictures.Encouragethemtocheckthespellingofwords.PlaytheaudioCDtocheckanswerswiththeclass.

Track 19 Í

Speaker: One.HairbandTwo.RingsThree.BraceletFour.ScarfFive.WatchSix.BagSeven.Necklace

Answer Key

1. hairband; 2. rings; 3. bracelet; 4. scarf; 5. watch; 6. bag; 7. necklace

2 Listen and follow along.

Directstudents’attentiontothepicturesandaskthemtodescribethesituation:Thegirlfindsawatchandgivesittotheboy.Playtrack20andhavestudentsfollowalongintheirbooks.

Track 20 Í

Girl: Whosewatchisthis?Boy 1:It’sWilly’s!Girl: Hereyouare!Boy 2:Thanks!

Nowdrawstudents’attentiontotheCoolGrammarbox.Readtheexamplesaloudandencouragestudentstoexplainwhenweusethis/theseandthat/those.ThenfocusonthequestionwordWhoseandelicititsuse:Toaskabouttheownerofsomething.Askstudentsaboutthestructureoftheanswer:Weadd’sattheendofanametoexpressthatthispersonistheowner.Pointtodifferentobjectsandaskstudentsabouttheirowners:Whoseschoolbagisthat?Whosepencilsarethose?,etc.


AR0000000000893 CK2_TB_U3_6831.indd 43 12/11/15 17:40

44 Unit 3

3 Act out similar dialogues. Use these cues.

Dividetheclassintopairsandhavethemactoutsimilardialogues.Theyshouldusetheobjectsinthepicturesandthenamesgivenfortheirowners.Monitorandhelpasneeded.

Answer KeyStudents’ownanswers

Optional Activity

Takeseveralobjectsthatbelongtodifferentstudentsandputthemonyourdesk.Dividetheclassintopairs.Havestudentsaskandanswerwhoownstheobjects:Whosebookisthat?It’sAnn’s.

Optional Activity

Take

4 Complete the dialogues using the words from the box. Then listen and check.Directstudents’attentiontothesign:LostandFound.Explainthatmanyplaceslikeschools,shoppingcentresandothershopshaveaLostandFoundtokeepallobjectsthatpeopleloseinthebuilding.Peoplecanaskabouttheirlostobjectatthisplace.Askwherethechildreninthepictureare:Atsummercamp.Thenstudentsreadthedialoguesandcompletethemusingthewordsinthebox.Playtrack21forstudentstochecktheiranswers.Invitefourvolunteerstoreadthetextaloudandelicitthenamesoftheobjectsthatthepeoplelost:aball,awatch.

Track 21 Í

Girl 1: Hi!Isthisyourball?Boy 1: No,itisn’t,Jackie.It’stheirball.Boy 2:Yes,that’sourball,Jackie.Thanks.Girl 2: Whosewatchisthis?Girl 1:It’smywatch!Thanks!

Answer Key 1. ball; 2. isn’t; 3. Thanks; 4. Whose; 5. watch

Values: Being honest and returning lost things

AskavolunteertoreadwhatConnorsaystotheclass.Askstudentsiftheyhaveeverlostsomething.Encourageseveralstudentstocomment.Thenaskifapersonfoundtheitemandgaveitback.Invitestudentstosaywhyitisgoodtogivelostthingsbacktotheirowners:Youfeelsadwhenyoulosesomething.Youfeelhappytohaveitagain.

ReferstudentstotheCoolGrammarbox.Havesomevolunteersreadtheexamplesaloud.Writemy,your,his,her,ourandtheirinalistontheboard.Explainthatthesearepossessiveadjectives.Weusethemtoshowwhosomethingbelongsto.WriteI,you,he,she,weandtheynexttothecorrespondingwords.


5 Complete the questions with this, that, these or those. Answer using possessive adjectives.

Askavolunteertoreadtheexamplesentencesaloudandtellstudentstopayattentiontothehandspointingattheobjectswhencompletingthequestions.Invitesomechildrentoreadtheanswersaloudtocheck.

Answer Key

1. this; 2. these,aretheir; 3. those,Thoseareherearrings; 4. that;That’stheirball.

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: constructionpaper,electricaltape

Thepreviousclass,askstudentstobringthematerialstomakeaCoolbracelet.Askthemtodrawabraceletonawhitesheetofpaperandcutitout.Thentheyglueitontotheconstructionpaperandcutitoutagain.Tellthemtowrapthebandaroundtheirwristto

AR0000000000893 CK2_TB_U3_6831.indd 44 12/11/15 17:40

45Cool clothes

Unit3checkthesizeofthebraceletandcutit.Next,theywrapshortstripsofelectricaltapeontothebandtodecorateit.Finally,havethemtapebothendsofthebraceletandputitontheirwrist.Writestripes,zigzagsandspotsanddrawthemeaningofeachontheboard.Encouragestudentstodescribetheirbraceletstoafriend.

Wrap-upDividetheclassintofourteamsandhavethemstandinlinesinfrontoftheboard.Giveamarkertothefirsttwostudentsineachline.Sayasentencewithapossessiveadjective:Isthisyourbracelet?Thefirstpairofstudentstowritethesentencecorrectlyontheboardearnsapointfortheirteam.Continuewithothersentences.Theteamwiththemostpointsattheendofthegamewins.


Answer Key

1 Solve the crossword puzzle.

1. belt; 2. necklace; 3. ring; 4. watch; 5. bracelet; 6. headband; 7. bag; 8. earrings

2 Circle the correct option.

1. your,my; 2. her; 3. my,your

3 Ask and answer using possessive ('s).

1. Matt’s; 2. Whosecapisthis?It’sFinn’s. 3. Whosescarfisthis?It’sKate’s. 4. Whosewatchisthis?It’sBill’s.

SB pages 32 and 33

Objectives

•Torevisepossessiveadjectives.•Tointroducepossessivepronouns.•Toidentifytheownersofclothesandaccessories.

•Todescribefashionstyles.•Toaskandansweraboutpossession.•Towriteaboutfavouriteclothesandaccessories.

Language:

•Isthatyour/her/his(hat)?)Yes,itis./No,itisn’t.

•Aretheseyour/our/their(caps)?Yes,theyare./No,theyaren’t.

•Whose(hat)isthis/that?It’smine/yours/his/hers.

•Whose(shoes)arethese/those?They’reours/theirs.

•This(belt)ishers/his/mine.•Those(skirts)aren’tours/yours/theirs.•Vicky'sbagsarevery(colourful).

Vocabulary:

•Clothes:skirt,shoes,T-shirt,trainers,jeans,blouse•Accessories:necklace,belt,hat,scarf,watch,bag,earrings,sunglasses

•Adjectives:comfortable,classic,modern,expensive,smart,trendy,colourful

Warm-upWriteFashioninacircleontheboard.Drawalineoutfromthecircleandelicitvocabularyrelatedtoaccessories:tie,headband,ring,etc.Writetheminacircleattheendoftheline.Drawanotherlineoutfromthecentreandelicitthenamesofitemsofclothes:trousers,jeans,shirt,blouse,skirt,T-shirt,etc.Helpwithmeaningasneeded.Elicitthenamesofotheraccessoriesstudentsknowandwritethemattheendofathirdline:sunglasses,glasses,boots,gloves,etc.Encouragestudentstolookatpreviouspagesintheunittofindmorewords.Leavethemindmapontheboard.

AR0000000000893 CK2_TB_U3_6831.indd 45 12/11/15 17:40

46 Unit 3

1 Read and complete the dialogues.

Nowtellchildrentolookatthepictureinexercise1onpage32andaskthemtoidentifytheaccessoriesanditemsofclothes.Thenstudentsreadthedialoguesandcompletethemwiththecorrespondingwords.Invitesomepairstoreadthedialoguestocheck.

Answer Key

1. my; 2. our; 3. your; 4. her; 5. my

Directchildren’sattentiontotheCoolGrammarbox.Askvolunteerstoreadthesentencesintheboxaloud,pointingtodifferentstudentstoconveymeaning.Usethistimetoassesslearning:Whendoweusewhose?Toaskabouttheownerofthings.YoucancopyaPossessivePronounschartontheboardifnecessary.Possessive Pronouns

I→mineYou→yoursHe→hisShe→hersIt→itsWe→oursYou→yoursThey→theirs

Whoseskirtisthis?—It’shers.Thecapisours.


2 Circle the correct option.

Tellchildrentoreadthesentencesandchoosethecorrectpossessivepronoun.Tocheck,invitesomevolunteerstoreadtheiranswersaloud.

Answer Key 1. theirs; 2. his; 3. hers; 4. yours; 5. mine

Optional Activity

TellstudentstheywillplayDiceGame.Youneedapairofdice(eachdieadifferentcolourifpossible).Assignacategorytoeachdieandexamplesofthecategorytoeachnumber,andwritetheseontheboard:People:1.Alice;2.John;3.I;4.You;5.MyfriendandI;6.AnnaandSam;Objects:1.jeans;2.belt;3.headband;4.watch;5.trainers:6.T-shirts.Dividetheclassintosmallgroups.Rollthediceandtellwhatthenumbersare.Explaintostudentsthattheyhavetoreplacethenameswiththecorrespondingpossessivepronouns:Alice,watch–Thiswatchishers.Awardapointtothefirstgrouptofinishthesentence.Repeattheprocedureseveraltimes.Theteamwiththemostpointswinsthegame.

Optional Activity

Tell

3 Complete with a possessive pronoun. Then listen and check.

ReadwhatConnorsaysaloudandinvitechildrentoidentifythepictures.Havethemcompletethetextwithpossessivepronouns.ThenplaytheaudioCDtocheckanswers.Finallyaskcomprehensionquestions:Whoisshy?HasConnorgotexpensiveclothes?Whosebagsarecolourful?Dothechildrenlikesports?,etc.

Track 22 Í

Connor: MyfriendsandIlikedifferenttypesofclothes.ThatT-shirtismine.Ilikecomfortableclothes.Chrisisshyandhe’sgotclassicclothes.Thesebrownshoesarehis.Jimisverymodernandhisclothesareveryexpensive.Thissmartwatchishis.VickyandPennylovefashion.Thesetrendyaccessoriesaretheirs.Vicky’sbagsareverycolorful.Thisbagishers.Pennyhasgotalotofearrings.Thosearehers.Weareverydifferentbutwealllikesports.Thesetrainersareours.

Answer Key 1. mine; 2. his; 3. his; 4. theirs; 5. hers;6. hers;7. ours

AR0000000000893 CK2_TB_U3_6831.indd 46 12/11/15 17:40

47Cool clothes

Unit34 Ask and answer questions about Connor

and his friends' items.

Dividetheclassinpairsandasksomevolunteerstoreadtheexampledialoguealoud.Thenstudentsaskandanswerabouttheownersoftheobjectsinexercise3.


5 Draw clothes and accessories that you and your friends like. Then complete the text using some of these phrases.Encouragestudentstodrawtheirfavouriteitemsofclothesandaccessoriesandincludetheirfriends’preferencesaswell.Thentheyshouldcompletethedescriptionswiththeirideasandusingthephrasesfromthebox.Whentheyfinish,asksomechildrentosharetheirideaswiththeclass.


Values: Being tolerant and accepting different interests

Askstudents:Whatkindofclothesdoyoulike?Talkabouttheimportanceofrespectingotherpeople’schoicesofclothes:Doyourfriendslikethesamekindofclothesyoudo?

Wrap-up Standfacingtheboardanduseyourfingeroramagicwandtodrawthelettersofwordsrelatedtoclothesandaccessoriesintheair.Getstudentstoguesstheword.Playthegameseveraltimes.Thenencouragevolunteerstowritethewordsintheairfortheclasstoguess.


Answer Key

1 �Rewrite the sentences using possessive pronouns.

1. hers; 2. Thisbagishers. 3. ThistieisJohn’s.4. Thesehatsaretheirs.

2 �Complete the dialogues with the correct possessive pronouns and accessories.

1. ring,mine; 2. scarf,hers; 3. belt,his; 4. yours,bracelet

SB pages 34 and 35

Objectives

•Torecognizenumbers.•Toaskandansweraboutprices.•Togiveopinionsaboutclothesandtheircost.

Language:

•CanIhelpyou?/Yes,please.•Howmuchis(that)(shirt)?It’s(24euros).•Howmuchare(those)(trainers)?They’re(98pounds).

•(It’s)/(They’re)(expensive)/(cheap).

Vocabulary:

•Numbers:20to100•Clothesandaccessories•Adjectives:cheap,expensive,trendy

Warm-upWritethenumbersfromonetotenontheboardandgetavolunteertoreadthemaloud.Erasethemandwritethenumbersintensfromtentoonehundred:10,20,30,40,50,60,etc.Saythenumbersaloud.Thenwriteamixednumber:25.Inviteavolunteertosaythenumber.Writeitontheboardinwordform:twenty-five.Dothesamewithothermixednumbers.

AR0000000000893 CK2_TB_U3_6831.indd 47 12/11/15 17:40

48 Unit 3

1 Read and colour the correct numbers.Askstudentstolookatthefirstsetofnumberballoons.Sayonehundred.Tellstudentstoshowafriendthecorrectballoon.Thengetthemtocolourit.Dothesamewiththenextsetofnumberballoons.Afterthat,havestudentsreadandcolourthecorrectnumbers.Checkanswersbygettingvolunteerstowritethecorrectnumbersontheboard.

Answer Key

1. 100; 2. 92; 3. 74; 4. 60; 5. 86

2 Listen and write the number for each box.Directstudents’attentiontothepictureandelicitthenameofthevehicle:lorry.Explainthatitisadeliverylorry.Askwhatisintheboxes:clothesandaccessories.Elicitthenamesoftheitems:belts,hats,sweaters,shirtsandT-shirts.Thenplaytrack23andtellstudentstolistenandpointtotheappropriateboxastheyheareachitem.Playthetrackagainandhavestudentswritethenumbersofitemsinthesquares.Finally,playthetrackandpauseitbeforeeachnumber.Elicitthenumberandcontinuethetracktoconfirmtheanswer.

Track 23 Í

Man 1:Goodmorning.I’vegotadeliveryofclothesforyou.Man 2: Great.Whathaveyougot?Man 1:Let’ssee…I’vegotsweaters,belts,hats,coatsandT-shirts.Man 2: Ok,um…,howmanysweatersarethere?Man 1:Thereare60sweaters.Man 2: Ok,andhowmanybelts?Man 1:Thereare74belts.Man 2: 74belts…Ok.Now,hats.Howmanyhatshaveyougot?Man 1:Hats?Let’ssee…86hats.Man 2: Ok,86hats…andhowmanycoats?Man 1:92coats.Man 2: 92…andfinally,howmanyT-shirts?Man 1:100T-shirts,andthat’severything.Man 2: Great.Thanks!

Answer Key (Fromtoptobottom,lefttoright)Belts: 74;Hats: 86Sweaters:60;Coats: 92;T-shirts: 100

Optional Activity

Materials:Indexcards(1perstudent).

Writethenumbersfromzerotonineontheindexcardswithonenumberoneachcard.Handouttheindexcards.Encouragestudentstocombinenumberswithafriendandsaythenewnumberaloud:83(eighty-three).Havethemtryagainwithanewfriend.Monitorandhelpifnecessary.

Optional Activity

Materials:

3 Listen and write the prices.

Askstudentstolookatthepicturesandask:Wherearethepeople?Tellthemtoidentifytheclothesandaccessories.Thenhavetwovolunteersreadthefirstdialoguealoud.ExplaintheywilllistentotheaudioCDandhavetowritethepricestheyhear.Playtrack24onetimeforstudentstocomplete.Playitonemoretimesothattheycanchecktheanswers.Invitesomepairstoreadthedialoguesaloud.

Track 24 Í

Speaker:OneMan 1: CanIhelpyou?Man 2: Yes,please.Howmuchisthathat?Man 1: It’s30euros.Man 2: It’scheap.Speaker:TwoWoman 1: CanIhelpyou?Woman 2: Yes,please.Howmucharethesegloves?Woman 1: They’re20euros.Speaker: ThreeWoman 1: CanIhelpyou?Woman 2: Yes,please.Howmucharethoseshoes?Woman 1: They’re95euros.Woman 2: Ireallylovethembutthey’reexpensive.

AR0000000000893 CK2_TB_U3_6831.indd 48 12/11/15 17:40

49Cool clothes

Unit3

Answer Key 1. 30euros; 2. 20; 3. 95


Drawstudents’attentiontotheCoolLanguagebox.ReadtheexamplesaloudandelicittheuseofHowmuch:toaskaboutprices.

Values: Being a careful shopper Askstudentsiftheygetanallowance.Explainwhatanallowanceis:moneyyouregularlyreceiveforpersonalexpenses.Iftheyreceiveanallowanceaskthemwhattheydowithit.Encouragevolunteerstomentionwaysinwhichtheycanbecarefulshoppersandhelpthemthinkoftheadvantagesofsavingmoney.

4 Act out similar dialogues with a friend.Now,tellstudentstoworkinpairsandaskandanswerquestionsaboutthepricesoftheaccessories.Askthemtousethedialoguesinexercise3asamodeltorole-playdifferentdialogues.Invitevolunteerstoactouttheirconversationsfortherestoftheclass.


Wrap-upDividetheclassintosmallgroups.Distributesquarepiecesofpaper.Havestudentswriteanumberbetween10and100oneachpieceandgatherthem.Askthemtoshuffleandplacethecardsfacedown.Tellstudentstotaketurnstakingacardandsayingthenumberonit.


Answer Key

1 Write these numbers in letters.

1. thirty-seven; 2. ninety-six; 3. fifty-two; 4. forty-

eight; 5. eighty-three; 6. sixty-four; 7. eleven; 8. twenty; 9. seventy-five

2 Complete the dialogues with suitable words. Write numbers using full words.

1. help,forty,shoes; 2. fifty-eight,headband

3 Now write a dialogue for the other two clothing items above.

1. A:CanIhelpyou?

B:Yes,please.Howmucharethoseboots?

A:They'reseventy-foureuros.

B:They’refashionablebutthey’reexpensive.

2. A:CanIhelpyou?

B:Yes,please.HowmuchisthatT-shirt?

A:It’sthirteeneuros.

B:Iloveit!

SB pages 36 and 37

Objectives

•Tolistentoasongforspecificinformation.•Toreadandidentifytheownersofclothes.•Torevisedifferentwaystoexpresspossession.•Toreadandcorrectinformationinatext.

Language:

•Whose(hats)arethose?Thosearemy/your/his/her/our/their(hats).

•Whose(belt)isthis?This(belt)ismine/yours/his/hers/ours/your/theirs.

•I’mwearingclassicclothes.•She’sgot(blonde)hairand(green)eyes.•She’s(verysociable)and(friendly).•He’s(nice)buthe’s(abitmessy).

Vocabulary:

•Clothesandaccessories•Personalityadjectives:active,intelligent,hard-working,friendly,sociable,tidy,trendy,confident,fashionable,messy

•Personalappearance:blackeyes,black,curlyhair,blondeshorthair

•Adjectives:classic,casual,colourful,beautiful,elegant,long,expensive,modern,trendy

AR0000000000893 CK2_TB_U3_6831.indd 49 12/11/15 17:40

50 Unit 3

Warm-upPlaySpellingBeewithvocabularyrelatedtoclothesandaccessories.Choosefivevocabularyitemsthatstudentshavedifficultyspelling.Dictatethewordstothestudents.Thenencouragethemtocompareanswerswithafriendtocheck.Havevolunteerswritethewordsontheboard.Confirmanswerswiththeclass.

1 Listen and circle the mistakes. Then write the correct words. Showpicturesofdifferentclothingandfashionitemsandelicitthenames:necklace,earrings,etc.Thenplaytrack25andtellstudentstolistenanddecidewhichitemsarementionedinthesong.Theninvitestudentstoopentheirbookstopage36.Checkthattheselecteditemsareinthesong.Playthesongagainandhavestudentsfollowalongandcirclethemistakes.Thenplayitagainforstudentstowritethecorrectwordsonthelines.Whentheyfinish,checkanswerswiththeclass.

Track 25 Í

Hats,hats,hats.Whosehatsarethose?Myhats?Yourhats?Hishats?No!Notmyhatsoryourhats,Oh,thosehatsaretheirhats,theirhats,theirhats,Thosehatsaretheirhats,yestheyare!

Scarf,scarf,scarf.Whosescarfisthis?Myscarf?Yourscarf?Theirscarf?No!Notmyscarforyourscarf,Oh,thisscarfishisscarf,hisscarf,hisscarf,Thisscarfishisscarf,yesitis!

Rings,rings,rings.Whoseringsarethese?Myrings?Yourrings?Hisrings?No!Notmyringsoryourrings,Oh,theseareherrings,herrings,herrings,Theseringsareherrings,yestheyare!

Belt,belt,belt.Whosebeltisthat?Yourbelt?Hisbelt?Herbelt?No!Notyourbeltortheirbelt,Oh,thatbeltismybelt,mybelt,mybelt,Thatbeltismybelt,yesitis!

Answer Key

rats:hats;these:those;car:scarf;her:his;her:his;belts:rings;Your:Her;his:her;that:this;my:your;your:my

2 Colour the missing items and complete with a possessive pronoun.

Explainthatthesearepeoplefromthesong.Elicittheirclothingitemsandaskstudentstosaywhatcolourtheyare:shirt–green,trousers–blue,etc.Next,pointouttheitemsinwhiteandhavevolunteersnamethem.Invitestudentstocolourthem.Finally,theycompletethesentenceswiththecorrectpossessivepronoun.

Answer Key

1. his; 2. hers; 3. his; 4. hers

3 Read the description and write the names. Then complete with possessive ('s), possessive adjectives or possessive pronouns.

Encouragestudentstonametheitemsofclothesandaccessories.Askthemtoreadthedescriptionandcompleteitwiththecorrectpossessiveform.Next,theyidentifytheownersandwritetheirnames.Havesomevolunteersreadthetexttocheck.

Answer Key

1. mine; 2. his; 3. ’s; 4. His; 5. her

Names: 1. Sam; 2. Rob; 3. Gina; 4. Nancy

4 Look at the models. Underline six mistakes in the descriptions and write your corrections below.

Pointoutthepictureofthemanandthewoman.Askwhotheyare:fashionmodels.Elicitthenamesoftheclothingandfashionitemsinthepicture:necklace,shoes,skirt,blouse,shirt,trousers,shoes,belt,watch.Thenaskstudentstoreadthedescriptionsandlookatthepicture

AR0000000000893 CK2_TB_U3_6831.indd 50 12/11/15 17:40

51Cool clothes

Unit3toidentifythemistakes.Getsomevolunteerstoreadthemistakesaloud.Afterthat,tellstudentstowritethecorrectdescription.Checkanswerswiththeclass.

Answer Key

1. Nataliehasn’tgotcurlyhair.Herhairiswavy.2. Sheisn’twearingabeautifulpurpleblouse.

Herblouseisgreen.3. Shehasn’tgotalongwhitebracelet.She’s

gotalongwhitenecklace.4. Hehasn’tgotblondeshorthair.Hishairis

brown.5. Heisn’twearingawhiteT-shirt.He’swearing

awhiteshirt.6. Heisn’twearingamodernredheadband.

He’sgotaredwatch.

Optional ActivityGluephotosoffourmodelsontoapieceofconstructionpaperandnumberthemfromonetofour.Writeadescriptionofoneofthemodels:Thispersoniswearingaredheadbandandawatch.Shehasgotapurpleblouseandblacktrousers.Displaytheconstructionpaperwiththepicturesofthemodels.Invitestudentstocomeandlookatthepictures.Havethemwritethenumbersfromonetofourintheirnotebooksandwritewordstodescribeeachmodel:bluedress,earrings,ascarf.Thenreadyourdescriptionaloudandtellstudentstomarkthenumberofthecorrectmodel.Passaroundtheconstructionpaperwiththepicturesforthemtocheck.Elicitthenumberofthemodel.

Optional ActivityGlue

Wrap-upAskstudentstocutoutasmallfacefromamagazineandtoglueitontotheuppermiddlesectionofasheetofpaper.Havethemdrawthemodel'sbodyinpencil.Theyshoulddrawclothesandaccessoriesonthemodelanddecoratethemwithothermagazinecutouts.Finally,tellthemtowriteadescriptionofthemodelintheirnotebooks.Monitorandhelpasneeded.


Answer Key

1 Complete the names of the following

accessories.

1. headband; 2. bracelet; 3. cap; 4. necklace; 5. earrings; 6. belt; 7. bag; 8. tie; 9. watch

2 Read and label the people in the picture.

From top to bottom, left to right: Rose,Tim,Sam,Bobby,Max,Maggie

3 Look at the picture above and correct

these sentences. 1. Tim’smother'sgotearrings,abraceletand

awatchon.2. MaxiswearingaT-shirt.3. Sam’swatchisnew.4. Tim’slittlesisterisveryquiet.5. Maxiswearingjeans.6. Timisshy.7. Roseiswearingaskirt.8. Maxismessy.

AR0000000000893 CK2_TB_U3_6831.indd 51 12/11/15 17:40

52 Unit 4

Unit4 The weather and us

SB pages 38 and 39

Objectives

•Tointroducevocabularyrelatedtotheweather.

•Toaskandanswerabouttheweatherindifferentcities.

•Torecognisetheseasons.•Todescribefeelingsandpreferencesrelatedtotheweather.

•Tolistentoasongforpleasure.

Language:

•What’stheweatherlike(insummer)?It’s(hot)and(sunny).

•Ifeelhappywhenit’s(sunny)because(Icanplayoutside).

•Ilike(hot)daysbecause(Icanswim).•Ilove(cold)weatherbecause(Iwearwarmclothes).

Vocabulary:

•Theweather:sunny,snowy,cold,rainy,warm,stormy,windy,cloudy,hot,foggy

•Seasons:summer,autumn,winter,spring•Adjectives:bored,sad,happy

Warm-upPrepareflashcardsrelatedtotheweatherandputtheminrandomorderontheboard.Sayaweatherword:sunnyandinviteavolunteertoselecttheflashcardthattheythinkshowstheword.Encouragetheclasstohelphimorher.Flipovertheflashcardtocheck,soundingouttheword.Thenputthecorrectflashcard(thesun)firstontheboard.Continueinthesamewayuntiltheflashcardsareinthecorrectorder.Pointtotheflashcardsontheboardtoelicittheweatherwords.Reviewthewordsinchorusandindividually.

1 Circle the letters to make weather words.Nowthatyouhavepresentedthevocabularyrelatedtotheweather,invitetheclasstoopen

theirbookstopage38,exercise1.Pointoutthepicturesoftheweatherandtheexample.Tellstudentstocirclethelettersthatareneededtoformtheweatherwordsandlabelthepictures.Whentheyfinish,getthemtocomparetheiranswerswithafriend.

2 Listen and check your answers above.

Playtrack26tocheckexercise1.Afterchecking,playtheaudioagainandpauseaftereachwordforstudentstorepeat.

Track 26 Í

Speaker: One.Sunny.Two.Snowy.Three.Cold.Four.Rainy.Five.Warm.Six.Stormy.Seven.Windy.Eight.Cloudy.Nine.Hot.Ten.Foggy.

Answer Key 1. sunny; 2. snowy; 3. cold; 4. rainy; 5. warm; 6. stormy; 7. windy; 8. cloudy; 9. hot; 10. foggy


Playtrack27andgetstudentstofollowalonginthebook.Askwhatthechildrenaretalkingabout:theweatherindifferentcities.Playthetrackagainandpauseitaftereachline.Havestudentsrepeatthelinesinchorus.

Track 27 Í

Boy 1:What’stheweatherlikeinTokyoinwinter?Boy 2:It’scoldandsnowy.

Boy 2: WhataboutMexicoCityinsummer?Boy 1: It’srainy.

AR0000000000893 CK2_TB_U4_7049.indd 52 12/11/15 17:44

53The weather and us

Unit4


Nowdirectstudents’attentiontotheCoolLanguagebox.Readthequestionaloudanddrawpicturesontheboardtorepresenttheseasonsasyoumentionthem:asunforsummer,aleafforautumn,asnowflakeforwinterandaflowerforspring.Invitestudentstoexplaintheuseofthequestion:Totalkabouttheweather.ReadtheansweraloudandremindtheclassoftheuseofthesubjectpronounItandtheverbtobe.

4 Use the information to role-play different situations.Readthenamesofthecitiesaloudandgettheclasstorepeatthem.Havestudentsfollowthelinestodiscovertheweatherinthedifferentcities.Finally,invitethemtoactoutdialoguesabouttheweatherinthosecities.Monitorandhelpifnecessary.


Optional ActivityPlayChineseWhisperswithquestionsabouttheweatherindifferentcities.Dividetheclassintotwoteams.Whisperaquestionintotheearofthefirststudent.Thisstudentthenturnsandwhisperswhatheorsheheardintotheearofthestudentnexttohimorher.Thewhisperispassedonuntilitreachesthelaststudentattheendoftheline.Thenthatstudentsaysaloudwhatheorsheheardandanswersthequestion.

Optional ActivityPlay

Values: Helping reduce human influence in climate change

Discusstheabruptchangesoftheweatherduringtheseasonswiththeclass.Invitestudentstoreflectonthehumanactivitiesthataffectclimatechangeandencouragethemtosuggestwaysinwhichwecanreducetheirimpactontheenvironmentandclimate.

5 Listen and sing along.

Readthetitlealoudwiththeuseofgestures.Askstudentsifthesingersliketheweather:No.Thenreferthemtothesongandthepictures.Playtrack28andinvitethechildrentolistentothesongandsingalong.Encouragethemtoactouttheversesastheysing.

Track 28 ÍI’mbored,I’mbored.Ican’tdoanything.It’srainy.It’swet.Ican’tplayoutside.I’mbored.

I’mhot,I’mhot.Idon’twanttodoanything.It’ssunny.It’shot.Iwanttoswim.I’mhot.

I’mcold,I’mcold.Ican’tmoveanything.It’ssnowy.It’scold.Whereismyscarf?I’mcold.

I’msad,I’msad.Where’sthesun?It’scloudy.It’sgrey.Isitgoingtorain?I’msad.

6 Discuss with a friend.

Askstudentstoworkinpairsandtellthemtocompletethesentences.Theyshouldexplaintheiranswers.Finally,invitethreevolunteerstosharetheiranswerswiththeclass.


Wrap-upPlayTheBuzzWordswithsentencesaboutweatherandemotions.Dividetheclassintotwoteams.Inviteavolunteertothefrontand

AR0000000000893 CK2_TB_U4_7049.indd 53 12/11/15 17:44

54 Unit 4

sayawordtohimorher.Thestudentsaysthreesentencesusingtheword,butsayingbuzzinsteadoftheword:It’sveryBUZZinMardelPlatainsummer.I’mhappywhenit’sBUZZbecauseIeatice-cream.Iloveswimmingwhenit’stooBUZZ.Awardapointtotheteamthatguessesfirst:hot.Repeattheprocedurewithotherwords.Theteamwiththemostpointswinsthegame.


Answer Key

1 Look at the pictures and answer the questions.

1. rainy; 2. It’sfoggy. 3. It’swindy. 4. It’ssnowy. 5. It’ssunny. 6. It’sstormy.

2 Label the four seasons.

1. summer; 2. autumn; 3. winter; 4. spring

3 Look at the icons and complete the weather report.

InthenorthofArgentina,theweatherissunnyandhot.Inthecentreofthecountry,it’sstormyandcloudy.Andinthesouth,it’ssnowyandcold.

SB pages 40 and 41

Objectives

•Toidentifythemonthsoftheyear.•Torecogniseandwriteordinalnumbersinwords.•Toaskandansweraboutspecialdates.•Toreadatextforspecificinformation.

Language:

•When’syourbirthday?It’sin(May).•When’s(ChristmasDay)?It’son(25thDecember).

Vocabulary:

•Monthsoftheyear•Ordinalnumbers:1st-31st•Specialdates:birthday,NewYear’sEve,IndependenceDay,Teacher’sDay,ChristmasDay

Warm-upPrepareflashcardswiththemonthsoftheyearandbringalargecalendartoclass.RefertothefirstmonthinthecalendarandholdupJanuary.Modelthewordandattachittotheleftsideoftheboard.Repeatwiththerestofthemonthsandattachinthecorrectorder.Thensaytwolettersofamonth:L,Y.Elicitthemonthormonthswiththoseletters:July.Continuewiththerestofthemonths.

1 Listen and repeat the months of the year. Playtrack29andaskstudentstorepeatthemonthsinchorusandindividually.Thensaythemonthsinrandomorderandtellstudentstopointtothemonthsastheyhearthem.

Track 29 Í

Speaker: January,January,February,February,March,March,April,April,May,May,June,June,July,July,August,August,September,September,October,October,November,November,December,December

Answer Key January,February,March,April,May,June,July,August,September,October,November,December

2 Write the ordinal numbers in words.

Beforedoingtheexercise,presenttheordinalnumbersfromfirsttotenthontheboard.

Listthecardinalnumbersandnexttothislist,writethecategoryOrdinalNumbers.Eicittheordinalnumberofthecardinalone,andwritethewordontheboard:firstandthenumber1st.Elicithowtowriteasmanynumbersaspossible.Highlightspellingchangesandtrickyspellingswithadifferentcolour:fifth,eighth,ninth.Helpstudentsnoticethatsomecardinalnumberschangealotwhentheybecomeordinals:first,second,andthird.Elicitwhytheordinalnumberofonehasthelettersstatthe

AR0000000000893 CK2_TB_U4_7049.indd 54 12/11/15 17:44


Unit4end:Toindicatethatit’sanordinalnumber.Explaintostudentsthatwhennumbershavelettersattheend,wealwayspronouncetheordinalform.Asktheclasswhenweuseordinalnumbers:Todescribethepositionofobjectsorpeopleinasequence.Finallytellstudentstowritethemissingwordsfortheordinalnumbers.Whenchecking,encouragevolunteerstospelltheordinalnumbers.

Answer Key sixth,seventh,eighth,ninth,tenth


Nowdrawstudents’attentiontotheCoolLanguagebox.Readtheexamplesaloudandencouragestudentstoexplainwhenweuseinandonintheanswers:Weuseinwithmonthsandonwithdates.ExplainthatinEnglishweuseordinalnumberswhenwesaydates.Readthedateintheboxandpointoutthattheyshouldsay(the)tenth(of)May.Reviseordinalnumbersfromfirsttotenthandcontinuewiththepresentationofthesenumbersuptothirty-first.Explainthatincompoundnumbers,onlythesecondpartchanges.Saymorecardinalnumbersforvolunteerstosaytheordinalforms.Asksomestudentswhentheirbirthdaysare.Repeatthedates,emphasizingthepronunciationoftheordinalnumbers:(the)thirtieth(of)September,(the)twenty-eighth(of)January,(the)sixteenth(of))October,andsoon.

3 Ask some friends about these dates.

Dividetheclassintopairsandencouragestudentstotaketurnsaskingaboutthedatestotheirpartners.


Optional Activity

Dividetheclassintosmallgroups.Askonevolunteerineachgrouptostandup.Calloutaholiday:NewYear’sEve.Thefirststudenttocalloutthecorrectdategetsapoint.Askteamstochangevolunteersandrepeattheprocedureseveraltimes.Theteamwiththemostpointswinsthegame.

Optional Activity

Divide

4 Listen to Jill and complete the dates.

TellstudentstheywillhavetocompletethetablewiththedatesthatJillmentions.Playtrack30fortheclasstowritethecorrespondingdates.Playtheaudioagaintocheck.Finally,invitesomevolunteerstowritetheanswersontheboard.

Track 30 Í

Jill: Hi,there!I’dliketotellyouaboutmyparents’birthdaysandmine.OK,herewego!Mymum’sbirthdayisinApril.It’sonthesecondofApril,tobemoreprecise.Andmydad’sbirthdayisinJuly.HisbirthdayisonthetenthofJuly.I’maCapricornsomybirthdayisinJanuary.It’sontheseventhofJanuary.Whataboutyou?When’syourbirthday?

Answer Key

1. 2ndApril; 2. 10thJuly; 3. 7thJanuary

Values: Celebrating and Respecting Important Dates

Tellstudentsthatweallhaveimportantdatestocelebrate:birthdays,anniversaries,religiousfestivities,andnationalfestivals.Askstudentstothinkaboutwhattheyusuallycelebratethroughouttheyear.Elicitsomeexamplesandwritethemontheboard:Easter,Christmas,andsoon.Discusswiththeclassthedifferenttypesofcelebrationsandexplainthatitisimportanttorespecteverybody’scelebrations.

AR0000000000893 CK2_TB_U4_7049.indd 55 12/11/15 17:44

56 Unit 4

5 Read and then write the country names.

Invitestudentstoreadthetextandwritethenamesofthecorrespondingcountriesunderthepictures.Checkanswerswiththeclass.Finally,askstudentswhichtraditionsarethemostfamiliarandwhicharethemostunusualforthem.Acceptallanswers.

Answer Key

1. Brazil; 2. China; 3. Canada

6 Write right, wrong or doesn't say.

Tellstudentstoreadthesentencesandlookforrelatedinformationinthetext.Iftheinformationiscorrect,theyshouldwriteright.Iftheinformationisincorrectaccordingtothetext,theyshouldwritewrong.Iftheinformationisnotinthetext,theyshouldwritedoesn’tsay.Checkanswerswiththeclass.

Answer Key

1. right; 2. wrong; 3. doesn’tsay; 4. wrong

Wrap-upDividetheclassintosmallgroups.Tellstudentsthattheyaregoingtotaketurnssayingtheordinalnumbersfromfirstthroughthirty-first.Addthatwhenevertheygetamultipleofthree,theyshouldsaybeepinstead:First,second,beep,fourth,fifth,beep,andsoon.Thestudentswhomissabeepmisstheirturn.Tellgroupstorepeattheprocedureuntilthereisonewinner.

Optional: Askthegroupwinnerstogotothefronttoplayafinalround.Encouragegroupstocheertheirrepresentatives.


Answer Key

1 Complete the dates.

1. 7thNovember; 2. 10thJuly; 3. 3rdAugust; 4. It’s8thSeptember; 5. It’s1stApril; 6. It’s4thJanuary.

2 Read and complete.

1. 1st; 2. second; 3. 3rd; 4. 4th; 5. fifth; 6. 6th; 7. seventh; 8. eighth; 9. 9th; 10. 10th

3 Look and complete with a suitable preposition.

1. in; 2. on; 3. on; 4. in

SB pages 42 and 43

Objectives

•Tointroducevocabularyrelatedtoeverydayactions.

•Toaskandansweraboutroutines.•Toidentifyadverbsoffrequency.•Totalkaboutdailyroutines.

Language:

•Doyou(studySciencealone)?Yes,Ido./No,Idon’t.

•What(sport)doyou(play)?Iplay(football).•I(always)getupearly.

Vocabulary:

•Actions:getup,havebreakfast,gotoschool,studyalone,takeabus,dosports,play(football),meetfriends,watchTV

•Adverbsoffrequency:always,never,sometimes,usually

Warm-upBringpicturesillustratingtheactionsthatappearinthislesson.Showthemonebyone

AR0000000000893 CK2_TB_U4_7049.indd 56 12/11/15 17:44


Unit4sayingthewordsandasktheclasstorepeat.Attachthepicturestotheboardandelicitwhattheyhaveincommon:Theyareactivitiesthatpeopledoeveryday.Explainthatactivitieswedoregularlyarecalledroutines.

1 Complete these actions with a vowel.Nowtellchildrentolookatthepicturesinexercise1onpage42andaskthemtocompletethewords.Invitesomevolunteerstoreadtheiranswerstocheck.

Answer Key

1. getup; 2. have; 3. go; 4. study; 5. take; 6. do

2 Listen and fill in the blanks.Drawstudents’attentiontothefirstpictureandasktheclasstoidentifytheschoolsubjectthechildrenarestudying.Tellstudentstolistentothedialogueandcompleteitwiththemissingwords.Playtrack31twiceforstudentstofillintheblanksandthenchecktheiranswers.Finally,invitesomepairstoreadoutthedialogue.

Track 31 Í

Jim: DoyoustudySciencealone?Joe: No,Idon’t.Why?Jim: BecauseI’mnotgoodatit.Canyouhelpmestudy,please?Joe: Yes,ofcourse.Whencanwestart?Jim: Today,please!HAHAHAJoe: OK.Noproblem!Jim:Thanks,Joe.

Answer Key

1. Do; 2. don’t; 3. good; 4. study; 5. can; 6. Today

Values: Asking for Help and Being Helpful

Talkaboutthesituationinexercise2withtheclass.Ask:Howdoyoufeelwhenyoudon’t

understandsomething?Isiteasytoaskforhelp?Doyouaskforhelpwhenyouneedtoordoyoutrytosolveaproblemalone?Doyouhelpifsomeoneasksyouto?Encouragestudentstoaskforhelpandalsohelpotherstoovercomedifficulties.

Directchildren’sattentiontotheCoolGrammarbox.Readtheexamplesaloudandanalysetheformswiththeclass.HighlighttheuseoftheauxiliaryDointhequestionwiththesubjectyouandthepositiveandnegativeformsoftheauxiliaryintheshortanswers.ExplainthattheauxiliaryDoisalsousedwiththepronounsWeandThey.Asksomequestionstoexemplifyandelicittheanswers:DowehaveEnglishlessonsonTuesdays?DoyourteacherscometoschoolonSaturdays?Finally,elicittheuseofthesequestions:Tocheckinformationaboutroutines.


3 Act out the dialogue above in pairs.

Askstudentstoworkinpairsandactoutthedialogueinexercise2.Thentellthemtochangeroles.Monitorandhelpasnecessary.

Answer Key


4 Listen and complete the interview

questions. Drawstudents’attentiontothephotographandencouragethemtodescribetheboyandmentionthesportheplays.Readthequestionsaloudtocheckunderstandingandinvitevolunteerstoreadtheanswers.Playtrack32andaskstudentstofillintheblanks.PlaytheaudioCDonceagainsothattheycancompleteallthequestionsorchecktheiranswers.Tocheck,asksomechildrentoreadthequestionsandwritethemontheboard.

AR0000000000893 CK2_TB_U4_7049.indd 57 12/11/15 17:44

58 Unit 4

Track 32 Í

Interviewer: Hi,Leo!CanIaskyouafewquestions?They’reforanarticleaboutyouinourschoolmagazine.Leo:OK.Noproblem!Goahead!Interviewer:Thanks.Firstquestion:doyoudosports?Leo:Yes,Ido.Interviewer: Whatsportdoyouplay?Leo:Iplayfootballformyschoolteam.Interviewer: Doyougetupearlytogotofootballpractice?Leo:Yes,at7am.Ialwaysgetupat7am.Interviewer: Whattimedoyouhavebreakfast?Leo:At7:15am.Iusuallyhavebreakfastat7:15am.Interviewer: Doyoutakeabustogotofootballpractice?Leo:No,Idon’t.Inevertakeabustofootballpractice.Igoonfoot.Interviewer: Andmylastquestion:doyoustudyalone?Leo:No,Idon’t.Iusuallymeetmyfriendstostudytogether.It’sgoodfun!Interviewer: Thankyouforyourhelp,Leo.Leo:That’sOK.WhencanIreadthisarticleinyourschoolmagazine?Interviewer: Um…Nextmonth,Iguess.Leo:OK.Bye!Interviewer: Seeyouaround!

Answer Key

1. do; 2. doyou; 3. Doyouget; 4. doyouhave; 5. Doyoutake; 6. doyoustudy

5 Listen again. Complete with the words

below.

Readthewordsintheboxesaloud.Tellstudentstheyaregoingtolistentotheinterviewagaintocompletethesentences.Playtrack33morethanonceforthechildrentocompletetheexerciseandchecktheiranswers.

Track 33 Í

Interviewer: Hi,Leo!CanIaskyouafewquestions?They’reforanarticleaboutyouinourschoolmagazine.Leo: OK.Noproblem!Goahead!Interviewer:Thanks.Firstquestion:doyoudosports?Leo: Yes,Ido.Interviewer: Whatsportdoyouplay?Leo: Iplayfootballformyschoolteam.Interviewer:Doyougetupearlytogotofootballpractice?Leo: Yes,at7am.Ialwaysgetupat7am.Interviewer: Whattimedoyouhavebreakfast?Leo: At7:15am.Iusuallyhavebreakfastat7:15am.Interviewer: Doyoutakeabustogotofootballpractice?Leo: No,Idon’t.Inevertakeabustofootballpractice.Igoonfoot.Interviewer: Andmylastquestion:doyoustudyalone?Leo: No,Idon’t.Iusuallymeetmyfriendstostudytogether.It’sgoodfun!Interviewer: Thankyouforyourhelp,Leo.Leo: That’sOK.WhencanIreadthisarticleinyourschoolmagazine?Interviewer: Um…Nextmonth,Iguess.Leo: OK.Bye!Interviewer: Seeyouaround!

Answer Key

1. always; 2. usually; 3. never; 4. usually

Now,directstudents’attentiontotheCoolGrammarbox.Inviteavolunteertoreadtheexamplesaloudandasktheclasswhenweusealways,usually,sometimesandnever:Weusealwayswhenwedoanactionatalltimes.Weuseusuallywhenwedosomethingonmostoccasions.Weusesometimeswhenwedosomethingattimes.Weusenevertoexpressthatwedonotdoanaction.


AR0000000000893 CK2_TB_U4_7049.indd 58 12/11/15 17:44


Unit46 Role-play with a friend.

Write on the board: never – go to bed late. Ask the class to say the complete sentence: I never go to bed late. Tell students to work in pairs and choose a card to describe their routines. Encourage them to ask yes / no questions using adverbs of frequency: Do you usually play tennis? Do you always eat junk food?, etc. Monitor and help as necessary.

Optional Activity

Write on the board: Good friends always , sometimes , but never .Divide the class in small groups to discuss their ideas and complete the sentence in their notebooks. Invite some volunteers to share their opinions with the class.

Optional Activity

Write on the board:

Wrap-upPlay Category Dictation using always, usually, sometimes and never as categories. Ask students to draw a column for each category. 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 the activities under the categories according to their routines. Finally, invite them to work in pairs and compare their answers. Are their routines similar?


Once students finish the lesson 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.

Answer Key

Complete the interview questions and answers with suitable words.

1. Do you like school, Connor? Yes, I do. 2. What time do you get up, Connor? At 7 a.m.

3. And do you have breakfast alone? No, I don’t. 4. Do you take a bus to school, Jill? No, I don’t. I go on foot. 5. What sports do you like, Jill? I really love tennis. 6. And do you play tennis every week? Yes, I do.


Answer Key

1 Complete the phrases using suitable verbs.

1. have; 2. study; 3. do; 4. brush; 5. go

2 Complete the interview with a suitable word.

1. Do; 2. do; 3. what; 4. do; 5. Do; 6. don't; 7. Do; 8. do

3 Complete these sentences about you and your best friend.

Students’ own answers

SB pages 44 and 45

Objectives

•Toaskandanswerabouthowfrequentlypeople do activities.

•Tolistenforspecificinformationaboutroutines.•Touseadverbsoffrequencyandtime

expression to talk about routines.•Towriteaboutweeklyroutines.

Language:

•Howoftendoyoueatpizza?Ieatpizza(twicea week).

•Whendoyou(watchTV)?IwatchTV(intheafternoon).

•Theygetupearly(everyday).

Vocabulary:

•Actions:eat(pizza),gotothecinema,haveashower, go swimming, do homework, read a book, go to bed

•Daysoftheweek•Timeexpressions:once(aday),twice(aweek),threetimes(amonth)

AR0000000000893 CK2_TB_U4_7049.indd 59 01/12/15 09:46

60 Unit 4

Warm-upPlayTenThingsandaskchildrentowritelistsrelatedtothefollowingideas:Tenthingsyoualwayseat,tenpeopleyousometimesmeetortenactivitiesyouneverdo.Encouragestudentstoreadtheirideasaloudandwritethetopthreeforeachtopicontheboard.

1 Listen and match the faces with the calendars. Nowtellstudentstolookatthepicturesinexercise1andidentifythesituation:Whyhasthemangotamicrophone?Becauseit’saninterview.Thendirecttheirattentiontothecalendarsandaskabouttheinformationtheyshow:Theyshowhowoftenthechildreneatpizza.TellchildrentheywilllistentotheaudioCDandhavetomatchthefaceswiththecorrespondingcalendar.Playtrack34forstudentstodotheexercise.Finally,checkanswerswiththeclass.

Track 34 Í

Interviewer: Excuseme.Howoftendoyoueatpizza?Girl:Notveryoften.Ihaveitonceamonth.

Interviewer: Doyoulikepizza?Boy 1: Yes,Ido.Interviewer: Howoftendoyoueatit?Boy 1: Twiceaweek.

Interviewer:Howoftendoyoueatpizza?Boy 2: Pizza?Ilovepizza.Ieatpizzathreetimesaday!

Answer Key

1. c; 2. b; 3. a

2 Act out the three interviews above with a friend.

Askstudentstoworkinpairsandchooseoneofthechildreninthepreviousexercise.Tellthemtoactouttheinterviewandthenchangeroles.



Drawstudents’attentiontotheCoolLanguagebox.ReadthequestionaloudandencouragestudentstoexplaintheuseofHowoften…:Weusehowoftentoaskabouthowfrequentlyapersondoessomething.Thenreadtheansweraloudandelicittheuseofthetimeexpressions:Weusetimeexpressionssuchasonce,twiceorthreetimestotalkaboutthenumberoftimeswedosomething.

3 Listen and answer the questions.

Telltheclasstheyaregoingtolistentoquestionsandhavetowritethemdown.Playtrack35forstudentstocopythequestions.Thenplayitagaintocompletetheexerciseorcheck.Asksomevolunteerstoreadthequestionsaloudandwritethemontheboard.Thenaskchildrentoanswerthequestionsintheirnotebooksandcomparetheirideaswiththeirpartners.

Track 35 Í

Speaker: One.Howoftendoyoueatpizza?Two.Howoftendoyoudosports?Three.Howoftendoyougotothecinema?Four.Howoftendoyoucleanyourroom?


4 Write three more questions and interview a friend.

Invitestudentstothinkofthreemorequestionstoasktheirpartners.Monitorandhelpwith

AR0000000000893 CK2_TB_U4_7049.indd 60 12/11/15 17:44


Unit4vocabularyasnecessary.Whentheyfinish,invitesomepairstoreadtheirquestionsandanswersaloud.


Optional Activity

Writeontheboard:Howoften…?watchhorrorfilms,listentoclassicalmusic,phoneafriend,surftheInternet,dosports,playcomputergames.Dividetheclassinsmallgroupsandtellthemtheyaregoingtoguesstheanswerstoriddles.Explainthatamemberhastomakeoneofthequestionstoapartnerandbeforeheorsheanswers,thegrouphastoguessandwritedowntheirideas.Finally,thestudentgivesthecorrectanswer.Whenthechildrenguesscorrectly,theygetapoint.Thestudentwiththemostpointswinsthegame.

Optional Activity

Write

5 Write true and false sentences about Vicky and Alan.

TelltheclasstolookatthecalendarandreadtheactivitiesVickyandAlandotocheckunderstanding.Thenaskthemtousetheinformationandwritetrueandfalsesentencesaboutthechildren.


6 In pairs, check the sentences above and correct the false ones.Now,askstudentstoworkinpairsandtaketurnstoreadthesentencesandidentifyiftheyaretrueorfalse.Whenstudentsgettheanswerright,theygetapoint.Thestudentwiththemostpointswinsthegame.


7 Answer about yourself.Invitestudentstoanswerthequestionsusingadverbsoffrequencyandtimeexpressions.Whentheyfinish,encouragethemtointerviewsomeoftheirpartnerstofindsimilaranswers.Asksomevolunteerstoreadtheirsimilaritiesaloud:FrancoandIwatchTVtwiceaday.


Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: magazines,awhitesheetofpaper,colouredpencils

Thepreviousclass,askstudentstobringthematerialsmentionedabovetomakeaWeeklyCalendar.Tellthemtodrawacalendaronthewhitesheetofpaper.Theycanusethepictureofthecalendarontheirbooksasamodel.Thentheyshouldwritethedaysontheleftcolumnandcutoutpicturesthatillustratedailyactivitiesandgluethemonthetoprow.Whentheyfinishtheircalendars,askthemtomarktheirweeklyroutineonitandwriteashortreport.

Wrap-upWritethefollowingwordsontheboard:always,sometimes,twiceaweek,onceaweek,never.Thendictatethesequestions:Howoftendoyou…1.speakEnglish?2.useadictionary?3.readanewspaperoramagazineinEnglish?4.watchafilminEnglish?5.singasonginEnglish?Askstudentstowritetheanswersontheirnotebooksandtellthemtoaddpointstochecktheirscores:always–5points,sometimes–3points,twiceaweek–2points,onceaweek–1point,never–0points.Writethepossibleresultsontheboardforstudentstocheck:20–25points:You’reanexcellentstudent!11–19points:You’redoingagoodjob!6–10points:Youshouldpractisemore!0–5points:It’stimetoworkharder!

AR0000000000893 CK2_TB_U4_7049.indd 61 12/11/15 17:44

62 Unit 4


Answer Key

1 Unscramble the interviewer's questions. Ignore Danny's answers. 1. Howoftendoyoueathamburgers? 2. Howoftendoyouvisitmuseums? 3. Howoftendoyougoonholiday? 4. Howoftendoyoubuynewclothes?5. Howoftendoyourideyourbike?

2 Follow the lines and answer the questions above. 1. Ieathamburgerssonceaweek. 2. Ivisitmuseumstwiceamonth. 3. Igoonholidayonceayear. 4. Ibuynewclothestwiceayear.5. Iridemybikethreetimesaweek.

SB pages 46 and 47

Objectives

•Tolistentoasongforspecificinformation.•Towriteaboutroutines.•Torevisevocabularyrelatedtotheweather.•Torevisevocabularyrelatedtoitemsofclothing.•Toreadatextforspecificinformation.

Language:

•I(never)getupearlyonSundays.•(Twiceaweek)Igotothegym.•Thedayis(hotandsunny).•Peoplefeel(happy)whenit’s(sunny).

Vocabulary:

•Actions:gotothegym,swim,eat,exercise,doajigsaw,learnanewlanguage,doaMathsproblem,rideabike,getup

•Adverbsoffrequency:always,usually,sometimes,never

•Timeexpressions:twice(aweek),once(ayear),threetimes(amonth)

•Theweather:windy,cold,sunny,cloudy,rainy,hot,snowy

•Adjectives:angry,disappointed,happy,positive,sad,excited

Warm-upPlayAssociationswiththewordBrain.Askstudentstomentionasmanywordsastheycanrelatetobrain:head,neurons,think,mind,etc.

1 Listen and complete. Then sing along.

Readthetitleofthesongandaskstudentstosuggestwaystoexercisethebrain.Theycangiveideasrelatedtothepictures.Playtrack36forstudentstocompletethesong.PlaytheaudioCDagainpausingaftereachblanktocheckwiththeclass.Writetheanswersontheboardtocheckspelling.

Track 36 Í

TwiceaweekIgotothegym.OnceaweekIliketoswim.Ialwayseatahealthylunch,Ieatcarrotsbythebunch!Itisgreattobestrongandfit-it’strue,Butit’simportanttoexerciseyourbraintoo!

Eventhoughitissometimesastrain,Alwaysexerciseyourbrain.Useacomputer.Doajigsaw.Readabook.Learnanewlanguage.Learnhowtocook.Eventhoughitissometimesastrain,Alwaysexerciseyourbrain.DoaMathsproblemandread,read,read.Exerciseyourbrain,andyou’llsucceed!

Answer Key

1. gym; 2. healthy; 3. carrots; 4. strong; 5. exercise; 6. Always; 7. computer; 8. cook; 9. problem

2 Complete these sentences about your daily and weekly routine.

Invitestudentstocompletethesentenceswiththeirownideas.Thentheymaycomparetheir

AR0000000000893 CK2_TB_U4_7049.indd 62 12/11/15 17:44


Unit4answerswiththeirpartners.Encouragesomevolunteerstosharetheirroutineswiththeclass.

Answer Key


3 Write three items of clothing for each weather condition.

Pointouttheweatherchangesandaskwhatclothespeoplewearinsunnyweather:sandals,T-shirts,shorts,etc.Tellstudentstowritethreeclothingitemsforeachtypeofweather.Checkanswerswiththeclass.

Answer Key

sunny: shorts,T-shirt,sandals;rainy: coat,jacket,hat;snowy:gloves,boots,scarf

4 Read the text and underline all the weather words you can spot.

Readthetitlealoud.Havestudentsreadthetextquicklyandunderlinetheweatherwords.Checkanswerswiththeclass.

Answer Key

weatherforecast,torain,hot,sunny,cloudy,torain,windy,cloudy,cold,rainy,sunny

5 Re-read the text above and write A, B or C.

Dividetheclassintopairsandhavethemreadthetexttochoosethecorrectanswer.Theyshouldwritethecorrespondingletteroneachline.Encouragethemtocirclewheretheyfindtheanswersinthetext.Finally,checkanswerswiththeclass.

Answer Key

1. A; 2. C; 3. A; 4. C; 5. A

Wrap-upRead the text in exercise 4 aloud but change some of the words. When students hear a word that is different, they raise their hands.


Answer Key

1 Underline the statement that best describes you.


2 Use some of these questions as a guide and write about your lifestyle.


AR0000000000893 CK2_TB_U4_7049.indd 63 12/11/15 17:44

64 Cool Review 2

SB pages 48, 49, 50 and 51

Warm-upPlay Say Three, Spell Three! with vocabulary from Units 3 and 4. Prepare flashcards with pictures showing clothes and accessories, personality traits, celebrations, seasons, daily activities and the weather on one side with the corresponding words on the other. Shuffle the flashcards and divide the class into three teams. Choose three flashcards randomly and display them on the board with the pictures facing the class. The first team should say and spell the words. Turn the flashcards over after they guess, to check. They win a point for each correct answer. Remove the flashcards and set them aside. Display three new flashcards and play again with the next team. Repeat so that each team plays the same number of times. The team with the most points at the end is the winner. To add difficulty, have teams make a sentence with each vocabulary item.

1 Play The Possessions Game with a friend. Divide the class into pairs and invite them to open their books to page 48, exercise 1. Give 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 I make a sentence or a question? A question. Roll again and write the second number on the board. Elicit the Possessive Adjective for that number. Roll a third time and write the number on the board. Elicit the Fashion item. Encourage students to say the corresponding sentence or question. After that, have them continue the game in their pairs. For each correct sentence or question, students in the pair can colour one clothing item in the picture. Monitor and help as needed. The first pair to complete their picture is the winner.


2 Complete the sentences with a possessive pronoun and match the pictures.

Invite a volunteer to read the example aloud and direct students’ attention to the form of the possessive pronoun. Then ask the class to complete the rest of the sentences. When they finish, tell them to match the pictures according to the information. Check by getting volunteers to read the sentences aloud.

Answer Key

1. hers; 2. his; 3. theirs; 4. his; 5. yours, mineGeorge: 3; Nina: 2, 4; Linda: 2, 5; Karl: 1

3 Unscramble the dialogue.

Invite students to put the words in the dialogue in order. To check, ask a pair to read the dialogue aloud.

Answer Key

1. Can I help you? 2. How much is this shirt? 3. How much is that T-shirt? 4. I like it because it’s casual. 5. How much are those trousers? 6. They’re very trendy!

4 What's the weather like? Complete.

Ask students to look at the pictures and complete the weather words. Invite some volunteers to write the sentences on the board to check answers with the class.

Answer Key

1. It’s snowy. 2. It’s warm but cloudy. 3. It’s sunny. 4. It’s windy. 5. It’s stormy and rainy.

5 Look at the pictures and answer the questions.

Tell students to look at the pictures and answer the questions. When they finish, ask them to

CoolReviewReview

2

AR0000000000893 CK2_TB_R2_7144.indd 64 12/11/15 17:47

65Cool Review 2


2

work in pairs and compare their answers. Finally, invite some volunteers to share their ideas with the class.

Answer Key

1. It’s cold and windy / snowy. He’s wearing a sweater, a jacket, black trousers and shoes. He’s got a scarf and grey gloves.

2. It’s hot and sunny. She’s wearing a pink blouse and green shorts. She’s also wearing brown sandals. She’s got a hat and sunglasses too.

6 Look at the information in the charts below and complete.

Read the information in the charts aloud and ask students to complete the dialogue. To check, invite some pairs to read their answers aloud.

Answer Key

1. Do; 2. I don’t; 3. How often; 4. always; 5. sometimes; 6. always; 7. don’t; 8. always; 9. Do; 10. sometimes; 11. usually

Optional Activity

Ask students to copy the charts in exercise 6 into their notebooks and replace the names Connor and Jill in the first row with You and 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 partners to complete the Your friend column: Do you always get up early? How often do you do sports? Monitor and help as needed.

Optional Activity

Ask students to copy the charts in exercise 6

Project Work 2: My Favourite Celebration Project Work 2: My Favourite Celebration Project Work 2: My Favourite Project Work 2: My Favourite Project Work 2: My Favourite Project Work 2: My Favourite Project Work 2: My Favourite Project Work 2: My Favourite Project Work 2: My Favourite Project Work 2: My Favourite Celebration Celebration Celebration Celebration Celebration Celebration To finish the second review, students do a project individually.

1 Read and complete the chart below.

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: What’s Connor’s favourite celebration? When’s Connor’s birthday? Where do Connor and his family celebrate his birthday? What’s the weather like? What do Connor and his friends do? What do they eat?

Answer Key

Celebration: birthday; Date: 5th April; Place: Connor’s house; Weather: warm and sunny; Activities: They play different games and listen to music. Food: hamburgers or hot dogs and birthday cake

2 Write about your favourite celebration and draw a picture. Use the chart above to collect ideas.

Brainstorm different celebrations with the class and write them on the board. Then tell children to write about their favourite celebration. Ask them to use the chart in exercise 1 to include relevant information. Finally, they draw a picture. Invite some volunteers to show their pictures and talk about their favourite celebrations.

Answer Key


Wrap-up Materials: A blindfold

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 volunteer to draw it. Blindfold the volunteer and explain that he or she has one minute to draw the item for his or her team to guess. If the team guesses correctly, they earn a point. If they cannot guess, the first team to guess correctly earns a point.

AR0000000000893 CK2_TB_R2_7144.indd 65 12/11/15 17:47

66 Unit 5

Unit5 Time and time again

SB pages 52 and 53

Objectives

•Toidentifymusicstyles.•TointroducethePresentSimpletensewiththethirdpersonsingular.

•Totalkaboutpeople’slikesanddislikesinrelationtomusic.

Language:

•Heloves/likes/hates(pop)music.•Shedoesn’tlike(opera).•Helikes(LadyGaga)alot/verymuch.•Shedoesn’tlike(Shakira)atall/verymuch.

Vocabulary:

•Musicstyles:pop,reggae,rock,jazz,opera,gospelmusic

•Verbs:like,hate,love,prefer•Adverbsofdegree:alot,verymuch,atall

Warm-upReadthetitleoftheunitaloudandelicitthemeaningofTimeandtimeagain:veryoften,onmostoccasions.Telltheclasstheywilllearnaboutmusicstylesinthisunitandask:Howoftendoyoulistentomusic?Whattypeofmusicdoyoualwayslistento?Doyoulikeclassicalmusic?Who’syourfavouritesinger?What’syourfavouriteband?DoyouusuallylistentoEnglishsongs?Doyouprefernationalmusic?

1 Find these music styles in the wordsearch.

Nowaskchildrentocirclethenamesofthemusicstylesinthewordsearch.Tochecktheanswers,drawthecrosswordpuzzleontheboardandaskvolunteerstocometothefrontandcirclethewords.Encouragestudentstogivethenamesofbandsorsingersrelatedtothedifferentmusicstyles.

R E S G O R O C K

E L U P E O P O A

G S G O S P E L M

G O S P W L R S T

A N T O J J A Z Z

E L M R O T U V A

2 Look at the icons and complete the sentences.

Focusstudents’attentiononthefacesandreadthephrasesaloud.Invitestudentstocompletethesentencesaccordingtothefaces.Tocheck,invitesomevolunteerstoreadtheiranswersaloud.

Answer Key

1. likes; 2. doesn’tlike; 3. loves; 4. hates; 5. loves; 6. likes,doesn’tlike

Nowdirectstudents’attentiontotheCoolGrammarbox.Readtheexamplesaloudexpressingthedifferentemotions.Thenelicittheuseofthesephrases:Totalkaboutlikesanddislikes.FocusontheformoftheverbsinthePresentSimpletenseandelicitwhenweadd–s:totalkaboutanotherperson(He/She).Finally,elicitthenegativeformdoesn'tlikeandhighlightthatweusetheverbintheinfinitiveform.


3 Listen to Jill. Complete with likes, doesn't like, loves or hates.

Readthenamesinthetablealoud.TellstudentstheyaregoingtolistentoJillandhavetofillintheblankswiththecorrespondingwords.Playtrack37morethanoncefor

AR0000000000893 CK2_TB_U5_7097.indd 66 12/11/15 18:05

67Time and time again

Unit5studentstowritetheiranswersandthencheckorcompletethem.Finally,invitesomevolunteerstoreadtheiranswersaloudtocheckwiththeclass.

Track 37 Í

Jill: Hi!I’mgoingtotellyouaboutmybestfriends’favouritesingers.First,there’sPaul.He’sintopopmusic.HelikesLadyGagaalot.Hedoesn’tlikeLatinmusicsothat’swhyhedoesn’tlikeRickyMartinatall.Then,there’sTanya.ShelovesOneDirectionandshelikesRickyMartintoo.Shethinkshissongsarebeautiful.Andfinally,myfriendBilly.He’sapopfantoo.HelikesLadyGagaverymuchbuthehatesOneDirection.Whataboutyou?Areyouintopopmusictoo?Whoareyourfavouritesingers?

Answer Key

1. likes; 2. doesn’tlike; 3. loves; 4. likes; 5. likes; 6. hates

Nowcallstudents’attentiontotheCoolGrammarbox.Readtheexamplesaloudandelicittheuseoftheadverbs:Toemphasiseanidea.Pointoutthatverymuchcanbeusedinaffirmativeandnegativesentencesbutatallisonlyusedinnegativesentences.


4 Talk to your friend about the people in exercise 3.

Tellstudentstoworkinpairsandtalkabouttheinformationinexercise3.Theninvitesomepairstosharetheirideaswiththeclass.

Answer Key


5 Read this blog post. Complete it with a lot, very much or at all.

Drawstudents’attentiontothesingersinthepicturesandaskquestions:Whoarethey?What’stheirmusicstyle?Doyoulikeher/him?Thenrefertheclasstothetextandtellthemtocompleteitwiththecorrectwords.Tocheckanswers,invitesomevolunteerstoreadtheblogpostaloud.Encouragethemtosayiftheirpreviousideasaboutthesingerswerecorrect.

Answer Key 1. verymuch; 2. atall; 3. alot

Optional Activity

Writepopmusicontheboardanddrawfivestarsnexttotheword.Telltheclass:Ilikepopmusicverymuch.MyfavouritesingerisMadonna.Writeothermusicstylesontheboardandencouragechildrentoclassifythembydrawingone,two,three,fourorfivestars.Thenaskstudentstoworkinpairsandsharetheiropinions.Finallyinvitesomevolunteerstoreporttheirpartners’preferences:Marialikesrockverymuchbutshedoesn’tlikeclassicalmusicatall.

Optional Activity

Write

Wrap-upDividetheclassinpairsandplayBackWriting.Askstudentstowritewiththeirfingeramusicstyleonthebackoftheirpartnerssothattheyguesstheword.Whenthechildrenguesstheword,theygetapoint.Encouragethemtoplayseveraltimes.

AR0000000000893 CK2_TB_U5_7097.indd 67 12/11/15 18:05

68 Unit 5


Answer Key

1 Look at the table and complete.

1. loves; 2. hates; 3. likes; 4. doesn’tlike; 5. likes,doesn’tlike; 6. hates; 7. loves; 8. doesn’tlike

2 Write a blog post about your best friend's music style preferences.


SB pages 54 and 55

Objectives

•Torecognisemusicalinstruments.•Toreadaboutpeople’sroutines.•Tolistentoaconversationforspecificinformation.

•Towriteashorttext.•Toaskandansweraboutfavouritecartooncharacters.

Language:

•Hepractiseswithhisbandthreetimesaweek.•SheteachesMusic.•Hedoesn’tgotoMusicSchoolbybus.

Vocabulary:

•Musicalinstruments:electricguitar,drums,keyboard,violin,recorder,saxophone

•Actions:study,playamusicalinstrument,walk,practise,teach,help,learn

Warm-upPlayHangmanwithvocabularyrelatedtomusicalinstruments.Chooseawordand,ontheboard,drawablankforeachletter.Nexttothese,drawanoose.Askstudentstosaytheletters—oneatatime—thattheythinkareintheword.Eachtimetheyguesscorrectly,writetheletterinthecorrespondingspace.Ifthe

guessisincorrect,begindrawingastickfigureunderthenooseandwritethewrongletterofftooneside.Explainthatthegameendswhentheyguessthewordorwhenyoufinishdrawingthehangedman.Aftereachword,showordrawapicturetocheckstudentsrecognisethemusicalinstrument.

1 Complete with the missing letters.

Nowtellchildrentocompletethewords.Whentheyfinish,writethecompletewordsontheboardforstudentstocheck.

Answer Key

1. electricguitar; 2. drums; 3. keyboard; 4. violin; 5. recorder; 6. saxophone

Nowdirectstudents’attentiontotheCoolGrammarbox.ReadtheexamplesaloudandanalysethedifferentspellingsoftheverbsinthePresentSimpletense:Weuse–sattheendofaverbtoshowthatwearetalkingaboutathirdperson.Weusethisverbformfornouns(Jill,Connor)orpronouns(he,she):Heplaysthedrums.Whentheverbendsinaconsonant+-y,weremovethe–yandadd–ies:ShestudiesMusic.Weadd–eswhentheverbendsin–s,-z,-sh,-ch:HeteachesArt.Thesameruleappliestoverbsendingin–o:Shegoestoschool.Focusstudents’attentiononthenegativesentenceandremindstudentsoftheuseoftheauxiliarydoesn’tandtheinfinitiveformoftheverb.


2 Read and complete with the correct form of the verbs in brackets.

Tellchildrentoreadthetextsandcompletethemwiththeverbs.Emphasisethattheyshouldpayattentiontothespellingoftheverbs.Invitesomevolunteerstoreadtheanswersaloudandwritetheverbsontheboardtochecktheexercise.

AR0000000000893 CK2_TB_U5_7097.indd 68 12/11/15 18:05


Unit5

Answer Key 1. studies; 2. plays; 3. doesn’tgo; 4. walks; 5. practises; 6. goes; 7. doesn’tplay; 8. plays; 9. teaches; 10. helps; 11. learns; 12. doesn’tgo; 13. likes; 14. plays; 15. practises

Optional Activity

Scramblesomeofthesentencesfromexercise2onpage54,andwritethemonlargestripsofpaper:1.doesn’t/the/guitar./Sarah/play2.likes/rock/David/alot.3.with/Sam/hispopband./practises4.toMusicschool./doesn’t/David/go5.Sarah’smother/Music./teachesAttachthestripsofpapertotheboardanddividetheclassintopairs.Tellstudentstounscramblethesentencesandwritethemintheirnotebooks.Havestudentscomparetheirsentenceswiththeinformationinexercise2.Finally,checkanswerswiththeclass.

Optional Activity

Scramble

3 Listen to Jill and Connor. True or false?

AsktheclasstosharetheinformationtheyknowaboutLisaandBartSimpsonandwritetheirideasontheboard:Lisaplaysthesaxophone.Bartdoesn’tstudyatall.Thenreadthesentencesaloudtocheckunderstanding.TellstudentstheyhavetolistentoJillandConnoranddecideifthesentencesaretrueorfalse.Playtrack38morethanonceforstudentstocompletetheexercise.Finally,invitesomevolunteerstoreadtheanswersaloud.Encouragetheclasstocorrectthefalsesentences.

Track 38 Í

Jill: Who’syourfavouritecartooncharacter,Connor?Connor: Er…,well,myfavouriteisBartSimpson.He’sreallygreat!Jill:AndwhydoyoulikeBartSimpson?Connor: Um…,Bartisdefinitelyacrazyboy.Hegoestoschoolbybusandhesometimesrideshisskateboard.Heisn’tagoodstudent.Whataboutyou,Jill?Who’syourfavouritecartooncharacter?Jill:IlikeLisaSimpsonalot.She’sfabulous!Connor: WhydoyoulikeLisa?Jill: Oh,well,LisaisverydifferentfromBart.She’sagoodstudent.Sheplaysthesaxophoneandshecaresabouttheenvironment.Connor: Let’swatchTheSimpsonsonTV,Jill!Theprogrammestartsinfiveminutes.Jill: Goodidea,Connor!

Answer Key

1. True; 2. True; 3. False; 4. False; 5. True; 6. False

4 Write about your favourite cartoon character. Use some of these verbs or any other.

Explaintostudentstheyhavetowriteabouttheirfavouritecartooncharacter.Remindthemtousetheverbsintheboxesoranyothertheymayneedtoinclude.Monitorandofferhelpifnecessary.

Answer Key


5 Talk to your friend about your favourite cartoon character.

Asktwovolunteerstoreadtheexampledialoguealoud.Invitestudentstoworkinpairsandusetheinformationintheprevious

AR0000000000893 CK2_TB_U5_7097.indd 69 12/11/15 18:05

70 Unit 5

exercisetotalkabouttheirfavouritecharacters.Encouragethemtoaskeachotherquestions.


Wrap-up Askstudentstoinventacartooncharacter.Tellthemtodivideawhitesheetofpaperintofoursquaresanddrawthecharacterdoingdifferentdailyactivities.Invitestudentstoworkinsmallgroupsandtelltheresttheactivitiesthecharacterdoes.

SB Page 103: Workbook

Answer Key

1 Complete this chart.

1. Hegoestoschoolonfoot. 2. ShestudiesMusicatschool. 3. Helenteachesviolinlessons. 4. JakewatchesTVintheevening. 5. Wendydoesn'tplaythedrums. 6. Tomdoesn'tpractiseeveryday.

2 Read and fill in the blanks. Use the verbs in the correct form.

1. goes; 2. plays; 3. gets; 4. has; 5. takes; 6. go; 7. like;8. watches; 9. studies; 10. practises

SB pages 56 and 57

Objectives

•Toaskandansweraboutotherpeople’slikesanddislikes.

•ToreviseWh-questionwords.•Tolistentodescriptionsforspecificinformation.•Totalkaboutotherpeople’shabitsandtheirpreferences.

Language:

•Doesyourbestfriendlike(computers)?Yes,he/shedoes.No,he/shedoesn´t.

•Whatdoesshelike?Shelikes(videogames).•Wheredoeshelive?Helivesin(thecitycentre).

•What’shis/herfavouritefood?He/Sheloves(pizza).

Vocabulary:

•Wh-words:What,Where,Why,Howoften,When•Verbs:like,hate,love,prefer

Warm-upTellstudentstothinkaboutthingsandactivitiesthattheylike.Havethemwritealistoffivethingsoractivities.Thentellthemtothinkaboutandwritealistofactivitiestheydonotlike.Next,dividetheclassintogroupsofthree.Studentsshouldtaketurnsreadingoneoftheirlists.Theotherstudentsinthegroupshouldguesswhetheritisthelistoflikesordislikes.Readyourownlistfortheclasstoguess.

1 Mark (3) your best friend's preferences.

Invitestudentstoopentheirbookstopage56andlookatexercise1.Getvolunteerstoreadtheactivitiesaloud.Pointouttheiconsatthetopofthecolumnsandtellstudentstomarkanactivityforeachcolumnaccordingtotheirfriends’likesanddislikes.


AR0000000000893 CK2_TB_U5_7097.indd 70 12/11/15 18:05


Unit5

Values: Being tolerant and accepting people’s different interests.

InviteavolunteertoreadJill’sspeechbubblealoud.Encouragetheclasstodiscusswhyit’simportanttorespectothers’likesanddislikes.Askstudentstogiveexamplesinrelationtodifferentinterestspeoplehaveandweshouldallrespect:people’sclothes,themusictheylistento,whattheyread,etc.

Directchildren’sattentiontotheCoolGrammarbox.Invitevolunteerstoreadtheexamplesaloud.Askwhenweusetheauxiliarydoes:Weuseittobeginquestionswithheorshe.Thenfocusstudents’attentionontheanswersandaskwhenweusedoesn’t:Weusedoesn’tinnegativesentenceswithheorshe.


2 Now ask your friend questions about exercise 1.

Dividetheclassintopairsandaskstudentstointervieweachother.Asstudentstalk,monitorandhelpifnecessary.Finally,invitesomevolunteerstosharetheirfriends’answers.

Answer Key


3 Listen and number the photos.

Invitetheclasstodescribethechildreninthephotos.Encouragethemtomakeguessesabouttheirlikesanddislikes.Thenplaytrack39andtellstudentstonumberthephotos.Elicitthenamesofthechildren:1.Oscar,2.Carlo,Giovanna,3.Helen.

Track 39 Í

Speaker:PhotooneBoy:MybestfriendisOscar.HespeaksSpanishandItalian,buthedoesn'tspeakEnglish.Helovessports.WeexercisetogetherintheparkeverySaturday.

Speaker: PhototwoGirl 1: CarloandGiovannaaremybestfriends.TheycanspeakItalianandFrench.Theyreallylikemusic,justlikeme.Welikepartiesalotbecausewelovedancing.

Speaker: PhotothreeGirl 2: Mybestfriend'snameisHelen.Shelivesverynearmyhouse.Weplayinthesamebasketballteam.Shecanjumpveryhigh!Wealwaysgototheshoppingcentreafterthegames.

Answer Key

3,2,1

4 Listen again and circle the correct option.

ReadJill’sspeechbubblealoudandaskstudentstoreadthesentencessilentlysothattheyknowwhatspecificinformationtheyhavetolistento.Playtrack40forthemtocirclethecorrectoptionineachsentence.Checkanswerswiththeclass.

AR0000000000893 CK2_TB_U5_7097.indd 71 12/11/15 18:05

72 Unit 5

Track 40 Í

Speaker: PhotooneBoy: MybestfriendisOscar.HespeaksSpanishandItalian,buthedoesn'tspeakEnglish.Helovessports.WeexercisetogetherintheparkeverySaturday.

Speaker: PhototwoGirl 1: CarloandGiovannaaremybestfriends.TheycanspeakItalianandFrench.Theyreallylikemusic,justlikeme.Welikepartiesalotbecausewelovedancing.

Speaker: PhotothreeGirl 2: Mybestfriend'snameisHelen.Shelivesverynearmyhouse.Weplayinthesamebasketballteam.Shecanjumpveryhigh!Wealwaysgototheshoppingcentreafterthegames.

Answer Key

1. Italian; 2. Saturday; 3. music; 4. parties; 5. basketball; 6. afterthegames

Optional Activity

AskstudentstowritefourYes/Noquestionsaboutthechildreninexercise3:DoesHelengototheshoppingcentreafterthegame?DoesOscarlikesports?,etc.Thentellthemtoclosetheirbooksandworkinpairsaskingandansweringthequestions.Whenstudentsanswercorrectly,theygetapoint.Thestudentwhohasmorepointsisthewinner.

Optional Activity

Ask

Now,directstudents’attentiontotheCoolGrammarbox.Readthequestionsandanswersaloudandanalysethestructureswiththeclass.ElicittheuseoftheWh-words:WeuseWhattoaskaboutthingsorinformationandWheretoaskaboutplaces.ElicitandrevisetherestoftheWh-wordsandtheirusesandwritethemontheboard.Remindstudentsoftheauxiliarydoesandtheverbintheinfinitiveforminquestions.Finally,focusstudents’attentionontheformoftheverbsinthePresentSimpletenseintheanswers.


5 Complete these questions. Use these Wh - words.

ReadtheWh-questionwordsintheboxaloudandtellstudentstowritetheminthecorrectspace.Encouragethemtopayspecialattentiontotheanswers.Whentheycompletethequestions,askthemtocomparetheiranswerswiththeirpartners.Finally,havesomevolunteersreadthequestionsaloudtocheck.

Answer Key

1. What; 2. Howoften; 3. Where; 4. Why; 5. When

6 Work in pairs and talk about your best friends. Use these questions as a guide.

Askstudentstoworkinpairsandtellthemtoanswerthequestionsabouttheirbestfriend.Monitorandhelpifnecessary.Theninvitesomepairstosharetheirideaswiththeclass.


Wrap-up

Writematchingpairsofquestionsandanswersonstripsofpapers:Howoftendoyouexercise?/Iexercisetwiceaweek.Doyoulikehorrorfilms?

AR0000000000893 CK2_TB_U5_7097.indd 72 12/11/15 18:05


Unit5No,Idon’tlikethematall.Countthenumberofstudentsandhandouttheslipsofpapersothateachstudenthasaquestionorananswerandtheycanallbematched.Takeasentenceorquestionyourselfifnecessarysothateveryonecanformamatchingpair.Invitestudentstostandupandreadtheirslipsofpaperaloudtoeachother.Theyshouldtrytofindtheotherpersonwiththecorrespondingquestionoranswer.Whentheyfindeachother,theyshouldsitdown.Ifastudenthasasentencethatmatchesyours,assignhimorhertositwithanotherpair.


OncestudentsfinishthelessonyoucanaskthemtodotheExtraactivityfortheunitinclass.Tochecktheexercise,askvolunteerstoreadthequestionsandanswersaloud.

Answer Key

Read and complete the questions and answers with suitable words.

1. Does;shedoes; 2. Where,lives; 3. does,can; 4. does,days; 5. Does,does; 6. Does,doesn’t


Answer Key

1 Number the parts of this email.

4,5,3,1,2,6


1. Karen; 2. Yes,sheis. 3. Yes,shedoes. 4. Shegoestotheclub. 5. BecauseherfamilyisfromMexico. 6. Becausehercomputerisinaboxandshe’swritingfromthelibraryatschool.

3 Look and write Erika's reply in your notebook.


SB pages 58 and 59

Objectives

•Toaskandtellthetime.•Towritethetime.•Toidentifythetimeapersondoesdailyactivities.

•Toaskandansweraboutthetimesofdailyroutines.

Language:

•Whattimeisit,please?It’s(six)o’clock.•Jillgetsupat(aquarterpastseven).•Whattimedoyou(havebreakfast)?Ihavebreakfastat(halfpastseven).

Vocabulary:

•Dailyactivities:getup,havebreakfast,gotoschool,dohomework,gotobed,haveashower,brushone’steeth

•Tellingthetime:o’clock,aquarterto,aquarterpast,halfpast

Warm-upElicitvocabularyrelatedtodailyroutinesfromtheclass.Thenwritethenamesofdifferentroomsofthehouseontheboard:kitchen,bedroom,bathroom,livingroom.Pointtothenamesoftheroomsandelicittheactivitiesthatpeopledoineach:kitchen–havebreakfast,havelunch/bedroom–dohomework,getup,etc.


Playtrack41andhavestudentsfollowalongintheirbooks.Pointouttheclockandthewatches.ExplainthatweaskWhattimeisit?tofindoutaboutthetime.Next,playthetrackagainandpauseitafterthefirstquestionandaskfivedifferentstudentstorepeatthequestion.Thenplaytheanswertothefirstquestionandpausethetrack.Inviteotherfivestudentstorepeattheanswer.Continueinthesamewaywiththeotherdialogues.

AR0000000000893 CK2_TB_U5_7097.indd 73 12/11/15 18:05

74 Unit 5

Track 41 Í

Boy:Whattimeisit?Girl: It’saquarterpastseven.

Girl: Whattimeisit?Boy:It’saquartertoeleven.

Piggy: Whattimeisit?Girl: It’shalfpastfive.


Drawstudents’attentiontotheCoolLanguagebox.Readthequestionandanswersaloud.ExplainthatwetellthetimebysayingIt’sandthespecifichourandtheno’clock.Whenthirtyminuteshavepassed,wesayIt’shalfpastandthehour.Pointoutthatwiththeotherexampleswefirstsaytheminutesandthenpastortoandthehour.Explainthedifferencebetweenpastandtoandwritethetimeswithnumberstoillustratetheexamples:It’saquarterpasteight.8:15.It’saquartertoeight:7:45.Youcanalsodrawaclockwiththehandsshowingthetime.

2 Look at the clocks and write the times.

Nowaskthechildrentolookattheclocksandcompletethesentenceswiththeappropriatetimes.Tocheck,invitevolunteerstowritethesentencesontheboard.

Answer Key

1. aquarterpastsix; 2. aquartertofour; 3. halfpasteleven; 4. twelveo’clock

3 Listen and circle the times.

PointoutthelistofJosh’sactivitiesandthetimes.Playtrack42andtellstudentstocirclethecorrecttimeforeachactivity.Check

answerswiththeclassbysayingtheactivitiesandhavingvolunteerssaythetimes:getup–halfpastseven.

Track 42 Í

Annie: ThisismyfriendJosh.Hegetsupathalfpastseven.Hetakesashowerandthenhegetsdressed.Hehasbreakfastataquartertoeightandthenhebrusheshisteeth.Hegoestoschoolat8o’clock.Afterschool,hedoeshishomeworkathalfpastsix.Hegoestobedat10o’clock.

Answer Key

1. 7:30; 2. 7:45; 3. 8:00; 4. 6:30; 5. 10:00

Values: Being punctual and organising your activities well

InviteavolunteertoreadwhatJillsaysaloud.Askstudentsifitisdifficultoreasytobepunctual.Explainthatwhenwearenotpunctual,wemissimportantinformationandmakeotherpeoplewaitforus.Encouragestudentstoexplainhowtheyandtheirparentscanorganisetheiractivities:wearawatch,useacalendar,anticipateproblemsliketrafficorbadweather.Finally,askstudentswhattheycandoiftheyarelateforsomething:SayI’msorry,callorsendatextmessage,trytobepunctualnexttime.

4 Read and complete the sentences.

Havestudentscompletethesentencesusingtheverbsinthebox.Thenaskthemtoworkinpairstocomparetheiranswers.Invitesomevolunteerstoreadthesentencesaloudtocheck.

Answer Key

1. has; 2. has; 3. brushes; 4. goes; 5. does; 6. goes

AR0000000000893 CK2_TB_U5_7097.indd 74 12/11/15 18:05


Unit5

Directstudents’attentiontotheCoolGrammarbox.Haveavolunteerreadtheexamplesaloudandemphasisetheuseoftheprepositionatwhenwementionthetimewedoanactivity.


Optional Activity

PlaySpottheFalseSentence!withsentencesaboutJosh’sroutines.Invitestudentstowritedownthreesentencesrelatedtohisroutine:Joshgoestobedat10o'clock.Hehasbreakfastataquartertoseven.Hegoestoschoolat8o'clock.Dividetheclassintosmallgroups.Studentsreadtheirsentencesandtheirclassmatesguesswhichsentenceisfalse:Joshdoesn'thavebreakfastataquartertoseven.Hehasbreakfastataquartertoeight.

Optional Activity

Play

5 Complete the times. Then write about Annie's routine in your notebook.

HavestudentslookatthepicturesofAnnieanddrawtimesfortheactivitiesontheclocks.Theycanusetheirownactualroutineortheiridealtimesforeachactivity.ThentellthemtowriteaboutAnnie’sroutineintheirnotebooks.Remindthemtousethecorrectformsoftheverbs.Whentheyfinish,dividetheclassintopairsandhavethemreadeachother’stexts.Encouragethemtounderlinespellingmistakesandmakesurethateachsentencebeginswithacapitalletterandendswithaperiod.Monitorandhelpasneeded.Tellstudentstowriteafinalversionwithcorrections.


Values: Optimising your productivity with daily or weekly routines

Invitestudentstodiscusstheadvantagesofhavingroutinesandwhyitcanhelpusbemoreeffective.Encouragethemtobrainstormthewaysinwhichwecanbemoreeffectivebyfollowingaroutine.

6 Read and write the times for your routines.

TellstudentstoreadthequestionsandwritethetimeswhentheydoeachactivityinthespacesunderYou.Monitorandhelpifnecessary.


7 Ask your friend and complete the table above.

Invitetwostudentstoreadtheexampledialoguealoud.DividetheclassintopairsandhavethemtaketurnsaskingeachotherthequestionsandcompletingthespacesintheYourfriendcolumninthetableabove.


Wrap-upDividetheboardintothreecolumnsandwritethefollowingheadingsabovethecolumns:Morning/Afternoon/Evening.Getstudentstocopythecolumnsandheadingsintotheirnotebooks.Askthemtowriteroutinesthattheydointhemorning,intheafternoonandintheevening.Afterthat,invitevolunteerstocometotheboardandwritetheiractivitiesintheappropriatecolumns.Askstudentsiftheirfamilymembersdotheactivitiesatthesametimes.Encouragethemtocommentontheirfamilymembers’routines.

AR0000000000893 CK2_TB_U5_7097.indd 75 12/11/15 18:05

76 Unit 5


Answer Key

1 �Complete the questions and the answers.

1. threeo’clock; 2. What,isit,eight; 3. timeisit,five; 4. Whattime,It’shalfpastseven. 5. Whattimeisit?It’saquartertoten. 6 Whattimeisit?It’saquarterpastsix.

2 �Complete the text using the correct form of the verbs in the box.

1. wakes; 2. runs; 3. goes; 4. has; 5. eats; 6. does; 7. plays; 8. finishes

3 Draw in the times for Jim Jacob's activities.

1. 9:00;; 2. 11:30; 3. 1:30; 4. 3:45; 5. 5:00

SB pages 60 and 61

Objectives

•Tolistentoasongforspecificinformation.•Toreadaboutotherpeople’sroutines.•Torecognisethetime.•Towriteaboutone’sdailyroutine.

Language:

•It’s(aquartertothree).•Hegoestoschoolat(aquartertonine).•I(wakeup)and(havebreakfast).

Vocabulary:

•Verbs:wakeup,havebreakfast,haveashower,getdressed,gotoschool,finishschool,gobackhome,watchTV,playfootball,dohomework,havedinner,brushone’steeth,gotobed

•Tellingthetime:o'clock,halfpast,aquarterto,aquarterpast

Warm-upPlayMimeIt!withsentencesaboutroutines.Dividetheclassintotwoteams.Askavolunteerfromateamtocometothefront.Sayasentenceandaskthemtomimethewordsfortheteams.Awardapointtotheteamthatguessesfirst.Repeattheprocedurewithdifferentactivities:Ihavebreakfastathalfpastseven.

1 Listen, number the verses and then sing along.

Havestudentsopentheirbookstopage60,exercise1.Elicittheactivitiesfromthestudentsastheylookatthepictures:wakeup,haveashower,havebreakfast,etc.InvitestudentstoreadthetextofthesongandunderlinetheOurRoutinesvocabularyitems.Explainthatthethreeversesofthesongarenotinthecorrectorder.Playtrack43andtellstudentstonumbertheversesintheorderinwhichtheyhearthem.Playthetrackagainandencouragethemtosingalong.Repeatthesongseveraltimes.

Track 43 Í

Halfpastsix,saysmyclock.Iwakeupandgetoutofbed.IhaveashowerandthenIgetdressed.Look!MyfavouriteT-shirt–it'sred!

Seveno'clockisthetimeandI'mfeelingfine.Ihavebreakfastwithmyfamily.ThenIbrushmyteethandIgotoschool.That'stheplacewhereIliketobe.

It'saquartertothreeandI'mveryhappy.It'stimetogohomefromschool.Ieatlunch,playwithfriendsandIdomyhomework.That'snotbadbecauselearningiscool!

AR0000000000893 CK2_TB_U5_7097.indd 76 12/11/15 18:05


Unit5

Answer Key

3,1,2

2 Mark (3) the correct pictures.

Tellstudentstomarkthepicturesofthethingsthatarementionedinthesong.Whentheyfinish,havethemcompareanswerswithafriend.

Answer Key

redT-shirt,havebreakfastwithfamily,playwithfriends

3 Read and draw the times on the clocks.

Readthetitleofthetextaloudandgetstudentstoreadsilently.Thenhavethemunderlinethetimesinthetextandcompareanswerswithafriend.Afterthat,tellthemtodrawthetimesforeachactivityontheclocks.Checkbyaskingvolunteerstodrawtheclockswiththeappropriatetimesontheboard.Finally,invitesomechildrentoreadthetextaboutConnoraloudandaskcomprehensionquestions:Whatdoeshehaveforbreakfast?Whattimedoeshegotoschool?Howoftendoesheplayfootballwithhisfriends?etc.

Answer Key

1. 7:00; 2. 7:30; 3. 8:45; 4. 7:00; 5. 9:15; 6. 10

4 Write about your daily routine.

Refertheclasstothetextandthepictures.Havestudentsreadandcompletethefirstsentencesothatitistrueforthem:Iwakeupat(halfpastsix).Tellstudentstodecodetherestofthetextandwritetheappropriatetimes.Monitorandhelpasneeded.Whentheyfinish,dividetheclassintosmallgroupsandhavethemtaketurnsreadingtheirtextstotheotherstudentsintheirgroups.


Wrap-upGetstudentstodrawfiveblankclocksonawhitesheetofpaper.Thentellthemtofindfivedifferenttimesinthetextthattheycompletedabouttheirroutine.Theyshoulddrawthetimesinorderontheirclocks.Dividetheclassintopairs.Havestudentsaskeachotherquestionsaboutthetimeoneachclock:Whattimeisit?It’s(halfpastthree).Tellstudentstosaywhattheydoateachtime:Ihavelunchathalfpastthree.Monitorandhelpifnecessary.


Answer Key

1 Read and complete Tessa's routine.

1. haveashower; 2. milkwithcereal; 3. bus; 4. sandwich; 5. apple; 6. Artclasses; 7. gotobed

2 Write about Tessa's routine.

Tessagetsupat7o’clock.Shehasbreakfastataquartertoeight.Shebrushesherteethandshegoestoschoolataquarterpasteight.Ataquartertotwelve,shehasasnack.Sheeatsasandwichandanapple.ThenshehasArtclasses.Shegoesbackhomeathalfpasttwo.Shedoesherhomeworkintheafternoonandthenshereadsabook.Shegoestobedat9o'clock.

AR0000000000893 CK2_TB_U5_7097.indd 77 12/11/15 18:05

78 Unit 6

Unit6 Doing and feeling it

SB pages 62 and 63

Objectives

•Torecognisevocabularyrelatedtoactions.•Totalkaboutsituationsatthemoment.•Toaskandansweraboutactionsdoneatthemomentofspeaking.

Language:

•Whatareyoudoing?I’m(listeningtomusic).•Is(she)sleeping?Yes,(she)is./No,(she)isn’t.

Vocabulary:

•Activities:eating(anicecream,somecake,etc.),playing(football),riding(abike),running,swimming,reading,studying,sleeping,havinglunch

Warm-upWritethewordActionsontheboard.Invitestudentstosuggestverbstowritearoundit.Writeasmanyverbsthatstudentsknowaspossible:sleep,run,eat,fly,write,etc.Elicitnounsthatcanbeusedwiththeverbs:writeanemail,eatpizza,etc.

1 Complete the words in the phrases below.

Nowinvitestudentstoopentheirbookstopage62andaskthemtocompletethewordswiththemissingletters.Thenhavesomevolunteersreadtheiranswersaloudtocheck.

Answer Key

1. present; 2. icecream; 3. football; 4. bike; 5. cake

2 Read and number the people in the pictures.

PointtoJaneandSamatthebottomleftofthepicture.Askwhattheyaredoing:lookingatthechildreninthepark.Invitestudentstoguesswhothemanis.Acceptallanswers.Dividetheclassintopairs.Pointouttheboxwiththenames.Tellstudentstoreadthedialogueandnumberthechildreninthepicture.Checkbyaskingaboutthekids:WhoisthegirlwiththeredT-shirt?Laura.Getstudentstosaywhatsheisdoing:She’sopeningapresent.Continueinthesamewaywiththerestofthecharacters.

Answer Key

From top to bottom, left to right:4,6,1,3,2,5

Values: Respecting people’s right to privacy at home and elsewhere

Drawstudents’attentiontothemaninexercise2andaskwhoheis:JaneandSam’sdad.Ask:Ishehappy?No.Encouragestudentstoexplain:Becausethechildrenarespyingontheotherkids.Elicitwhyitiswrongtodothisandaskchildrentothinkofotherwaysinwhichpeopledon’trespectothers’privacy.Discusstheinfluencetechnologyhasonthisnowadays.Tellthemtomentionpossibleconsequencesandgivereasonsforrespectingpeople’srighttoprivacy.

Nowcallstudents’attentiontotheCoolGrammarbox.Readtheexamplesaloudandelicittheuseofthesestructures:Totalkaboutactionshappeningnow.Thenfocusontheformsofthestructuresandanalysethemwiththeclass:Subject+verbtobe+(verb)-ing.ExplainthatweusuallyusecontractionswiththePresentContinuoustense.


AR0000000000893 CK2_TB_U6_7185.indd 78 12/11/15 18:08

79Doing and feeling it

Unit6

3 Mime some actions and practise with a friend. Change roles.Haveapairreadtheexampleinthespeechbubblesaloud.AsktheclasstouseitasamodeltoaskandansweraboutotheractionsusingPresentContinuous.Monitorandhelpasneeded.


Optional Activity

NowplaySimonSayswithsentencesinthePresentContinuoustense.Describeactionstotheclass.ExplaintostudentsthatifthesentencesbeginwithSimonsays,theyshouldfollowthem.Ifnot,theyshouldstandstill:Simonsays…we’rejumping.(Studentsjump.)We’rereading.(Studentsstandstill.)

Optional Activity

Now

4 Complete the conversations. Then listen and check.

Refertheclasstopicture1andaskwhatthecharactersaredoing:They’reeating.Theboy’stalkingonthephone.Explainthatthepersononthephonewiththeboyisaskingaquestion.Readitaloud.Encouragestudentstoanswerfortheboy:No,I’mnot.Pointouttheoptionintheboxandhavestudentswriteitontheline.Tellthemtowritetheanswersfortheotherscenesusingtheoptionsinthebox.Thenplaytrack44tocheckanswers.

Track 44 Í

Man: Areyoustudying?Boy: No,I’mnot.

Woman: Isshesleeping?Man: Yes,sheis.

Man: Aretheyhavinglunch?Woman: No,theyaren’t.

Answer Key

1. No,I'mnot. 2. Yes,sheis. 3. No,theyaren't.

Drawstudents’attentiontotheCoolGrammarbox.Readthequestionsandanswersaloud.Explainthatwedonotneedtorepeattheverbinshortanswers.Wecanusecontractionsinnegativeshortanswersbutwedonotusecontractionsinaffirmativeshortanswers.


5 Fill in the blanks with a suitable word.

Inviteavolunteertoreadtheexamplealoud.TelltheclasstocompletethequestionsandanswersusingthePresentContinuoustense.Asksomestudentstoreadtheiranswersaloudtocheck.

Answer Key 1. Is,running; 2. Is,studying,isn’t; 3. Are,are; 4. Are,swimming,not

Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: constructionpaperandapaperclip

Thepreviousclass,askstudentstobringthematerialsmentionedabovetomaketheDoorknobHanger.Invitestudentstolookatthepictureofthedoorknobhangerandaskthemiftheyhaveseensomethinglikethisbefore.Explainthatitgoesonadoortogivemessagestopeople.Inviteavolunteertoreadthesentenceatthetopofthedoorknobhanger.Encouragestudentstoguesswhatitmeans:Donotenter.Asktheclasswhethertheylikepeopletoentertheirrooms.Acceptallanswers.Thenaskstudentstodrawadoorknobhangerandcutitout.Encouragethemtocolouranddecorateit.Theyshouldlistdifferentactivitiesontheirdoorknobhangers

AR0000000000893 CK2_TB_U6_7185.indd 79 12/11/15 18:08

80 Unit 6

andusethepapercliptomarkwhattheyaredoingatanygiventime.Youmaywritealistwithsuggestionsontheboardtohelpthem:I’msleeping.I’mdoinghomework.I’mplaying.I’mwatchingTV.I’mreading.Finally,encouragestudentstousetheirdoorknobhangersathome.

Wrap-upAskstudentstoworkinpairsandaskandansweraboutapersonorgroupofpeopleinthislesson.Theyshouldtaketurnstochooseapicturewithouttellingtheirpartnersothatheorsheasksquestionstoidentifythepersonorgroupofpeople:Isshesleeping?No,sheisn’t.Issheeatingsomecake?Yes,sheis.Whenthestudentrecognisestheperson,sheorheshouldpointtothepicture.


Answer Key

1 Look and complete the sentences. What are they doing?

1. ’seating; 2. ’relistening; 3. ’rerunning; 4. ’sreading

2 Complete the questions or the answers.

1. Whatareyoudoing? 2. heisn’t; 3. What’sshedoing? 4. Are,reading; 5. Whataretheydoing?

3 Glue in a photo showing people doing different things. Write a short description.


SB pages 64 and 65

Objectives

•Totalkaboutcreatures.•Toreadandlistentoastory.•Todescribefictitiousanimals.•TointroducethenegativeformofthePresentContinuoustense.

•Towriteaboutsituationshappeningnow.

Language:

•(Thesheep-cow)iseating(grass).•(We)aren’tswimmingintheriver.(He)isn’treadingabook.

Vocabulary:

•Animals:sheep,duck,rooster,cow,pig•Actions:eating,swimming,sleeping,washing,doinghomework,studying,doingexercise,learning(French),playing,watchingTV,running

Warm-upPlayAirWritingtorevisevocabularyrelatedtopetsandotheranimalsfromdifferenthabitats:duck,eagle,dolphin,shark,elephant,giraffe,monkey,etc.Dividetheclassintogroupsorpairs.Astudentwritesawordintheair.Hisorhergroupguessestheword.Iftheteamguessescorrectly,theywinapoint.Ifnot,thefirstotherteamtoguesscorrectlywinsapoint.Playoneortworounds.

1 In pairs, discuss what is strange about these creatures.

Focusstudents’attentiononthepicturesandaskthemtosaythenamesofthecreatures.Helpwithpronunciationasneeded.Askstudentstoworkinpairsandtaketurnsdescribingthecreaturestoeachotherandsayingwhatisstrange:Thesecreaturesarecombinationsofanimals,oranimalsandpeople.Finally,encouragevolunteerstosharetheirideasandnameordrawontheboard

AR0000000000893 CK2_TB_U6_7185.indd 80 12/11/15 18:08


Unit6othercreaturesthatonlyappearinstories:unicorn,dragon,etc.Voteontheclass’sfavouritecreature.

Answer Key


2 Listen and follow the story.

Invitestudentstolookatthestory.Askthemwhatthenameoftheprofessorisandiftheyknowthemeaningofhisname.Explainthatnuttymeanscrazy.Playtrack45andaskstudentstofollowthestory.PlaythetrackagainandpauseitaftereachlineandhavestudentsrepeatwhatProfessorNuttysays.Elicitthenamesofthecreaturesinthestoryandwhatanimalstheyareacombinationof:duck-rooster–duckandrooster.Writeduck+rooster=duck-roosterontheboard.Invitevolunteerstowriteabouttheothercreaturesontheboard.Finally,askwhatisunusualaboutProfessorNutty:He’sacombinationcreature,too.Askwhatheisacombinationof:horse+human.Saythenameofthecreature:centaur

Track 45 Í

Professor Nutty: Hi!I’mProfessorNutty.Myexperimentsareincredible!Look!Thisismyduck-rooster.It’sswimming.That’smysheep-pig.It’ssleeping.Thisismysheep-cow.It’seatinggrass.They'reallspecial.I’mtheonlyhumanhere!

3 In your notebook, draw and describe an incredible animal. What's it doing?

Invitestudentstodrawanimaginaryanimalintheirnotebooksandthendescribeit.Dividetheclassintopairs.Havethemshowtheirpicturetotheirpartnerandreadtheirdescriptionaloud.

Answer Key


4 Listen and write the names.

Focusstudents’attentiononthesuperheroesandask:What’she/shedoing?Whataretheydoing?Playtrack46andtellstudentstowritethenamesofthecorrespondingsuperheroesundereachpicture.Checkanswerswiththeclass.

Track 46 Í

Speaker: Numberone.Boy: Look.ThisisJean.Girl: Isshereading?Boy: No,Jeanisn’treading.She’ssleeping.

Speaker: Numbertwo.Girl: Look.ThisisSandra.Boy: Issheeatingtacos?Girl: No,Sandraisn’teatingtacos.She’slisteningtomusic.

Speaker: Numberthree.Boy: LookatTomandNelson.Girl: Aretheyswimming?Boy: No,TomandNelsonaren’tswimming.They’rerunningafterathief.

Answer Key

1. Jean; 2. Sandra; 3. TomandNelson

RefertheclasstotheCoolGrammarbox.Explainthatwhencertaininformationisnotcorrect,wecanmakeanegativesentenceusingnot.Weusecontractions:I’mnotforIamnotandisn’tforisnot.Askwhatweuseforarenot:aren’t.Writethenegativecontractionsontheboard.


AR0000000000893 CK2_TB_U6_7185.indd 81 12/11/15 18:08

82 Unit 6

5 Complete the sentences.

Invitestudentstolookatthepictureofthesuperhero.Readtheexamplesentencealoud.Askwhatthesuperheroisdoing.Pointoutthepromptifnecessary.Elicitthesentence:He’swashinghiscar.Havestudentswritethenextsetofsentencesontheirown.Getthemtocompareanswerswithafriendtocheck.Thenelicitthesentences.

Answer Key

1. isn’tdoinghomework,’swashinghiscar; 2. aren’twatching,’replaying

6 Turn these sentences into the negative.

Nowtellstudentstoreadthesentencesandwritetheminthenegativeform.Invitethemtochecktheanswerswiththeirpartners.Finally,asksomevolunteerstoreadtheanswersaloud.

Answer Key

1. Peterisn’tcookingdinnerinthekitchenforhisfriends. 2. TonyandMeganaren’tstudyingforadifficulttest. 3. I’mnotdoingexerciseatthegymnow.4. Youaren’tlearningFrenchatschool. 5. Wearen’trunninga10-kilometremarathon.

Optional Activity

Writethefollowingincorrectsentencesontheboard.Invitestudentstocorrectthemintheirnotebooks.Whentheyfinish,havethemchecktheirworkwithafriend.1.Inotrunning.2.Theyarn’thavinglunch.3.Sheisentstudying.4.Weisn’tplaying.5.Iaren’tjumping.

Optional Activity

Write

Answer Key

1. I'mnotrunning.2. Theyaren'thavinglunch. 3. Sheisn'tstudying.4. Wearen'tplaying.5. I'mnotjumping.

Wrap-up Invitestudentstowritenegativesentencesaboutthesuperheroesinexercise1:Jeanisn’treading.Encouragethemtousethecontractionsontheboard.Checkanswerswiththeclass.


Answer Key

2 Write sentences about the cartoon above. Use the cues given.

1. Belindaisexercisinginthegym. 2. She’seatinginthecafeteria.3. Herfriendsaren’teatingsandwiches.4. NowBelindaisn’treadingathome. 5. She’sreadingtwobooksinthelibrary.6. She’sstillsleeping.

SB pages 66 and 67

Objectives

•Totalkaboutsenses.•Todescribethingsasperceivedbythesenses.•Torecognisesenseverbs.•Toidentifypartsofthebodyrelatedtothesenses.

Language:

•Whatdoesit(taste)like?Ittastes(sweet).•Itsmells(horrible)./Itfeels(soft).•Ihearwithmyear.

Vocabulary:

•Senseverbs:see,touch,feel,taste,smell,hear,sound

•Adjectives:hard,soft,loud,quiet,salty,sweet,delicious

•Bodyparts:ears,fingers,tongue,eyes,nose

AR0000000000893 CK2_TB_U6_7185.indd 82 12/11/15 18:08


Unit6

Warm-upWriteSensesontheboardandexplainthatsensesarewaysthatourbodycanperceivetheworld.Giveanexample:touch.Mentionandwritetheothersensesontheboardandgetstudentstowritethemintheirnotebooks.ThenwriteAdjectivesontheboard.Askwhattheyare:wordsthatdescribesomething.Bringpicturesthatillustratetheadjectivesinthislesson:hard,soft,loud,salty,softandsweet.Encouragestudentstothinkofmoreexamplesfortheseadjectives:soft:sweater,sweet:honey,salty:thesea,etc.Finally,havestudentswritetheremainingwordsintheirnotebooks

1 Label the pictures. Then listen and check.

Tellstudentstolookatthepicturesandwritethewordsonthelines.Whentheyfinish,playtrack47tocheckanswers.Playthetrackagainandhavethemrepeatandmimethewords.

Track 47 Í

Speaker: One.See.Two.Hear.Three.Touch.Four.Taste.Five.Smell.Six.Loud.Seven.Hard.Eight.Soft.Nine.Sweet.Ten.Salty.

Answer Key

1. see; 2. hear; 3. touch; 4. taste; 5. smell; 6. loud; 7. hard; 8. soft; 9. sweet; 10. salty

2 Complete the dialogues. Then listen and check.

Directstudents’attentiontothefirstpicture.Askwhattheboyiseating:anapple.Nowhavethemlookatthesecondpicture.Askwhatthegirlispetting:acat.Thenplaytrack48andhavestudentslistenandcompletethedialogues.Checkanswersbyaskingpairsofvolunteerstoreadthedialoguesaloud.

Track 48 Í

Girl: Whatdoesittastelike?Boy: Mmm,delicious!It’ssweet.

Boy: Whatdoesitfeellike?Girl: It’ssoft.

Answer Key

1. sweet; 2. soft

3 Act out similar dialogues. Use different objects you have at hand.

Dividetheclassintopairsandtellthemtoreadthedialoguesinexercise2aloud.Thenwritethenameofadifferentfooditemontheboard:pizza.Mimeeatingpizza.Ask:Whatdoesittastelike?Invitetheclasstoanswer:It'ssalty.Writeboardontheboard.Touchtheboardandask:Whatdoesitfeellike?Elicittheanswer:It’shard.Thenhavestudentsmakeupnewdialoguesaboutotherobjectstheyhave.Monitorandhelpasneeded.

Values: Being a good conversationalist and listener

Invitestudentstoreflectontheimportanceofbeingagoodconversationalistandthewaysinwhichtheycanachievethis:respectturntaking,payattentiontotheotherpersonwhensheorheistalking,askforclarificationwhennecessary,makeeyecontacttoshowinterest,etc.Encouragethemtobemoreawareoftheseactionswheninteractingwithotherpeople.

AR0000000000893 CK2_TB_U6_7185.indd 83 12/11/15 18:08

84 Unit 6

4 Complete the story using the words in the boxes.

Invitestudentstolookatthepicturesanddescribewhattheysee:aboy,awomanbakingacake,etc.Encouragevolunteerstosharetheirideasaboutthepossibletopicofthestory.Next,getavolunteertoreadthefirstlinealoud:I’mSuperSenseMan!And…TellstudentstoreadabouttheSuperSenseManandcompletewhathesaysusingthewordsfromthebox.

Answer Key

1. see; 2. hear; 3. touch; 4. smell; 5. taste

Directstudents'attentiontotheCoolGrammarbox.Remindthemthatthesensesarethewayspeopleperceivethingsintheirenvironment.Thenreadtheverbsensesaloudandaskstudentstorepeataftereachword.


5 Complete the words in these sentences.

Tellstudentstoreadthesentencesandcompletethewordsrelatedtobodyparts.Whentheyfinish,havethemcompareanswerswithafriendtocheck.Checkanswerswiththeclassandhelpwithmeaningifnecessary.

Answer Key

1. nose; 2. ears; 3. eyes; 4. fingers; 5. tongue

Optional Activity

Writethefollowingchartontheboard:1. see;2. smell;3.feel;4. hear;5. taste;6. YOUCHOOSE!Rolladieandshowthenumbertotheclass.Makeatruesentencewiththecorrespondingverb:Isee(aninsectonthewindow).Rollthedieagainandmakeanewsentence.Thendividetheclassintogroupsandhandoutthedice.Havestudentstaketurnsrollingthediceandmakingsentenceswiththewords.Monitorandhelpasneeded.

Optional Activity

Write

Wrap-up PlayPasstheParcel!withobjectstodescribe.Wrapaboxinwrappingpapertomakeitlooklikeapresent.Writepromptsonstickynotes,onepromptpernote:chocolate.Stickthestickynotestothepresentorparcel.Havestudentssitorstandinacircle.Playmusicandtellstudentstopasstheparcelaroundthecircle.PausethemusicCD.Thestudentwiththepresentshouldtakeastickynoteandformasentence:Ittastessweet.Encouragetherestoftheclasstohelpifnecessary.Removethestickynoteandaskthestudentwhoansweredtostandbehindthecircle.Playagain.Continueuntilallofthestickynoteshavebeenused.


OncestudentsfinishthelessonyoucanaskthemtodotheExtraactivityfortheunitinclass.Tochecktheexercise,askvolunteerstoreadtheanswersaloud.

Answer Key

Look at the pictures and answer the questions.

1. sweet; 2. loud; 3. soft; 4. salty1. It’ssweet. 2. Itsoundsloud. 3. Itfeelssoft.4. It’ssalty.

AR0000000000893 CK2_TB_U6_7185.indd 84 12/11/15 18:08


Unit6


Answer Key

1 Cross out the extra letters and write the words.

1. hard; 2. hear; 3. loud; 4. salty; 5. see; 6. smell; 7. soft; 8. sweet; 9. taste; 10. touch

2 Complete the dialogues using the words in the boxes.

1. does; 2. taste; 3. sweet; 4. it; 5. smell; 6. smells; 7. does; 8. like; 9. soft

SB pages 68 and 69

Objectives

•Totalkandwriteaboutthesenses.•Toidentifythingswiththesenses.•Toexpresspersonalopinions.

Language:

•Itsmells(good).•Itfeels(hard).

Vocabulary:

•Senseverbs:see,touch,feel,taste,smell,hear,sound

•Adjectives:hard,soft,loud,quiet,salty,sweet,delicious,good,bad,horrible

Warm-upWriteMmm.andYuck!ontheboard.ExplainthatwesayMmm.whenwereallylikeafooditem.WesayYuck!whenwehateit.Ontheleft,writethenameofafooditem:broccoli.AskhowmanystudentslikebroccoliandwritethenumberunderMmm.Askhowmanystudentsdonotlikebroccoli.WritethenumberunderYuck!Dothesameforotherfooditemsthat

studentsknow:fish,chocolate,soup,etc.Finally,pointtothenamesofthefooditems.HavestudentswholiketheitemssayMmm.StudentswhodonotliketheitemsshouldsayYuck!

1 Complete the sentences with a suitable word.

Elicitthenamesoftheobjectsinthepictures.Thenreadthefirstpartofsentence1andencouragetheclasstocompleteit:smells.Remindthemthatweadd–stotheendofthewordbecausewearetalkingaboutonething.Inviteavolunteertoreadandcompletethesecondsentence.Afterthat,havestudentscompletethesentencesindividually.Finally,checkanswerswiththeclass.

Answer Key

1. smells; 2. tastes; 3. hard; 4. hear; 5. see; 6. loud

Directstudents’attentiontotheCoolGrammarbox.Readtheexamplesaloud.Pointoutthatwhenwetalkaboutthesenses,weusethePresentSimpletense.


2 Write sentences about the cakes.

Asktheclass:Doyoulikecake?Encouragethemtodescribetheirfavouritekindofcake.Thenreadthetitlealoud.Askstudentswhatacompetitionis:agame/peoplewanttowin.Explainthatthebluemonsteristhejudgeofthecakes.Inviteavolunteertoreadtheexampleforthefirstpicturealoud.Afterthat,dividetheclassintopairsandhavethemwritetherestofthesentences.Askvolunteerstowritetheanswersontheboard.

AR0000000000893 CK2_TB_U6_7185.indd 85 12/11/15 18:08

86 Unit 6

Answer Key 1. Thiscakesmellsgood. 2. Thiscakefeelshard. 3. Thiscakefeelssoft.4. Thiscaketastessalty.5. Thiscakesmellsbad. 6. Thiscaketastessweet.

3 Play the Five Senses Game with a friend.

Askstudentstoworkinpairsandelicitthenamesoftheobjectsinthepictures:chocolate,arabbit,fish,marshmallows,bricks,speakers,rubbish,adog.Thengetapairofvolunteerstoreadtheexamplealoud.Tellstudentstotaketurnsdescribinganobjectfortheirpartnertoguess.Monitorandhelpasneeded.


Optional Activity

Materials:Eightplasticcontainersorfilmcanisters,maskingtape,amarker,eightsubstancesthatsmell,suchas:honey,vanillaextract,pepper,mincedgarlic,lemonjuice,milk,coffee,toothpaste.

Putasmallamountofeachsubstanceinthebottomofacontainer.PutapieceofmaskingtapeoneachcontainerandlabelthecontainersfromAtoH.Onapieceofpaper,notethenameofthesubstanceineachcontainer.Displaytheeightcontainersinorderatthefrontoftheclassroom.TellstudentstolistthelettersfromAtoHintheirnotebooks.Dividetheclassintosmallgroupsandinviteonegroupatatimetocomeandsmellthesubstances.Encouragethemtosaywhetherthesubstancesmellsgoodorbad:Itsmellsgood./Itsmellsbad.Thentheyshouldwritedownwhattheythinkeachsubstanceis:A–honey.Helpwithvocabularyifnecessary.Afterallofthestudentshaveguessed,elicittheiranswers.Thentellthemthenamesofthesubstancesineachcontainer.

Optional Activity

Materials:

4 Complete these notes with your own ideas and the verbs in brackets.

Havestudentscompletethephraseswiththeirideas.Thenencouragethemtoexchangetheiropinionswiththeirpartners.Finally,invitesomevolunteerstoreadthesentencesaloud.


Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: amedium-sizedbox,oldmagazines,thingswecantouch,smell,tasteorhear

Thepreviousclass,askstudentstobringthematerialsmentionedabovetomakeaFiveSensesBox.Invitestudentstodecoratetheboxwithcutoutsthatillustratethesenses.Thentellthemtoputthingswecansmell,touch,tasteorhearinsidethebox.Whentheyfinishmakingandfillingthebox,encouragestudentstoclosetheboxandplaytheguessinggamewiththeirfriends.Explainthattheyhavetoclosetheireyesandtakesomethingfromthebox.Askthemtotouch,smell,tasteorlistentoitandguesswhatitis.

Wrap-upPlayChineseWhispers.Dividetheclassintotwoteamsandgetthemtoformtwolinesfacingtheboard.Whisperasentencefromthisunitintotheearofthefirststudentineachline:Thatmusicistooloud.Thesestudentsthenturnandwhisperwhattheyheardintotheearsofthestudentsbehindthem.Thewhisperispassedonuntilitreachesthelaststudentsattheendofthelines.Thentheysaywhattheyheardaloud.

AR0000000000893 CK2_TB_U6_7185.indd 86 12/11/15 18:08


Unit6


Answer Key

1 Circle the words that describe each food item. Then complete the descriptions.

1. sweet; 2. good; 3. soft; 4. delicious; 5. good; 6. soft; 7. tastesalty.Theysmelldeliciousandtheyfeelsoft.



3 Write about your favourite food and draw it.


SB pages 70 and 71

Objectives

•Torepresentthesenses.•Tolistentoasongforspecificinformation.•Toreadatextaboutajob.•Toexchangeviewsandopinions.

Language:

•Whatdoyousee?Isee(colours).•Rubbishsmells(reallybad).•Hekeepsthestreetsclean.

Vocabulary:

•Senseverbs•Adjectives:dirty,loud,quiet,bad,sweet,salty,clean,beautiful

•Actions:collectrubbish,drive,have(sometea)

Warm-upDividetheclassintwoteams.WriteaSensesorAdjectivevocabularywordontheboardslowly,

letterbyletter.Thefirststudenttoraisehisorherhandandsaythecorrectwordwinsapointforhisorherteam.Continuewithotherwords.Theteamwiththemostpointsattheendisthewinner.

1 Draw a symbol to represent one of the five senses for each of the following items.

Invitestudentstoopentheirbookstopage70andlookatexercise1.Pointoutthewordsabovetheboxes.Readthefirstsetofwordsaloudandelicitthesense:taste.Tellstudentstodrawasymbolfortaste(atongue)inthebox.Thenhavethemreadtheotherwordsanddrawtherestofthesymbols.Havethemcomparesymbolswithapartnertocheck.

Answer Key

1. Studentsdrawatongue. 2. Studentsdrawaneyeortwoeyes. 3. Studentsdrawanear.4. Studentsdrawanose.5. Studentsdrawahand.

2 Listen and write the numbers to complete the chant. Then listen again and sing along.

Directstudents’attentiontothepicturesnexttothesong.Elicitthenamesoftheobjects:abird,ateddybear,clouds,colours,etc.Thenplaytrack49andhavestudentsfollowalongwiththechant.Encouragethemtopointtothepicturesastheyhearthewords.Playthetrackagainandtellthemtowritethenumbersforthemissingwords,accordingtothepictures.Monitorandcheck.

AR0000000000893 CK2_TB_U6_7185.indd 87 12/11/15 18:08

88 Unit 6

Track 49 Í

TwoeyesIhave,formetosee.See,see,see…Whatdoyousee?Iseecoloursandclouds.That’swhatIsee.AnoseIhave,formetosmell.Smell,smell,smell…Whatdoyousmell?Ismellflowersandfish.That’swhatIsmell.AmouthIhave,formetotaste.Taste,taste,taste…Whatdoyoutaste?Itastechocolateandcheese.That’swhatItaste.TwoearsIhave,formetohear.Hear,hear,hear…Whatdoyouhear?Ihearmusicandbirds.That’swhatIhear.TenfingersIhave,formetotouch.Touch,touch,touch…Whatdoyoutouch?Itouchateddybear.That’swhatItouch.

Answer Key

3,4,5,1,2

3 Look and circle the correct word.

Tellstudentstolookatthepicturesandcircletheadjectivethatcandescribeeachobject.Thencheckanswerswiththeclass.

Answer Key

1. loud; 2. bad; 3. sweet; 4. salty

4 Read about Ron's job. What are his main responsibilities?

InvitetheclasstolookatthepicturesofRon.Askwhathisjobis:Hecollectsrubbish.ThentellstudentstoreadthetextandidentifyRon’smainresponsibilities.Monitorandhelpasneeded.Encouragestudentstocomparetheiranswersandfinally,checkwiththeclass.

Answer Key

Rondrivesarubbishlorryandcollectsrubbish.Hekeepsthestreetsclean.

5 Answer these questions.

Invitevolunteerstoreadthequestionsaloud.Tellstudentstofindtheanswersinthetextandwritethemonthelines.Checkanswerswiththeclass.

Answer Key

1. He’sadustman. 2. Rubbishsmellsbad. 3. Helikesthattherearenopeopleinthestreetswhenheisworking,andheseesalotofanimalsaroundhislorry. 4. Becausethecitylooksbeautiful.

Values: Discussing and exchanging views on different topics

Askstudentstomentiondifferenttopicstheyareinterestedinandtellyouiftheyexchangetheirviewswithothers.Encouragethemtosayiftheylikediscussingtopicsandwhyitcanbeapositiveexperience.ThenaskavolunteertoreadwhatJillsaysaloudandinvitetheclasstodiscuss.Askstudentswhypeoplethrowrubbishinthestreets:It’seasy.It’sfast.Thenencouragethemtosaywhyitisbad:Thestreetsareugly.Therubbishsmellsbad.Tellstudentstothrowrubbishinthecorrectplaces,andrecyclethingswhenevertheycan.

Wrap-upMaterials: Constructionpaper(2half-sheetsperstudent),markers,oldmagazines

Askwheretherubbishgoesafterthedustmantakesit.Tellstudentsthatitgoestoalandfill.Writelandfillontheboardandexplainthatitisaplacetokeeprubbish.WriteOrganicandRecycleontheboard.Explainthatorganic

AR0000000000893 CK2_TB_U6_7185.indd 88 12/11/15 18:08


Unit6rubbishisrubbishfromfood.Peoplecannotuseittomakenewthings.Explainthatpeoplecanrecyclesomethings,likecontainersandboxes.Wecanusethemtomakenewthings.Pointoutthatmanypeopleputbothkindsofrubbishtogether.Thatmeansgoodthingsgotolandfillsandpeopledonotrecyclethem.Handoutthematerials.HavestudentswriteOrganicandRecycleontheirsheetsofconstructionpaper.Getthemtocutoutpicturesfromthemagazinestorepresentthetwotypesofrubbish.Finally,encouragethemtoseparatetheirrubbishathome.


Answer Key

1 Write the notes below the correct picture.

1. John/goodchef; 2. work/sixdaysaweek; 3. food/smellgood; 4. John/tastefood; 5. alotofpeople/restaurant; 6. everybody/lovefood

2 Write sentences about John using the notes above.

1. Johnisagoodchef. 2. Heworkssixdaysaweek. 3. Hisfoodsmellsgood. 4. Johntasteshisfood.5. Therearealotofpeopleintherestaurant.6. Everybodyloveshisfood.

3 Complete the text about John’s job.

1. isagoodchef; 2. TuesdaytoSunday; 3. foodsmellsgood; 4. tastes; 5. food; 6. alotofpeople; 7. restaurant; 8. loves; 9. food

AR0000000000893 CK2_TB_U6_7185.indd 89 12/11/15 18:08

90 Cool Review 3

SB pages 72, 73, 74 and 75

Warm-upDivide the class into four teams and have them stand in lines at the board. Bring pictures related 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 first team to write the correct word wins a point. Then the four students who were at the front go to the end of their lines. Play again. Play until all students have participated. The team with the most points at the end is the winner.

1 What are these people doing? Play Action Hopscotch with a friend.

Divide the class into pairs and have them open their books to page 72 and look at exercise 1. Students should start at number 1, making a 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 sentence is not correct, the student cannot advance until the next turn. The first student in each pair to reach the end is the winner.

Answer Key


2 Choose three pictures from exercise 1 and write sentences.

Tell students to write sentences about three pictures from the previous exercise. Monitor and help as needed. Invite several volunteers to write sentences for the pictures on the board, so that each picture is represented. Check answers with the class.

Answer Key


3 Look and answer the questions. Use these verbs.Tell students to look at the pictures and answer the questions. They should write the correct information using the verbs in the box. When they finish, check answers with the class.

Answer Key 1. No, they aren't. They're studying. 2. No, he isn't. He's jumping. 3. They're eating. 4. Students’ own answers

4 What are (aren't) they doing? Look and write sentences. Ask students to look at the pictures and identify the activities. Then invite them to write sentences using the cues. To check, invite some volunteers to read their answers aloud and write them on the board.

Answer Key 1. ’s cooking dinner, isn’t brushing her teeth; 2. ’s cleaning the window, isn’t washing the car; 3. ’s sweeping the living room floor, isn’t painting the wall

5 Read and match.

Tell students to read the sentences and draw lines to match the information: I smell with my (picture of a nose) nose. Monitor and check. Finally, invite volunteers to read the sentences aloud.

Answer Key 1. nose; 2. tongue; 3. fingers; 4. ears; 5. eyes


3

AR0000000000893 CK2_TB_R3_7175.indd 90 12/11/15 17:50

91Cool Review 3


3

6 Complete the sentences with the words in 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.

Answer Key 1. sweet; 2. loud; 3. soft; 4. hard; 5. salty

7 Think of three different items and complete. Invite students to complete the phrases with their own opinions. Ask them to compare their answers with their partners to check if they have similar ideas. Finally, have some volunteers read their answers aloud.


Project Work 3: My Cool ReportProject Work 3: My Cool ReportProject Work 3: My Cool ReportProject Work 3: My Cool ReportProject Work 3: My Cool ReportProject Work 3: My Cool ReportProject Work 3: My Cool ReportProject Work 3: My Cool Report

To finish the third review, students do a project.

1 Think of eight questions to interview a classmate about his / her best friend. Invite a volunteer to read the beginnings of the questions and elicit ways in which they may complete one of them. Ask the class to complete the rest with their own ideas and add three more questions they would like to ask. Finally, invite some students to read their ideas aloud to check.


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.


3 Now write a short report. Use your classmate's answers.Ask the class to write a report using the notes from the previous exercise. Then have them exchange their work with their partners to check grammar and spelling. Finally, invite some volunteers to read their reports aloud. They may also draw a picture illustrating the ideas and stick them together with the reports on a sheet of paper. Finally, display them on the classroom wall.

Wrap-up Materials: Index cards (1 per student)

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 them stand in circles. Hand out the index cards. Tell students not to show their index 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 can exchange cards with another student. The other student cannot say the action. When students guess the action, they have to make a question to another student using the verb in the Present Simple or Present Continuous tenses: Do you swim? How often do you swim? Are you swimming now? Play until all students have participated.

AR0000000000893 CK2_TB_R3_7175.indd 91 12/11/15 17:50

92 Cool Kids 1

Cool GamesBrainstorming Write a word in the middle of the board and ask the class to suggest words they associate with it. Write each suggestion around the original word, connecting it to the original word with a line.

Categories Ask students to draw two columns in their notebooks, and give each a category. Then dictate a series of words that correspond to one of the categories. Examples:

Animals/objects: dog, pencil, chair, elephant, door, lion, book, table, horse

Food/drink: tea, apple, cake, water, egg, milk, chocolate, potato, rice, juice

Catch the Thief! Materials: A small removable sticker, flashcards with pictures on one side and words on the other.

Preparation: Place the sticker on the word side of one of the flashcards. Do not let students see it.Invite ten volunteers to come to the front of the room. Hand out the flashcards. Have students display their flashcards with the pictures facing the 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 flashcard will say Innocent (he or she does not have the sticker) or Guilty (he or she has the sticker).

Continue until students find the thief.

ConcentrationMaterials: Index cards, a marker.

Preparation: Write ten sentences on the index cards with one word per card. Divide the cards into two piles. Divide the class into two teams and invite two volunteers to come to the front of the room. Say Go! The volunteers choose a card from each pile 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, 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 points and play again with different volunteers. The team with the most points at the end is the winner.

CrosswordWrite 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 it. Continue building up a crossword, alternating between horizontal and vertical words. See how many words the class can think of in five minutes.

Dice Game You need a pair of dice (each die a different colour if possible). Assign a category to each die and examples of the category to each number, and write these on the board:

Adjectives: 1. blue; 2. small; 3. light; 4. heavy; 5. old; 6. orange;

Objects: 1. apple; 2. sky; 3. bus; 4. table; 5. house; 6. plate.

Divide the class into small groups. Roll the dice and tell what the numbers are. Have teams make a sentence according to the values shown: 1, 2: The sky is blue. Award a point to the first group to finish the sentence. Repeat the procedure several times. The team with the most points wins the game.

Disappearing Text Write a long sentence on the board. Have students close their eyes and erase some of the words. Read the incomplete sentence aloud. Ask what the missing words are and write them again. Focus

Space

planets satellite

astronaut spaceship

AR0000000000893 CK2_TB_Reference_7469.indd 92 12/11/15 17:57

93Reference

either on grammar or on vocabulary. Example: She ___ playing in the ____.

Expanding Sentences Write a word on the board. Invite students to add words at either the beginning or the end to make sentences.Listen.Listen to music.Don’t listen to music.

Feel the Object Collect various objects from around the classroom and put them in a bag. Hold the bag and ask individual students to feel the objects and try to identify them by just touching them.

Guessing Game Pretend to be a famous person, an animal, or an object. Students guess who or what you are by asking yes – no questions. Examples: Are you a liquid? Are you medicine? Can I take you when I have a headache? Give students a limited number of guesses.

Find it Fast! Materials: Two flyswatters, index cards (optional).

Attach the language items to the board in random order and place the flyswatters on the floor in front 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 or describe a language item. The first student to hit the correct item on the board wins a point for his or her team. Then the first pair of students goes to the back of their lines. Play until all students have participated. The team with the most points at the end is the winner.

How Many Things Can You Think of That...?In pairs or groups of three, students think of and write down as many things as they can that fit a given definition and that they know in English. After

two minutes, elicit all the ideas on the board, or 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 you are? make a noise? taste good? are fun? are made of wood? are red? you can use to travel? have buttons?

Letter Game 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 letter. When time is up, ask each group how many words they wrote. Then ask the group with the most words to read their list aloud.

Listen and DrawDescribe a scene and, in their notebooks, students draw the description: There’s a lake in the middle. There are two ducks in the lake. There’s a big tree near the lake… Have students compare their pictures in pairs.

Making WordsWrite a word, phrase or sentence on the board: DICTIONARY. Divide the class into small teams. Ask students to form as many words as they can using those letters in three minutes. Elicit the words that students have written: do, art, in, on, cat, ant, city, cart, rat. The team with the most words is the winner.

Mime It!Divide the class into two teams. Ask a volunteer from each team to come to the front. Give them a flashcard and ask them to mime the words for their teams. Award a point to the team that guesses first. Repeat the procedure with different cards.

Mystery IdentitiesMaterials: Index cards (1 per student), tape.

Preparation: Write the names of famous people, places or vocabulary items on the index cards. Attach a card to each student’s back. Have students stand up and ask each other questions


94 Cool Kids 1

about the names on their backs to help them discover identities:S1: Can I fly?S2: Yes.S1: Am I an eagle?S2: Yes!Students who know their identities should tell you their identity: I'm an eagle. Remove the student's card and have him or her sit down. Play until all of the students are sitting in their seats.

OppositesDictate or write on the board six words with clear opposites. In pairs or small groups, students help each other to think of and write the opposites. Check and supply any words that students did not know. Examples: hard ≠ soft, cold ≠ hot, father ≠ mother, ugly ≠ beautiful, old ≠ new, short ≠ tall, white ≠ black, begin ≠ end, buy ≠ sell, summer ≠ winter.

Pass the Parcel!Materials: A box, wrapping paper, ten sticky notes, a CD player, a music CD.

Preparation: Wrap the box in wrapping paper to make it look like a present. Write prompts on sticky notes, one prompt per note: swim. Stick the sticky notes to the present or ‘parcel’. Have students sit or stand in a circle. Play the music. Tell students to pass the parcel around the circle. Pause the music CD. The student with the present should take a sticky note and form the sentence or question: I can't swim. Encourage the rest of the class to help if necessary. Remove the sticky note and ask the student who answered to stand behind the circle. Play again. Continue until all of the sticky notes have been used.

Pick Up Sticks!Materials: Craft sticks (30 per team).

Divide the class into teams of four students and hand out the materials. Say a word or phrase. The first team to form the letters of the word or phrase correctly using the sticks is the winner. Point out to students that they need to work together to form the words quickly. Play several times. For larger words or phrases, combine teams.

Read the Teacher's Mind!Preparation: Write the name of a category on the board: Chef. Write seven words or phrases associated with the category on a sheet of paper: kitchen, hat, cook, food, delicious, restaurant, have lunch.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 list. The team with the most circled words is the winner.

Say Three, Spell Three!Materials: Flashcards with pictures one side and words on the other.

Shuffle the flashcards and divide the class into three teams. Choose three flashcards randomly and display them on the board with the pictures facing the class. The first team should say and spell the words. Turn the flashcards over after they guess, to check. They win a point for each correct answer. Remove the flashcards and set them aside. Display three new flashcards and play again with the next team. Repeat so that each team plays the same number of times. The team with the most points at the end is the winner.*To add difficulty, have teams make a sentence with each vocabulary item.

Scrambled SentencesChoose a sentence from the Student’s Book and write it on the board with the words scrambled. Have students unscramble the sentence. Repeat the procedure as many times as possible.Variation: Scramble the letters of recently learned words, and have students unscramble the words.

Slow RevealYou will need a picture large enough for the class to see. Put the picture behind a piece of paper or in a large envelope. Reveal the picture in stages. At each stage, ask the class to identify what they can see and what the whole picture might be.


95Reference

Unit Track Rubrics

1

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.

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.

2

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.

13 Lesson 2. Page 17. Exercise 4. Listen and complete. Then sing along: The Job Chant

14 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.

3

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.

21 Lesson 2. Page 31. Exercise 4. Complete the dialogues using the words from the box. Then listen and check.

22 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

4

26 Unit 4. The weather and us. Lesson 1. Page 38. Exercise 2. Listen and check your answers above.


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.

31 Lesson 3. Page 42. Exercise 2. Listen and fill in the blanks.

32 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

5

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.

40 Lesson 3. Page 57. Exercise 4. Listen again and circle the correct option.


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

6

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.

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

Audio CD Track List


96 Cool Kids 1

58 St AldatesOxford OX1 1STUnited Kingdom

© 2015 Ediciones Santillana, S. A.Leandro N. Alem 720C1001AAP Buenos Aires, Argentina

First published by© Richmond Publishing, S.A. de C.V., 2011

Text © Karen Castro-Gustavsson, Ana Foncerrada, Suzanne Guerrero, Erika Lizárraga, 2011Design and Illustrations D.R. © Richmond Publishing, S.A. de C.V., 2011

ISBN: 978-950-4734-8

Publisher: Mabel ManzanoSupervising Editor: Carmen ZavalaDevelopment Editors: Griselda Cacho, Jacaranda Ruiz, Imelda VázquezEditorial Team: Liliana Andrade, Adolfo Galindo, Tricia Kinman, Imelda Vázquez, Suzanne Guerrero, Marie Deer, Lawrence Lipson, Justine Piekarowicz, Jacaranda Ruiz, Adriana Méndez, Inés S. PérezDesign Supervisor: Marisela PérezCover Design: Karla Ávila, Virginia María LastaCover Illustration: Pablo PinoCover Photograph: © Sergey Novikov/Shutterstock.com, © SergiyN/Shutterstock.com DTP and Layout: Erick López, Jesús Pérez, Germán Ramos, Virginia María Lasta

Recordings: Javier Lupiañez

This Teacher’s Book includes an Audio CD.

Queda hecho el depósito legal que marca la ley 11.723.Impreso en Argentina. Printed in Argentina.First Edition Published 2015

Websites given in this publication are all in the public domain and quoted for information purposes only. Richmond has no control over the content of these sites and urges care when using them.

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the Publisher.

The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any involuntary omission at the earliest opportunity.

Este libro se terminó de imprimir en el mes de noviembre de 2015, en Artes Gráficas Color Efe, Paso 192, Avellaneda, Buenos Aires, República Argentina.

Cool Kids 2 Teacher´s Book / Karen Castro-Gustavsson ... [et al.]. - 1a ed . - Ciudad Autónoma de Buenos Aires : Santillana, 2015. 96 p. + CD-DVD ; 28 x 22 cm.

ISBN 978-950-46-4734-8

1. Enseñanza de Lenguas Extranjeras. 2. Inglés. I. Castro-Gustavsson, Karen CDD 420


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

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

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

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

possibilities to further develop reading skills and vocabulary.

For students:

• Student’s Book + Workbook

• Interactive Practice Activities

For teachers:

• Teacher’s Book + Audio CD

• Teacher’s Resource Material

• Digital Book

Teach

er’s Bo

ok

AR0000000000893 Tapa CK_TB2_7478.indd 1 13/11/15 11:25

teacher’s book cool kids for students: for teachers · pdf fileintroduction 5 cool kids...

Documents