Guide

eache r’s
T

Second Edition

Ana Foncerrada
 ’ s G u ide
r
Teache

Second Edition

Ana Foncerrada
58 St Aldates
Oxford
OX1 1ST
United Kingdom

Cool Kids Second Edition Teacher's Book Level 2

Second Edition: May 2017

ISBN: 978-607-06-1428-6

© Text: Ana Foncerrada

© Richmond Publishing, S.A. de C.V. 2017
Av. Río Mixcoac No. 274, Col. Acacias,
Del. Benito Juárez, C.P. 03240, Ciudad de México

Publisher: Justine Piekarowicz

Editorial Team: Catalina Hernández, Duncan Jones
Design Team: Karla Avila, Enrique Estrada
Pre-Press Coordinator: Daniel Santillán
Pre-Press Team: Susana Alcántara, Virginia Arroyo
Cover Design: Karla Avila

Illustrations: Mariana Inés Díaz, Marcela Gómez, Alejandro Herrería, Emi

Ordás, Bere Muñoz, Mariano Epelbaum, Ismael Vázquez, Damián Zain

Photographs: © Shutterstock.com: Andrei Kholmov p. 128 (chairs in

school class), Stefan Holm p128 (Stockholm public library)

All rights reserved. No part of this work may be reproduced, stored in a

retrieval system or transmitted in any form or by any means without prior
written permission from the Publisher.

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We have no control over the content of these websites or apps, which may
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Contents
iv Scope and Sequence

vi Introduction

T4 Unit 1 Cool Clothes!

T16 Unit 2 Move Your Body!

T28 Unit 3 The Circus!

T40 Unit 4 Insect Life!

T52 Unit 5 I Like My School!

T64 Unit 6 Fruits and Veggies!

T76 Unit 7 Good Times on the Fa rm!

T88 Unit 8 Living Spaces!

T100 Unit 9 At the Playground!

T112 Unit 10 Let's Make Music!

T124 Workbook with Answers

 Scope and Sequence
Functional
Unit Vocabulary Grammar
Language

Unit 1
Clothing Items
Demonstrative
blouse, boots, coat, gloves, hat, Giving and Receiving
Adjectives
Cool Clothes! jacket, sandals, scarf, shorts, Objects
this, that, those, these
sunglasses

Unit 2 Parts of the Body

Giving and
Verb to have
Possessive Adjectives
ankle, elbow, finger, hair, knee,
Move Your Body!
Understanding Orders
neck, shoulder, toe, tooth, waist his, her

The Circus
balloon artist, clown, juggler,
Unit 3 magician, puppeteer
Present Continuous
The Circus! Actions
eat, jump, run, sleep, swim
Giving Encouragement
• Affirmative

Shapes
circle, rectangle, square, triangle

Insects Adjectives
ant, bee, beetle, butterfly, beautiful, cute,
Unit 4 cockroach, fly, grasshopper,
ladybug, mosquito, wasp Expressing Opinions
horrible, nice
Review
Insect Life! Numbers
How many… are
there?
eleven to twenty There is / There are

School Places
Unit 5 cafeteria, classroom,
computer lab, gym, library, Present Continuous
• Affirmative
I Like My playground
Giving Encouragement • Negative
• Yes / No questions
School Activities
School! do homework, exercise,
have lunch, study
• Short answers

iv
 Functional
Unit Vocabulary Grammar
Language

Unit 6 Fruits and Vegetables Love, like, don't like, hate

Fruits and cucumber, grape, guava,

lime, mango, onion, pea,
Expressing Likes and
Dislikes
Do / Does
• Yes / No questions
Veggies!
peach, potato, tomato • Short answers

Unit 7
Farm Review of Present
calf, chick, cow, duck, Continuous
Telling Time
Good Times on
farmer, goat, hen, horse, • Yes / No questions
rooster, sheep • Short answers

the Fa rm!

Prepositions of Place
Unit 8 Household Items
armchair, bookcase, lamp,
Giving Personal
Information
next to, in front of, behind,
between
Living Spaces!
microwave, pillow, sink, (address and telephone
sofa, toaster, toilet, washer number) Review
in, on, under

Playground Equipment
balance beam, climbing
Unit 9 wall, crawl tube,
merry-go-round,
Verb to be
• Wh-questions
At the monkey bars, rope ladder,
sandbox, seesaw, slide,
Expressing Opinions
Present Continuous

Playground! swing
Numbers
• Wh-questions

ten to ninety

Unit 10 Musical Instruments

accordion, castanets, drum,
Review
Verb to be

Let's Make guitar, keyboard, piano,

recorder, tambourine,
Expressing Likes and
Dislikes
Present Simple
Present Continuous

Music!
There is / There are
trumpet, violin
Prepositions of Place

v
 Introduction
Cool Kids is a six-level series for primary school children. • Includes cutout activities to practice language in a
It caters to different learning styles and encourages different and fun way.
students’ participation, giving them opportunities to use • Offers listening tasks designed for students to do independently.
the language in meaningful ways. It also fosters learner • Contains cross-curricular activities.
autonomy and promotes communication. • Provides a review page to help students evaluate
their progress.
With Cool Kids, students will:
• Learn and reinforce their vocabulary using the Cool
Pictionary. 2 Underline six
mist akes in the desc
ription.
1 Read an
d underline
the answ
ers.

• Use everyday expressions included in the Cool

Language section and develop communicative skills.
• Develop creative skills and consolidate learning through Ducks are
Ducks love
birds. They're
the water.
small. The
y have sho

Cool Crafts.
They have rt necks. The
special feet y live from
for swimm 2 to 12 yea
ing. Ducks rs.
quack.

• Develop reading skills through comics and non-fiction

texts included in Cool Reading. neck

wing
beak
There are five
school is really cool!
The library in our four computers,
chairs. There are

Components & Resources tables and twelve

too. The library is
open from Mond
6 a.m. to 12 p.m. I
ay to Sunday from
love it! feet

1. Ducks
are birds
of the library.
For Students: on / insects.
ts
ect descripti Theol!
Write the corr rea lly2.co y are sm
our school is
ē all / big .
The library in 3. They ha
ve long
/ short ne
ee
There are thr 4. They live cks.
• Student’s Book 5. They
from two
/
to twenty
/ two to
twelve yea
wa rs.
• Student’s CD
ter.
l! 49
6. They haI Like My Schoo
ve a mo
68 Unit 7 uth / be
ak.

• Cool Reading
• Workbook
Cool Reading
For Teachers: Cool Kids features Cool Reading, an enjoyable reading
• Teacher’s Guide (printed and digital) tool comprised of comics and non-fiction texts that will
• Teacher’s Resource CD (with audio, crafts instructions, help students to consolidate their knowledge and expand
extra activities, tests, and word lists) their vocabulary.
• Cool Reading The stories are accompanied by activities that develop
• Flashcards reading skills and build students’ critical thinking skills.
Throughout their school life, students need to develop
Student’s Book good reading habits and reading comprehension skills to
Incorporates new colorful photographs and attractive approach both informational and narrative texts.
illustrations that appeal to students’ visual intelligence
and make their learning more memorable. Cool Reading places emphasis on both comic and non-
fiction texts, and by doing so fosters primary school
children’s creativity and research skills across content
areas. This will help them become better readers of the
literary and expository materials they will find at higher
tion.

educational levels.
1 Answer the
ques in one day?
your hands
s do you wash
How many time
13

the letters.
2 Listen and write

wash 1 Listen and labe

Is it important to l the children. 14
your hands? Yes! Bobby Tamara
invisible Marco Ingrid
Germs are very small,
on different
creatures. They live
hones, toys,
objects – smartp
and toilets.
do you wash your
hands? Workshe
When Tamara et 2 Mu
scles and Bone
1 Brainstor s!
m Bones an
d Muscles.

food with their

People eat a lot of
sandwiches, and YuriKo
hands: potato chips,
can get very sick a
even ice cream. You nose My Muscles
To eliminate them, c. after blowing your a lot of
from bad germs. a. before eating or pets or Ingrid You have
with soap. d. after touching body!
you wash your hands touching food muscles in your Bones
other animals
b. after using the outside More than 600!
your hands? after playing cles do? Muscles
How do you wash bathroom
e. Wha t do mus heavy
you lift
They help
5 hear t is a
thin gs. The
1
hot water. ps blood
3 1. Use cold or muscle. It pum
.
2. Use soap. hands. around the body
sides of your
3. Wash both nds.
t 10 to 15 seco
4. Wash for abou in this time.
Sing a short song hands. 2 Write the
towel to dry your Marco
5. Use a clean missing
2
4 Bobby 1. You ha
wo
rds.
Alex ve a lot of
22 Unit 2 More tha
n 600! in your bo
dy!
ē Describe
the children. 2. The
Student A: Yuriko
Student B: Ingrid
has...
around the is a muscl
has...
body. e. It pump
Student C: Alex
has... s blood
24 Unit 2 3.
muscles.
muscles. You have
lots of the
se
4. Bones
give you
5. Your
.
Muscles and
Bones! protects
12 your bra
18 Muscles
4/25/17 16:50
in.
and Bon
es!

Workbook COMIC-N2 parte

1.indd 12

COMIC-N2
parte 1.indd
18

• Presents a wide variety of activities to practice and review 4/25/17

16:50

the language taught in class. Richmond Spiral

• Is designed to promote learner independence. The Cool Kids second edition includes fun games to
• Provides activities that can be completed in class or review grammar and vocabulary.
assigned as homework. Visit: www.richmondspiral.com

vi
 Classroom Management
Effective classroom management plays a crucial role in the
teaching-learning process. Good classroom management
aims to maintain an orderly environment and helps create
a productive learning environment. It reduces classroom
disruptions and decreases negative behaviors. It also
provides students with structure and achievable goals.
These are some classroom management strategies that will
help you create an organized learning environment:
• Establish rules on the first day of class, and enforce them
consistently. This is especially important when you are
building your students’ trust in you as a teacher.
• Set logical rules and consequences. Make sure students
know why you are setting the rules and what they are.
• Do not include rules that you are unwilling to enforce.
• Use positive instead of negative language. Avoid the word No.
• Get to know your students and learn as much about
them as you can — connecting with your students is as
important as teaching lessons.
• Treat students and their property with respect.
• Establish a culture of kindness. Encourage students to
look at the speaker, be quiet, and listen while another
student speaks.
• Praise students’ efforts and achievements.
• Speak only when students are quiet and ready.
• Make eye contact with each student.
• Plan your lessons. Make sure you are challenging your
students. Be sure students are actively involved in
the class.
• Be aware of students’ limited attention spans. Use visual
prompts to catch and maintain their attention. A first
grader’s attention span ranges from 6 to 20 minutes.
• Instead of asking a question and waiting for students to
raise their hands, ask a question and identify a student
at random to provide the answer. This method helps
children maintain their focus and be more attentive.
• Use attention-getting signals. These can be verbal cues,
body cues, or even sounds like clapping or singing a
little song to get students’ attention when needed (for
example, when it is time to put materials away).
• Use a color-coded chart with clothespins to display students’
positive and negative behavior. For example: blue, which
means excellent; green, which means having a good day;
yellow, which means a warning; orange, which means a
small consequence; red, which means bad behavior.
• Post the rules in a visible place.
Example of classroom rules
• Listen and follow directions.
• Raise your hand before speaking or leaving your seat.
• Respect your classmates and your teacher.
• Keep your hands and feet to yourself.
vii

VOCABULARY GAMES
Being constantly exposed to new vocabulary helps students
understand or express their ideas. Teaching vocabulary
meaningfully helps students to communicate in English. It
also helps them to develop the skills of listening, speaking,
reading, and writing.
These are some ideas on how to present and review
vocabulary:
Air Write
Divide the class into groups or pairs. A student writes a word
in the air. His or her group guesses the word. Variation: This
can also be played as Back Write, that is, writing the word on
the back of a student. The student guesses the word.
Bingo
On the board, write 10 to 15 vocabulary words that you
would like to review. Tell students to choose five of them and
write them down. Read the definitions of the words aloud,
in any order. Explain to students that any time you read the
definition of a word that a student has written down, they
can cross out that word. When they have crossed out all
their words, they shout Bingo! Keep a record of what you
say to check that students really have heard all their words.
(Variation: students draw pictures that represent the words
instead of writing them.)
Body Writing
Divide the class into two teams. Put the flashcards in a bag.
Ask a student from one team to leave the classroom. Give his
or her team a flashcard and have them form the word with
their bodies, using one letter per student. The student who
left the room returns and tries to read the word. If he or she
does it correctly, the team wins a point. Continue with the
other team. Repeat the procedure until all the flashcards have
been used.
Colored Circles
Write on the board six words per unit randomly. Have
students look for the words they have just learned and circle
them with markers of different colors.
Find the Card
Paste several flashcards or pictures on the board or spread
them around the classroom. Name a card. Have students find
the card. The student with most cards at the end wins.
Hangman
Choose a word, write as many blanks as it has letters, and fill
in the first letter. Draw the hangman scaffold. Ask students to
discover the word by guessing one letter at a time. If a student
guesses correctly, fill in the blank. If not, draw a part of the
body and write the letter beside the hangman. The game is
over when students guess the word or the entire hangman
has been drawn. Repeat the procedure with the remaining
words.
I Spy
Look around the classroom and silently select an object that
can be seen by everybody. Say: I spy and then give some
description of the object, such as something red / big / small /
round, something beginning with the letter a, and so on. Students
viii
take turns trying to guess what the object is: Is it a/an...? Are
they...? Let the student who correctly guesses the selected item
pick the next object.
Memory
Paste 10 flashcards from different lexical sets on the board.
Elicit the words. Give students one minute to look in silence
and try to memorize the flashcards before removing them
from the board. Students work in pairs and write a list of the
flashcards they can remember. Check the answers by eliciting
answers from the whole class and writing a list on the board.
Odd One Out
Divide the class into two teams. Write three words on the
board. Students must circle the word that does not belong
(e.g. turtle pink dog.)
Pass the Flashcard
Have students sit in a circle. Show a flashcard or object and
say the word, for example: bus. Then, hand the flashcard or
the object to the student to your right and have him or her
say the word. Then, get him/her to pass the flashcard or the
object to the next student.
Remove the Card
Place a set of flashcards in a row on the board. Say the words
and get students to repeat them three times. Then, remove
the flashcards one by one. Point to where they were and have
students repeat the names as if they were still there.
Spelling Bee
Determine who will go first by drawing numbers (this is
the fairest method). Ask the first student to spell a word.
Write down the word on the board as he or she spells it.
Each student says the word, spells it, and says it again. If the
student has spelled the word right, the next student gets a
new word. Each student says the word he or she has gotten,
spells it, and says it again. If not, he or she is out of the game
and the next student has to spell that word.
Tic-Tac-Toe
Draw two sets of parallel lines to make a tic-tac-toe grid.
Divide the class into two teams. Place a flashcard on each
square of the grid. Have a student choose a flashcard and
name it. If the student is correct, have him or her draw an O
or an X on the grid. The first team to get three in a row wins
the game. Repeat the procedure several times.
Using Images
Show a flashcard or a picture. Say the word or words. Ask
students to repeat. Students repeat the word or words
several times.
What is Missing?
Place some flashcards on the board or place some objects
on your desk. Ask students to close their eyes. Remove one
of the pictures or objects. Students have to remember and
mention the pictures or the objects removed.
 Grammar GAMES
Besides vocabulary learning, learning grammar
meaningfully can eventually lead primary school students to
reach a high level of language proficiency in the school years
to come. Students need to understand and use structures in
different contexts in order to master them, so the following
ideas on how to present and review grammar will be useful
in your class:
Climb the Tower
Draw a ladder going up a tower on the board. Divide the
group into teams. For each correct answer, the team goes
up a step. The first team to get to the top is the winner.
Chinese Whispers
Divide the class into two teams. Whisper a sentence,
phrase, or question into the ear of the first student. This
student then turns and whispers what he or she heard into
the ear of the student next to him or her. The whisper is
passed on until it reaches the last student at the end of the
line. Then that student has to say out loud what he or she
heard.
Flashcard Walk
Place several flashcards on the classroom floor. Play some
music. Ask students to walk around the flashcards. Stop
the music. Say a sentence. The student who is closest to
the flashcard picks it up and says the sentence.
I Have it... Say a Sentence
Have students sit in a circle. Give each student a flashcard
and elicit what it is. Call out the different words and have
students stand up, say the flashcard, and say a sentence
with that word. Repeat until all students are standing.
Then, repeat until all students are sitting.
Musical Chairs
Line up the chairs and place a flashcard on each one. Play
some music and have students go around the chairs. When
the music stops, students have to sit down on a chair and
say what their flashcard is and a sentence with that word.
You can make the game more competitive by removing a
chair and having the student who doesn’t get a chair wait
until the next round.
Musical Dictation
Choose a piece of music that students will enjoy. Divide the
class into teams of three or four. Explain to students what
the game is about:
• Take a pencil and quickly pass it from one student to the
next within the group as the music plays.
• When the music stops, the student who has just received
the pencil writes down on a piece of paper what you
dictate to him or her.
• Students get a point for each correct word or sentence.
• The team with the most points at the end of the dictation
wins the game.
Some ways in which you can build up the difficulty of the
dictation are:
Start with single words.
Build to short phrases.
Expand to full sentences.
Poster
Stick a poster on the board. Show a picture and say a
phrase or sentence. Ask students to repeat the phrase or
sentence. Repeat it two or three times.
Simon Says
Give commands to the class. Explain to students that if the
command begins with Simon says, they should follow it. If
not, they should stand still:
Teacher: Simon says touch your eyes. (Students touch
their eyes.)
Teacher: Simon says touch your toes. (Students touch
their toes.)
Teacher: Touch your head. (Students stand still.)
Stepping Stones
Draw a river with some stones across it on the board.
Divide the group into teams. Have an image to represent
each (a frog, for example.) For each correct answer, attach
the image of the corresponding team to a stone in the
direction of the opposite side of the river. The first team to
cross the river wins the game.
The Bell Game
Materials: two bells
Divide students into two teams. Place two bells on a desk,
one for each player. Have the first player from each team
go to the desk. Explain to students that you are going to
show them a flashcard. The first student to ring the bell
and say the word correctly gets one point for his or her
team. If the student rings the bell, but cannot say the word
immediately, his or her team loses a point. If the student
says the word incorrectly, the other player gets a chance
to say the word, but this time for two points instead of
one. If both players miss the word, call on someone else
in the class to help the players. In this case, no points are
awarded.
Use Mime
The teacher acts and mimes a phrase or sentence. Students
have to imitate the teacher. Then, present the phrase or
sentence and ask students to repeat it.
ix
 Critical Thinking Development

Critical thinking skills help primary school students, • Encourage students to make decisions. Help them
among other things, to analyze information, to solve consider pros and cons, then help them evaluate the
complex problems, to make correct decisions and take right decision. Ask students: How do you feel about your decision?
decisions, and to develop logical thinking skills. Critical What would you do different next time?
thinking helps them to become independent learners.
• Encourage students to solve problems. Do not always
A critical thinker asks pertinent questions, is able to admit jump in to help. Help students in figuring out the possible
a lack of understanding or information, has a sense of solution or solutions to solve a problem.
curiosity, is interested in finding new solutions, and listens
• Encourage students to research further information.
carefully to others.
Help students to look for more information by asking
These are some ideas on how to develop critical thinking: questions. Ask: How can we find more about this? Can
we find information in a book? Can we try searching on the
• Teach students to question the world around them.
computer?
• Encourage students to ask questions and look for
• Call up students’ prior knowledge and informally assess
answers. The questions should seem significant to them
what they already know.
and be interesting.
• Have students predict what they will learn about.
• Provide enough wait-time for students to reflect when
Brainstorm before each classroom activity you do.
responding to questions.
• Encourage students to explain their position on things.
• Include creative activities. Creativity develops critical
thinking. Creative thinkers are able to explore different • Give examples to clarify or support what they have said.
approaches to solve problems.
• Encourage students to make connections to real-life
• Include activities where students have to classify and situations.
categorize (people, things, animals, colors, sizes, etc.).
• Include peer and small-group activities to allow students to
Classification requires identification and sorting according
see other points of view; this will help learners to understand
to a rule or set of rules that students must discover,
how others think and that there are different ways of solving
understand, and apply.
problems, not just one and unique correct way.
• Include activities where students can compare and
• Teach students to value and respect the ideas of others.
contrast. For example, have them compare the shape of
objects, fruits, etc.

x
 The Reading Cycle
The reading cycle comprises three stages: pre-reading, Post-reading is the stage that gives students the chance to
while-reading, and post-reading. build up on their knowledge of the world, as they add new
Pre-reading activities prepare students for reading by concepts to the existing ones through reading. Besides this,
activating their prior knowledge about the topic featured it also provides them with the opportunity to relate the
in the story. They also establish a reason to read the text text to their own experiences, the world, and other texts
and help review or teach new vocabulary. Through these that they may have read.
activities, teachers help students activate their background Involving students in activities that allow them to complete
knowledge and provide the necessary information to make the reading cycle serves two purposes: on the one hand, it
the text clear and appealing. will help their understanding and enjoyment of the text;
While-reading activities help check students’ on the other, it will help them become familiar with the
comprehension as they read, by making them identify reading strategies that they will use in the following
the characters and the main or specific ideas or events in school years.
a text. They provide students with the opportunity to ask
questions, revise predictions, and create mental images of
the characters and events.

ents
What instrum
?
do you know
at
You know wh
d
a guitar is, an
o is.
what a pian
ts more
There are lo
you
instruments
n’t
probably do
are
know! Some
!
very strange

Worksheet 6 Worksheet 10
Fruits and Ve Strange Ins
getables truments
1 Match the pic 1 Name the mu
ture s and their nam sical instruments.
es.
1. 2
1
bles?
its and Vegeta 2.
What are Fruyou like vegetables? What’s youfrui
ts and
r favorite? Frui w
ts? Do what a t is? Do you kno broccoli 3.
Do you like frui cious! But, do you know 3
deli
vegetables are 4. 4
le is? avocado
what a vegetab
Vege tables ments
5. 5
44 Fruits and lettuce 76 Strange Instru
4/27/17 09:45 4/25/17 16:56

6.
COMIC-N2 parte
2.indd 44
apple COMIC-N2 parte
2.indd 76

2 Circle the mu 6
sical inst ruments.
pear

2 Sort the fruits

and vegetables.

fruit
vegetables

50 Fruits and 82 Strange Instru

Vege tables ments

COMIC-N2 parte COMIC-N2 parte

2.indd 50 2.indd 82

4/27/17 09:50 4/25/17 16:56

xi
 Vocabulary Clothing Items: blouse, boots, coat,
gloves, hat, jacket, sandals, scarf, shorts, sunglasses
Materials A ball, old magazines.
Wrap-up
Give a magazine to each student. Ask students to find
a clothing item: sunglasses. The first student to find and
hold up the correct item wins. Then have students
exchange magazines. Play the game again.

Warm-up Optional Activity

Greet students and introduce yourself: Good morning. Materials Old magazines, white paper.
I’m (Ms. Elena). Ask students: How are you? Encourage
them to answer: Fine, thanks. Toss a ball to a student Hand out the materials. Tell students to cut out
and ask him or her to greet the class and say his or pictures of five clothing items and glue them onto the
her name: Good morning. I’m (Luis). Invite the class to paper. Finally, tell them to label the clothing items.
ask How are you (Luis)? Have the student answer I’m 97
fine, thanks. Next, the student should toss the ball to a Pictionary
classmate who repeats the activity. Continue until all Assign page 124 as homework. Students write the
students have participated. vocabulary items that correspond to the pictures. Then
they listen to the words on the Student’s CD and check
their answers. Finally, they listen to the track again and
repeat the vocabulary.
Class Activity
Vocabulary Presentation 1 Track 97
NARRATOR:
Put the flashcards in order as they appear on Track 1. Hold 1. Hat
up the first flashcard, then play Track 1 and point to 2. Shorts
the sandals. Pause the track and encourage students to 3. Sandals
repeat the word, first as a class and then individually. 4. Blouse
Attach the flashcard to the board. Repeat with the rest 5. Sunglasses
of the flashcards. Finally, point to different flashcards 6. Coat
and elicit the words. Leave the flashcards on the board. 7. Scarf
8. Gloves
Track 1 9. Jacket
NARRATOR: 10. Boots
1. Sandals
2. Hat
3. Shorts
4. Sunglasses
5. Blouse
6. Scarf
7. Coat
8. Boots
9. Jacket
10. Gloves

Oral Practice]
Have students open their books to page 137. Have
students attach the stickers corresponding to Unit 1
onto the Unit Opener in the order that they hear them.
After that, divide the class into pairs and have them
take turns pointing to clothing items
and saying their names.

Written Practice
Point to a flashcard on the board and invite students
to say the name of the clothing item. Write the name
next to the flashcard. Repeat with the remaining
flashcards. Next, have students copy the words into
their notebooks. Then erase the words. Point to the
flashcards to elicit the clothing items. Encourage
students to spell the words.

Cool Clothes! T5
 Vocabulary Clothing Items
Functional Language Giving and Receiving Objects:
Here! Thanks! Thank you! You’re welcome!
Warm-up
Play Use Mime (see page ix) to review the Clothing
Items vocabulary. Have students mime putting on and
wearing different clothing items.
Optional Activity
Materials Index cards (2 per student), tape.
Ask students what things they say Thank you for.
Encourage them to give recent examples. Then hand
out the materials. Tell them to write Thanks! or Thank
you! on the front of one index card. Help them tape
the index cards together along the top edge to form a
greeting card. Students should draw a picture inside
the card to represent why they are saying Thank
you. Tell students to give their Thank you cards to the
person who helped them.

Class Activity
✎ Assign page 4 as homework.
1 Label the clothing items.
Invite students to open their books to page 6, Activity 1.
Have students look at the pictures of the clothing items.
Point out the example and tell students to label the rest
of the pictures.

 Listen and check your answers. 1

Play Track 1 for students to check their answers. Play
the track again and pause it after each item. Students
repeat the words as a class and then individually.

Track 1
NARRATOR:
1. Sandals
2. Hat
3. Shorts
4. Sunglasses
5. Blouse
6. Scarf
7. Coat
8. Boots
9. Jacket
10. Gloves

COOL Language
2 Listen and follow along. 2
Play Track 2 and have students follow the dialogue in
their books. Ask Why does the boy say Thanks? Why does
the girl say Thank you? What does You’re welcome mean?
Divide the class into two groups and assign each group
a character from the first dialogue. Play the track again
and pause it for students to repeat the expressions. Do
the same with the second dialogue.

 Role-play the dialogues.

Divide students into pairs and have them role-play
the dialogues. Then invite some pairs to role-play the
dialogues for the whole class.

Wrap-up
Say a letter: A. Elicit all the clothing items that have
that letter in their name: coat, sunglasses, hat, jacket,
sandals, scarf. Display the flashcards on the board to
show the answers. Collect the flashcards and play again
with a different letter.

Cool Clothes! T6
 Vocabulary cat, dog, bird, rabbit, shirt, skirt
Grammar This, That (review)
Materials A variety of clothing items.
Warm-up
Hold up an object close to you. Wait until all of the
students are watching you. Say this. Take another
object, hold it up, pause, and again say this. Point to an
object that is not close, such as a clock on the wall or a
building through a window. Pause and say that. Repeat
with near and distant singular objects, saying only th-.
Encourage students to complete with the corresponding
word: this or that.
Class Activity
3 Complete the sentences with This or That.
Have students open their books to page 7, Activity
3. Read the instructions aloud. Point out the relative
lengths of the arrows and tell students to complete the
sentences. Get volunteers to read the sentences aloud.
4 Write what the characters are saying. Use This or
That.
Invite the class to look at the scenes. Ask about the cat:
T: Is the cat near the boy, or far from the boy?
SS: Near the boy.
Elicit the correct word: This. Do the same for the other
scenes. Then divide the class into pairs. Tell them to
write what the characters are saying. Elicit the first
sentence as an example: This is my cat. Check answers
with the class.
T7 Cool Clothes!
Wrap-up
Divide the class into small groups and place the clothing
items around the classroom. Some items should be
near to students and others should be far from them.
Have students take turns making sentences about the
clothing items: That scarf is purple. Monitor and help if
necessary.
Optional Activity
Materials Half-sheets of white paper (3 per student),
glue, a stapler.
Preparation Ask students to bring a photo of
themselves to class.
Give each student three half-sheets of white paper.
Tell them to glue their picture onto one sheet of paper.
On the board, write some sentences: This is me. This is
my room. This is my sister. That is my brother. That is my cat.
Tell students to write one sentence with This or That
on the front and back of each of the other pages. Then
they should illustrate the sentences. Staple the pages
together to form a book. When students finish, divide
the class into pairs and have them present their books
to each other.
✎ Assign page 5 as homework.
 Vocabulary Clothing Items
Grammar These, Those
Materials A scarf or blindfold, 5 bags, each with a
few items in it (at least two or three items in each
bag: a few pencils, a pair of shoes, etc.).
Grammar Presentation
These or Those
These sunglasses are red .
These sunglasses are red.
Those sunglasses are black . These or Those. Check answers with the class.
Those sunglasses are black.
Warm-up
Hold up an object and say: this. Repeat several times
with near and distant objects, eliciting the correct word
each time. Then hold up two objects, pause and say:
these. Invite the class to repeat the word. Hold up two
other objects and elicit the word these again. Next, point
to further-off objects such as cars or books. Pause and
say those. Get the class to repeat the word. Write these
and those on the board. Point to some objects and say
a sentence: Those are cars. Invite volunteers to make
similar sentences. Leave these and those on the board.
Class Activity
1 Listen and color the clothing items. 3
Have students open their books to page 8, Activity 1.
Encourage them to describe what they see in the scene.
Play Track 3 and tell students to raise their left hand
when they hear the word these. They should raise their
right hand when they hear the word those. Play the
track again and get students to color the clothing items
that the girl is pointing to.
use These: To talk about objects that are nearby. Ask when
we use Those: To talk about objects that are far from us.
Point out that we can use These or Those before nouns.
We use the plural form of the verb: are.
2 Write These or Those.
Invite the class to identify the clothing items in each
picture. Then have them complete the sentences with
 Color the clothing items.
Tell students to color the clothing items according to
the sentences. When they finish, get them to compare
answers with a friend to check.
Wrap-up
Invite five volunteers to the front of the room and give
each of them a bag with objects in it (see Materials).
Have each volunteer place the set of objects in his or
her bag somewhere in the classroom. Have the other
students describe the items using These or Those: Those
pencils are blue. Each student who makes a correct
sentence changes places with a volunteer. Note that
each sentence must be correct from the point of view of
the student speaking. When five sentences have been
made, the new volunteers collect the items and put
them in different places. Play again.
Optional Activity
Play Musical Dictation (see page ix) using sentences
with These and Those.
✎ Assign page 6 as homework.

Track 3
NARRATOR: 1
GIRL: Look, Cookie. These boots are blue. Those
boots are yellow.
2
GIRL: Those sunglasses are black. These
sunglassesare red. OK?
3
GIRL: These sandals are brown. Those sandals are
black. See?
4
GIRL: These shorts are green. Those shorts are blue.

 Compare your answers with a friend.

Divide the class into pairs. Have them compare answers
to check. Encourage them to imagine that they are
the girl and make sentences using These or Those: These
shorts are green. Those sandals are black.
After that, refer students to the Cool Grammar box. Get
volunteers to read the examples aloud. Ask when we

Cool Clothes! T8
 Vocabulary Body Parts, Clothing Items
Grammar This, That, These, Those
Materials A blindfold.
Warm-up
Play Hangman (see page viii) using Clothing Items and
Body Parts vocabulary.
Class Activity
3 Write what the robots are saying. Use This, That,
These, or Those.
Have students open their books to page 9, Activity 3.
Invite the class to look at the scene and identify the
body parts that the robots are missing. Then read the
example for the first robot aloud. Next, divide the class
into pairs and have them write sentences for the other
robots. Check answers with the class.
Optional Activity
Materials Brightly colored construction paper (one
sheet per student), black markers, strips of cardboard
(2 per student).
Preparation Make two arrows using the colored
construction paper. One arrow should be very short.
The other should be long. Outline them in black and
make handles using cardboard strips.
Demonstrate sentences that go with the model arrows:
That is a cool schoolbag. Then distribute the materials.
Tell students to make a short arrow and a long arrow.
Finally, encourage them to use the arrows and make
matching sentences: (long arrow) Those shoes are black.
✎ Assign page 7 as homework.

4 Make a Finger Puppet.

Read the instructions aloud and guide students through
the steps of making their Finger Puppet shirt. When they
finish, have them put their finger puppet on. Invite
them to introduce their puppet to the class: This is my
friend, Peter. Hello. Encourage students to practice small
dialogues using their finger puppets: Good morning. How
are you, Peter? Fine, thanks.

Wrap-up
Write This, That, These, and Those in large circles on the
board. Review when we use each word. Next, divide
the class into four teams. Invite a volunteer to the front
and put the blindfold on him / her. Have the volunteer
touch the board to choose a word. Then each team
writes true sentences using the word selected. After one
minute, elicit the sentences. Teams get one point for
each correct and true sentence. Play again with a new
volunteer. The team with the most points at the end
wins.

T9 Cool Clothes!
 Skills Development Reading
Materials A ball.
Warm-up
Toss a ball to a volunteer. He or she has to immediately
say the name of a clothing item. Then the student
tosses the ball to another student and repeats the
activity. If a student cannot think of a word to say,
the class can help. After ten clothing items have been
named, change vocabulary categories. Practice other
vocabulary: Pets, Food, School Objects, etc.
Wrap-up
Write two different vacation places on the board:
Hawaii, Antarctica. Elicit and note the clothing items for
each place: Hawaii – sandals, sunglasses, T-shirt; Antarctica
– coat, boots, scarf, etc. Finally, invite the class to vote on
their favorite vacation place.
Optional Activity
Divide the class into small groups. Tell them to rewrite
the story using different clothing items and a different
vacation place. Then have groups role-play their new
story. Finally, invite groups to act out their stories for
the class.

Class Activity ✎ Assign page 8 as homework.

1 Look and mark (✔ or ✘) the clothing items in the

story.
Have students open their books to page 10, Activity
1. Elicit the names of the clothing items. Then have
students look at the story below and mark the clothing
items that also appear in the story with a ✔ and those
that don’t appear with a ✘. Check answers with the
class.

2 Listen and follow the story. 4

Focus students’ attention on the story and ask them
what Nigel and Tracy are doing: Shopping. Play Track 4.
Invite students to follow along with the story and point
to the speech bubbles as they listen.
Next, ask: Who is going on vacation? Where? What clothing
items does the person buy?
Divide the class into two groups and assign each group
a character from the story. Play the track again and
pause for students to repeat what the characters say.
Then switch roles and repeat the procedure.

 Circle the answers.

Point out the sentences. Tell students to look at
the story again and circle the correct name in each
sentence. Check answers with the class.

Cool Clothes! T10

 Skills Development Reading and Writing Accepting Different interests
Materials Large strips of paper, tape. Focus students’ attention on the picture of the boy at
Preparation Copy the text in Activity 3 page 11 the bottom of the page. Ask a volunteer to read what
onto large strips of paper. Cut the strips in mid- he says aloud. Next, ask students: What kinds of clothes do
sentence: My name’s / Robin. / I’m preparing the you like? Talk about the importance of respecting other
clothes for / my vacation. Look! My / bag is red. Red is people’s choices of clothes: Do your friends like the same
/ my favorite color. These / are my favorite / T-shirts. kinds of clothes you do?
They’re / purple. / Those are / my favorite shorts. They’re
/ green. And this / is my cap. It’s / yellow.
Wrap-up
Say: I’m going on vacation and I´m taking my sandals. Ask
a student to repeat the sentence and add a new item
Warm-up to the list: I’m going on vacation and I´m taking my sandals
Stick the strips of paper onto one side of the board in and my shorts. The next student repeats both items and
random order. Select the first strip and read it aloud: adds another one. Continue like this until students
My name’s. Stick it onto the board to begin the text. cannot remember all of the items.
Invite a volunteer to select the next part of it: Robin.
Continue in the same way until the they complete the
text. Optional Activity
Materials One old magazine per group.
Divide the class into groups and hand out the
Class Activity magazines. One student in each group chooses a
clothing item from the magazine. He or she should
not say or show what the item is. Then the student
3 Read and circle the clothing items for Robin’s
describes the item: It’s black. The other students look
vacation.
at the page the picture is from and guess the clothing
Invite the class to open their books to page 11, Activity
item by asking questions: Is it this shirt? Is it that
3. Get them to read the text and compare it with the
sweater? The student who guesses correctly chooses the
text on the board. Make changes to the text on the
next item.
board if necessary. Then have students read and circle
the clothing items that Robin is taking on his vacation.
Check answers with the class.
✎ Assign page 9 as homework.
4 Describe your clothes for your next vacation.
Read the instructions aloud. Then invite a volunteer
to suggest a word to complete the first sentence:
blue. Elicit another possible answer: black. Then have
students look at the next two sentences. Write are on
the board. Elicit possible clothing items to use with are:
sunglasses, shorts, boots, gloves, etc. Elicit possible clothing
items for the sentences with is: coat, blouse, hat, scarf,
T-shirt, etc. Tell students to complete the text according
to their plans for their next vacation.

 Draw the clothes.

Have students draw the clothing items in their text.
When they finish, divide the class into pairs and
encourage them to read their text and show their
picture to their partner. Monitor and help if necessary.

T11 Cool Clothes!

 Skills Development Listening and Speaking Wrap-up
Hand out the index cards and have each student make
Materials Index cards (1 per student). an invitation for a birthday party. Tell them to write
the day of the week, the time, and the place on the
invitation and decorate it with fun colors. Display the
Warm-up invitations around the classroom.
Write Monday on the board. Elicit the next day: Tuesday.
Invite a volunteer to write it on the board. Help with Optional Activity
spelling if necessary. Continue with the rest of the days. Teach students the song “Happy Birthday to You.” Sing
Get students to repeat in chorus and individually. using the names of kids with birthdays
this month.
Happy birthday to you,
Class Activity Happy birthday to you,
Happy birthday dear (Memo),
1 Listen and number the scenes. 5 Happy birthday to you!
Have students open their books to page 12, Activity 1.
Invite them to look at the picture and say what the
boy and the girl are talking about: A birthday party. Play ✎ Assign page 10 as homework.
Track 5 and tell students to number the pictures in the
order that they hear them. Finally, divide the class into Track 77
pairs and invite them to role-play the dialogue. 1
JACK: Look! This is a big hat.
Track 5 SUZY: Wow! My head is small.
BOY: When’s your birthday party? 2
GIRL: On Thursday at 3 o’clock. Here! This is for JACK: Does Suzy have black sandals?
you!
ROGER: No, her sandals are white. These are her
BOY: Thanks! sandals.
GIRL: You’re welcome! 3
 Complete the invitation. SUZY: Look, Jack! This jacket is cool. I like it.
Ask students who is having a birthday party in Activity JACK: You like that jacket and l like these shorts.
1: the girl. Ask what she’s giving the boy: an invitation. 4
Then tell students to complete the invitation according ROGER: Those are big boots!
to the dialogue in Activity 1. Get volunteers to write
the answers on the board. SUZY: Yeah! Those boots aren’t small.
Next, focus students’ attention on the picture at the 5
bottom of the page. Read what the clown says. JACK: Suzy, is this your scarf?
Invite students to say whether they give written SUZY: No, it isn’t. My scarf is long and that scarf is
invitations. short.
Finally, talk about birthday parties: Do you like parties?
How do you celebrate them?

Cool Clothes! T12

 Skills Development Listening
Materials Index cards (1 per pair), tape.
Preparation Write a color or a clothing item on
each index card: red, T-shirt. Cut the word in half.
Continue until each student has one half of a word.
Warm-up
Stick the halves of the index cards around the room in
random order. Invite students to take one half and look
for the student with the other half of the word. When
they have formed a complete word, the pairs should
stand together at the front of the room. Finally, get
pairs to say their words and sit down.
Class Activity
2 Listen and complete the song. 6
Have students open their books to page 13, Activity 2.
Tell them to circle all of the clothing items in the song
and in the list. Elicit the clothing items and help with
meanings if necessary.
Play Track 6 and ask students to complete the songs
using the words in the box. Play the song again and
have students check their answers.
 Sing “Clothes Jazz.” 6
Play Track 6 again and invite students to sing along.
Repeat the song several times.
 Write a new verse for the song. 7
Divide the class into groups and invite each group to
complete the sentences in this new verse with different
clothing items and colors. Then play Track 7 (the
karaoke version of the song) and invite groups to sing
their new verse. Vote for the best performance!
T13 Cool Clothes!
Wrap-up
Play Memory (see page viii) with Clothing Items
vocabulary.
Optional Activity
Materials Construction paper of different colors,
faces cut out from old magazines (1 per student),
white paper (1 sheet per student), index cards (1 per
student), glue.
Hand out the materials and have students glue the
face near the top of the sheet of white paper. Then tell
them to make clothes using the construction paper.
Next, get students to write a description of their
person on the index card. Collect the index cards.
Display students’ work around the room.
Read some descriptions and have students
identify the corresponding pictures.
✎ Assign page 11 as homework.
Track 78
NARRATOR: Those pens are black.
These pens are brown.
This ruler is red.
That ruler is purple.
These lunch boxes are yellow.
Those lunch boxes are orange.
That glue stick is pink.
This glue stick is blue.
 Materials A box, a toy, dice (1 die per group).
Warm-up
Put the box and the toy on a desk in front of the class.
Write in, on, and under on the board. Say The toy is in
the box. Circle in on the board and invite a volunteer to
put the toy in the box. Make sentences with the other
prepositions and get new volunteers to put the toy and
the box in the correct positions. Decide on gestures
to represent in, on, and under. Say the words in quick
succession for students to make the gestures.
Wrap-up
Divide the class into pairs. Give students time to look
at the board game. Encourage them to remember
where the items are. Then have one student in each
pair close his or her book. He or she should say where
five different clothing items are. They get a point for
each correct guess. Then students switch roles and play
again.
Optional Activity
Materials Gummy worms (1 per student).
Play Simon Says (see page ix) with in, on, and under:
Simon says… put a gummy worm under your book.

Class Activity ✎ Assign page 12 as homework.

1 Draw the clothing items.
Have students open their books to page 14, Activity 1.
Invite them to look at the board game. Point out the
words and the colors in the box and have them identify
the dots of each color in the board game. Tell them
to look at number 2 and elicit the color of the dot:
red. Have them look at the color code in the box and
say the corresponding preposition: on. Explain that
students should draw a pair of sunglasses on the table.
Explain that we use a pair of to talk about items that
have two parts that function together: boots, sunglasses,
jeans, shorts, etc. Give students time to draw all the
missing items using the color code. Monitor and help if
necessary.

 Play The Clothes Game.

Divide the class into groups and hand out the dice.
Tell students to take turns rolling the die and making a
sentence about the clothing item: The sunglasses are on
the table. If the sentence is incorrect, the student must
return to the previous space. The first student in each
group to reach the Finish wins.

See Teacher’s Resource CD, Cool Tests 1a & 1b.

Cool Clothes! T14

 Materials A mirror. Wrap-up]
Choose a volunteer to step outside of the class. Hide a
flashcard from Unit 1. Ask the student to come into the
classroom, find the flashcard and say where it is: It’s
Warm-up in the schoolbag. If the student has trouble finding the
Write a Clothing Item word as a mirror image on the board: flashcard, the class can help by saying hot and cold to
boots – stoob indicate the correct location. Repeat the activity with
jacket – tekcaj other volunteers.
gloves – sevolg
blouse – esuolb Optional Activity
Encourage students to identify the word. If they cannot, Materials Candy (1 piece per student), a container.
pass around the mirror and have students look at the Take a piece of candy from the container and give
board through the mirror. Elicit the word: boots. Do the it to a student. Say Here. Encourage the student to
same with other clothes words. say Thanks or Thank you. Then give him or her the
container. He or she should give the next student a
piece of candy, practicing the same dialogue. Continue
until all students have a piece of candy.
Class Activity
2 Complete what the children say. ✎ Assign page 13 as homework.
Have students open their books to page 15, Activity
2. Read the words in the box. Tell students to use
the words to complete what the children say. Check
answers with the class.

3 Number the sentences.

Tell students to number the sentences to form a
dialogue. Invite two students to read the dialogue
aloud. Divide the class into pairs and encourage them
to role-play the dialogue.

4 Read the sentences and color the corresponding

circles.
Read the sentences and help students with meaning
if necessary. Encourage students to reflect on their
abilities and color the corresponding circles.

COOL Read the tip for the class. Encourage them

to say the names of the clothes they put
Tip! on when they get dressed in the morning.
Invite students to talk about the clothes
they like to wear on the weekend.

T15 Cool Clothes!

 Cool reading

The Arab and His Camel

Worksheet 1

PRE-READING ACTIVITY POST-READING ACTIVITY

1 Complete the pictures. 4 Read and color the picture.
Put students into pairs, and have them complete the Have a volunteer read the instructions. Invite other
pictures. Then ask students to read the title of the volunteers to read the sentences that explain the colors
comic and say what the pictures represent: a camel, an they have to use. Then, ask different students to point
Arab man, and a tent. Have students call out what they at, or show you, the colors as you mention them (red,
know about the three pictures. Tell students that an white, yellow, brown, black, purple), and make sure
Arab is someone whose native language is Arabic. Ask everyone knows the colors. Have students complete
students if they know in which countries people speak the activity individually. Then, form pairs and have
Arabic. Tell them that people speak Arabic in many students compare their pictures. To check, ask students
countries in the Middle East and North Africa, like to tell you what colors they used to color each element
Algeria, Egypt, and Sudan. in the picture, e.g., What color is the camel’s head? What
color are the camel’s legs? Finally, invite students to show
 Read and number the pictures. their drawings to the rest of the class.
Then, have students number the pictures with their
partner. Check the answers as a class.
READING TIP:
The pictures in a comic help students understand what
happens in the story, and they give them context to
WHILE-READING ACTIVITIES understand the text. If students have difficulty with a
2 Complete the words and match them with the section of language, have them relate it to the pictures.
pictures.
Ask students to read the comic. When they have
finished, have students tell you what the story is about.
Then, draw students’ attention to Activity 2, and ask
a volunteer to read the instructions. Have students
complete the activity individually. Next, form pairs
and ask them to compare their work. Finally, have
volunteers come to the board, write the words, and
point to the relevant part of their body.
3 Match the pictures with the dialogues.
Read the instructions along with students. Then, read
the dialogues. Make sure everyone understands what
they have to do. Ask students to re-read the story, and
to complete the activity with the help of the story.
Then, form groups of three and have students compare
their work. Have volunteers read out the answers to
check. Next, have students discuss the order in which
the camel asks the questions, and what happens in the
end. Finally, as a group, discuss if you can know the
order in which the camel put his body inside the tent
by just looking at the pictures. Invite students to show
you which pictures let you know what the camel did.

T15A
 Vocabulary Body Parts: ankle, elbow, finger, hair, Wrap-up
knee, neck, shoulder, toe, tooth, waist Touch your nose. Wait for students to do the same.
Say: nose. Students should say the word. Then invite
Materials Flashcards from Unit 2. a volunteer to repeat and add a body part: nose, knee.
Continue with new volunteers, pointing to and saying
the names of body parts and adding one new part each
Warm-up time. If a student cannot remember all of the words, get
Touch your nose. Encourage students to touch their the class to help.
noses after you. Then touch your nose and touch your
arm. Have students repeat. Continue adding parts of Optional Activity
the body. Students should remember and repeat. Teach students the song Head and shoulders, knees and
toes. Touch each part of the body with both hands as
you mention it.
Class Activity Head and shoulders, knees and toes, knees and toes.
Head and shoulders, knees and toes, knees and toes.
Vocabulary Presentation 8
Eyes and ears and mouth and nose.
Display the flashcards with the words facing the Head and shoulders, knees and toes!
students. Play Track 8 and pause it after the first word:
98
finger. Invite a volunteer to select the correct flashcard, Pictionary
look at the picture, and point to the corresponding Assign page 125 as homework. Students write the
body part. Make sure all of the students can see it. vocabulary items that correspond to the pictures. They
Invite the class to repeat the word and point to the listen to the words on the Student’s CD and check their
body part on their own body. Play the next word on answers. Finally, they listen to the track again and
the track and get a new volunteer to find and present repeat the vocabulary.
the word. Continue with all of the words.
Track 98
Track 8 NARRATOR:
NARRATOR: 1. Knee
1. Finger 2. Elbow
2. Shoulder 3. Shoulder
3. Neck 4. Toe
4. Tooth 5. Neck
5. Hair 6. Hair
6. Elbow 7. Finger
7. Waist 8. Ankle
8. Knee 9. Tooth
9. Ankle 10. Waist
10. Toe

8
Oral Practice
Have students open their books to pages 137 and 139.
Ask them to attach the stickers corresponding to Unit 2
onto the Unit Opener in the order that they hear them.
Then play Track 8 again and tell students to point to
the corresponding pictures. Divide the class into pairs.
Get them to take turns saying the words and pointing
to the pictures.

Written Practice
Display the flashcards with the pictures facing the class.
Elicit the first letter of each word and write it above
the picture each time. Then tell students to write the
complete words in their notebooks. If they are not sure
of the spelling, get them to come to the front, look
at the word side of the flashcard, and write the word
correctly. Have students compare answers with a friend
to check.

Move Your Body! T17

 Vocabulary Body Parts Telling your friends when
Functional Language Orders: Don’t shout! Don’t they're wrong
jump! Don’t do that!
Focus students’ attention on COOL-2. Read what he
Materials Flashcards from Units 1 and 2, white
says aloud. Check understanding by asking what the
paper (1 sheet per student), markers, a blindfold.
kids in Activity 2 are doing wrong: shouting, jumping,
painting on the wall. Explain that it is important to tell
our friends when they’re doing something wrong.
Warm-up Encourage students to comment.
Play Remove the Card (see page viii) with Unit 1 and Unit
2 flashcards.
Wrap-up
Ask students what rules they have for their rooms at
home: Don’t eat! Don’t jump on the bed! etc. Hand out the
Class Activity white paper and the markers and have students write a
rule for their room and illustrate it.
1 Listen and write the missing letters. 8
Have students open their books to page 18, Activity 1. Optional Activity
Focus their attention on the example. Then have
Teach a song about the parts of the body to the tune
students work on their own to complete the words.
of the "Happy Birthday" song:
Play Track 8 and tell students to do the task.
Finger, ankle, neck, toe.
 Listen and check. 9 Finger, ankle, neck, toe.
Invite volunteers to spell the words aloud. Next, Finger, ankle, neck, toe.
explain that they will hear the words being spelled out Finger, ankle, neck, toe.
and that they should check their work. Play Track 9 for Sing and get students to point to the parts of the
students to check their work. body as they sing. Then invite the class to change two
words: Finger, knee, tooth, toe.
Track 9 Sing the song again, pointing to the parts of the body.
NARRATOR:
1. F-I-N-G-E-R
2. S-H-O-U-L-D-E-R ✎ Assign page 14 as homework.
3. N-E-C-K
4. T-O-O-T-H
5. H-A-I-R
6. E-L-B-O-W
7. W-A-I-S-T
8. K-N-E-E
9. A-N-K-L-E
10. T-O-E

 Match the words with the parts of the body.

Point out the example and have students match the
remaining words with the parts of the body. Check
by saying a word and getting students to point to the
corresponding parts of the body.

COOL Language
2 Listen and follow along. 10
Invite the class to look at the pictures. Ask: Do the
pictures show good situations? Play Track 10. Invite
students to follow along with the orders as they listen.
Play the track again and encourage students to repeat
the orders.
 Role-play the situations.
Divide the class into pairs and tell them to act out the
situations. Monitor and help if necessary.

Move Your Body! T18

 Grammar Have / Has with adjectives
Materials White paper (1 sheet per student).
Grammar Presentation
Verb to have + adjectives
I have
long blond hair . of the body: have. Say I and encourage students to say
She has
I have long blond hair.
She has long blond hair.
Warm-up
Display nine of the flashcards on the board. Invite
the class to identify the missing flashcard. Then
combine the flashcards and remove one more. Display
them again. Elicit the name of the missing flashcard.
Continue in the same way with all of the cards, eliciting
the new missing word each time.
Class Activity
3 Listen and write the names of the characters.
Have students open their books to page 19, Activity 3.
Invite students to look at the pictures carefully. Play
Track 11. Students should listen to the descriptions and
write the names of the characters. Check answers with
the class.
Track 11
CLOWN: Hi, I am Billy the clown. My uniform is red,
yellow, black, and blue. I have long orange
hair. I have a red nose.
This is my friend Sandy. She has brown eyes,
and she has long brown hair.
And this is Tommy. He’s my friend, too. He
has blue eyes and he has blond hair. His hair
is short.
4 Draw an ✘ through the incorrect words.
Tell students to look at the picture of COOL-2 and the
sentences. Point out the example. Then get students to
draw an ✘ through the other incorrect words. When
they finish, encourage them to compare answers with a
friend. Check the answers with the class. Refer students
to the Cool Grammar box and get volunteers to read the
sentences aloud. Elicit the verb for talking about parts
the correct form of have: have. Say she and elicit the
correct form: has.
Ask what an adjective is: a word that describes something.
Elicit the adjectives from Activity 4: short, gray, black,
green. Point out that the adjectives go before the nouns.
Wrap-up
Invite students to write a description of themselves on
a sheet of paper: I have blue eyes. I have black hair. Divide
the class into groups. Have them exchange descriptions.
Then they should take turns reading the descriptions
aloud and guessing the group member. Monitor and
help if necessary.
Optional Activity
11 Materials Old magazines, white paper (1 sheet per
pair), glue, scissors.
Divide the class into pairs and hand out the materials.
Tell students to cut out faces from the magazines.
They can mix and match the eyes and the hair of
different people and glue them onto the paper. Finally,
they should write a description on the paper. Display
students’ work around the classroom.
✎ Assign page 15 as homework.

 Unscramble the sentences.

Point to your hair and say: I have (black) hair. Write
I have on the board and invite volunteers to make
sentences about themselves: I have (brown) hair.
Encourage them to say whether they have long or
short hair. Write an example on the board: I have short
brown hair. Point to a student and say to the class: He
/ She has (brown) eyes. Write He has and She has on the
board. Encourage students to describe the person next
to them: She has (blue) eyes.
Focus students’ attention on the example. Tell them
to unscramble the other sentences. Check the answers
with the class. Finally, point out that we usually say
blond for natural yellow hair. We say yellow in number 2
because the hair is not natural.

T19 Move Your Body!

 Grammar His / Her
Materials Craft foam of different colors, tape.
Preparation Cut blue and brown eyes out of the
craft foam. Cut out hair of different colors. The
cutouts should be large enough to use with large
face drawings on the board.
Wrap-up
Materials Balloons (1 per student), glue, markers, yarn
of different colors.
Hand out the materials and help students blow up their
balloons. Invite them to draw clown faces on them
and then glue yarn on for hair. Encourage students to
describe their clown balloons: This is Bert. His hair is long
and green. His eyes are brown. His nose is big and red.

Grammar Presentation Optional Activity

Her Play Chinese Whispers (see page ix) using sentences
eyes are brown . with his and her.
His
Her eyes are brown.
His eyes are brown. ✎ Assign page 16 as homework.

Warm-up
Draw two plain faces on the board to fit the craft foam
cutouts. Tell students that one is a girl and the other
one is a boy. Invite them to name the children. Write
the names below the faces. Add hair to the girl’s face
and say: Her hair is (blond). Write the sentence on the
board and underline Her. Add eyes to the girl’s face. Say
another sentence: Her eyes are (green). Add pieces to the
boy’s face and make sentences. Underline His. Explain
that we use her to talk about a girl and his to talk about
a boy.

Class Activity
1 Listen and circle the picture being described. 12
Have students open their books to page 20, Activity 1.
Focus their attention on the pictures of the clowns.
Encourage them to think about how the clowns are
different. Then play Track 12. Tell students to listen to
the description and circle the correct picture. Check
answers with the class.

Track 12
BOY: Look at this picture. My sister is in the picture.
She’s a clown. She‘s short. She has brown eyes
and her hair is blue. She’s a happy girl.

2 Describe the clowns.

Invite students to look at the clowns and focus their
attention on the example. Point out the descriptions.
Divide students into pairs and tell them to describe the
other clowns. Monitor and help if necessary. Check the
answers with the class.

Move Your Body! T20

 Materials Construction paper, string or elastic.
Wrap-up
Have students write descriptions of their Cool Masks in
Preparation Make copies of the template of the their notebooks. Monitor and help if necessary.
mask (1 per student) from the Teacher’s Resource
CD.
Optional Activity
Materials Plasticine of different colors.
Preparation Write a description of a figure: I have a
Warm-up blue head. I have yellow eyes. I have green hair. etc.
Play I Spy (see page viii) with objects of different colors.
Distribute the materials. Read the description slowly
and have students make a plasticine figure using the
corresponding colors.
Class Activity
3 Describe the dolls. ✎ Assign page 17 as homework.
Have students open their books to page 21, Activity 3.
Invite them to look at the pictures of the dolls. Ask
which doll is a girl and which doll is a boy. Then read
the example aloud. Elicit suggestions to complete the
next sentence: red hair. Divide the class into pairs
and have them complete the description of the girl
doll. Monitor and help if necessary. Get two or three
volunteers to read their descriptions aloud. Repeat the
procedure with the description of the boy doll.

4 Make a Cool Mask!

Read the instructions aloud. Hand out the materials and
the copy of the template. Explain the instructions step
by step, demonstrating as you go along. Students make
their Cool Mask. Invite students to put on the mask and
describe themselves: I have long blond hair.

T21 Move Your Body!

 Skills Development Reading
Materials A food item (such as chocolate milk
mix) that you can eat with your hands and that
makes your hands appear dirty.
Preparation Put the food item (see Materials) on
your hands before class so that your hands appear
very dirty.
Optional Activity
Materials Small soap figures (as prizes).
Say true and false sentences about the text: You should
wash your hands for about 1 minute.
The first student to raise his or her hand and correct
the sentence wins a prize: False. You should wash your
hands for about 10 to 15 seconds. Continue with other
sentences.

Warm-up
Sit at the front of the class and eat the food item slowly ✎ Assign page 18 as homework.
until the students notice. Make sure they see how dirty
your hands are, but pretend that you do not notice.
Encourage students to say what is wrong: You have dirty
hands. / You shouldn’t eat with dirty hands.

Class Activity
1 Answer the question.
Invite students to open their books to page 22, Activity
1. Have a volunteer read the question aloud. Encourage
different students to answer.
2 Listen and write the letters. 13
Play Track 13. Tell students to follow the text as they
listen. Ask comprehension questions about the text:
What are germs? Where do germs live? What can bad germs
do? Then ask them to write the letters of the situations to
the pictures. Finally, get students to describe when and
how to wash their hands.

Wrap-up
Teach students a song to sing when they wash their
hands (to the tune of Mary Had a Little Lamb):
Soap and water wash your hands,
Wash your hands,
Wash your hands.
Soap and water wash your hands,
And wash the germs away!

Move Your Body! T22

 Skills Development Writing
Warm-up
Play Simon Says (see page ix) with affirmative and
negative orders: Simon says (jump). Don’t jump.
Optional Activity
Materials White paper (1 sheet per student).
Write Don’t do that! on the board. Hand out the paper
and get students to copy the command and illustrate
it. Finally, get volunteers to show and explain their
pictures to the class.

Class Activity ✎ Assign page 19 as homework.

3 Look and write the orders.

Have students open their books to page 23, Activity
3. Get volunteers to read the orders aloud. Then tell
students to write the appropriate orders for each scene.
Check the answers with the class.

4 Read the description and circle the corresponding

picture.
Invite a volunteer to read the description aloud. Tell
students to circle the corresponding picture. Have them
compare answers with a friend to check.

5 Draw a friend or family member and write a

description.
Tell students to draw a friend or family member and
write a description of him or her using the prompts
given. Instruct them to choose and circle the correct
pronoun at the beginning of each sentence as they
write. Divide the class into groups of three. Get the
students within each group to present their pictures
and descriptions to the other students in their group.

Wrap-up
Have students look again at the girl in Activity 4. Tell
them to write a description of her in their notebooks.
Monitor and help if necessary. Invite some volunteers
to read their descriptions to the class.

T23 Move Your Body!

 Skills Development Listening and Speaking
Warm-up
Say a letter of the alphabet and have students find
something in the classroom that starts with that letter.
Repeat the activity several times.
Class Activity
1 Listen and label the children. 14
Have students open their books to page 24, Activity 1.
Invite students to look at the pictures of the children.
Play Track 14 for students to label the children. Check
answers with the class.
Wrap-up
Tell students to choose three classmates and describe
them in their notebooks: (Gina) has brown eyes and
brown hair. (Lalo) has black hair and brown eyes. (Sara) has
blond hair and green eyes.
Optional Activity
Write have and has on the board in large letters. Divide
the class into three teams and ask one volunteer from
each team to come to the board. Say a sentence,
clapping instead of saying the verb: Tommy [clap] red
hair. The volunteers should raise their hands when
they know the correct verb. The first volunteer can
answer, pointing to the verb: has. Confirm the answer
with the rest of the class. Teams win a point for each
correct answer. Change volunteers and play the game
again. The team with the most points at the end wins.

Track 14
NARRATOR: Alex is wearing an orange T-shirt. He ✎ Assign page 20 as homework.
has short black hair. This child is a girl. Her name
is Ingrid. She has long blond hair. She’s wearing a Track 79
white blouse. 1
Marco is from Mexico. He’s wearing shorts. His eyes GIRL: His hair is short.
are brown and his hair is black. 2
Yuriko is wearing a purple dress. She has black BOY: He has a hat.
eyes. Tamara is wearing a dress. She has long black 3
hair. GIRL: She has a jacket.
Bobby is a boy from the U.S. He has blond hair and 4
blue eyes. Bobby is wearing shorts. BOY: These are your sandals.
5
 Describe the children. GIRL: He has eight fingers.
Divide the class into small groups. Have them take 6
turns describing the children: Ingrid has blond hair. BOY: That’s her blouse.
When they finish, get them to describe the children for
the other students in the group to guess:
S1: She has black hair.
S2: Tamara!

Move Your Body! T24

 Skills Development Listening and Speaking Wrap-up
Start a sentence and have students continue it.
Materials Flashcards from Units 1 and 2. T: I
S1: have
S2: brown
Warm-up S3: hair.
Display the flashcards with the pictures facing the class. Repeat the activity several times.
Say the letters of one of the words, scrambled: N-S-
E-O. Invite a volunteer to unscramble the word and
find the correct flashcard. Continue with the remaining Optional Activity
flashcards. Materials Poster paper (1 sheet per group).
Divide the class into groups of three. Hand out the
paper. Have them put their hands, feet, fingers, or
any part of the body on the paper and trace them.
Class Activity Encourage them to use their imagination and create
2 Circle ten body parts. different pictures with parts of the body, such as
Have students open their books to page 25, Activity 2. flowers using their fingers as petals. Display their work
Instruct them to circle the words that name ten parts of around the classroom.
the body. Get volunteers to list the words on
the board.
✎ Assign page 21 as homework.
3 Sing “The Action Song.” 15
Play Track 15 and invite students to sing “The Action Track 80
Song” and mime the actions. Encourage students to 1
sing along. Repeat the song several times. NARRATOR: What’s wrong?
BOY: There’s a spider under my foot!
 Write three more lines.
Instruct students to write three more lines for the song. 2
Students complete the activity on their own. Check by NARRATOR: Don’t move! There’s a spider on your
inviting volunteers to read their lines. Finally, write a shoulder!
verse on the board with the participation of the whole 3
class.
BOY: Arggh! There’s a spider in my hair.
 Sing “The Action Song.” 16 4
Play Track 16 (the karaoke version of the song) and NARRATOR: The spider is on his knee.
invite students to sing the song using the verse on the
board.

T25 Move Your Body!

 Materials photocopies of two faces (1 per
student), coins (1 per pair).
Preparation Draw two faces on a sheet of paper
and make a photocopy for each student.
Warm-up
Play Hangman (see page viii) using Body Parts
vocabulary items.
Wrap-up
Give a photocopy to each student (see Preparations).
Tell them to draw and color the first face. They should
not draw or color the second face. Divide the class into
pairs. Have students take turns describing their pictures
to their partner: It’s a boy. He has green eyes. His hair is
orange. His ears are small. His neck is long.
The partner should complete the second face according
to the description their partner gives. When both
students are finished, they should compare pictures to
check.

Class Activity Optional Activity

Tell students to write descriptions of their own faces in
1 Color the letters that make the word. their notebooks. Monitor and help if necessary.
Have students open their books to page 26, Activity 1.
Focus students’ attention on the first circle. Ask what
part of the body it shows: eyes. Tell students to color the ✎ Assign page 22 as homework.
letters to form the word eye. Students complete the rest
of the activity on their own. Check answers with the
class.

 Play Body Parts.

Divide the class into pairs and hand out the coins.
Tell students to take turns flipping the coin. For heads,
students move one space. For tails, students move two
spaces. They should make a sentence with the word
that they land on: I have ten fingers. If the sentence is
correct, that student has a right to draw the fingers for
their body in the drawing box. The first student in each
pair to finish drawing a complete body in the box wins.

See Teacher’s Resource CD, Cool Tests 2a & 2b.

Move Your Body! T26

 Materials Flashcards from Units 1 and 2.
Warm-up
Shuffle the flashcards. Choose a volunteer and show
him or her a flashcard. Invite him or her to make a
sentence or ask a question with that word:
I have two ankles.
These are my sunglasses.
Class Activity
2 Match the orders with the pictures.
Have students open their books to page 27, Activity 2.
Tell them to look at the pictures. Get volunteers to read
the texts aloud. Ask who is probably talking: Mom, Dad,
a teacher, etc. Have students match the speech bubbles
with the kids. Check answers with the class.
3 Describe one of the children.
Invite students to choose a picture and describe the
child: He has brown hair and blue eyes. Monitor and help
if necessary.
 Read a friend’s description and identify the child.
Divide the class into pairs. Tell students to read each
other’s descriptions and identify the child.
4 Read the sentences and color the corresponding
circles.
Read the sentences and help students with meaning
if necessary. Encourage students to reflect on their
abilities and color the corresponding circles.
T27 Move Your Body!
COOL Read the Cool Tip aloud. Recommend that
students write these hard-to-remember
Tip! words in the back of their notebooks.
Encourage them to write a sentence to
help them remember each word.
Wrap-up]
Make a list of the words from Units 1 and 2 that
students find difficult. Have them write them
in their notebooks.
Optional Activity
Materials Markers, white paper (2 sheets per team).
Divide the class into four teams. Hand out the paper.
Tell students to draw a picture of a face on one sheet
of paper and write a description: It’s a girl. She has
purple eyes. She has long green hair. Her nose is big. In
turns, teams describe their face for you to draw and
color on the other sheet of paper. If your face matches
the team’s face, the team wins a point. Play two
rounds. The team with the most points at the end
wins.
✎ Assign page 23 as homework.
 Cool reading

Muscles and Bones!

Worksheet 2

PRE-READING ACTIVITY READING TIP:

1 Brainstorm Bones and Muscles. Discussing prior knowledge before reading a text helps
Elicit from students the meanings of bones and muscles. set the stage for what is coming. This way, students
Then, read the instructions and ask students to write can make connections to the text from their own
everything they know about bones and muscles. Give experiences. Creating mind maps is one way these
them five minutes. Then, form groups of four, and connections can help students better understand a text.
have students complete their mind maps with their
teammates’ input. Next, have a member from each
team share their information. Write the important ideas
on the board.

WHILE-READING ACTIVITIES
2 Write the missing words.
Direct students’ attention to Activity 2. Read the
instructions along with students. Ask different
volunteers to read the sentences aloud. Then, have
students read the article and complete the activity.
Have students write down words that they don’t know.
Monitor and provide assistance. Ask students to tell
you what unknown words they wrote down, and help
them figure out the meanings. To check, ask different
volunteers to read the sentences aloud.
3 Find the words from Activity 2.
Ask students to share with the class something new
or interesting they learned from this text. Then,
direct students’ attention to Activity 3. Go over the
instructions with students. Have students identify, in
the previous activity, the words they will be searching
for. Have students complete the activity individually.
Finally, form groups of three and have students
compare their work.

POST-READING ACTIVITY
4 Draw and label four activities you do with your
bones and muscles.
Ask a volunteer to read the instructions. Have students
draw themselves doing different activities that involve
them using their bones and muscles (jumping, playing
a video game, walking, smiling, etc.). When they
finish, invite students to share their drawings with the
rest of the class. Ask them to act out their drawings, if
possible.

T27A
 Vocabulary The Circus: balloon artist, clown,
juggler, magician, puppeteer; Actions: eat, jump,
run, sleep, swim
Materials A circus poster, flashcards from Unit 3.
Preparation If a circus poster is not available,
make one by drawing a tent and writing the word
Circus at the top of the page.
Warm-up
Display the circus poster. Ask students if they are
familiar with this form of entertainment. Stick the
poster up on the board and get different volunteers to
simultaneously draw pictures or write words around it
that relate to circuses. Invite all students to participate.
Class Activity
Vocabulary Presentation 17
Attach the flashcards to the board in random order.
Play Track 17 and point to the pictures for each word.
Pause the track after each word and have students
repeat it as a group and then individually. Play the
track again and point to the words on the flashcards.
Track 17
NARRATOR:
1. Magician
2. Clown
Written Practice
Display the flashcards with the pictures facing the
students. Point to a flashcard and elicit the word. Then
turn the flashcard over to show the word. Continue
with the other flashcards.
Next, get volunteers to put the flashcards in
alphabetical order. Have students copy the words
into their notebooks and write the number of the
corresponding picture for each one from the Unit
Opener.
Wrap-up
Now play Air Write (see page viii) with The Circus
vocabulary items.
Optional Activity
Write the lyrics of this song on the board:
The circus is cool!
The circus is fun!
A lot of fun for everyone!
Look! A magician with a magic hat!
Look! Some clowns, thin and fat!
Time to eat and jump and run!
At the circus! It’s so fun!
Form groups and invite them to think of a tune to
sing this song. Encourage them to practice the song.
Finally, have several groups come to the front and
perform the song for the class.
Pictionary 99

3. Jump Assign page 126 as homework. Students write the

4. Eat vocabulary items that correspond to the pictures. Then
5. Puppeteer they listen to the words on the Student’s CD and check
6. Run their answers. Finally, they listen to the CD again and
7. Balloon artist repeat the vocabulary words.
8. Sleep
9. Swim Track 99
10. Juggler NARRATOR:
1. Puppeteer
2. Sleep
Oral Practice] 3. Clown
Have students open their books to page 139. Have 4. Swim
students attach the stickers corresponding to Unit 3 in 5. Juggler
the correct order onto the Unit Opener. Then divide the 6. Run
class into pairs. Tell them to take turns pointing to the 7. Magician
pictures to elicit the words from their friends. 8. Jump
9. Balloon artist
10. Eat

The Circus! T29

 Vocabulary The Circus, Actions
Functional Language Encouragement:
Great! Well done! You can do it! Try again!
Materials Flashcards from Units 1 through 3.
Warm-up
Have students look at the Unit Opener for a minute.
Encourage them to try to remember as much as
possible about the picture. Then instruct them to close
their books and ask them questions about
the picture:
1. How many clowns are there?
2. How many children are there?
3. What color are the balloons?
4. Is there a hot dog in the picture?
5. How many balls does the juggler have?
Key: 1. five 2. four 3. orange 4. no 5. four
Wrap-up
Play I Spy (see page viii) with the flashcards from Units
1 through 3. Attach the flashcards to the classroom
walls.
Optional Activity
Materials Old magazines, construction paper (1 half-
sheet per student).
Hand out the materials. Choose ten words from Units
1 through 3 and dictate them to students. Instruct
them to write them on the construction paper and
find a picture in the magazines to illustrate each word.
Have them glue the pictures next to the corresponding
words. They can draw pictures for words that they
cannot find.
✎ Assign page 24 as homework.

Class Activity
1 Solve the crossword puzzle.
Have students open their books to page 30, Activity 1.
Point out Picture 1 and the example. Make sure
students understand Down and Across. Tell students to
look at the pictures and solve the crossword puzzle.

 Listen and check your answers. 17

Play Track 17 and tell students to listen and check their
answers. Finally, elicit the words and get volunteers to
spell them.

COOL Language
2 Listen and follow along. 18
Invite students to look at the pictures and say what
they see: a clown, a boy. Say The boy is juggling! Play
Track 18 and have students follow along. Explain
that we can say Great! or Well done! to encourage a
person for an achievement. We say You can do it! or
Try again! to encourage a person to practice more to
reach a goal. Write achievement and goal on the board.
Help with meaning if necessary. Ask students about
their achievements and goals. Play the track again and
pause it after each phrase. Invite the class to repeat the
expressions.

The Circus! T30

 Vocabulary The Circus, Actions, Shapes: circle, Wrap-up
rectangle, square, triangle Say square and invite a volunteer to find a square shape
in the classroom and point to it. Then divide the class
Grammar Present Continuous into small groups and have them take turns identifying
Materials Flashcards from Units 1 through 3, shapes in the classroom. Monitor and
markers. help as needed.

Optional Activity
Grammar Presentation Divide the class into groups of three. Invite students to
Present Continuous look at the Unit Opener and have them write as many
He is eating . sentences as they can, describing things in the picture,
He is eating. using the present continuous. Check answers with
the class.
They are jumping .
They are jumping.
✎ Assign page 25 as homework.

Warm-up
Play Colored Circles (see page viii) with vocabulary words
from Units 1 through 3.

Class Activity

3 Listen and mark (✔) the pictures. 19

Have students open their books to page 31, Activity 3.
Tell them to look at the sets of pictures carefully. Ask
who the people are: a puppeteer, magicians, a juggler. Play
Track 19 and have students mark the corresponding
picture in each set. Get students to compare answers
with a friend to check.

Track 19
NARRATOR:
1. Look! The puppeteer is sleeping! She is
sleeping!
2. Look! The magicians are running! They are
running!
3. Look! The juggler is eating! He is eating!

 Label the extra pictures.

Have students work on their own to read the sentences
and write the letters next to the pictures. Check
answers with the class.

4 Match the shapes with the phrases.

Focus students’ attention on the example. Have them
point to the shape and then follow the line and match
it with the phrase.
Ask students to draw lines to match the rest of the
shapes with the shape names.

 Listen and check your answers. 20

Play Track 20 and invite students to check their
answers. Play the track again and get them to repeat
the names of the shapes.

Track 20
NARRATOR:
1. A triangle, a triangle
2. A square, a square
3. A rectangle, a rectangle
4. A circle, a circle

T31 The Circus!

  Complete the sentences.
Vocabulary The Circus, Shapes, Actions: listen to
Tell students to look at the picture and complete the
music, read
sentences. Check the answers with the class.
Grammar Present Continuous

Wrap-up
Grammar Presentation Play Tic-Tac-Toe (see page viii). Students must say a
sentence in the Present Continuous in order to be able
Present Continuous
to mark a space in the grid.
I’m listening to music .
I’m listening to music.
Optional Activity
She’s jumping . Materials Index cards (1 per student).
She’s jumping. Preparation Write a verb on each index card: swim,
write, read, run, play, etc. Use verbs that the students
They’re swimming . know.
They’re swimming.
Divide the class into three groups and have them
stand in circles. Hand out the index cards. Tell students
Warm-up not to show their index cards to anyone. Then have
Play Use Mime (see page ix). Have students use the students take turns miming the action for the group to
new vocabulary to form sentences in the Present guess. If a student does not know the verb, he or she
Continuous: He is sleeping. can exchange cards with another student. The other
student cannot say the action. Play until all students
have participated.

Class Activity
1 Complete the sentences.
✎ Assign page 26 as homework.
Have students open their books to page 32, Activity 1.
Tell them to look at the girl. Elicit the verb: jump. Invite
a volunteer to complete the sentence: I am jumping.
Have students look at the picture of the man and the
girl and elicit the verb: is. Then tell students to complete
the rest of the sentences using the words in the box.
Check answers with the class.

 Find the shapes in the pictures.

Divide the class into pairs and invite students to look
at the pictures again. Tell them to find and point to
the shapes. They should say the name of each shape:
triangle, square, etc.
Next, refer students to the Cool Grammar box. Invite
volunteers to read the examples aloud. Explain that we
say I’m or I am with the verb to talk about ourselves.
Give an example: I’m teaching. We use is or ’s before the
verb to talk about another person. We use are or ’re to
talk about more than one other person. We always use
the ing ending with the verb in the Present Continuous.
2 Write am or is.
Instruct students to look at the picture and complete
the sentences using am and is. Invite volunteers to read
the sentences aloud.

The Circus! T32

 Vocabulary Toys: action figure, ball, doll, kite,
teddy bear, train
Grammar Present Continuous
Materials Flashcards from Unit 3, colored string,
watercolors, construction paper (2 sheets per
student).
Optional Activity
Divide the class into small groups. Have them describe
their pictures: The red clown is running. The blue clown is
eating a hot dog.
✎ Assign page 27 as homework.

Warm-up
Attach the flashcards to the board with the pictures
facing the students. Choose one and spell the word:
C-L-O-W-N. Have students point to the correct flashcard.
Repeat the activity several times. After you’ve spelled
the first couple of words, invite volunteers to spell the
words for the class to guess.

Class Activity
3 Write sentences about the picture.
Have students open their books to page 33, Activity 3.
Tell a student to read the example aloud. Have students
find the doll in the picture. Elicit the names of other
toys in the picture: kite, train, ball, action figure, etc.
Then divide the class into pairs and have them write
sentences to describe the other toys and their actions.
Check answers with the class.

4 Make Fingerprint Balloons.

Read the instructions aloud. Hand out the materials and
explain to students what they have to do, demonstrating
as you go along. Students make their fingerprint balloons
on one sheet of the construction paper.
Invite them to describe their balloons:
My balloons are yellow, red, and green. Display their work
around the classroom.

Wrap-up
Invite students to make, on the other sheet of
construction paper, fingerprint clowns with watercolors.
Have them draw the faces and details with markers.
Encourage them to make the clowns doing something:
running, eating a hot dog, etc.

T33 The Circus!

 
Skills Development Reading
Materials Flashcards from Units 1 through 3,
a small ball.
Preparation Photocopy Activity 2 from this page
and enlarge it. Erase some of the words. Make
a copy for each student.
Warm-up
Display the picture side of a flashcard. Toss a ball to a
student and ask him or her to spell the word. Have him
or her make a sentence about it: I have red shorts. Then
display a different flashcard. The student tosses the ball
to a classmate and repeats the activity. Repeat until all
students have participated.
Write T (True) or F (False).
Have students read the sentences and decide whether
they are true or false. Tell them to write T or F on the
lines. Check the answers with the class.
21
Wrap-up
Have students close their books. Give each student one
of the copies (see Preparation). Play Track 21 again and
get students to complete the lines. Elicit the answers.
Then have students open their books and look at
Activity 2 to check.
Optional Activity
Play Memory (see page viii) with the flashcards from
Units 1 through 3.

✎ Assign page 28 as homework.

Class Activity
1 Write S (Student) or T (Teacher).
Have students open their books to page 34, Activity 1.
Focus their attention on the expressions. Read the first
expression aloud and ask who says it: a teacher. Tell
students to write T on the line. Do the same with the
rest of the expressions. Help with meaning
if necessary.

2 Listen and follow the story. 21

Read the title of the story aloud. Play Track 21
and tell students to follow along with the story.
Then ask what COOL-2 is doing: He’s reading. He’s
writing. He’s speaking English. Ask students what is
difficult for COOL-2: reading, writing. Say That’s OK.
Point out that he does not stop trying. Play the track
again and pause it after each line. Get students to
repeat the lines.

The Circus! T34

 Skills Development Writing
Warm-up
Choose a volunteer to come to the board. Whisper a
word into the student’s ear and tell him or her to draw
a picture of the word on the board and have the class
guess what it is. Repeat the activity several times.
Class Activity
3 Decode the sentences.
Have students open their books to page 35, Activity
3. Say yellow square. Elicit the corresponding word:
magician. Say blue rectangle and elicit the word: a. Then
refer the class to the first sentence. Decode it together.
Divide the class into pairs and have them decode the
rest of the sentences. Check answers with the class.
Wrap-up
Divide the class into teams of three. Invite students to
look at the picture in Activity 3 again and close their
books. They should write as many sentences as they
can about the picture. Time them. The team with the
most correct sentences wins.
Optional Activity
Materials Colored pencils, white paper (1 half-sheet
per student).
Hand out the materials and tell students to write
two sentences using the code from Activity 3. The
sentences do not need to describe the scene on page
35. When they finish, assign pairs and have them
decode each other’s sentences. Finally, get them to
draw a picture to illustrate their friend’s sentences.
✎ Assign page 29 as homework.

 Write two more sentences.

In their pairs, have students write two more sentences
to describe the scene. Monitor and help as needed.
Finally, invite some volunteers to read their sentences
aloud.

T35 The Circus!


Skills Development Listening and Speaking
Materials Flashcards from Units 1 through 3.
Preparation Hide the flashcards around the
classroom. The flashcards should be in, on, and
under things.
Warm-up
Ask students to find the flashcards that you’ve hidden.
Practice the prepositions in, on, and under:
T: Where are the sunglasses?
S1: They’re in the schoolbag.
Repeat with the rest of the flashcards.
Class Activity
1 Listen and number the pictures. 22
Have students open their books to page 36, Activity 1.
Focus their attention on the pictures. Ask them who
the characters are: A juggler, a clown, and the ringmaster.
Explain that the ringmaster is the director of the circus.
Point out the picture that has already been numbered 1
for them and ask what is happening
in that picture: The clown is reading. The juggler has four
books.
Play Track 22. Invite students to listen and point to the
pictures as they hear them. Play the track again for
students to number the pictures. Check the answers
with the class.
play the dialogue. They can also change the dialogue
and talk about different objects.
Asking for permission
Read what the girl says aloud. Clarify the words
students do not understand. Ask them why it is bad
to take another person’s possessions without asking.
Encourage students to give examples. Remind them
that we should treat other people well. We all want
other people to respect our possessions. That respect
protects our friendships.
Wrap-up
Write the following list and sentences on the board:
book has happy juggling reading wants
1. Mr. Clown is __________ a book.
2. Mr. Juggler wants the __________.
3. Now he ___________ five books.
4. Mr. Juggler is __________ the books.
5. Mr. Clown _________ his book.
6. Now Mr. Clown is __________.
Invite students to read the sentences about the pictures
in Activity 1. They should write the word to complete
each sentence in their notebooks. Check answers with
the class.
Key: 1. reading 2. book 3. has 4. juggling 5. wants
6. happy

Track 22
Optional Activity
1
Play Musical Dictation (see page ix) with the text from
JUGGLER: Hi, Mr. Clown. Activity 2, page 34.
CLOWN: Hi, Mr. Juggler.
2
JUGGLER: Are you reading, Mr. Clown?
✎ Assign page 30 as homework.

CLOWN: Yes, I am reading. Track 81

3 NARRATOR: 1. Where’s Grandpa?
JUGGLER: Give me your book. BOY: He’s in the living room.
CLOWN: Hey! NARRATOR: What’s he doing?
4 BOY: He’s reading a book.
JUGGLER: Look! One book… two books… three NARRATOR: 2. Where’s Sister?
books… four books… BOY: She’s in her bedroom.
CLOWN: Hey! That’s my book! Don’t do that! NARRATOR: What’s she doing?
JUGGLER: Five books! BOY: She’s listening to music.
5 NARRATOR: 3. Where’s Dad?
RINGMASTER: Hey, Juggler! Give the books back to BOY: He’s in the garage.
Mr. Clown! NARRATOR: What’s he doing?
JUGGLER: I’m sorry. BOY: He’s washing his car.
 Circle the right words. NARRATOR: 4. Where’s Mom?
Invite students to read the sentences and circle the right BOY: She’s in the kitchen.
word in each. Get volunteers to read the sentences NARRATOR: What’s she doing?
aloud.
BOY: She’s eating a sandwich.
2 Role-play the dialogue.
Invite two students to read the dialogue aloud. Ask
students why the boy is angry: The other boy has his
pencil. Then divide the class into pairs. Tell them to role-
The Circus! T36
 Skills Development Listening
Warm-up
Divide the class into two teams. Invite a volunteer from
each team to come to the front. Give the volunteers
two words and instruct them to write a sentence using
both of the words: eat / sandwich. The first student to
write a correct sentence wins a point for his or her
team: He is eating a sandwich. Repeat the activity several
times. The team with the most points wins.
Class Activity
3 Listen and repeat the sentences. 23
Have students open their books to page 37, Activity 3.
Focus their attention on the sentences. Play Track 23
and have them repeat the sentences as a group and
individually.
4 Listen and fill in the blanks. 24
Invite students to read the rap in silence. Explain
anything that they don´t understand. Then play Track
24 and tell them to listen and fill in the blanks. Check
the answers with the class.
Wrap-up
Write the following words on the board in random
order: juice, juggler, jumping, jazz, jacket, jelly, magic,
orange. Include words that do not have the j sound:
play, like, dog, cheese, etc. Invite volunteers to choose
words for the class to say. Then get the volunteers to
circle the words with the j sound.
✎ Assign page 31 as homework.
Track 82
NARRATOR: There are three triangles. They’re running.
Color them gray.
There are two squares. They’re sleeping. Color
them yellow.
There are five rectangles. They’re eating. Color
them green.
There’s one triangle. It’s swimming. Color it
purple.
There are six circles. They’re jumping. Color
them orange.

 Sing “Rap a Rap!” 24

Play Track 24 and invite students to sing it. Repeat the
song several times.

T37 The Circus!

 Materials Coins (1 per pair). Wrap-up
Hand out the photocopies (see Preparation) and have
Preparation Write eight sentences in the Present students rewrite the sentences and correct the mistakes.
Continuous with grammar mistakes: I writing in my Check answers with the class.
notebook. He are jumping. etc. Make one photocopy
for each pair of students.
Optional Activity
Play Climb the Tower (see page ix) with the incorrect
24
sentences from the wrap-up activity.
Warm-up
Play Track 24 and get students to sing “Rap a Rap!”
Play the track again and encourage them to sing along
without looking at the words. Make up a gesture for
✎ Assign page 32 as homework.
each line and have them do the gestures as they sing.

Class Activity
1 Write the missing letters.
Have students open their books to page 38, Activity 1.
Invite them to look at the pictures and write the
missing letters in each word.

 Play the Circus Game.

Divide the class into pairs and distribute the coins. Tell
students to take turns flipping the coin. If the coin shows
heads, they follow the arrows and move one space. If
the coin shows tails, they move two spaces. To stay on
the space they land on, students must make a correct
sentence with the word: (The frog is jumping). Otherwise,
they have to go back to where they started their turn.
The first student to get to the last picture (swim) wins.

See Teacher’s Resource CD, Cool Tests 3a & 3b.

The Circus! T38

 Materials Cardboard or construction paper, paper
clips.
Preparation Make a set of shapes for each group
with the cardboard or construction paper. Include
more than one of each shape (triangles, squares,
rectangles, and circles). There should be enough
shapes so that students can form simple figures by
arranging the shapes. Put a paper clip on each set.
Warm-up
Show the cardboard shapes and elicit the names. Then
divide the class into groups and distribute the sets of
shapes. Tell students to form a figure using the shapes:
Make a dog. Give students time to form the figure.
Accept all answers. Play again with different figures.
Class Activity
2 Correct the sentences.
Have students open their books to page 39, Activity 2.
Tell them to look at the pictures and the corresponding
sentences. Ask if the first sentence is true: No. Ask what
the puppeteer is doing: He’s jumping. Get students to
write the answer on the line. Then have them look and
correct the other sentences. Check answers with the
class.
T39 The Circus!
3 Read the sentences and color the corresponding
circles.
Read the sentences and help students with
comprehension if necessary. Encourage students to
reflect on their abilities and color the corresponding
circles.
COOL Read the Cool Tip aloud. Write patience
and practice on the board and encourage
Tip! students to give examples of situations
when they need patience or when they
need to practice something.
Wrap-up]
Now play Bingo (see page viii) using The Circus
vocabulary words.
Optional Activity
Materials Coins (1 per pair).
Preparation Practice the magic trick described below.
Show students a coin. Hold it in your hand, between
your thumb and your finger. Invite a volunteer to
stand in front of you. Tell him or her to hold out his
or her hand with the palm facing up. Tell the student
to take the coin when you say three.
Hold the coin above your head. Lower it to the
student’s hand and say one. Hold the coin above your
head again. Lower it to the student´s hand and say
two. Hold the coin above your head. Drop it quickly
onto your head. Lower your hand and say three. The
student will try to take the coin, but it will not be
in your hand. Then distribute the coins and teach
students the steps of the magic trick. Encourage them
to practice and perform their magic trick at home.
✎ Assign page 33 as homework.
 Cool reading

Why the Sea Is Salty

Worksheet 3

PRE-READING ACTIVITY 3 Write what Krog and Klaus are doing.

Write the word Myth on the board. Ask students if they
know what a myth is. Explain to students that a myth
is a story that people used to explain things in the
world, like why there are stars in the sky, why it rains,
or why the sky turns different colors when the sun sets.
Today, science helps us understand why these things
happen, but before there was modern science, people
created myths to help them understand nature.
Then, ask students to open their books to page 20 and
read the title. Have students quickly scan the comic and
predict what it is about.
Divide the class into two teams. Play charades. Ask
one member from each team to come to the front,
whisper one action verb to the students (the same
action verb for both teams), and have them act it
out. The first team to guess the action gets a point.
Repeat three to five times with different action verbs.
Next, direct students’ attention to Activity 3. Read the
instructions and have students complete the activity
individually. Then, form pairs and have them compare
their answers. To check, ask volunteers to tell you what
Klaus and Krog are doing.

WHILE-READING ACTIVITIES POST-READING ACTIVITY

1 Match the pictures with the words. 4 Connect the dots and color the picture.
Have students read the comic. Tell them to use a Ask a volunteer to read the instructions. Have students
dictionary to look up words they don’t know. Monitor complete the activity individually. Finally, ask students
and provide assistance. Then, ask students to tell you what is in the picture (the mill), and where the mill is
the names of the two main characters (Klaus and (under the sea). Ask them if they know why the sea
Krog). Have students retell the story, and use ideas really is salty.
from different students. Ask them if the story explains
something about the world, like a myth. Next, draw
students’ attention to Activity 1. Read the instructions READING TIP:
along with students. Ask some volunteers to read the Teach students to make educated guesses about the
words. Have students complete the activity individually. meanings of words they don’t know. They can take
Then, form pairs and have them compare their clues from the words that surround it, and if they need
answers. to, students can use a dictionary to find the meanings
2 Complete the sentences and color the of words they don’t know.
characters.
Read the comic again with students. Stop after every
page and ask students questions, for example, on page
20, What color is Klaus’s hair?, What color are his eyes?,
What color are his clothes?, on page 21 the same questions
but about the old man, on page 22 questions about
the mill, on page 23 questions about Krog, on page 24
questions about the boat, and on page 25 questions
about what is under the sea.
Then, read the instructions to Activity 2 along with
students. Ask different volunteers to read the words in
the box and the sentences. Have students complete the
activity individually. Next, form groups of three and ask
them to compare their work. To check, have volunteers
come to the board, write the sentences, and say the
colors they used.

T39A
 Vocabulary Insects: ant, bee, beetle, butterfly,
cockroach, fly, grasshopper, ladybug, mosquito, wasp
Materials A jar with a lid, live insects (insects
that do not sting), white paper (1 half-sheet per
student).
Preparation Punch holes in the lid of the jar.
Put a piece of apple in the jar and set it outside
without the lid. After some insects enter the jar,
close the lid.
Warm-up
Display the jar of insects. Invite students to look at it
and hold it (under close supervision). Encourage them
to ask questions about the insects: What are they? Where
are they from? Why do you have them?
Written Practice
Display the flashcards with the words facing the
students. Spell a word letter by letter: A-N-T.
Encourage students to say the word: ant. Then divide
the class into pairs and tell them to write the words in
their notebooks in alphabetical order. Check by getting
volunteers to put the flashcards
in alphabetical order.
Wrap-up
Teach students this song (to the tune of “Ten Little
Indians”).
One little, two little, three little butterflies.
Four little, five little, six little butterflies,
Seven little, eight little, nine little butterflies.
Ten little butterflies fly away home!
Sing the song again with beetles or ladybugs.

Class Activity Optional Activity

Vocabulary Presentation 25
Attach the flashcards to the classroom walls so that
students can turn them to see both sides. Invite the
class to stand up. Have students look at the flashcards
and try to remember the words. Play Track 25 and
Invite students to make a drawing of their favorite
insect. Encourage them to draw a group of them, not
just one. When they finish, get them to show their
drawings to a friend: Look! Five ladybugs!
Pictionary 100

pause it after the first word. Ask a volunteer to find the Assign page 127 as homework. Students write the
corresponding flashcard. Repeat the word and show vocabulary items that correspond to the pictures. They
the flashcard to the class. Do the same with the rest of listen to the words on the Student’s CD and check their
the words. Play the track again for students to repeat answers. Finally, they listen to the track again and repeat
the words in chorus as you show the corresponding the vocabulary.
flashcards, front and back.
Track 100
Track 25 NARRATOR:
NARRATOR: 1. Wasp
1. Ladybug 2. Butterfly
2. Fly 3. Beetle
3. Bee 4. Cockroach
4. Wasp 5. Grasshopper
5. Butterfly 6. Ladybug
6. Mosquito 7. Ant
7. Grasshopper 8. Mosquito
8. Ant 9. Bee
9. Cockroach 10. Fly
10. Beetle

Oral Practice
Have students open their books to page 141. Have
students attach the stickers corresponding to Unit 4 in
the correct order onto the Unit Opener. Then divide the
class into pairs. Tell them to take turns pointing to the
pictures to elicit the words.

Insect Life! T41

 Vocabulary Insects
Functional Language Giving Opinions:
It’s beautiful! It’s cute! It’s nice. No, it’s horrible!
Materials Flashcards from Unit 5.
Warm-up
Display five flashcards. Say six Insect words, including
the five that are on the flashcards. Students should
listen and identify the extra word. Shuffle the
flashcards and play the game again.
1 Listen and unscramble the words. 25
Have students open their books to page 42, Activity 1.
Focus their attention on the example. Play Track 25.
Tell students to listen and use the letters to write the
word. Play the rest of the words. Check answers with
the class.
Optional Activity
Materials Construction paper (1 sheet per student),
pipe cleaners of different colors, tissue paper of
different colors, glue.
Draw a puppy on the board and elicit expressions of
opinion about it: It’s cute! / It’s nice. Do the same with
a spider and a butterfly. Then hand out the materials.
Tell students to make shapes with the pipe cleaners.
They can glue the different materials together to form
a bug or an insect. When they finish, they should
write an expression on the paper: It’s (beautiful)!
Display the pictures around the classroom after they
dry.
✎ Assign page 34 as homework.

COOL Language
2 Listen and follow along. 26
Have students look at the pictures and mention what
insects the children are looking at: A butterfly, a ladybug,
and a beetle. Ask students whether they like those
insects.
Play Track 26. Invite students to follow along in their
books. Then ask: Does she like the butterfly? Does she like
the beetle? etc. Help with meaning if necessary. Divide
the class into four groups. Assign a role to each group.
Play the track again and pause it after each expression.
Have groups repeat the expressions.

Wrap-up
Divide the class into groups of three. Tell them to take
turns pointing to an insect on the page. The other
students in the group give their opinion of the insect:
It’s (nice).

Insect Life! T42

 4 Count the insects and write sentences with There are.
Vocabulary Numbers 11-20
Materials Candy (1 piece per student), a paper
bag.
Preparation Subtract 20 from the total number of
students in the class. Put that number of pieces of
candy in the bag before class. Set aside 20 pieces of
candy to add to the bag during class.
Invite the class to look at the first group of insects. Ask
what kind of insects they are: They’re flies. Tell them
to count the flies. Elicit the number: fourteen. Have
students write There are fourteen flies. on the line. Then
get them to count the ants and the bees. Check the
number with the class. After that, tell them to write the
sentences. Finally, invite two volunteers to write the
sentences on the board to check.

Warm-up
Show students the candy and the bag. Do not reveal
that there is already candy in the bag. Hold up one
piece and say: one. Put the piece in the paper bag. Hold
up another piece of candy and say two. Put the candy in
the bag. Hold up the next piece and elicit the number
three. Continue until you reach the number ten. Set the
bag aside and explain that the class has to learn the
numbers to get the candy.
Class Activity
3 Read and match.
Have students open their books to page 43, Activity 3.
Point out the example and say eleven. Say the numbers
from eleven to twenty. Tell students to point to the
numbers in the book. Then have them draw a line from
the word form of each number to the digit form of each
number. Check by writing the number on the board to
elicit the word form: 14.
SS: Fourteen.
Wrap-up
Focus students’ attention on the bag of candy. Ask how
many pieces of candy there are in the bag: ten. Hold up
the next piece and elicit the number: eleven. Continue
until you reach the number twenty. Ask students how
many pieces of candy there are in the bag: twenty. (This
is not true, but allow them to think that it is true.)
Pass around the bag. Each student says a number and
takes a piece of candy. After twenty, begin the count
again. If students notice that there was extra candy, say
that you are also a magician.
Optional Activity
Materials White paper (1 half-sheet per student).
Hand out the paper and tell students to draw
a group of insects on the paper. They can draw any
number of insects between eleven and twenty.
Divide the class into pairs. Get them to exchange
pictures. Students should count the insects and say
how many there are: There are (eighteen) (mosquitoes).

Track 27 ✎ Assign page 35 as homework.

NARRATOR:
Eleven
Twelve
Thirteen
Fourteen
Fifteen
Sixteen
Seventeen
Eighteen
Nineteen
Twenty

 Trace the words.

Tell students to trace the word forms of the numbers.
Explain that the words help us to remember the names
of the numbers in English. We often see number words
in books or magazine articles.

 Listen and repeat the numbers. 27

Play Track 27 for students to listen and repeat the
numbers.

T43 Insect Life!

 Vocabulary dogs, hamsters, spiders, rabbits; Wrap-up
Numbers 11-20 Play Spelling Bee (see page viii) with Numbers 11-20.

Warm-up
Have students count off from one to twenty. After twenty,
they start again with one. Tell students to write their
numbers in their notebooks. Ask students with a one in
their number to stand up. Ask: Does fifteen have a one in it?
SS: Yes.
The students who are standing should sit down. Next,
get students with a two in their number to stand up.
Continue with other numbers, saying the numbers
quickly.
Class Activity
1 Listen and circle the correct number of animals. 28
Invite students to open their books to page 44, Activity 1.
Elicit the names of the animals in the pictures: dogs,
hamsters, spiders, rabbits. Then play Track 28 and have
students listen for the correct number of each animal.
Play the track again and get them to circle the animals.
Elicit the number of each animal.
Optional Activity
Materials Poster paper, white paper (1 sheet per
student), glue.
Stick the poster paper on the board and divide the
class into four groups, some with a few students and
some with many students. Assign each group an
animal or insect and hand out the materials. Each
student in the group should draw the animal that has
been assigned to their group on their paper and cut
it out. They should color it and glue it to the poster
paper. Get them to sit down. Ask How many (cats) are
there? Elicit the answer. Then get volunteers to ask
about the other animals or insects.
✎ Assign page 36 as homework.

Track 28
GIRL: How many dogs are there?
BOY: There are nine dogs in the living room.
GIRL: Oh, hamsters! How many hamsters are there?
BOY: There are twelve hamsters. Look! They’re in
my bedroom.
GIRL: Do you like spiders?
BOY: Yes, I have fourteen spiders.
GIRL: Fourteen!
Boy: Yes. Look! They’re in the kitchen.
GIRL: Are there rabbits in the garden?
BOY: Yes, there are five of them. Look! There are five
rabbits in the garden.

 Write the dialogues.

Focus students’ attention on the example. Invite a
volunteer to read the question aloud. Elicit the answer:
There are nine dogs. Have students write the answer
on the line. Elicit a question for picture 2: How many
hamsters are there?
Divide the class into pairs and tell them to write the
questions and answers for each picture. Monitor and
help as needed. When they finish, have them read the
dialogues aloud.

Insect Life! T44

 Vocabulary Clothing Items, Numbers 11-20 Wrap-up
Invite volunteers to suggest numbers for math problems
Materials Modeling clay in different colors. for the class to solve:
S1: Eleven
T: plus…
Warm-up S2: Three
Play Musical Dictation (see page ix) with invented T: equals…
phone numbers. SS: Fourteen!

Class Activity
2 Decode the numbers.
Have students open their books to page 45, Activity 2.
Elicit the names of the objects in the pictures: skirt, T-shirt,
shoe, etc. Refer students to the code and the example.
Explain that the cap means nine and the jeans mean
seven. Elicit the numbers for the next math problem: eight,
eight. Tell students to decode the rest of the problems.
Check answers with the class.
Optional Activity
Materials Construction paper (1 sheet per student),
dried pasta of different types, glue.
Hand out the materials. Tell students to glue the pasta
onto the construction paper to form numbers in a
math problem. Let the pictures dry. Display them
around the classroom and invite volunteers to read
the math problems aloud.
✎ Assign page 37 as homework.

 Solve the math problems in your notebook.

Invite students to solve the math problems in their
notebooks. Check answers with the class.
Key 1.16 2.16 3.11 4.12

3 Write four more math problems.

Instruct students to write four more math problems
using numbers from 1 to 10.

 Solve your friend’s math problems.

Invite two volunteers to read the examples aloud.
Divide the class into pairs. Have students exchange
books with their friend. They should solve the math
problems. Monitor and help as needed.

4 Make Cool Insects.

Read the instructions aloud. Hand out the materials
and explain to students what they have to do,
demonstrating as you go along. Students make their
Cool Insects. Encourage them to count how many insects
of the same kind there are in the class and report their
findings: There are (eight) (ladybugs). There are (eleven)
(ants).

T45 Insect Life!

 Skills Development Reading
Warm-up
Play Use Mime (see page ix) with the opinion
expressions: It’s cute. You can whisper the expressions
into the ears of the volunteers.
Class Activity
1 Answer the questions with a friend.
Divide the class into pairs and have them open their
books to page 46, Activity 1. Tell them to answer the
questions. Monitor and help as needed.
Wrap-up
Divide the class into groups of four and have them act
out the story. Two of the students can play the two
lions; first they should act the way Andy imagines them
to, and then they can become Doris’s actual, small, cute
lions. Invite one group to act out the story for the class.
29
Optional Activity
Preparation Photocopy the story and white out
the adjectives and numbers in the text. Make one
photocopy for each student.
Hand out the photocopies and have students close
their books. Play Track 29 again for them to complete
the text. When they finish, invite them to look at page
46 to check.

2 Listen and follow the story. 29 ✎ Assign page 38 as homework.

Focus students’ attention on the story’s title and ask
them to guess what the story is about. Accept all
answers.
Play Track 29. Invite students to follow the story and
point to the speech bubbles as they listen. When the
story is finished, encourage students to comment
on their guesses about the title. Divide the class into
two groups and assign each group a character from
the story. Play the track again and pause it after each
exchange for students to repeat the expressions. Then
have them switch roles.
Finally, ask comprehension questions: What is the boy’s
name? Who is his friend? Who has lions?
Key Andy, Doris, Doris

 Unscramble the sentences.

Instruct students to unscramble the sentences. Ask
volunteers to read the sentences aloud.

Insect Life! T46

 Skills Development Writing
Materials A non-transparent bag, school objects
(several of each).
Preparation Note the number and color of each
of the school objects. Put the objects in the bag.
Warm-up
Write What? How many? and What color? on the board.
Show the bag and shake it so that the students can
hear the items in the bag. Invite volunteers to put their
hands into the bag and feel the objects. They should
guess what the objects are. Write the guesses under
What? on the board. Get other volunteers to guess the
number of each type of object and note it on the board.
Next, invite volunteers to suggest colors for the objects.
Finally, empty the bag so that students can see the
objects. Correct the information on the board.
Wrap-up
Now play Chinese Whispers (see page ix) with sentences
about numbers and colors: There are eleven purple
butterflies.
Optional Activity
Preparation Draw different bugs on a sheet of paper.
Make one photocopy for each student to color.
Hand out the photocopies and tell students to color
the bugs according to what you say. Then describe
one of the bugs and tell students which color to use:
It has eight legs. Color it yellow. Continue with all of the
bugs. Have students compare answers with a friend to
check.
✎ Assign page 39 as homework.

Class Activity
3 Complete the chart.
Invite students to open their books to page 47, Activity 3.
Get them to name the bugs in the picture. Then focus
students’ attention on the chart and the example.
Instruct students to look at the picture and complete
the chart. Check answers with the class.

 Write about the bugs.

Read the example sentences aloud and point out the
connection to the information in the chart. Divide the
class into pairs and tell them to choose two other bugs
from the chart. Then they should write sentences using
the information. Finally, invite volunteers to read their
sentences aloud.

T47 Insect Life!

 Skills Development Listening and Speaking
Warm-up
Tell students that you are going to practice pronunciation.
Say mee-mee-mee. Get students to repeat after you. Now
change the sound: bee-bee-bee. Continue changing the
consonant sounds: vee, tee, nee. If time allows, continue,
this time changing the vowel sounds: mo-mo-mo.
Expressing your opinion
Read the speech bubble aloud. Explain that everybody
has the right to express their opinions, even if they
are different, as long as they do it with respect. They
should listen to other people’s opinions. Ask students
if it is easy or difficult for them to listen to other
opinions. Ask them if it is easy or difficult for them to
express their opinions.

Class Activity
1 Listen and buzz like a bee. 30
Have students open their books to page 48, Activity 1.
Play Track 30 and invite students to buzz like a bee.
2 Listen and circle the /z/ sounds. 31
Write the rhyme on the board. Play Track 31. Students
follow the rhyme as they listen. Have them circle the
/z/ sounds. Play the track again for them to check.
Check answers by getting volunteers to circle the /z/
sounds on the board.
Wrap-up
Now play Simon Says (see page ix). Use sentences with
adjectives: Simon says…be a beautiful spider.
Optional Activity
Materials Construction paper (1 sheet per student),
paint, glitter.
Hand out the materials and have students write a
sentence on the construction paper about a bug or an
insect: Ants are cute. Then have them paint a picture
to illustrate their sentence. They can decorate the bug
or insect with glitter. Display the pictures around the
classroom.

 Repeat the rhyme. 31

Play the track again. Invite students to repeat the ✎ Assign page 40 as homework.
rhyme. Play the track several times. Mime the actions
in the rhyme for students to imitate you as they repeat Track 83
the rhyme. NARRATOR:
a. eight
3 Match the words with the insects. b. thirteen
Have students read the words and look at the pictures c. fourteen
of the insects. Invite them to match the pictures with d. nine
the words according to their opinions. Explain that e. twenty
there are multiple correct answers. f. six

 Tell a friend your opinion.

Invite a pair of volunteers to read the dialogue aloud.
Divide the class into pairs and tell them to talk about
their opinions in the same way. Monitor and help as
needed.

Insect Life! T48


Skills Development Listening and Speaking
Materials Paper plates (1 per student), markers,
string.
Warm-up
Play Memory (see page viii) with Insect vocabulary items.
Class Activity
4 Match the words with the parts of the grasshopper.
Ask students to open their books to page 49, Activity 4.
Invite them to study the grasshopper and match the
words with the parts of the grasshopper’s body. Have
students compare answers with a friend to check.
5 Listen to the song and number the verses. 32
Read the title aloud and show students how to wiggle.
Tell them to read the song in silence. Explain the
meaning of the words they do not understand. Play
Track 32 and have them number the verses. Check the
answers with the class.
 Sing “Wiggle, Wiggle”. 32
Play Track 32 and invite students to sing along, doing
the actions as they sing about them. Repeat the song
several times.
T49 Insect Life!
32
Wrap-up
Hand out the materials and help students to cut eye
holes out of the paper plates. Then get them to draw
an insect face on their paper plate, using the markers.
Finally, staple string to each plate so that students can
wear their plates as masks. Play Track 32 again. Have
students sing “Wiggle, Wiggle” with their masks on.
Optional Activity
Materials Photos or magazine cutouts of insects.
Pass around the photos and elicit the names of the
insects. Have students find the head, legs, and body
of each insect, and then pass the photos to the next
student.
✎ Assign page 41 as homework.
Track 84
1
BOY: I’m Mike. I’m wearing a yellow cap, a brown
T-shirt, green shorts, and brown tennis shoes.
2
GIRL: I’m Andrea. I’m wearing an orange hat, a
white blouse, blue jeans, and black sandals.
 Materials Paper clips (1 per pair). Wrap-up
Invite students to write sentences about three of the
sets of objects in the Number Game in their notebooks:
There are eighteen squares.
Warm-up
Say the numbers from one to twenty with the class. Then
say them backwards, from twenty to one. After that, get
Optional Activity
Divide the class into pairs and have them count the
individual students to say a number, still counting from
different insects in the Unit Opener. They should write
one to twenty:
the numbers in their notebooks. Elicit sentences to
S1: one,
check: There are twelve ladybugs.
S2: two,
S3: three, etc.
✎ Assign page 42 as homework.

Class Activity
1 Count the items and write the numbers.
Invite students to open their books to page 50, Activity
1. Point to the circles and tell students to count the
objects in them and write the numbers in the boxes.

 Play the Number Game.

Divide the class into pairs. Hand out the paper clips.
Tell each pair to place its paper clip in the middle of the
ladybug and then use the point of a pencil to spin the
paper clip. Students make a sentence with the object
and the number where the paper clip stops: There are
fourteen sharpeners. If students answer correctly, they put
a (✔) next to the box. The first student in each pair to
mark all of the boxes is the winner.

See Teacher’s Resource CD, Cool Tests 4a & 4b.

Insect Life! T50

 Warm-up
Display a flashcard and have students say all of the
words that they can think of in relation to that insect:
grasshopper – insect, green, jump, cute, etc. Do the same
with the other flashcards.
Class Activity
2 Unscramble the questions.
Have students open their books to page 51, Activity 2.
Tell them to unscramble the questions and write them
on the lines. Invite volunteers to write the questions on
the board.
 Answer the questions.
Ask students to look at the picture, count the objects,
and answer the questions in Activity 2.
3 Read the sentences and color the corresponding
circles.
Read the sentences and help students with
comprehension if necessary. Encourage students to
reflect on their abilities and color the corresponding
circles.
T51 Insect Life!
Read the Cool Tip aloud. Point out the
COOL picture and ask students what cartoons
Tip! they can watch in English. Remind them
that online movies and cartoon websites
are also in English.
Wrap-up]
Now play Tic-Tac-Toe (see page viii) with sentences
about insects: 3, yellow, bee – There are three yellow bees.
Optional Activity
Materials A simple comic strip in English (available
online).
Preparation Make a photocopy of the comic strip for
each student.
Hand out copies of the comic strip. Ask students
whether they know the names of any of the characters.
Tell them to read the comic strip. Then invite
volunteers to explain what is happening in the comic
strip. Help with meaning if necessary.
✎ Assign page 43 as homework.
 Cool reading

All Kinds of Insect!

Worksheet 4

PRE-READING ACTIVITY READING TIP:

1 Color the insects and write their names. Forming questions about an upcoming reading can
Find pictures of a butterfly, a fly, an ant, and a beetle, help create a focus for students as they read. Having
and put them on the board. Have students identify comprehension questions in mind can help students
them. Ask them if they have seen these insects in real read more actively, and give them a purpose for
life. Invite volunteers to share when they last saw one reading.
of these insects. Then, read the instructions to Activity
1 along with students. Point to each drawing and have
students identify it. Tell students to label the insects and
then color them.

WHILE-READING ACTIVITIES
2 Answer the questions.
Ask students to open their books to page 28. Invite
a volunteer to read the title. Then, ask What do you
want to learn from this article?, and invite students to
share their ideas. Write the ideas on the board, and
then direct students’ attention to Activity 2. Read the
instructions along with students, and have different
volunteers read the questions. Make sure everyone
understands the questions. Have students read the text
and answer the questions. Then, form groups of three
and have students compare their answers. To check, ask
the questions and have different volunteers read their
answers aloud.
3 Number the life stages of the butterfly.
Read the instructions along with students. Ask students
to read the Beautiful Butterflies section of the text, and
to complete the activity. Then, form pairs and have
students compare their work. To check, ask volunteers
to read the sentences in the correct order. Write them
on the board.
Next, draw students’ attention to the ideas you wrote
on the board when students answered the question
What do we want to learn from this article?. As a group,
discuss if students learned what they expected/wanted
to learn.

POST-READING ACTIVITY
4 Write the words in the correct columns.
Ask students to tell you the main characteristics of
all insects. Write them on the board. Ask a volunteer
to read the instructions to Activity 4. Have students
complete the activity. Then, form groups of four, and
ask students to compare their work. Draw two columns
on the board and write the headings Insect and Not an
insect. Ask different volunteers to write the words in
the correct columns. Finally, invite volunteers to share
something new they learned about insects.

T51A
 Vocabulary School Places: cafeteria, classroom,
computer lab, gym, library, playground; School
Activities: do homework, exercise, have lunch
Materials A paper plate, markers, pipe cleaners.
Preparation Make an alien figure using the paper
plate, markers, and pipe cleaners.
Written Practice
Invite volunteers to separate the flashcards into two
groups on the board: school places and school activities. Get
other volunteers to put the words in alphabetical order
within each group. Then have students write the words
in their notebooks. They should compare answers with
a friend to check.

Wrap-up
Warm-up Now play Use Mime (see page ix) with School vocabulary
Tell students to close their eyes and imagine that a space items.
alien is visiting the class. Display the alien figure and get
students to open their eyes. Now ask students to answer
this question for the alien: What is school? Write it on the
Optional Activity
board and note students’ answers. Ask questions for the Materials Poster paper (1 sheet per group).
alien: What is a book? What is a desk? What is math? What is Divide the class into groups and distribute the paper.
English? etc. Assign each group a school place. Students should
write the name of the place and draw pictures related
to that place. Encourage everyone to participate.
Finally, display the posters around the classroom and
Class Activity invite students to look at the different posters.
Vocabulary Presentation 33
101
Display the flashcards with the pictures facing the
Pictionary
Assign page 128 as homework. Students write the
students. Put them in the order that they are mentioned
vocabulary items that correspond to the pictures. Then
on Track 33. Play Track 33 and point to the first flashcard.
they listen to the words on the Student’s CD and check
Pause the track and invite students to repeat the word.
their answers. Finally, they listen to the track again and
Show the reverse side of the flashcard and get students to
repeat the vocabulary.
repeat the word again. Continue in the same way with
the rest of the School words. Track 101
NARRATOR:
Track 33 1. Computer lab
NARRATOR: 2. Do homework
1. Playground 3. Playground
2. Gym 4. Exercise
3. Classroom 5. Cafeteria
4. Cafeteria 6. Gym
5. Library 7. Have lunch
6. Computer lab 8. Classroom
7. Have lunch 9. Study
8. Study 10. Library
9. Exercise
10. Do homework

Oral Practice
Have students open their books to pages 141 and
143. Play Track 33. Ask them to attach the stickers
corresponding to Unit 5 onto the Unit Opener in the
order that they hear them. After that, play Track 33
again so students check their answers. Then divide
the class into pairs and encourage them to take turns
pointing to school places and activities for their friend
to say the names.

I Like My School! T53B

 Vocabulary School Places, School Activities
Functional Language Praise: Nice work! I’m
proud of you! You’re the best!
Warm-up
Play Air Write (see page viii) with School vocabulary
words.
Optional Activity
Materials White paper (1 sheet per student).
Distribute the paper and tell students to draw a picture
of themselves in school. Then get them to write a
speech bubble with praise: Nice work! Point out that
difficult tasks are easier when you feel optimistic
about them.
✎ Assign page 44 as homework.

Class Activity
1 Find ten words or expressions.
Invite students to open their books to page 54, Activity 1.
Have them find and circle ten words or expressions.

 Match the words and expressions with the pictures.

Have students match the words and expressions with
the corresponding pictures. Get them to compare
answers with a friend to check.

 Listen and check your answers. 33

Play Track 33 for students to check their answers.
Play the track again and pause it after each number.
Encourage students to repeat the words and expressions
in chorus.

COOL Language
2 Listen and follow along. 34
Have students look at the pictures and say who the
characters are: A teacher and some students. Ask Are the
students happy? Is the teacher happy? Why?
Play Track 34. Invite students to follow along as
they listen. Explain that the teacher is praising the
students. Play the track again for students to repeat the
expressions.
Finally, invite six volunteers to come to the front. Tell
them to pretend that they are teachers and have them
walk around the class and praise different students.
Repeat several times with other volunteers.

Wrap-up
Hold up a flashcard. Elicit the word and invite students
to say three words that are related to it: Playground –
friends, soccer, play. Do the same with other flashcards.

I Like My School! T54

 Grammar Present Continuous: I’m sleeping. He’s Wrap-up
sleeping. They’re sleeping. Now play Chinese Whispers (see page ix) with present
continuous sentences and school places: She’s reading in
the library.
Grammar Presentation
Optional Activity
Subject + verb to be + (verb)-ing Materials A small ball.
I ’m
He ’s running . Pass the ball to a student and say I’m… Invite the
They ’re student to finish the sentence: …running. Do what the
verb indicates. Then the student says I’m… and tosses
I’m running. the ball to the next student. Continue in the same
He’s running. way until everyone has participated.
They’re running.

Warm-up ✎ Assign page 45 as homework.

Write the word Actions on the board. Invite students to
suggest verbs to write around it. Write as many verbs
that students know as possible: sleep, run, eat, fly, write,
etc.

Class Activity

3 Look and number the sentences.

Have students open their books to page 55, Activity 3.
Invite them to look at the pictures carefully. Get
volunteers to read the sentences aloud. Students
number the sentences according to the pictures. Check
the answers with the class.
Write the contractions on the board: I’m, She’s, They’re.
Explain that they are short versions of I am, She is, and
They are. Add that most people use contractions when
they speak. Leave the contractions on the board.

4 Say the actions.

Refer students to the first picture and elicit the action:
read. Get a volunteer to write it on the board. Do the
same with the rest of the actions.
After that, invite volunteers to read the sentences in
the Cool Grammar box aloud. Refer students to the
contractions on the board and get volunteers to say the
sentences in the box using the full forms: I am sleeping.
He is sleeping. They are sleeping.
Key 1. read 2. swim 3. eat 4. jump

 Write sentences.
Have students write sentences about the pictures using
the action verbs. Remind them to use contractions.
When they finish, invite volunteers to write the
sentences on the board.

T55 I Like My School!

 a negative sentence using not. We use contractions.
Grammar Present Continuous: She isn’t reading.
We use I’m not for I am not. We use isn’t for is not. Ask
She’s sleeping.
what we use for are not: aren’t. Write the negative
contractions on the board.
Grammar Presentation
Subject + verb to be + not + (verb)-ing Wrap-up
I ’m not Invite students to write negative sentences about the
She isn’t watching TV . superheroes in Activity 1: Jean isn’t reading. Encourage
They aren’t them to use the contractions on the board. Check
answers with the class.
I’m not watching TV.
She isn’t watching TV.
They aren’t watching TV. Optional Activity
Write the following incorrect sentences on the board.
Invite students to correct them in their notebooks.
Warm-up When they finish, have them check their work with a
Elicit the names of superheroes: Spiderman, Batman, friend.
The Incredibles, etc. Invite students to say why they 1. I not running.
are superheroes: (They are) strong / invisible / fast, etc. 2. They arn’t having lunch.
Encourage students to say which ability they would like 3. She isent studying.
to have and why. 4. We isn’t playing.
5. I aren’t jumping.
Key 1. I’m not running. 2. They aren’t having lunch. 3. She
Class Activity isn’t studying. 4. We aren’t playing. 5. I’m not jumping.

1 Listen and write the names. 35

Have students open their books to page 56, Activity ✎ Assign page 46 as homework.
1. Point out the superheroes and their names. Play
Track 35 and tell students to write the names of the
corresponding superheroes under each picture. Check
answers with the class. Then write the names on the
board. Elicit the words to complete sentences about the
superheroes: Jean isn’t reading. She’s sleeping. Leave the
answers on the board.

Track 35
1
BOY: Look. This is Jean.
GIRL: Is she reading?
BOY: No, Jean isn’t reading. She’s sleeping.
2
GIRL: Look. This is Sandra.
BOY: Is she eating tacos?
GIRL: No, Sandra isn’t eating tacos. She’s listening to
music.
3
BOY: Look at Tom and Nelson.
GIRL: Are they swimming?
BOY: No, Tom and Nelson aren’t swimming. They’re
running after a thief.

2 Complete the sentences.

Invite students to look at the picture of the superhero.
Read the example sentence aloud. Ask what the
superhero is doing. Point out the prompt if necessary.
Elicit the sentence: He’s washing his car. Have students
write the next set of sentences on their own. Get them
to compare answers with a friend to check. Then elicit
the sentences.
Refer the class to the Cool Grammar box. Explain
that when information is not correct, we can make

I Like My School! T56

 4 Make a Doorknob Hanger.
Grammar Present Continuous: Are you studying?
Invite students to look at the picture of the doorknob
Yes, I am. No, I’m not.
hanger and ask them if they have seen something
Materials Construction paper (1 sheet per student), like this before. Explain that it goes on a door to give
paper clips (1 per student). messages to people. Invite a volunteer to read the
sentence at the top of the doorknob hanger. Encourage
students to guess what it means: Do not enter. Ask the
Grammar Presentation class whether they like people to enter their rooms.
Accept all answers. Then read the instructions aloud.
Present Continuous
Hand out the materials and explain to students what
Is he they have to do, demonstrating as you go along. Help
Are you studying ? students make their doorknob hangers. They should list
Are they different activities on their doorknob hangers and use
Is he studying? the paper clip to mark what they are doing at any given
Are you studying? time. Finally, encourage students to use their doorknob
Are they studying? hangers at home.
I am .
Yes, he is . Wrap-up
they are . Display the School Actions flashcards: study, do homework,
Yes, I am. have lunch, exercise. Hold up a flashcard and ask a question
Yes, he is. about it: Is he doing homework? Invite the class to answer.
Yes, they are. Then get a volunteer to ask about another flashcard. Do
the same with all of the school actions.
I ’m not .
No, he isn’t .
they aren’t . Optional Activity
Have students open their books to the Unit Opener.
No, I’m not.
Tell them to describe a person or group of people
No, he isn’t.
in the scene. They should use one affirmative and
No, they aren’t.
one negative sentence: She isn’t eating. She’s studying.
Then have them read their sentences to a friend. The
friend should point to the person or group in the Unit
Warm-up Opener.
Write on the left side of the board:
1. Are they playing? (+)
2. Is she writing? (–)
3. Is he eating? (+) ✎ Assign page 47 as homework.
4. Are they watching TV? (–)
On the right side of the board, write the answers in
random order:
No, she isn’t.
Yes, they are.
No, they aren’t.
Yes, he is.
Invite volunteers to read each question aloud and draw
a line to the corresponding answer.

Class Activity
3 Complete the conversations.
Invite students to open their books to page 57, Activity 3.
Refer the class to picture 1 and ask what the characters
are doing: They’re eating. The boy’s talking on the phone.
Explain that the person on the phone with the boy is
asking a question. Read it aloud. Encourage students to
answer for the boy: No, I’m not. Point out the option in the
box and have students write it on the line. Tell them to
write the answers for the other scenes using the options
in the box.
Have students look at the Cool Grammar box. Read the
questions and answers aloud. Explain that we do not
need to repeat the verb in short answers. We can use
contractions in negative short answers. We do not use
contractions in affirmative short answers.
T57 I Like My School!
 Skills Development Reading Optional Activity
Materials A stopwatch.
Materials Flashcards from Unit 5, white paper (1
Preparation Write on the board: do pushups, jump on
sheet per student).
one foot, read sentences. Choose an activity and draw a
star beside it. Tell students to do the activity and count
the number of times that they do it in one minute.
Warm-up Say Go! and start the stopwatch. Say Stop! after one
Play Body Spelling (see page viii) with School minute. Tell students to write the number of times
vocabulary words. that they did the action. Invite some students to say
the number. Help if necessary. Do the same with the
other activities. Clap for the students who had the
Class Activity highest number for each action.

1 Match the actions with the places.

Have students open their books to page 58, Activity 1.
Tell them to match the actions with the places in a
school. Check answers with the class.
2 Listen and follow the story. 36
Read the title of the story aloud and ask what the super
girl’s name is: Belinda. Play Track 36. Invite students to
follow the story in their books. Ask students: Can you
do 20 pushups in 20 seconds? Can you eat ten sandwiches in
20 minutes? Can you read two books in 20 minutes? What
does Belinda do that isn’t so good? Play the track again and
pause it after each line. Get students to repeat the lines.
Key Belinda gets to school very late.
Optional Activity
Write sentence prompts on the board:
1. (I / not / eat / classroom)
2. (he / exercise / playground)
3. (they / have lunch / cafeteria)
4. (she / not / read / gym)
Invite students to write the sentences in their
notebooks. Get volunteers to write the sentences on
the board.
✎ Assign page 48 as homework.

 Write what Belinda is doing.

Tell students to write sentences to describe what
Belinda is doing now, using the prompts. Invite a
volunteer to suggest the first answer: She’s walking
on the playground. Have students write the sentences
individually. Check answers with the class.

Wrap-up
Hand out the white paper. Tell students to choose
a sentence about Belinda and illustrate it. They should
draw her doing the action in a "super" way. When
students finish, have them compare pictures with a
friend and say what Belinda is doing.

I Like My School! T58

 Skills Development Writing
Warm-up
Write the word Birthday on the board and elicit related
words. Get students to write the words and draw
objects related to birthdays on the board.
Class Activity
3 Underline six mistakes in the description.
Ask students to open their books to page 59, Activity 3.
Invite them to say what they see in the picture: a
banner, presents, balloons, etc. Ask who the party is for:
Brian. Tell students to read the text silently. Add that
the text has mistakes in it. Students should underline
six mistakes. Point out the example. When they finish,
have students compare answers with a friend to check.
Elicit the mistakes.
Wrap-up
Divide the class into pairs. Tell them to act out receiving
a present. They should do the role-play twice, once in
a way that is not polite and another time in a way that
shows that they are grateful. Invite some volunteers to
do their role-plays for the class.
Optional Activity
Tell students to write a new description of Brian’s
birthday party. They should include three new
mistakes. When they finish, divide the class into
groups of three. Have students read their descriptions
aloud for the other members of the group to identify
the mistakes. Monitor and help as needed.
✎ Assign page 49 as homework.

 Write the correct description of the picture.

Read the example aloud. Divide the class into pairs
and invite them to continue with the description of the
picture, correcting the mistakes in the first description.
Finally, get volunteers to write the corrected text on the
board.

Being grateful for presents

Read what Cool-2 says aloud. Ask students about
presents they have received. Point out to them that it
is great to receive presents, no matter if they’re big or
small, expensive or cheap, because it means people care
about you.

T59 I Like My School!

 Skills Development Listening and Speaking
Warm-up
Write Camping on the board and ask students what
it means: you sleep outside in a tent and spend time in
nature. Draw a person and a tent on the board. Invite a
volunteer to add an item to the picture; for example, a
lake or a campfire. Continue inviting volunteers to add
elements to the picture.
Class Activity
1 Describe the picture with a friend.
Divide the class into pairs and have them open their
books to page 60, Activity 1. Tell students to study
the picture and describe it to their friend: (pointing to
the man on the log) He’s reading. Monitor and help as
needed.
2 Listen to the song and fill in the blanks. 37
Get students to look at the picture. Read the title of the
song aloud and ask students what campers are: people
who sleep outside in a tent. Play Track 37 and tell students
to identify the missing actions in the song. They do
not need to write them yet. When they finish, have
them say the actions that they heard to a friend. Then
play the track again and pause it after each blank for
students to write the actions. Check answers with the
class. Finally, play the track one more time and invite
students to sing along.
 Sing “The Campers.” 38
Play Track 38 and invite students to sing the karaoke
version of the song. Repeat the song several times and
encourage students to act out the activities as they sing.
Wrap-up
Divide students into the same pairs as in Activity 1. Tell
them to write five sentences to describe the picture in
Activity 1. Check answers with the class.
Optional Activity
Materials Flashcards from Units 1 through 5.
Shuffle the flashcards. Display them one by
one and elicit the words. Then choose two flashcards
from each unit, for a total of ten cards, and display
them in random order on the board with the words
facing the students. Invite a volunteer to choose
a flashcard and stand at the front. Have another
volunteer choose a flashcard from the same category
and stand with the first student. Invite two more
volunteers to come up, one at a time, and repeat this
with the remaining flashcards. Keep doing it until all
the flashcards are sorted into their categories, two by
two. When they finish, have them read the words
aloud. Encourage the rest of the class to say other
words for each category.
✎ Assign page 50 as homework.
Track 85
NARRATOR:
1. Doing, doing. Color it gray.
2. Jumping, jumping. Color it blue.
3. Watching, watching. Color it red.
4. Swimming, swimming. Color it yellow.
5. Listening, listening. Color it purple
6. Studying, studying. Color it green.
7. Sleeping, sleeping. Color it pink.
8. Having, having. Color it orange.
I Like My School! T60
 Skills Development Listening and Speaking Optional Activity
Materials Modeling clay. Materials A pair of dice (of different colors,
if possible), a coin.
Preparation Write on the board:
Warm-up Die 1: Die 2:
Play Colored Circles (see page xii) with Animals, Pets, and 1 = I 1 = climb
Insects vocabulary items. 2 = you 2 = eat
3 = he 3 = sleep
4 = she 4 = run
Class Activity 5 = we 5 = watch TV
3 Listen and number the pictures. 39 6 = they 6 = study
Have students open their books to page 61, Activity 3. Divide the class into two teams. Invite a volunteer
Elicit the names of the animals in the pictures. Play from one team to roll the first die to identify the
Track 39 and pause it after the first sentence. Ask which subject: 4 – she. Have the student roll the second die to
animal it describes: the dog. Point out the example. Play identify the verb: 5 – watch TV. Elicit the corresponding
the rest of the track for students sentence: She’s watching TV. Play again with a volunteer
to number the pictures. from the second team. Teams receive a point for each
correct sentence. Play two more rounds. Then hold
Track 39 up the coin. For the next round, flip the coin for each
NARRATOR: volunteer after he or she rolls the dice. For heads, the
1. It’s walking. student says an affirmative sentence: They’re running.
2. They’re running. For tails, the student says a negative sentence: They
3. It’s jumping. aren’t running. Students receive three points for each
correct answer. Play several rounds. The team with
4. They’re eating. the most points at the end wins.
5. They’re swimming.
6. It’s sleeping.
✎ Assign page 51 as homework.
 Check your answers with a friend.
Divide the class into pairs. Tell them to describe and Track 86
point to the pictures: They’re running. Monitor and help NARRATOR:
as needed. 1. Where’s Miss Lin?
JESS: She’s in the cafeteria.
 Write sentences. 2. Where’s Mr. Smith?
Read the example aloud and have students write JESS: He’s in the library.
sentences for the rest of the pictures. Finally, get
3. Where are Kenny and David?
volunteers to write the sentences on the board.
JESS: They’re on the playground.
4. Where’s Tom?
Wrap-up JESS: He’s in the classroom.
Hand out the modeling clay and tell students to make 5. Where are Tina and Darcy?
a figure of an animal or insect doing an action. When JESS: They’re in the gym.
they finish, invite volunteers to show their figures 6. And where are you, Jess?
to the class and say what they are doing: It’s a hamster. JESS: I’m in the computer lab!
It’s eating.

T61 I Like My School!

 Materials Flashcards from Unit 5, paper clips Wrap-up
(1 per pair). Play Bingo (see page viii) with School vocabulary words.

Warm-up Optional Activity

Divide the class into four teams and have them stand
in lines at the board. Show a picture flashcard. The first
student in each line writes 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.
Elicit the names of colors and write them on the
board. Choose a color and invite students to mention
things that are that color:
T: Red.
Ss: Tomato, balloon, apple.
Divide the class into teams and play again with a
different color. Each team writes down all the words
the students can think of for each color you name.
The team with the most words for the color wins.

Class Activity
✎ Assign page 52 as homework.
1 Play School Hopscotch.
Divide the class into pairs and have them open their
books to page 62, Activity 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 space. 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.

 Write sentences.
Tell students to write sentences about three pictures
from Activity 1. 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.

See Teacher’s Resource CD, Cool Tests 5a & 5b.

I Like My School! T62

 Warm-up Wrap-up]
Invite students to describe what they are doing at Write the School vocabulary words on the board,
the beginning of the class: We’re talking. I’m drawing a but with spelling mistakes. Invite volunteers to correct
picture. etc. Ask several students. them.

Optional Activity
Class Activity Now play Simon Says (see page ix) with sentences in
the present continuous: Simon says…we’re jumping.
2 Look and answer the questions.
Have students open their books to page 63, Activity 2.
Tell them to look at the pictures and answer the ✎ Assign page 53 as homework.
questions. They should write the correct information
using the verbs in the box. When they finish, check
answers with the class.

3 Read the sentences and color the corresponding

circles.
Read the sentences and help students with
comprehension if necessary. Encourage students
to reflect on their abilities and color the corresponding
circles.

COOL Read the Cool Tip out loud. Tell students

that it is OK not to understand every
Tip! word. Explain that even in our native
language, we do not understand every
word all of the time. Sometimes it is fine
to ignore a strange word, especially if it
is not necessary for understanding the
general meaning of the text, or for getting
specific information. Encourage students to
comment on the tip.

T63 I Like My School!

 Cool reading

The Stone Soup

Worksheet 5

PRE-READING ACTIVITY READING TIP:

1 Find seven words
Have students identify the pictures of the tomato, soup,
potato, peas, carrot, onion, and stone in Activity 1.
Read the instructions along with students, and have
them find the seven words individually. Then, form
pairs and ask them to compare their work.
Using group discussion questions at the end of a
reading can help students reflect on what they have
read, and resolve any outstanding problems they have
with their peers.

 Match the words with the pictures.

Finally, ask students to match the words with the
pictures.
Have students open their books to page 36. Invite a
volunteer to read the title. Ask students to quickly look
at the pictures in the comic, and invite them to make
predictions about the story.

WHILE-READING ACTIVITIES
2 Read, and draw the ingredients of the stone soup.
Have students read the comic. Stop after each page and
encourage students to tell you what they read, and
clarify any doubts. Encourage students to tell you what
the story is about.
Next, direct students’ attention to Activity 2. Read
the instructions along with students. Invite different
volunteers to read the ingredients. Ask students to
complete the activity individually. When they finish,
form groups of three and have students compare their
drawings. Finally, invite different volunteers to share
their drawings with the class.
3 Circle the correct options.
Read the instructions along with students. Have
different volunteers read the sentences. Make sure
everyone understands what they have to do. Have
students re-read the comic, this time without stopping,
and complete the activity. When they finish reading,
encourage students to tell you if there is a lesson
to this story and what the lesson is. Form pairs and
have students compare their answers. To check, invite
volunteers to write the correct sentences on the board.

POST-READING ACTIVITY
Form groups of four. Ask students to discuss the
following questions.
Was the soup only made with a stone?
Why did Tiago offer to make stone soup?
After the townspeople shared their food, what happened?
What is the moral of the story?
Give students five minutes to discuss the questions.
Then, discuss them as a whole class.

T63A
 Vocabulary Fruit and Vegetables: cucumber, grape,
guava, lime, mango, onion, pea, peach, potato,
tomato
Materials 6 paper bags, a mango, a potato, two
onions, some guavas, some limes, flashcards from
Unit 6.
Preparation Put a mango in a paper bag and put
a potato in another bag to form a set. Put the onions
in two bags as another set. For the third set, put the
guavas in one bag. Put the limes in another bag.
Warm-up
Display the bags, grouped together by set. Write
on the board: Same or Different? Invite a volunteer
to come to the front and choose a set of bags. He
or she cannot look inside the bags. Get the volunteer to
smell each item and guess whether they are the same
or different. Invite another volunteer to do the same.
Then get a new volunteer to touch the items and say:
same or different. Finally, show the items. Repeat with
the other sets of bags.
Class Activity
Vocabulary Presentation 40
Arrange the flashcards in the order in which they are
mentioned on Track 40. Play the track and pause it
after the name of each fruit or vegetable. Display the
corresponding flashcard, first the picture and then the
word. Get students to repeat in chorus and individually.
Shuffle the flashcards. Show each student two
flashcards. He or she should say the name of the item
they like more: grape.
Track 40
NARRATOR:
1. Tomato
2. Grape
3. Lime
4. Mango
5. Onion
6. Pea
7. Potato
8. Peach
9. Cucumber
10. Guava
Oral Practice]
Have students open their books to pages 143 and 145.
Have them attach the stickers corresponding to Unit 6
onto the Unit Opener in the order that you tell them.
Invite students to repeat the words after you.
Written Practice
Draw two big circles on the board. Write Fruit inside
one and Vegetables inside the other. Display the
flashcards. Invite volunteers to stick the flashcards in
the corresponding categories, with the word side facing
the class. Help as needed. Then get students to copy the
words and the categories into their notebooks.
Key Fruit – cucumber*, grape, guava, lime, mango, peach,
tomato*; Vegetables – cucumber*, onion, pea, potato, tomato*
Tomatoes and cucumbers are fruits, but in cooking they
are often called and used as vegetables.
Wrap-up
Write the Fruit and Vegetables vocabulary words on the
board with some letters missing: p_t_t_ (potato), _ua_a
(guava), p_ _ c_ (peach), etc. Invite students to say
which letters are missing. Get other volunteers to write
the letters in the words.
Optional Activity
Materials The fruit and vegetables from the unit, two
plastic containers.
Preparation Cut pieces of the fruit and put them in
one container. Cut pieces of the vegetables and put
them in another container.
Pass around the fruit and the vegetables. Encourage
students to look at the pieces closely and even to smell
them. Ask them which fruit and vegetables are similar.
Explain that the different colors in fruit and vegetables
show that they have different nutrients. Add that it is
very good to eat a variety of colors every day.
102
Pictionary
Assign page 129 as homework. Students write the
vocabulary items that correspond to the pictures. Then
they listen to the words on the Student’s CD and check
their answers. Finally, they listen to the track again and
repeat the vocabulary.
Track 102
NARRATOR:
1. Peach
2. Lime
3. Mango
4 Potato
5. Onion
6. Grape
7. Pea
8. Cucumber
9. Tomato
10. Guava
Fruits and Veggies! T65
 Vocabulary Fruit and Vegetables
Materials Poster paper, markers, flashcards from
Unit 6.
Preparation Copy this wordsearch (without the
answers) onto the poster paper.
Wrap-up
Display the wordsearch and the flashcards in random
order with the picture side facing the students. Have
students look for the names of the ten vegetables and
fruits. Invite volunteers to circle the names and point to
the correct flashcards.

P M K T O M A T O R Optional Activity
O A H C A E P B M Z Materials Modeling clay in different colors, cardboard
(1 large sheet per group).
T M E R V O U G Y M
Divide the class into groups of four. Hand out the
A A G E Z B Q U U L
modeling clay and the cardboard. Invite students to
T N D B I G R A P E draw the fruit and vegetables from this unit and then
O G O M L M B V N T color them by spreading a thick layer of the modeling
clay on them with their fingers. Tell them to label the
Z O N U W I N A I M items. Encourage them to make modeling clay letters.
R S I C S C M N T R When they are finished, display the groups’ pictures
A B O U M I S E I L around the classroom.
Z E N C M P U A E P
✎ Assign page 54 as homework.

Warm-up
Play Air Write (see page viii) with Fruit and Vegetables
vocabulary items.

Class Activity
1 Color the frames of the matching pieces the
same color.
Invite students to open their books to page 66, Activity 1.
Refer them to the example: tomato. Get students to
study the pieces and color the matching pieces. Have
them compare answers with a friend to check.

 Write the words.

Instruct students to write the words from Activity 1 on
the lines. Make sure that the students write the words
according to their numbers.

 Listen and check your answers. 40

Play Track 40 for students to check their answers. Play
the track again and pause it after each number. Elicit
the spelling for the words.

Track 40
NARRATOR:
1. Tomato
2. Grape
3. Lime
4. Mango
5. Onion
6. Pea
7. Potato
8. Peach
9. Cucumber
10. Guava

Fruits and Veggies! T66


Vocabulary Fruit and Vegetables
Grammar Love, like, don’t like, hate
Materials Flashcards from Unit 6, old magazines,
white paper (1 sheet per student).
Grammar Presentation
love
like
I mangoes . as needed. Finally, get students to present their pictures
don’t like
hate
I love mangoes.
I like mangoes.
I don’t like mangoes.
I hate mangoes.
Warm-up
Play Memory (see page viii) with Fruit and Vegetables
vocabulary words.
Class Activity
2 Match the phrases with the pictures.
Have students open their books to page 67, Activity 2.
Get them to draw lines to match the phrases with the
pictures. Encourage them to compare answers with a
friend to check.
Invite students to look at the Cool Grammar box. Read
the example aloud for each phrase: I love mangoes! I like
mangoes. I don’t like mangoes. I hate mangoes!. Use emotion
in your voice. Ask some volunteers about mangoes.
They should answer using one of the phrases.
into groups of three. Have them read each other their
sentences. If they have the same likes or dislikes, get
them to give each other high fives.
Wrap-up
Hand out the magazines and the paper. Tell students to
find a picture of a fruit or vegetable and cut it out. Then
they should glue it onto the paper. Tell them to write a
sentence about the item: I like apples. Monitor and help
to three classmates. They should give each other a high
five if they like or dislike the same item.
Optional Activity
Materials Poster paper, markers, stickers, prizes to
promote eating fruit and vegetables (stickers, pencils,
erasers, etc.).
Preparation Draw a table with the students’ names in
the left column and the names of fruit and vegetables
along the top. Leave additional space for names of
other fruit or vegetables.
Display the poster and ask students what fruit or
vegetables they have eaten today. Put stickers under
the items that each student has eaten. As needed,
write in the names of fruit and vegetables that are not
in the unit. Ask this question again during each lesson
of this unit. Bring a prize for the students who eat the
most fruit and vegetables each week.
✎ Assign page 55 as homework.

3 Listen to Suzy and fill in the blanks. 41

Point out the names of the fruit in the list. Tell students
to listen to Suzy and write the name of each fruit below
the correct expression, according to Suzy’s likes and
dislikes. Then focus students’ attention on the example.
Play Track 41 and have students write the fruit in the
other boxes. Check answers with the class.

Track 41
BOY: Hey, Suzy, do you like fruit?
SUZY: Yes, I do. I love grapes!
BOY: Yes, grapes are good.
SUZY: And I like guavas. But I don’t like mangoes.
BOY: You don’t like mangoes? Oh. And peaches?
SUZY: I hate peaches.
BOY: I like peaches. I have some in my lunch box.
Do you want some?
SUZY: No! Yuck!

4 Write about what you love, like, don’t like, and hate.
Write Food on the board and elicit the names of
different types of foods from students. Ask them
whether they like them. Encourage them to express
their likes and dislikes. Finally, invite students to write
four sentences in the book saying what they love, like,
don’t like, and hate. When they finish, divide the class

T67 Fruits and Veggies!

 Encourage them to use the dialogue and the examples
Vocabulary Fruit and Vegetables, Foods
in the Cool Grammar box as a guide. Monitor and help as
Grammar Do you like peas? Yes, I do. / No, I don’t. needed.
Materials White paper (2 sheets).
Preparation Make a list of fifteen words you want Wrap-up
to review. Omit all the vowels in the words. Make Stick the signs (see Preparation) in opposite corners
two signs using the white paper: Yes, I do. and No, of the classroom and invite students to stand up. Ask
I don’t. a question about a food item: Do you like (onions)?
Students should stand near the sign that describes how
they feel about the item. Repeat several times, getting
Grammar Presentation different volunteers to ask the questions.
Do you like peas ?
Do you like peas? Optional Activity
Yes, do Invite volunteers to write the names of as many food
I . items as possible on the board. Make sure students
No, don’t know what all of the items are. Tell students to write
the names of five food items in their notebooks. Then
Yes, I do.
get them to ask classmates about the items: Do you like
No, I don’t.
(strawberries)? They should find and write down the
name of at least one student who likes each food item
on their list. When they finish, have them sit down.
Warm-up Invite volunteers to read the food items on their lists
Write the list of words on the board (see Preparation).
and say who likes each one.
Tell students to guess the words and write them in their
notebooks. The first student with the correct list is the
winner.
✎ Assign page 56 as homework.

Class Activity
1 Underline Yes, I do. or No, I don’t.
Have students open their books to page 68, Activity 1.
Invite them to look at the boy’s face in the different
scenes and guess if he likes each food. Tell students to
read the questions silently and underline the answers.

 Listen and check your answers. 42

Play Track 42 for students to check their answers. Play
the track again and pause it before each answer. Elicit
the answer. Continue the track to check.

Track 42
NARRATOR: Jack, do you like tomatoes?
JACK: Yes, I do. Yummy!
NARRATOR: Do you like onions?
JACK: No, I don’t.
NARRATOR: Do you like cucumbers?
JACK: No, I don’t.
NARRATOR: Do you like peas?
JACK: Yes, I do. They’re delicious!

2 Ask a friend about the food items.

Focus students’ attention on the food items in the pictures
in their books. Point out each food and elicit the name:
pineapple, carrots, a sandwich, a hamburger, a hot dog, a pear, a
banana, a cupcake, a cookie, a donut. Choose two students to
read the dialogue aloud. Point out that we usually use the
plural forms of the words for foods when we ask about
likes: Do you like bananas? We usually do not use the plural
form of pineapple, since it is too big for one person to eat.
Divide the class into pairs and have them take turns
asking and answering questions about the food items.

Fruits and Veggies! T68

 5 Make a Dance-a-Nana.
Vocabulary Foods, Numbers
Read the instructions aloud. Hand out the material
Materials Slips of paper, make copies of the and explain the steps of the craft, demonstrating as
banana puppet template (1 per student) from the you go along. Help them to make their Dance-a-Nana.
Teacher’s Resource CD, construction paper (1 sheet Encourage students to invent a presentation for their
per student). finger puppet: I’m Dance-a-Nana. I like dancing. I don’t
like vegetables.

Warm-up
Divide the class into two teams and ask a volunteer
from one team to come to the front. Explain that you
are going to ask a question: Do you like tomatoes? The
student should not say his or her answer aloud. Give
him or her a slip of paper to write the answer: Yes, I
do. Next, give that student’s team a blank slip of paper.
They have thirty seconds to discuss what the student’s
answer could be and write it on a slip of paper. Get the
student and the team to read the answers aloud. If they
match, the team wins a point. Play again with the other
team. Play several rounds. The team with the most
points at the end wins.
Wrap-up
Now play Musical Dictation (see page ix) with numbers from
10 to 90: A: 30 – 70 – 20 – 90, B: 10 – 50 – 80 – 40, etc.
Optional Activity
Preparation Make a list of questions from this and
previous units: What color is it? Do you like grapes? Write
suitable answers.
Write the questions and answers on the board
in random order. Invite volunteers to match the
questions with the answers.

✎ Assign page 57 as homework.

Class Activity
3 Write sentences that match the pictures.
Have students open their books to page 69, Activity 3.
Point out the pictures and read the example aloud.
Invite a volunteer to complete the next question
according to the picture: Do you like pizza? Point to the
picture and answer the question emphatically: No, I
don’t. Instruct students to complete the other sentences
and questions individually. Check answers with the
class.

4 Color the matching halves of each equation the

same color.
Point to the example and say One times ten equals… Elicit
the answer: ten. Show students how ten is colored the
same color as the calculation. Read the next equation
aloud: Two times ten equals… Encourage the class to
answer: twenty. Have students color the matching halves
of this item. Then get them to read and color the rest of
the equations with matching colors.

 Listen and check your answers. 43

Play Track 43 for students to check their answers. Then
review the numbers in chorus: ten, twenty, thirty, forty…

Track 43
NARRATOR: One times ten equals ten.
Two times ten equals twenty.
Three times ten equals thirty.
Four times ten equals forty.
Five times ten equals fifty.
Six times ten equals sixty.
Seven times ten equals seventy.
Eight times ten equals eighty.
Nine times ten equals ninety.

T69 Fruits and Veggies!

 Skills Development Reading
Warm-up
Play Colored Circles (see page viii) with Fruit and
Vegetables vocabulary words.
Class Activity
1 Complete the sentences.
Have students open their books to page 70, Activity 1.
Invite them to read the sentences and complete them
on their own. Then ask volunteers to read their
sentences aloud.
2 Listen and follow the story. 44
Focus students’ attention on the story. Ask what the
story is about: the Miss Veggie Contest. Explain that veggie
is a short way of saying vegetable. Play Track 44. Invite
students to follow the story and point to the speech
bubbles as they listen. Ask students the names of the
characters: Miss Grape, Miss Onion, Miss Cucumber, and Mr.
Potato.
Optional Activity
Materials Small potatoes (1 per student), toothpicks
(4 per student), plastic jars or cups (1 per student),
water.
Ask the class if they know how potatoes grow.
Explain that potatoes form in the earth. Hand out the
materials. Help students insert the toothpicks halfway
into the potato. The toothpicks should be distributed
in a way that will suspend the potato above the
bottom of the cup or jar. Pour a small amount of
water into the cups or jars and have students put their
potatoes in them. Tell them to put the potato in the
sun and add water regularly. Soon the potato will start
to grow.
✎ Assign page 58 as homework.

 Write the names of the characters.

Ask students to read the sentences and write the
corresponding character from the story. Check answers
with the class.

Wrap-up
Divide the class into groups of five and have them role-
play the story (one of them plays the narrator). Finally,
get volunteers to act out the story for the class.

Fruits and Veggies! T70

 Skills Development Writing Wrap-up
Now play Chinese Whispers (see page ix) with riddles
Materials Index cards (4 per student), flashcards about vegetables or fruit. The last student guesses the
from Unit 6. item and passes the answer back to the start.

Optional Activity
Warm-up Materials Unusual or unpopular fruit and vegetables:
Hand out the index cards. Tell students to write
star fruit, kiwi fruit, blueberries, prickly pear, etc.
love on one card. On another card, they should write
Preparation Wash and prepare small samples of the
like. Then have them write don’t like and hate on
food items for each student.
the other cards.
Distribute the samples and help students with the
Hold up a flashcard. Get students to hold up the
English names of the items as needed. Encourage
corresponding index card to show their likes and
students to try the items and say whether or not they
dislikes. Do the same with the rest of the Fruit and
like them: I like star fruit. Explain to students that it is
Vegetables words. Finally, encourage students
good to try new things.
to comment on the items: I hate (guavas).

✎ Assign page 59 as homework.

Class Activity
3 Answer the riddles.
Have students open their books to page 71, Activity 3.
Invite a volunteer to read the example riddle aloud.
Then tell students to read the other riddles and write
the answers. Point out that the answer for each riddle
will be a fruit or vegetable in one of the pictures. Check
answers with the class.

 Match the riddles with the pictures.

Invite students to match the riddles with the
corresponding pictures. Have them compare answers
with a friend to check.

4 Write two riddles.

Divide the class into pairs and tell them to write two
riddles like the ones in Activity 3 about the remaining
two items.

 Listen to your friends’ riddles and draw the items.

Combine pairs. Ask students to take turns reading their
riddles for the other pair to draw the items.

T71 Fruits and Veggies!

 Skills Development Listening
Warm-up
Play Hangman (see page viii) with Fruit and Vegetables
vocabulary words.
Class Activity
1 Color the vegetables green and the fruits red.
Have students open their books to page 72, Activity 1.
Elicit the names of the fruits and vegetables they see.
Invite students to color the vegetables green and the
fruits red. Get them to compare answers with a friend
to check.
2 Decode the song.
Divide the class into pairs and tell them to read the
lyrics of the song and write the names of the vegetables
and fruit in the spaces.
Optional Activity
Materials Flashcards from Units 1 through 6.
Choose three flashcards from each unit and stick them
on the board in random order, with the pictures facing
the students. Divide the class into four teams. Invite
volunteers from the teams to choose flashcards and
say the words. If the words are correct, the teams win
a point. If the words are not correct, the rest of the
class can answer but no points are awarded. The team
with the most points at the end wins.
✎ Assign page 60 as homework.
Track 87
NARRATOR: Color number ten brown.
Color number twenty yellow.
Color number thirty pink.
Color number forty blue.

 Sing “Fruits and Veggies Rock.” 45

Play Track 45 for students to check their answers. Play
the track again and invite students to sing the song.
Repeat the song several times.

Wrap-up
Encourage students to talk about ways they enjoy
eating fruit or vegetables: I like papaya with lemon
and sugar. I like tomatoes on hamburgers, etc.

Fruits and Veggies! T72

 Skills Development Listening and Speaking
Functional Language Eating: This is delicious!
I’m full.
Wrap-up
Divide the class into groups of four or five. Tell students
to role-play eating together as a family. Encourage
them to use the expressions from
Activity 5. Monitor and help if necessary.

Warm-up Optional Activity

Count with students from 10 to 90 by tens, first in a
normal voice, then in a low voice, and finally in a loud
voice. Get students to imitate your voice as you count
together. Then count down from 90 to 10 by tens, first
slowly and then quickly.
Class Activity
3 Listen and connect the dots. 46
Have students open their book to page 73, Activity 3.
Play Track 46 and get them to point to the numbers as
they hear them. Play the track again and have them
connect the dots according to the numbers they hear.
Copy the numbers on the board as they appear in the
book and invite volunteers to connect the dots on the
board to check. Elicit the shape that the lines have
formed: a star.
Track 46
NARRATOR: Thirty. Fifty.
Twenty. Sixty.
Forty. Ninety.
Seventy. Thirty.
Write the following poem on the board:
Tomatoes
Tomatoes are red.
I like tomato salad.
I don’t like tomato soup.
Tomatoes are beautiful.
Invite students to write a poem about a different fruit
or vegetable. Monitor and help as needed. Finally, get
volunteers to read their poems to the class.
✎ Assign page 61 as homework.
Track 88
NARRATOR:
1. There’s a hat on the bed.
2. There are three cookies in the lunch box.
3. Number three. There are four balls on the desk.
4. Number four. There are five bananas under the
table.
5. There’s a grasshopper in the box.
6. There’s a cat under the chair.

4 Write two words in each category.

Refer students to the categories and the pictures. Tell
them to write two words for each category.

 Listen and write your friend’s words.

Divide the class into pairs. Ask them to dictate the
words they wrote in each category to each other. After
that invite them to compare their words. Monitor and
help as needed.

COOL Language
5 Listen and follow along. 47
Have students look at the pictures and mention the
difference between the pictures: The girl is eating lunch.
The boy finished his lunch. Play Track 47. Invite students
to follow along as they listen. Explain that we say
delicious when we like a food a lot. We say I’m full when
we have eaten enough.

 Listen again and repeat the phrases.

Play the track again and pause it after each expression.
Have students repeat the phrases in chorus and
individually.

T73 Fruits and Veggies!

 Warm-up Wrap-up
Invite several volunteers to come to the board. Say Now play Bingo (see page viii) with Fruit and Vegetables
a number for them to write in word and number form: and Numbers vocabulary words.
sixty – 60. Repeat the activity several times
with different groups of volunteers. Optional Activity
Invite volunteers to write a number that is important
to them on the board, followed by their name: 490 –
Class Activity Bill. Repeat with several volunteers. Then encourage
the class to guess what the numbers mean for each
1 Play Battleship. student: Bill – It’s a street address. Explain that we use
Divide the class into pairs and invite them to open numbers in many parts of our lives. For this reason, it
their books to page 74, Activity 1. Tell students to draw is important to learn the numbers in English well.
three ships in different squares on their board without
showing their friend. Then students say where they
think their friend’s ship is by reading a number on the ✎ Assign page 62 as homework.
left first and then a number on the top: 20-30. If the
other student’s ship is there, the first student can draw
a sinking ship in the corresponding space. If it is not
there, the student draws an X in the space. Students
continue, taking turns. The first student to draw all
three ships in the correct spaces is the winner. Monitor
and help as needed.

Playing fair
Read the speech bubble aloud. Explain that playing
fair means you should follow the rules of the game.
This way, your friends will enjoy playing with you.
Encourage students to suggest situations where they
can play fair.

See Teacher’s Resource CD, Cool Tests 6a & 6b.

Fruits and Veggies! T74

 45
Warm-up
Sing “Fruits and Veggies Rock.” Then vote on which
students like better, veggie sticks or fruit salad.
Class Activity
2 Write questions using like.
Have students open their books to page 75, Activity 2.
Elicit the names of the foods in the pictures. Then tell
students to look at the first picture. Write Do on the
board. Invite volunteers to suggest the next words to
form the question: …you like hamburgers? Write the
words on the board as they are suggested. Next, have
students write the question on the board and the rest
of the questions on their own. Monitor and help if
necessary. Get volunteers to write the questions on the
board.
Wrap-up]
Divide the class into two teams. Team members should
take turns saying the names of fruits and vegetables,
along with the corresponding colors:
S1: Banana.
S2: Yellow.
Optional Activity
Materials Carrots, raisins, apples, honey, cream, plastic
bags, containers, paper plates, forks.
Preparation Shred the carrots and cut the apples into
small pieces. Separate the ingredients for each carrot
salad into a plastic bag.
Divide the class into small groups and distribute
the bags of ingredients. Tell students to mix the
ingredients together to make a carrot salad. Encourage
them to try the salad and make it at home.

 Answer the questions using love, like, don’t like, ✎ Assign page 63 as homework.
and hate.
Invite students to answer the questions using love, like,
don’t like, and hate.
Divide the class into pairs and have them read the
questions and their answers aloud to their partner.

3 Read the sentences and color the corresponding

circles.
Read the sentences and help students with comprehension
if necessary. Encourage students to reflect on their
abilities and color the corresponding number of circles.

COOL Read the Cool Tip aloud. Tell students

that they should be proud of how much
Tip! they have learned. Encourage them to
share their knowledge with their family.
Their family will be happy to see
students’ progress. Also, it helps you
remember things when you teach them
to someone else.

T75 Fruits and Veggies!

 Cool reading

Fruit and Vegetables

Worksheet 6

PRE-READING ACTIVITY POST-READING ACTIVITY

1 Match the pictures and their names.
Make fruit and vegetables flashcards for as many of
the fruits and vegetables in the reading as you can:
apple, pear, pineapple, avocado, mango, tomato, potato,
carrot, onion, broccoli, spinach, lettuce, etc. Place them
on the board and have students identify them. Ask
students what they are (fruit and vegetables). Ask them
if they like them, and which they like best.
Read the instructions for Activity 1, and have students
complete the activity. Then, form pairs and have
students compare their work. Ask students to choose
their favorite fruit or vegetable out of those in Activity 1.
Write them on the board, and see which is the class’s
favorite fruit or vegetable.
Finally, ask students to open their books to page 44.
Read the title aloud. Ask students to quickly look at the
pictures in the article, and then to close their books.
Then, invite students to make predictions about what
they are going to read.
4 Guess the fruit or vegetable.
Ask a volunteer to read the instructions. Have different
volunteers read the riddles aloud. Ask students to
complete the activity. Then, form pairs and ask them to
compare their work. To check, invite volunteers to tell
you the answers to the riddles. Invite students to share
how they worked out the answers.
READING TIP:
By underlining unknown vocabulary words as they
read, students actively engage with vocabulary. This
strategy can make it easier for students to notice the
context clues that are helpful for learning new words,
and achieve a better understanding of what they read.

WHILE-READING ACTIVITIES
2 Sort the fruits and vegetables.
Have students read the article. Tell students to
underline the words they don’t know. Monitor and
provide assistance. Have students share the words they
underlined with the class, and encourage other students
to give the meanings. Correct and clarify as needed.
Draw students’ attention to Activity 2. Read the
instructions along with students. Then, have students
read the text again, and complete the activity. Form
groups of three and ask them to compare their work.
To check, invite volunteers to tell you which are fruits
and which are vegetables. Ask students if they learned
something new from the article. Ask them if they
know how to tell the difference between a fruit and a
vegetable.
3 Write down the differences.
Read the instructions along with students. Have
different volunteers read the sentences. Make sure
everyone understands the sentences. Ask students to
read the text again, and to look for the information
needed to complete the activity. Monitor and provide
assistance. Then, form groups of four and have students
compare their work. To check, invite volunteers to read
their sentences aloud.

T75A
 Vocabulary Farm: calf, chick, cow, duck, farmer,
Wrap-up
Teach the song “Old MacDonald.”
goat, hen, horse, rooster, sheep Old MacDonald had a farm, E-I-E-I-O.
Materials A sheet of poster paper, flashcards from And on that farm he had a cow, E-I-E-I-O.
Unit 7. With a moo moo here,
And a moo moo there,
Preparation Draw a simple farm scene on the Here a moo, there a moo,
poster paper. Cut it into several large squares. Everywhere a moo moo.
Old MacDonald had a farm, E-I-E-I-O.
Sing the song again, changing the animal names and
Warm-up sounds: duck – quack, horse – neigh, sheep – baa.
Stick the squares of the farm scene on the board in
random order. Invite volunteers to put the squares Optional Activity
together to form a scene. Finally, ask what the scene Materials Paper bags (1 per student), construction
shows: a farm. Ask students if they live on a farm or paper of different colors, markers.
have ever visited a farm. Accept all answers. Hand out the materials and show students how to
put their hand into the paper bag to make a puppet.
Write sheep, goat, horse, cow on the board. Tell students
to choose one of the animals. Help them to draw a
Class Activity nose on the “mouth” part of the bag. Then help them
to draw the rest of the animal face. Finally, they can
Vocabulary Presentation 48
glue colored paper to the face to make ears and other
Attach the flashcards to the board in random order with features.
the pictures facing the students. Encourage students to
103
say the names of animals that they know. Then play Pictionary
Track 48 and pause it after the first word. Point to a Assign page 130 as homework. Students write the
flashcard. Check with the class that it is the correct vocabulary items that correspond to the pictures. Then
flashcard. Show the back of the flashcard to confirm that they listen to the words on the Student’s CD and check
the answer is correct. Have students repeat the word in their answers. Finally, they listen to the track again and
repeat the vocabulary.
chorus and individually. Do the same with the rest of the
words. Explain that hen is a female chicken; rooster is a Track 103
male chicken; chick is a baby chicken. NARRATOR:
1. Duck
Track 48 2. Horse
NARRATOR: 3. Rooster
1. Farmer 4. Farmer
2. Sheep 5. Sheep
3. Duck 6. Goat
4. Horse 7. Calf
5. Chick 8. Cow
6. Calf 9. Chick
7. Hen 10. Hen
8. Cow
9. Goat
10. Rooster

Oral Practice]
Have students open their books to page 145 . Have
them attach the stickers corresponding to Unit 7 in
the correct order onto the Unit Opener. Divide the
class into pairs and tell them to take turns pointing to
pictures for their friend to say the word. Then they
repeat the word and the friend says the word again.

Written Practice
Display a flashcard with the picture facing the students.
Elicit the word: (chick). Flip the flashcard over and say
the word. Put it on the board and continue with another
flashcard. Do the same with all of the flashcards. Then
have students copy the words into their notebooks.
Good Times on the Farm! T77

Vocabulary Farm
Materials Flashcards from Unit 7.
Functional Language Telling the time: What time
is it? It’s six o’clock.
Warm-up
Show the flashcards to elicit the names of the Farm
vocabulary words. Then place the flashcards on the
board with the word side facing the students. Make
an animal sound: quack, quack! Invite the class to say
the name of the animal. Do the same with the other
vocabulary items. You can use Hi, there! for the farmer.
Class Activity
1 Find ten words and label the pictures.
Invite students to open their books to page 78,
Activity 1. Tell them to look at the pictures and circle
the corresponding words in the wordsearch. Then they
should label the pictures. Check the answers with the
class.
Divide the class into different groups and assign some
lines to each one. Tell them that you are the “director
of the orchestra” and that they have to follow your
signs. Have them whisper their lines at the beginning.
Put your index finger in front of your mouth and
move your hands downwards; then move your hands
upwards again and invite them to increase the volume
the next time. Repeat the activity several times.
Optional Activity
Materials Index cards, magazine cutouts of items that
are produced on farms: milk, cheese, eggs, wool, meat,
vegetables, fruit, chicken, pork, etc.
Preparation Write the names of the items on the
index cards.
Stick the index cards and the magazine cutouts on
the board in random order. Get pairs of volunteers
to match the cutouts and the words. Help with
new words as needed. Invite the class to look at the
items. Explain that these items come from farms. The
farmers can sell things to supermarkets or in markets.
Ask students if they have a special place in their
neighborhood to buy these items.

 Listen and repeat the words. 48

✎ Assign page 64 as homework.
Play Track 48 and pause it after each word. Have
students point to the corresponding picture and repeat
the word in chorus and individually.

COOL Language
2 Listen and follow along. 49
Have students look at the pictures. Ask them to
describe them and say what time of the day it is in the
pictures:
S1: It’s morning. There’s a rooster.
S2: It’s night. It’s dark.
Play Track 49. Invite students to follow the dialogues.
Then divide the class into four groups. Assign a role to
each group. Play the track again and pause it after each
line. Have groups repeat their lines. Explain that we
ask What time is it? to find out about the time. We tell
the time by saying It’s and the number of the hour and
then o’clock.

 Role-play the dialogues.

Divide the class into pairs and tell them to act out the
dialogues. Monitor and help if necessary. Finally, get
volunteers to act out the dialogues for the class.

Wrap-up
Teach students this rhyme:
I’m late, I’m late.
What time is it?
What time is it?
It’s eight o’clock.
I have to go.
I’m late, I’m late.

Good Times on the Farm! T78

 Vocabulary Farm Wrap-up
Elicit the names of ten animals. Write them on the
Grammar Present Continuous: Is the cow sleeping? board, making some of them plural and some of them
Yes, it is. No, it isn’t. Are the horses running? singular. Then elicit ten actions and write them on
Yes, they are. No, they aren’t. the board: run, jump, swim, sing, etc. Get volunteers to
Materials A blindfold. match animals and activities. Accept all answers. Next,
divide the class into pairs. Have them take turns asking
and answering questions about what the animals are
doing:
Grammar Presentation S1: Is the hamster swimming?
Present Continuous S2: Yes, it is.
Is cow
the sleeping ?
Are cows
Optional Activity
Materials White paper (1 sheet per student).
Is the cow sleeping? Are the cows sleeping?
Hand out the paper and have students fold their paper
it is in half. On one side of the paper, have them write a
Yes, . question about an animal, using a verb on the board
they are (Is the dog jumping?); on the other side, they should
Yes, it is. / Yes, they are. do the same thing, but in plural form (Are the calves
it isn’t dancing?). Then they should draw pictures to illustrate
No, . both of their sentences, but they can choose to have
they aren’t animals doing something else so that the answer
will be negative. Finally, invite some volunteers to
No, it isn’t. / No, they aren’t.
show their pictures to the class. They should read the
question and say the answer for each picture.
Warm-up
Play Hangman (see page VIII) with farm animals.
✎ Assign page 65 as homework.

Class Activity

3 Color the matching questions and answers.

Have students open their books to page 79, Activity
3. Invite them to look at the scene and name the
animals that they see. Then direct their attention to
the example. Tell them to color the matching questions
and answers according to the scene. Have them use a
different color for each pair. Check the answers with
the class.

 Ask and answer questions about the rest of the

animals.
Elicit the names of the animals that are not in the
questions in Activity 3: calves, goats, chicks, hen, rooster.
Divide the class into pairs and have them ask and
answer questions about what the rest of the animals
are doing. Choose a pair to stand up and give a
question and answer about one of the animals. Repeat
the activity about the other animals.

T79 Good Times on the Farm!

 Grammar Present Continuous: Is he eating? Wrap-up
Yes, he is. No, he isn’t. Are they sleeping? Invite a volunteer to the front. Quietly give him or
Yes, they are. No, they aren’t. her the name of an animal or an action. The volunteer
should act out the animal or the action. Ask the class
questions:
T: What animal is it? / Is the goat running?
Warm-up SS: It’s a goat. / Yes, it is.
Play Chinese Whispers (see page ix) with questions in the
Play again with other volunteers.
present continuous: Is the farmer singing? Encourage the
last student to decide the answer and pass it back to the
begining: Yes, he is. Optional Activity
Materials Flashcards from Units 1 through 7.
Divide the class into two teams. Display five flashcards
Class Activity from various units, choosing at least two words that
begin or end with the same letter. Ask students which
1 Connect the matching pieces. words begin/end with that letter. Teams write their
Have students open their books to page 80, Activity 1. answers on scrap paper: chef, climbing. They get one
Tell them to look at the pictures and connect the two point for each complete and correct answer. Play again
halves of each picture. Encourage them to compare several times. The team with the most points at the
answers with a friend to check. Finally, invite end is the winner.
volunteers to describe what the people in the pictures
are doing.
✎ Assign page 66 as homework.
 Answer the questions.
Refer the class to the Cool Grammar box. Get volunteers
to read the questions and answers aloud. Explain
that we can use these questions to ask about actions
occurring now. Point out that we can use pronouns or
nouns in the questions. Write an example of each on
the board: Is the cow sleeping?
Is it sleeping?
Ask a volunteer to read the example question and
answer aloud. Tell students to point to the picture of
the juggler. Divide the class into pairs and have them
answer the other questions. Check the answers with
the class.

 Write the questions.

In their pairs, have students read the answers and write
questions according to the answers and the pictures in
Activity 1. Check answers with the class.

Good Times on the Farm! T80

 Grammar Present Continuous
Materials Cardboard or construction paper.
Preparation Cut out two large clock hands from
the cardboard or construction paper.
Warm-up
Stick the clock hands on the board and draw a clock
around them. Ask What time is it? Get the class to
answer: It’s (four) o’clock. Have a volunteer change
the time and ask the class the same question. Repeat
several times.
Wrap-up
Invite students to use their Cool Clocks for this activity.
Write a time on the board: 6:00, and invite students
to set it on their clocks. Ask What time is it? Invite a
student to answer with the time you gave them.
Next choose a volunteer to write the time on the
board. Have him or her ask the class what time it is and
choose someone to answer the question. Repeat the
activity several times.
Optional Activity
Play Body Writing (see page viii) with times: three
o’clock, eight o’clock, etc.

Class Activity ✎ Assign page 67 as homework.

2 Ask and answer questions about COOL-2.

Have students open their books to page 81, Activity 2.
Invite two students to read the dialogue about the first
picture aloud.
Refer students to the clock in the picture below the
first one and elicit the question. Invite students to say
what time it is: It’s twelve o’clock. Next ask what COOL-
2 is doing: He’s playing soccer. Divide the class into pairs
and have them make dialogues about the remaining
pictures. Monitor and help as needed. Invite volunteers
to act out the dialogues for the class.

3 Make a Cool Clock.

Read the instructions aloud. Hand out the materials
and explain to students what they have to do,
demonstrating as you go along. Students make their
Cool Clocks. Make sure that one clock hand is shorter
than the other. Divide the class into pairs. Encourage
students to set the time on their clocks and ask each
other what time it is.

T81 Good Times on the Farm!

 Skills Development Reading
Materials Slips of paper (1 per student), a plastic
or paper bag, a blindfold.
Warm-up
Write the word COMBINATIONS on the board and ask
what it means: Mixing things together. Write primary
color combinations on the board for students to
complete:
1. red + = purple
2. yellow + blue =
3. black + white =
4. + yellow = orange
Check answers with the class.
Key 1. blue 2. green 3. gray 4. red
Class Activity
1 Tell a friend about the creatures.
Have students open their books to page 82, Activity 1.
Focus their attention on the pictures and ask
them to say the names of the creatures. Help with
pronunciation as needed. Point out that these creatures
are combinations of animals, or animals and people.
Then form and invite students to take turns describing
the creatures to each other. Finally, encourage
volunteers to name or draw on the board other
creatures that only appear in stories: unicorn, dragon,
etc. Vote on the class’s favorite creature.
Wrap-up
Give out the slips of paper, one per student. Ask them to
write one imaginary animal. The idea is that they combine
animals. Tell them to fold the papers and collect them as
you put them in a bag. Then divide the class into four
teams. Invite a volunteer from one team to the board.
Ask him or her to take out one paper from the bag and
to read it in secret. Blindfold the volunteer. He or she has
one minute to draw the animal on the board for his or
her team to guess. If the team guesses correctly, they win
a point. If not, the first other team to guess correctly wins
a point. Play until there are no slips of paper left.
Optional Activity
Materials Modeling clay, feathers, cotton balls.
Divide the class into groups of three and hand out the
materials. Tell each group to make a new animal using
the materials. Then have them name it and write
a description in their notebooks. Finally, combine
groups and have them present their new animals to
each other.
✎ Assign page 68 as homework.

2 Listen and follow the story. 50

Invite students to look at the story. Ask them what the
name of the professor is and if they know the meaning
of his name. Explain that nutty means crazy. Play Track
50. Ask students to follow the story and point to the
speech bubbles as they listen.
Play the track again and pause it after each line and
have students repeat what Professor Nutty says. Elicit
the names of the creatures in the story and what
animals they are a combination of: duck-rooster – duck
and rooster. Write duck + rooster = duck-rooster on the
board. Invite volunteers to write about the other
creatures on the board. Finally, ask what is unusual
about Professor Nutty: He’s a combination creature, too.
Ask what he is a combination of: horse + human. Say
the name of the creature: centaur.
Key duck + rooster = duck-rooster, sheep + goat = sheep-goat,
sheep + cow = sheep-cow

 In your notebook, draw and describe an

imaginary animal.
Invite students to draw an imaginary animal in their
notebooks and then describe it. Divide the class into
pairs. Have them show their picture to their friend and
read their description aloud.

Good Times on the Farm! T82

 Skills Development Writing Wrap-up
Stand facing the board. Use your two arms as the hands
of the clock to show a time. Say: It’s (eight) o’clock. Get
students to stand up and imitate you. Repeat with
Warm-up different times.
Play Air Write (see page viii) with the vocabulary of this
unit.
Optional Activity
Materials Twelve sheets of paper.
Preparation Write the numbers from 1 to 12 on the
Class Activity sheets of paper, one number per sheet.
Invite students to stand in a circle. Give students the
3 Underline the answers. numbers at regular intervals to form a clock. Choose
Tell students to open their books to page 83, Activity 3. some students to stand in a line across the circle.
Focus their attention on the picture. Read the example Adjust the students in the line to form two clock
aloud. Tell students to read the rest of the sentences hands. Say times for the students to form the clock.
and underline the answers that correspond to the
picture.

 Check your answers with a friend.

✎ Assign page 69 as homework.
Divide the class into pairs and have students compare
answers to check.

4 Write about an animal.

Have students choose an animal and write about it.
Encourage them to use the text in Activity 3 as a guide.
Monitor and help as needed.

 Draw the animal.

Now tell students to draw the animal they described.
When they finish, divide the class into small groups.
Have students take turns presenting their animal and
their description to the group.

5 Write the question and answer.

Invite a pair of volunteers to read the example question
and answer aloud. Point to the other clock and have
students write the question and answer on their own.

T83 Good Times on the Farm!

 Skills Development Listening and Speaking
Materials Flashcards from Units 1 through 7, a
dark-colored piece of paper.
Warm-up
Shuffle the flashcards. Partially cover the word of a
flashcard with the dark-colored paper. Show it to the
class. Invite them to say the word. Remove the dark
-colored paper to check. Repeat several times. Play
again, but this time covering part of the picture and
eliciting the word.
Class Activity
1 Unscramble the dialogue.
Have students open their books to page 84, Activity 1.
Have volunteers describe what they see: Two mice are
in the field. One is looking at its watch. Then tell them to
unscramble the dialogue. Get two volunteers to write
the unscrambled question and answer on the board.
Check answers with the class.
2 Listen and complete the song. 51
Play Track 51 and have students follow along with the
song. Play the track again and tell them to write the
missing words. Check answers with the class.
 Sing “What Time Is It, Mr. Clock?” 51
Play Track 51 again and invite students to sing the
song. Repeat the song several times.
3 Look and ask a friend.
Divide the class into pairs. Instruct them to point to a
clock and ask their friend what time it is. They should
take turns. Monitor and help if necessary.
Arriving on time
Ask a volunteer to read the text in the speech bubble
aloud. Invite students to answer the boy’s question and
say what they think about arriving on time. Encourage
them to say why it is important to be on time: It shows
respect for other people. It keeps you from missing important
events, etc.
Wrap-up
Play Bingo (see page viii) with times: Six o’clock.
Optional Activity
Materials Flashcards from Units 1 through 7.
Play What is Missing? (see page viii) with the
vocabulary seen so far. Shuffle the flashcards and
choose twelve of them. Attach them to the board in
random order. Tell students to look at them carefully.
Next, ask them to close their eyes. Remove one of
the cards. Have students open their eyes again and
say which flashcard is missing. Put the flashcard back.
Repeat the activity several times.
✎ Assign page 70 as homework.
Track 89
NARRATOR:
a. It’s four o’clock.
b. It’s three o’clock.
c. It’s eleven o’clock.
d. It’s five o’clock.
e. It’s twelve o’clock.
f. It’s two o’clock.
Good Times on the Farm! T84
 Skills Development Listening and Speaking
Materials A stopwatch.
Warm-up
Elicit the names of the farm animals and write them on
the board. Then sing “Old MacDonald” (see T77).
Optional Activity
Write the following tongue twisters on the board.
Explain meaning as needed and encourage students to
practice saying them:
William and Walter want warm winter weather.
We walk quickly in Wisconsin.
Sweet Sue sweeps streets on Wednesday every week.
Invite some volunteers to say them for the class.

Class Activity ✎ Assign page 71 as homework.

4 Listen and write the answers. 52 Track 90

Invite students to open their books to page 85, Activity NARRATOR:
4. Elicit the names of the animals in each picture. Play 1. Color it gray.
Track 52 and pause it after number one. Repeat the 2. Color it red.
question and elicit the answer: Yes, it is. Play the rest
of the track, pausing after each question for students 3. Color it purple.
to look and write the answer. Have them compare 4. Color it green.
answers with a friend to check. Play the track one 5. Color it orange.
last time and pause it after each question to elicit the 6. Color it yellow.
answers.
7. Color it brown.
Track 52 8. Color it pink.
NARRATOR: 9. Color it blue.
1. Look at the dog. Is it running?
2. Look at the goat. Is it singing?
3. Look at the chick. Is it walking?
4. Look at the ducks. Are they jumping?
5. Look at the horse. Is it swimming?
6. Look at the hens. Are they sleeping?

5 Listen and circle the /w/ sound. 53

Write the letter w on the board and invite students to
make the sound. Make sure that their lips are rounded
and close together as they make the sound. Then tell
them to read the rhyme about the cow and the wasp
silently. Play Track 53 and get students to raise their
hands when they hear a /w/ sound. Play the track again
and have them circle the /w/ sounds in the rhyme.
Copy the rhyme on the board and ask volunteers to
circle the sounds on the board.

 Say the rhyme.

Play Track 53 again and get students to say the rhyme
along with the track. Repeat several times.

Wrap-up
Divide the class into teams. Encourage them to make a
list of words that start with w: walk, words, with, water,
want, warm, windy, wasp, watch, week, etc. After three
minutes, say Stop! Teams get a point for each correct
word. The team with the most points at the end is the
winner.

T85 Good Times on the Farm!

 Materials Flashcards from Units 1 through 7.
Warm-up
Attach twenty flashcards to the classroom walls.
Read a list of eight words and invite a volunteer
to touch the flashcards in the same order you mention
them. Repeat the activity several times
with different volunteers.
Optional Activity
Materials Poster paper, markers, construction paper.
Tape the poster paper to the board. Invite students
to work together to make a farm scene. When they
finish, get volunteers to describe the scene: There are
some horses. They’re eating.
✎ Assign page 72 as homework.

Class Activity
1 Classify the words.
Divide the class into groups of three. Invite them to
open their books to page 86, Activity 1. Tell them to
read the list of words in the box and sort them into the
three lists below under the appropriate heading. Check
answers with the class.
2 Play Pictionary.
Divide the class into pairs. One student draws a picture
of a Farm vocabulary item for the other student to
guess. Then they switch roles and play again. Repeat
until each student has had four turns drawing.

See Teacher’s Resource CD, Cool Tests 7a & 7b.

Wrap-up
Play Memory (see page VIII) with Farm vocabulary words.

Good Times on the Farm! T86

 Materials Flashcards from Units 1 through 7.
Warm-up
Have students open their books to the Unit Opener.
Choose one of the people or animals in the scene. Do
not say what it is. Encourage students to ask questions
to identify the person or animal:
SS: Are they eating?
T: No.
SS: Is he running?
T: Yes, he is!
Class Activity
3 Look and answer.
Have students open their books to page 87, Activity 3.
Tell them to look at the picture and answer the
questions about it. Students should compare answers
with a friend to check. Encourage them to correct their
mistakes if necessary. Check answers with the class.
COOL Read the Cool Tip aloud. Tell students that
the more they practice speaking in English,
Tip! the better they will learn it. Encourage
them to ask each other what time it is and
to say the time in English.
Wrap-up]
Display some flashcards. Choose a flashcard and
describe what it is without mentioning its name: It’s a
farm animal. It’s white. It’s small. Right now it’s swimming
in the water. Have students guess what it is: It’s a duck.
Divide the class into pairs and have them continue
playing in the same way. Monitor and help as needed.
Optional Activity
Sing “What Time Is It, Mr. Clock?”
✎ Assign page 73 as homework.

 Write two more questions.

Invite students to write two more questions about
the picture. The questions should correspond to the
answers given. Check answers with the class.

4 Read the sentences and color the corresponding

circles.
Read the sentences and help students with
comprehension if necessary. Encourage students to
reflect on their abilities and color the corresponding
number of circles.

T87 Good Times on the Farm!

 Cool reading

Why Hares Have Black Ears and

a White Body
Worksheet 7
PRE-READING ACTIVITY
Make forest, tree, hare, bear, raccoon, squirrel, and moose
flashcards. Place them on the board and have students
name them. Have students quickly look through the
comic with a partner and identify the animals.
READING TIP:
Students can help each other to understand a text.
Both students benefit. A lower-level student gets a
better understanding of the text, and a higher-level
student reinforces their own understanding.

WHILE-READING ACTIVITY
1 Decode the words.
Read the instructions for Activity 1. Have students
complete the activity with a partner. To check, invite
different volunteers to write the names of the animals
on the board.
Next, read the comic out loud, and have students
follow as you read. Tell students to write down any
words they don’t know or understand. Then, form
groups of three and encourage students to help each
other figure out the meanings of unknown words. Have
students re-read the comic in their group, and discuss
what the story is about. Finally, invite each group to
share their conclusions.

POST-READING ACTIVITIES
2 Match the parts of the sentences.
Play Simon Says to review prepositions of place. Then,
read the instructions along with students. Have them
complete the activity individually. Form pairs and
ask students to compare their work. To check, invite
volunteers to say the answers aloud.
3 Read and color the questions.
Have a volunteer read the instructions. Read the
information in the box and look at the pictures with
students. Make sure everyone understands the activity,
and ask students to complete it individually. Next,
form groups of three and ask students to compare their
answers. Finally, ask students to discuss in their groups
if they liked the story, and the reasons why. After a few
minutes, have a short class discussion to share students’
ideas.

T87A
 Vocabulary Household Items: armchair, bookcase,
lamp, microwave, pillow, sink, sofa, toaster, toilet,
washer
Materials Magazine cutouts of rooms in houses,
flashcards from Unit 8.
Warm-up
Stick the magazine cutouts on the board. Invite
students to stand up, look at the pictures, and identify
the rooms. Have the class vote on the room that they
like the most.
Wrap-up
Shuffle the flashcards from this unit and attach
them to the board with the pictures facing the class.
Spell a word and invite volunteers to point to the
corresponding flashcard.
Optional Activity
Materials Old magazines (1 per team).
Divide students into small teams and hand out the
magazines. Say the name of a House item. The first
team to find the item wins a point. Have students
exchange magazines. Play again with other vocabulary
items.

104
Pictionary
Class Activity Assign page 131 as homework. Students write the
vocabulary items that correspond to the pictures. Then
Vocabulary Presentation 54
they listen to the words on the Student’s CD and check
Hold up a flashcard with the picture facing the class. their answers. Finally, they listen to the track again and
Flip it over and tell students to read the word silently. repeat the vocabulary.
Place it on the board with the word facing the class.
Do the same with each of the other flashcards. The Track 104
flashcards should not be in the order in which they are NARRATOR:
mentioned on Track 54. 1. Bookcase
Play the track and pause it after the first word. Invite a 2. Sink
volunteer to choose the correct flashcard. Have him or 3. Toilet
her flip the card over showing the picture. Do the same 4. Armchair
with the rest of the flashcards, putting them in order 5. Pillow
as you go. Finally, play the track again for students to 6. Sofa
repeat the words in chorus and individually. Leave the 7. Lamp
flashcards on the board. 8. Toaster
9. Washer
Track 54 10. Microwave
NARRATOR:
1. Sofa
2. Pillow
3. Bookcase
4. Armchair
5. Lamp
6. Toilet
7. Sink
8. Microwave
9. Toaster
10. Washer

Oral Practice]
Have students open their books to page 147. Have them
attach the stickers corresponding to Unit 8 in the order
you tell them. Invite students to repeat the words after
you.

54
Written Practice
Play Track 54 and pause it after each word. Invite
volunteers to say the letter that each word begins with.
Write the letters above the flashcards. Have students
copy the letters in a list into their notebooks. Play the
track again and encourage them to write the rest of
each word according to how it sounds. Flip over the
flashcards for students to check their answers. Make
sure that they make any necessary corrections in their
notebooks.

Living Spaces! T89

 Vocabulary Household Items
Functional Language Asking for Personal
Information: What’s your address? It’s 14 Madison
Street. What’s your telephone number? It’s 786-
9845.
Materials Flashcards from Unit 8.
Warm-up
Show flashcards for students to say and spell the words.
Optional Activity
Materials Slips of paper (1 per student), a small box or
bag.
Preparation Write questions and answers about personal
information on slips of paper. Put the slips of paper in
the box or bag.
Invite volunteers to come to the front and choose a
slip of paper. He or she should read the sentence aloud
normally and then read it in a quiet voice. Continue
with as many volunteers as possible.

✎ Assign page 74 as homework.

Class Activity
1 Trace the right word in each pair.
Have students to open their books to page 90, Activity 1.
Focus their attention on the example. Tell them to trace
the word that corresponds to each picture. When they
finish, get them to compare answers with a friend.

 Listen and check your answers. 54

Play Track 54 for students to check their answers.
Check answers with the class.

COOL Language
2 Listen and follow along. 55
Have students look at the pictures and say what the
kids are asking for: the other person’s address and telephone
number.
Play Track 55. Invite students to follow the dialogues
as they listen. Then divide the class into four groups.
Assign a line to each group. Play the track again and
pause it after each line. Have the corresponding group
repeat it. Switch roles and play the dialogues again.

 Role-play the dialogues.

Divide the class into pairs and tell them to role-play
the dialogues. Encourage them to substitute their own
information for the information given. Invite some
volunteers to act out their dialogues for the class.

Wrap-up
Invite students to stand up and ask three different
friends for their personal information, using the phrases
from the dialogue. They should write the three friends’
names and the information they give them in their
notebooks. Monitor and help as needed.

Living Spaces! T90

 Vocabulary Household Items Wrap-up
Have students write the sentences describing the
Grammar Prepositions: behind, between, in front positions of the objects in their notebooks. Monitor and
of, next to check.

Optional Activity
Grammar Presentation Materials White paper (1 sheet per student).
Prepositions
behind Hand out the paper and have students fold their sheets
He is next to the sofa . into four equal sections. Tell students to write a new
in front of preposition in each space. Then they should illustrate
it. They can use the pictures of Mousey and the boxes
between the sofa and the TV . on page 91 as a guide. Monitor and make sure that
He is behind the sofa. He is next to the sofa. He is in front of students have the correct picture for each preposition.
the sofa. He is between the sofa and the TV.

Warm-up
✎ Assign page 75 as homework.
Play Air Write (see page viii) with House vocabulary
items.

Class Activity
3 Listen and number the items. 56
Have students open their books to page 91, Activity 3.
Play Track 56 and pause it after the first sentence.
Point out the example. Play the next sentence and get
students to find and number the item. Monitor and
check. Then play the rest of the track for students to
number the items. Encourage them to compare answers
with a friend to check.

Track 56
NARRATOR:
1. Mousey is on the sofa.
2. The fridge is next to the table.
3. The TV is in front of the bookcase.
4. The ball is behind the sofa.
5. The bookcase is between the bike and the TV.
6. There are two boxes under the table.
7. The tomatoes are in the microwave.

 Complete the sentences.

Refer the class to the sentences and the pictures of the
mouse and the boxes on the right. Say each preposition
for them to repeat in chorus. Then focus students’
attention on the example. Encourage students to point
to Mousey in the scene. Divide the class into pairs and
invite them to complete the rest of the sentences using
the new prepositions behind, between, next to, and in front
of. Check answers with the class.

 Take turns with a friend saying where the objects

are.
In the same pairs, have students take turns saying where
each object is in the scene. Monitor and help as needed.

T91 Living Spaces!

 Grammar Prepositions: behind, between, in front Wrap-up
of, next to Play I Spy (see page viii) with the location of items in
the classroom:
Materials Flashcards from Unit 8. T: It’s next to the desk. It’s red.
SS: It’s a schoolbag.

Warm-up Optional Activity

Attach the flashcards to the board. Choose a volunteer
and give him or her an instruction: Put the sofa behind
the desk. Confirm with the class that the flashcard is in
the correct place. Repeat with the rest of the flashcards
using behind, between, next to, and in front of.
Class Activity
1 Listen and mark (✔) the pictures. 57
Have students open their books to page 92, Activity 1.
Invite them to look at the first picture in this activity.
Ask them what the characters are doing and why the
old woman is sad. Accept all answers. Play Track 57
and pause it after the first line. Ask why the woman is
sad: She can’t find anything. Play the rest of the track and
have students mark the picture in each pair that shows
where the objects are according to what they hear. Play
the track again for students to check their answers.
Materials Sheets of white paper (one for each
student).
Preparation Draw a picture according to the
description.
Hand out the sheets of paper. Read the description,
pausing after each sentence for students to draw:
This is a kitchen. There is a table between two windows.
There is an apple on the table. There is a chair next to the
table. There is a cat behind the chair.
When students are done, show them your picture for
comparison.
✎ Assign page 76 as homework.

Track 57
ELDERLY WOMAN: Oh, I can’t find anything. Where’s
the sofa?
MAN: The sofa is next to the lamp.
ELDERLY WOMAN: Next to the lamp?
MAN: Yes, Ma’am.
ELDERLY WOMAN: Oh, yes. I see it now. And where’s
the toaster?
MAN: The toaster is in front of the microwave.
ELDERLY WOMAN: In front of the microwave? Oh, yes.
There it is.
MAN: And the bookcase is between those lamps,
Ma’am.
ELDERLY WOMAN: Oh, yes! I see it. But where’s my
favorite pillow?
MAN: Well, ... It’s behind the TV.

 Check your answers with a friend.

Encourage students to compare answers with a friend
to check. Elicit the answers.
T: Where is the bookcase?
SS: Option 2. Between the lamps.

 Complete the sentences.

Divide the class into pairs and have them complete the
sentences describing the pictures in Activity 1 using
the prepositions in the list. Invite volunteers to read
the sentences aloud. Then refer students to the Cool
Grammar box. Have them make sentences about the
mouse using the preposition: The mouse is behind the box.

Living Spaces! T92

 Grammar Prepositions 7. They fold the
Materials A small toy car, square sheets of bottom corner
colored paper (3 per student), black markers (1 up.
per student), googly eyes (3 pairs per student,
optional). 8. They flip the
mouse over and
put on the eyes.
Warm-up
Give a volunteer the toy car. Invite him or her to place it
somewhere in the classroom. Help the student to place it Optional Activity
in a place that is behind, between, next to, or in front of some Elicit the prepositions students know and write them
other object or objects. Then get the rest of the class to on the board: in, on, next to, under, behind, between, etc.
say where it is: The toy car is in front of the book. Repeat Divide the class into groups of three. Write this poem
several times with different volunteers. on the board:
Weekends
In the park.
Class Activity Under the trees.
Between Mom and Dad.
2 Write the names of the children. Next to my dog.
Have students open their books to page 93, Activity 2. I like weekends very much.
Invite them to read what Melissa says and then write Invite students to write another poem using
the names of the children on the lines. Tell students to the prepositions. Write three possible topics
compare answers with a friend to check. on the board: Rainy Days, At School, On the
Bus. Finally, have volunteers read their
 Draw your position in the classroom. poems to the class.
Invite students to look around and see who is sitting
next to them, and who’s sitting in front of and behind
them. Have them draw their position in the classroom.
Wrap-up
 Write about your position in the classroom. Divide the class into pairs and have them position their
Tell students to write about their position in the mice in different places. Then they should describe
classroom. Invite some volunteers to read one of their where the mice are: They’re between the book and the
sentences aloud. pencil.
3 Make some Cool Mice.
Read the instructions aloud. Hand out the materials and ✎ Assign page 77 as homework.
explain to students what they have to do. Demonstrate
steps one at a time and help students make the correct
folds. When they finish, encourage them to make two
other mice on their own. Monitor and help as needed.
1. Students
should fold the
paper in half,
diagonally.
2. Then they
fold it in half
again.

3. They open
the previous
fold.

4. They make a
fold to form a
smaller triangle.

5. They fold the

triangle up.

6. They flip it
over.

T93 Living Spaces!

 Skills Development Reading
Warm-up
Write BEST FRIEND on the board and encourage
students to list as many words as they can using the
letters. After two minutes, elicit the words that students
wrote.
Possible answers: be, fire, deer, see, free, ten, feet, red.
Class Activity
1 Write the names of two friends.
Have students to open their books to page 94, Activity 1.
Tell them to write the names of their two friends on
the line.
2 Listen and follow the story. 58
Read the title of the story aloud and encourage students
to look at all of the pictures. Play Track 58 and get
students to follow along with the story in their books.
Elicit the name of Alice’s new friend: Polly Pillow.
Wrap-up
Play Musical Dictation (see page ix) with sentences using
prepositions: The kite is between the chair and the bed.
Students write and draw the sentences.
Optional Activity
Materials Index cards (1 per student).
Preparation Write sentences about likes and dislikes
on the cards, with one word (phrase) per card: Amy /
likes / bananas. or Todd and Jim / don’t like / pizza. The
cards with the names should have simple faces to
show like or dislike.
Shuffle the index cards and hand them out. Have
students stand up and form groups of three to make
sentences. Get groups to read their sentences aloud.
The sentences should be correct and match the faces.
✎ Assign page 78 as homework.

 Color the parts of sentences that match.

Invite students to read the parts of sentences and
color the ones that match. Have volunteers read the
complete sentences aloud.

Making new friends

Focus students’ attention on the picture of Cool-2. Ask
a volunteer to read the text in the speech bubble aloud.
Explain that there are many people with different
personalities, likes, and dislikes. Some people are not as
easy to be friends with as others. Encourage students to
try to make new friends because each one is valuable
in a different way. Add that we should not give up
trying to make new friends, because there will always
be someone who can be our friend. Invite students to
suggest why friends are important: They help us. They
make us laugh. They’re fun, etc.

Living Spaces! T94

 Skills Development Writing and Speaking
Materials A blindfold.
Warm-up
Divide the class into four teams and invite a volunteer
from one team to the board. Tell the volunteer a
sentence about the positions of objects. Blindfold the
volunteer. He or she has one minute to draw the item
on the board for his or her team to guess. If the team
guesses correctly, they win a point. If not, the first
other team to guess correctly wins a point. Play one or
two rounds.
Wrap-up
Tell students to write two of the descriptions from
Activity 4 in their notebooks. Remind them to use
capital letters and periods when necessary. Monitor and
help as needed.
Optional Activity
Tell students to write three sentences without capital
letters or punctuation. Monitor and help as needed.
Then divide the class into pairs. Students should
exchange sentences for their friend to correct.
✎ Assign page 79 as homework.

Class Activity
3 Rewrite the descriptions with capital letters and
periods.
Have students open their books to page 95, Activity 3
and ask them what they see in the pictures. Read the
instructions and the example aloud. Invite a volunteer to
write a capital letter on the board. Get another volunteer
to draw a period on the board. Ask students when we
use capital letters: At the beginning of a sentence and in
names. Ask when we use periods: At the end of a sentence.
Encourage students to rewrite the sentences with capital
letters and periods. Have them compare answers with
a friend to check. Finally, get volunteers to write the
sentences correctly on the board.

4 Describe a picture to a friend.

Divide the class into pairs. Invite them to take turns
choosing a picture and describing it to a friend. The
friend should guess which picture is being described.

T95 Living Spaces!

 Skills Development Listening and Speaking
Warm-up
Divide the class into pairs. Invite them to open their
books to Unit Opener 8. Encourage them to take turns
making sentences about the scene, using prepositions:
COOL-2 is in front of the bed. Monitor and help as needed.
Class Activity
1 Number the children.
Have students open their books to page 96, Activity 1.
Direct their attention to the group of kids. Read the
first description aloud and get students to point to the
corresponding kid. Encourage them to show a friend
their answer. Tell them to write 1 in the box. After that,
get them to read the rest of the descriptions and number
the kids. Copy the boxes on the board as they appear in
the book. Elicit the number for each box.
 Sing “My Friends.” 59
Play Track 59 and invite students to sing the song about
the kids. Repeat the song several times.
2 Draw your friends.
Tell students to draw at least three of their friends in
the box. Encourage them to draw them thinking of
the prepositions they have learned in this unit: behind,
between, next to, and in front of.
 Describe your friends.
Divide the class into pairs and ask students to describe
the friends that they drew. Encourage them to make
sentences using the prepositions they learned in this
unit. They can also use the descriptions in Activity 1 as
a guide: This is my friend Sara. She has brown hair. She is
standing next to Olga. Olga has black hair and
green eyes…
Wrap-up
Tell students to write a description of one of their
friends in their notebooks. Monitor and help as needed.
Optional Activity
Play Bingo! (see page viii) with House vocabulary
items.
✎ Assign page 80 as homework.
Track 91
NARRATOR: OK, let’s start. How many bookcases are
there?
MAN: Bookcases? There are twenty bookcases.
NARRATOR: Twenty, right. Now, how many washers are
there?
MAN: There are fifty.
NARRATOR: Fifty? OK. How many toilets are there?
MAN: There are eighty toilets.
NARRATOR: Perfect! How many pillows do we have?
MAN: Pillows? Thirty.
NARRATOR: Thirty. How many toasters and microwaves
are there?
MAN: Forty and sixty.
NARRATOR: Forty toasters and sixty microwaves, OK.
How many sinks?
MAN: Ninety. There are ninety sinks.
NARRATOR: How many lamps are there?
MAN: There are seventy lamps.
NARRATOR: Seventy lamps. And how many armchairs
and sofas?
MAN: Ten armchairs and no sofas.
NARRATOR: No sofas? OK, thank you.
Living Spaces! T96
  Check your answers with a friend.
Skills Development Speaking and Listening
Divide the class into pairs. Read the speech bubble
aloud. Invite a volunteer to complete the sentence: a
hat, a blouse, and brown sandals. Have students check
Warm-up their answers in the same way. Check answers with the
Play Dictation Race (see page xii) with phone numbers class.
and addresses.

Class Activity
3 Find the differences and circle them.
Have students open their books to page 97, Activity 3.
Invite them to look at the pictures carefully to find and
circle the differences.
 Check your answers with a friend.
Invite a volunteer to read what the boy is saying to
his friend. Divide the class into pairs and get them to
describe the differences between the pictures in the
same way. Monitor and help if necessary.
Key
Picture A Picture B
Wrap-up
Have students choose one of the children from Activity
4 and write a description in their notebooks. Monitor
and check.
Optional Activity
Materials Four inflated balloons, a marker.
Preparation Write the name of a vocabulary category
on each balloon: numbers, clothing, parts of the body,
circus.
Choose a balloon and toss it into the air. Students
must say a word in the category to hit the balloon.
The goal is to prevent the balloon from hitting the
floor. Play again with other balloons.

The rooster is behind The rooster is in front of ✎ Assign page 81 as homework.

the pineapple. the pineapple.
Track 92
CAT: There are three gray robot mice under the sofa.
The cow is behind the The cow is next to the
sofa. boy. There are two blue robot mice behind the bookcase.
There is one red robot mouse next to the pillow on
The train is next to the The train is under the the sofa.
boy. sofa. There is one orange robot mouse between the dog
and the TV.
4 Listen and label the children. 60 There are four green robot mice in front of the
Tell students to look at the pictures of the children and window.
think about how they are different. Play Track 60 for There’s a yellow robot mouse under the pillow on
students to write the children’s names on the lines. the floor.

Track 60
NARRATOR: This is Tracy. She’s wearing a hat and a
blouse. She’s also wearing brown sandals.
This is Alan. He’s wearing a jacket, a scarf, and gray
gloves. He’s not wearing a cap.
This is Dan. He’s wearing a T-shirt, shorts, and
sunglasses.
This is Melanie. She’s wearing jeans, boots, and
gloves. She isn’t wearing sunglasses.

T97 Living Spaces!

 Materials A sheet of poster paper, markers.
Warm-up
Play Colored Circles (see page vii) with vocabulary from
Unit 8 and two other units.
Optional Activity
Materials Flashcards from Units 1 through 8.
Preparation Choose ten flashcards and write a
definition for each. Attach the flashcards to the board.
Read a definition and invite volunteers to give you the
corresponding flashcard. Repeat with the rest of the
flashcards.

Class Activity ✎ Assign page 82 as homework.

1 Label the pictures.
Have students open their books to page 98, Activity 1.
Invite them to look at the pictures and label the objects.
Check answers with the class.

 Play Describe and Draw.

Divide the class into groups of three. Assign three
spaces to each student in the group: Student A – 1 to 3,
Student B – 4 to 6, Student C – 7 to 9. Tell students to draw
another object or objects in each of their spaces. The
original object in each picture should now be behind,
next to, or in front of the new object, or in between
two objects. Monitor and help as needed. Students
should not show their pictures to each other.
Students should take turns describing their new
pictures: The toaster is in front of the ball. The other two
students draw the new objects. When they finish, have
them compare pictures to check. Students win a point
for each correct space. The student with the most points
in each group is the winner.

See Teacher’s Resource CD, Cool Tests 8a & 8b.

Wrap-up
Attach the poster paper to the wall. Invite each student
to draw one large object on the sheet. Have students
keep drawing objects until some objects are in front
of or behind each other. Then get volunteers to make
sentences about the picture: The dog is next to the boat.

Living Spaces! T98

 Materials White paper (1 sheet per student). Wrap-up]
Hand out the sheets of paper. Invite students to draw
their bedrooms on the paper. Then encourage them to
write a description:
Warm-up This is my bedroom. My bed is next to the closet. The lamp is
Invite students to write down three sentences next to the clock.
describing where students are in the classroom. One of
the sentences should be false: Monitor and help as needed. Display students’ work
around the classroom.
(Tommy) is next to (Mike). (Jessica) is behind (Amy). (Susan)
is in front of (Todd).
Divide the class into small groups. Students read their
Optional Activity
sentences and their classmates guess which sentence is Materials A sheet of poster paper.
false. Preparation Copy the logic puzzle and the clues below
on the poster paper.
Display the puzzle and read the following aloud: Four
children have four different favorite vegetables.
Class Activity
Divide the class into pairs and have them work
together to solve the puzzle.
2 Write about the position of the robots.
Have students open their books to page 99, Activity 2. carrots peas tomatoes onions
Tell them to look at the picture of the classroom. Write Julian
on the board: PSK is _________ DZR. Elicit the word
to complete the sentence: behind. Divide the class into Penny
pairs and have them write other sentences about the Sam
scene. Get volunteers to write sentences on the board. Marissa
There will be more than four possible answers. Confirm
1. Penny doesn’t like onions or tomatoes.
answers with the class.
2. Sam doesn’t like tomatoes or carrots anymore. He likes a
different vegetable now.
3 Read the sentences and color the corresponding 3. The boys’ favorite vegetables are not onions.
circles.
Read the sentences and help students with Key
comprehension if necessary. Encourage students to carrots peas tomatoes onions
reflect on their abilities and color the corresponding
circles.
Julian    
Penny    
COOL Read the Cool Tip aloud. Encourage Sam    
students to take notes in the margins of Marissa    
Tip! their books. They can use this space to
write down new words, translations, and
explanations. This will help them reinforce
the language they have learned, clarify ✎ Assign page 83 as homework.
questions they may have, and remind
them not to make a mistake again.

T99 Living Spaces!

 Cool reading

Your House
Worksheet 8

Pre-reading Activity Reading tip:

1 Write and spell the words. To help students understand a text, you can have them
Make rooms of the house flashcards, for example, preview the text by reading the title, and looking at the
bedroom, kitchen, bathroom, living room, dining room, office, illustrations, and then make predictions about it. This
garage. Place them on the board and have students will give context and help prepare students for what
identify them. they are about to read.
Then, read the instructions for Activity 1 along with
students. Have students complete the activity in pairs.
Ask volunteers to spell the words, and have other
volunteers write the words on the board. Correct any
mistakes.

While-reading Activity
2 Label the objects. Complete the sentences.
Ask students to open their books to page 60 and read
the article. Then, go over the instructions for Activity
2 with students. Go around the classroom and provide
assistance. Invite volunteers to read their answers to
the class.
3 Complete the crossword.
Read the instructions along with students. Go over
the sentences, and clarify any doubts. Form pairs, and
ask students to read the article again. They can then
complete the crossword. Invite volunteers to write the
words on the board.

Post-reading Activity
4 Draw and label the room where you play.
Have students draw the room where they play, and
label the room and the things in it. Then, form groups
of four, and have students explain their drawings
to their classmates. Have volunteers explain their
drawings to the class.

T99A
 Vocabulary Playground Equipment: balance beam,
climbing wall, crawl tube, merry-go-round,
monkey bars, rope ladder, sandbox, seesaw, slide,
swing
Materials Flashcards from Unit 9.
Warm-up
Mime walking across a balance beam. Invite students to
imitate you. Mime being on a seesaw and get students
to do the same. Repeat with several other pieces of
playground equipment. Finally, ask students where you
are: At the playground.
Optional Activity
Materials White paper (1 sheet per student).
Hand out the paper and tell students to draw their
favorite piece of playground equipment. They should
draw themselves playing on it. Then get them to label
the picture: I’m playing on the (slide)! Display students’
work around the classroom.
105
Pictionary
Assign page 132 as homework. Students write the
vocabulary items that correspond to the pictures. Then
they listen to the words on the Student’s CD and check
their answers. Finally, they listen to the track again and
repeat the vocabulary.

Track 105
Class Activity NARRATOR:
1. Slide
Vocabulary Presentation 61
2. Rope ladder
Play Track 61 and pause it after each Playground 3. Crawl tube
vocabulary item. Display the corresponding flashcard: 4. Swing
first the picture and then the word. Get students 5. Sandbox
to repeat in chorus and individually. Shuffle the 6. Merry-go-round
flashcards. Show a flashcard and elicit the name. Then 7. Balance beam
ask students if they like that item. Do the same with 8. Climbing wall
the rest of the flashcards. Leave the flashcards on the 9. Seesaw
board with the words facing the class. 10. Monkey bars

Track 61
NARRATOR:
1. Balance beam
2. Rope ladder
3. Monkey bars
4. Climbing wall
5. Slide
6. Seesaw
7. Merry-go-round
8. Swing
9. Crawl tube
10. Sandbox

Oral Practice
Have students open their books to pages 145 and 147
and tell them to attach the stickers corresponding
to Unit 9 in the correct order onto the Unit Opener.
Divide the class into pairs and get them to take turns
saying the names of playground equipment for their
friend to say the correct number.

61
Written Practice
Refer students to the flashcards on the board. Get
students to put them in order according to the pictures
in the Unit Opener. Play Track 61 to check. Then have
students copy the words into their notebooks.

Wrap-up
Play Tic-Tac-Toe (see page viii) with Playground
vocabulary items.

At the Playground! T101

 Vocabulary Playground Equipment
Functional Language Expressing opinions: This
slide is awesome! Wow! A climbing wall! This is so
cool!
Materials Blindfold, flashcards from Unit 9, old
magazines, four sheets of poster paper, markers.
Warm-up
Divide the class into four teams and invite a volunteer
from one team to the board. Show a flashcard in secret.
Blindfold the volunteer. He or she has one minute
to draw the item on the board for his or her team to
guess. If the team guesses correctly, they win a point. If
not, the first other team to guess correctly wins a point.
Play one or two rounds.
Class Activity
Optional Activity
Materials Shoe boxes (1 per pair), modeling clay,
construction paper, craft sticks.
Divide the class into pairs and hand out the materials.
Tell students to use them to make a three-dimensional
piece of playground equipment. They should also
make a kid playing on the playground. Finally, have
them make a sign using an expression about likes.
When they finish, invite students to look at each
other’s models. If possible, display the models in a
school display area for other classes to see.
Wrap-up
Attach the sheets of poster paper to the board one
next to the other. Distribute the markers and invite the
whole class to work together to draw a playground.
They should draw kids on the playground equipment.
Encourage them to draw the kids saying the
expressions about what they like.

1 Look and number the pictures.

Have students open their books to page 102, Activity 1. ✎ Assign page 84 as homework.
Point to the names of the playground equipment. Read
the first item in the list and encourage students to point
to the corresponding picture and write 1 in the box. Tell
students to read the rest of the items and number the
pictures. Invite them to compare their answers with a
friend to check. Check answers as a class.

 Listen and repeat the words. 61

Play Track 61 for students to repeat the words. Have
them point to the items as they repeat their names.

COOL Language
2 Listen and follow along. 62
Have students look at the pictures and say where the
kids are: They’re at the playground. Play Track 62. Invite
students to listen to what the kids say. Ask students
if the children like the games. Divide the class into
three groups. Assign a role to each group. Play the
track again and pause it after each phrase. Have the
corresponding group repeat it. Continue until each of
the groups has said all the phrases.

At the Playground! T102

 Vocabulary Playground Equipment Wrap-up
Have students work in pairs and write their dialogue in
Grammar Wh- questions: Where are the purple their notebooks.
robots? Who’s playing on the climbing wall?
Optional Activity
Invite students to open their books to the Unit Opener.
Grammar Presentation Ask them questions about the scene using Where and
Wh- questions Who: Where is the boy in number 3?
Where are the purple robots ? SS: On the monkey bars.
Where are the purple robots? T: Who’s on the swing?
SS: The pink robot.
Who’s on the climbing wall ?
Who’s on the climbing wall?
✎ Assign page 85 as homework.
Warm-up
Play Hangman (see page viii) with Playground
vocabulary items.

Class Activity
3 Listen and point to the robots. 63
Invite students to open their books to page 103,
Activity 3. Elicit the names of the playground
equipment. Then ask How many robots are there in
the picture? Elicit the answer: nine. Play Track 63 and
have students point to the robots as they hear them
mentioned. After that, refer students to the Cool
Grammar box. Get volunteers to read the examples
aloud. Point out the question words: where, who.
Remind students that we use where to ask about a
place. We use who to ask about a person or two or
more people. Point out that in the questions, we use is
to talk about one item. We use are to talk about more
than one item.

Track 63
SUZY: Where’s the green robot?
JACK: It’s on the slide.
SUZY: Where are the yellow robots?
JACK: They’re on the merry-go-round.
SUZY: Where’s the orange robot?
JACK: It’s on the rope ladder.
SUZY: And who’s on the climbing wall?
JACK: The blue robots.
SUZY: Where are the purple robots?
JACK: They’re on the balance beam.
SUZY: Where’s COOL-2?
JACK: He’s on the monkey bars, of course!

 Match the questions with the answers.

Invite students to match the questions with the
answers. When they finish, have them compare
answers with a friend to check.

4 Role-play more dialogues.

Divide the class into pairs and have them take turns
asking and answering questions about the robots.
Monitor and help as needed. Finally, invite volunteers
to act out their dialogue for the class.

T103 At the Playground!


Vocabulary Playground Equipment
Grammar Present Continuous: What’s Liz doing?
She’s washing the slide.
box. Elicit the question word: What. Encourage students
to make similar questions, for example: What are Liz and
Gigi doing?

Wrap-up
Grammar Presentation Play Chinese Whispers (see page ix) with questions:
Present Continuous What’s Jim doing? What are they doing?
What’s Liz doing ?
Optional Activity
What’s Liz doing?
Materials Six index cards.
She’s washing the slide .
Preparation Number each card from 1 to 5. Write a
She’s washing the slide. verb next to each number. Try to use different verbs
on each card. However, some cards should have the
same verb for the same number.
Warm-up
Write ing on the board. Elicit different activities and
write them in front of the ing: (playing). Elicit some
✎ 1. run ✎ 1. fly ✎ 1. talk
other verbs: jumping, running, etc. Then divide the class
into small groups. Tell them to list as many actions as
they can. After two minutes, say Stop! Ask groups how
✎ 2. eat ✎ 2. eat ✎ 2. paint
many words they have. Elicit the words and write them
on the board. ✎ 3. climb ✎ 3. sing ✎ 3. study

Class Activity ✎ 4. paint ✎ 4. swim ✎ 4. sleep

1 Listen and number the children. 64
Have students open their books to page 104, Activity 1.
✎ 5. sleep ✎ 5. sleep ✎ 5. dance
Invite them to look at the picture and name the
actions: eating, climbing, sleeping, etc. Refer students
✎ 1. swim ✎ 1. fly ✎ 1. sing
to Albert and Karen. Albert is telling Karen what
the children are doing. Play Track 64 for students to ✎ 2. clean ✎ 2. talk ✎ 2. paint
number the children. Have them compare answers with
a friend to check.
✎ 3. climb ✎ 3. sing ✎ 3. jump
Track 64
KAREN: Tell me, Albert, what do you see?
ALBERT: OK, Karen. I see Jim. ✎ 4. write ✎ 4. study ✎ 4. swim
KAREN: What’s Jim doing?
ALBERT: He’s on the climbing wall. He’s climbing it. ✎ 5. read ✎ 5.clean ✎ 5. dance
KAREN: Great! Tell me more.
Invite six volunteers to the front of the room. Give
ALBERT: I see Liz and Gigi. They’re washing the each an index card and tell them to read the first
slide. action silently. Collect the cards. Have the volunteers
KAREN: Liz and Gigi are washing the slide? mime the activities. Get the rest of the class to make
ALBERT: Yes, that’s right. sentences about them: She’s swimming. When a
volunteer hears a sentence about him or her, he or
KAREN: And Sam. What’s Sam doing? she should sit down. When all of the volunteers have
ALBERT: He’s sleeping…in the sandbox! sat down, choose new volunteers and play again with
KAREN: What’s Chad doing? the second set of verbs.
ALBERT: Hmm. He’s painting the monkey bars.
KAREN: OK. What about Tara? What’s she doing?
✎ Assign page 86 as homework.
ALBERT: Tara’s eating. She’s with Mark. They’re
eating next to the sandbox.
KAREN: Hey, I’m hungry too. Let’s eat a sandwich.

 Listen again and circle the answers.

Focus students’ attention on the sentences. Play Track
64 again and invite them to circle the correct option
in each sentence. Have volunteers read the sentences
aloud. Finally, get students to look at the Cool Grammar

At the Playground! T104

 Materials Flashcards Units 1 through 9; empty
toilet paper tubes (2 per student), rubber bands (4
per student), different colors of cellophane paper
cut into squares, a hole punch, string (45 cm per
student).
Warm-up
Shuffle the flashcards. Attach the flashcards to the
board and the walls in the classroom. Divide the class
into two teams. Choose two volunteers from each team
and call out a word category: Clothes. Students collect
flashcards from that category. Teams get a point for
each correct flashcard. They lose a point for incorrect
flashcards. Play again with other categories and
volunteers. The team with the most points at the end is
the winner.
Wrap-up
Play I Spy… (see page viii) with Playground flashcards
displayed around the room: I spy something you can climb.
Encourage students to use their binoculars.
Optional Activity
Tell students to write four questions and answers
about the pictures from Activity 2 in their notebooks.
They should write the answers in random order.
When they finish, get them to exchange notebooks
with a friend. The friend should match the questions
with the answers. Monitor and help as needed.
✎ Assign page 87 as homework.

Class Activity
2 Ask about the robots using Where, Who, and What.
Have students open their books to page 105, Activity 2.
Invite a pair of volunteers to read the dialogue aloud.
Get students to point to the corresponding picture.
Elicit another question about the robots:
T: What are A, B, C, and D doing?
SS: They’re playing baseball.
Divide the class into pairs and tell them to ask and
answer questions about the other robots. Monitor and
help as needed.

3 Make some Cool Multicolor Binoculars.

Read the instructions aloud. Hand out the materials
and explain the instructions again, demonstrating what
students have to do. Students make their Cool Multicolor
Binoculars. Encourage them to use their binoculars to
look at their family members or friends doing different
actions. They should ask and answer questions in their
heads: What’s (Mom) doing? She’s reading.

T105 At the Playground!

 Skills Development Reading
Materials A newspaper, sunglasses, a disguise;
white paper (1 sheet per student).
Warm-up
Wear the disguise at the beginning of the class. Pretend
to read the newspaper while observing the class. Act
like a secret agent or a spy. Encourage students to guess
who you are pretending to be. Ask students what a
secret agent does: A secret agent is a spy. Spies protect their
identity. They discover secrets.
Optional Activity
Materials Slips of paper (1 per student), a small box
or bag.
Preparation Write Wh questions on slips of paper.
Put the slips of paper in the box or bag.
Invite volunteers to come to the front and choose a
slip of paper. He or she should read the sentence aloud
normally and then read it in a quiet voice. Continue
with as many volunteers as possible.
✎ Assign page 88 as homework.

Class Activity
1 Describe this man.
Divide the class into pairs and ask them to open their
books to page 106, Activity 1. Have them take turns
making sentences to describe the man: He’s tall. He has
red hair. Ask students what his job is: He’s a reporter.
Ask them if they think he is a secret agent. Accept all
answers.

2 Listen and follow the story. 65

Read the title of the story aloud and elicit the name of
the secret agent in the story: Secret Agent 7.5. Play Track
65 and have students follow along in their books. Play
the story again and pause it after each line for students
to repeat.

 Answer the questions in your notebook.

Invite students to read the questions about the story. Tell
them to answer them in their notebook. Have volunteers
read the answers aloud. Point out the connection
between the secret agent’s name and her age.
Key 1. Secret Agent 7.5 is a girl. 2. She’s seven and
a half years old. 3. She’s spray-painting the camera to protect
her identity.

Believing that boys and girls

can be anything they want to be
Focus students’ attention on the picture of the girl at
the bottom of the page. Ask a volunteer to read the text
in the speech bubble aloud. Explain to students that
they can be anything they want if they set their minds
to it.

Wrap-up
Invite students to say what they want to be when they
grow up. Write on the board:
When I grow up, I want to be a ___________.
Hand out the paper. Tell students to draw themselves
doing the job that they want to do. Then get them to
write and complete the sentence: When I grow up,
I want to be a (chef).

At the Playground! T106

 Skills Development Writing Wrap-up
Have students write five Playground vocabulary items
Materials Flashcards from Unit 9. using their code. Encourage them to exchange lists with
Preparation Hide the flashcards around the a friend and decode their friend’s words.
classroom. They should not be visible.
Optional Activity
Play Bingo! (see page viii) with vocabulary from Units
Warm-up 7, 8, and 9.
Tell students about the flashcards hidden around
the classroom. Encourage students to ask you Wh-
questions to find out where all of the flashcards are: ✎ Assign page 89 as homework.
Where is the (rope ladder)?
Answer with prepositions: It’s in front of (Sam).
It’s next to (Paul).

Class Activity
3 Write the missing letters and numbers.
Have students open their books to page 107, Activity 3.
Direct their attention to the code. Elicit the letter for
number 2: b. Repeat with other numbers if students do
not understand the code. Then tell them to complete
the code on their own. Have them compare answers
with a friend to check.

 Decode the secret message.

Tell students to use the code to decode the secret
message and write it on the lines. Elicit the message.

4 Choose different numbers for the letters.

Ask students to choose different numbers for the letters
and invent a new secret code. Make sure that they do
not repeat numbers.

 Write a secret message to a friend.

Invite students to write a secret message to a friend
using the code they invented. Encourage students
to write about what they are doing now. When they
finish, get them to exchange books with a friend and
decode their friend’s message.

T107 At the Playground!

 Skills Development Listening and Speaking
Materials Flashcards from Units 1 through 9.
Warm-up
Say the name of a piece of playground equipment. Get
all the students to mime playing on that equipment.
Continue with all the vocabulary items from this unit.
Optional Activity
Materials Flashcards Units 1 through 9.
Shuffle the flashcards and put them in a pile. Get
several volunteers to choose one flashcard each.
Display them on the board with the pictures facing the
class. Get other volunteers to write the words. Have
them circle the syllable that they think is stressed:
sandals. Help as needed. Invite the class to repeat each
word in chorus.

Class Activity ✎ Assign page 90 as homework.

1 Listen and circle the stressed syllable. 66 Track 93

Invite students to open their books to page 108, NARRATOR:
Activity 1. Write monkey bars on the board. Play Track 1. The chick is on the farmer’s head.
66 and pause it after the first word. Point to the 2. The sunglasses are in the bag.
stressed syllable in the word and circle it. Play the rest
3. The triangle is next to the rectangle.
of the words and tell students to circle the stressed
syllable in each. To check, write the words on the board 4. The clown is in front of the washer.
and get volunteers to circle the stressed syllables. Then 5. The magician is between the hats.
point to each word for students to repeat in chorus and 6. The fly is in front of the rectangle.
individually.
7. The microwave is under the toaster.
Track 66 8. The swings are behind the slide.
NARRATOR:
MONkey bars
ROPE ladders
MERry-go-round
CLIMBing wall
SEE saw
SANDbox

2 Listen and complete the song. 67

Tell students to read the song silently. Play Track 67 and
have them write the names of the playground items or
activities to complete the song. Check the answers with
the class.

 Sing “Fun at the Playground.” 67

Play Track 67 and invite students to sing along. Repeat
the song several times.

Wrap-up
Divide the class into four teams and get them to stand
in lines at the board. Give the first student in each line
a marker. Show the picture side of a flashcard. The first
student in the line should write the first letter of the
word. Then he or she goes to the back of the line and
the next student writes the next letter. They continue
in the same way until the word is complete. Teams get
a point for each correct word. Play several times. The
team with the most points at the end is the winner.

At the Playground! T108

 67
Skills Development Listening and Speaking Optional Activity
Preparation Prepare a list of questions using Invite students to sing “Fun at the Playground” (page
What, Where, and Who (one per student): 108).
Who are you?
Where is your schoolbag?
What is that? ✎ Assign page 91 as homework.
What time is it?
What is your Mom’s name? Track 94
Where is your English book? NARRATOR:
1. J-A-C-K-E-T
2. E-L-B-O-W
3. J-U-G-G-L-E-R
Warm-up 4. W-A-S-P
Invite students to stand up. Ask each student a 5. G-Y-M
question. If he or she answers it correctly, have him or 6. L-I-M-E
her sit down. Help as needed. 7. G-O-A-T
8. S-I-N-K

Class Activity
3 Listen and number the questions. 68
Have students open their books to page 109, Activity 3.
Ask them what they think is happening in the picture.
Accept all answers. Tell them to read the lines of the
rhyme. Explain that they are not in the correct order.
Play Track 68 and get them to number the lines of the
rhyme. Check answers with the class.

 Say the rhyme.

Divide the class into pairs and have them practice
saying the rhyme. Then say the rhyme together as a
class.

4 Draw something you like in each box.

Instruct students to draw an item that they like for
each category.

 Ask a friend.
Divide the class into pairs and ask volunteers to read
the example question and answer aloud. Have students
take turns asking about their favorite items. Monitor
and help as needed.

Wrap-up
Write the names of the categories from Activity 4
across the board. Divide the class into six groups and
assign each group a category. Tell them to go to the
corresponding section of the board and write as many
words as they can think of in that category. Check
answers with the class.

T109 At the Playground!

 Warm-up Optional Activity
Write the rhyme from page 109, Activity 3 on the
Materials Magazine cutouts of people (1 or 2 per
board. Read the phrases and have students repeat them
pair).
after you several times. After that, erase the first phrase
and invite students to say the rhyme. Then erase the Divide the class into pairs. Hand out the magazine
second phrase and have students repeat the rhyme. cutouts. Invite students to write a short story about the
Continue in this way until you have erased the whole characters in the pictures. Write the following questions
rhyme and students can say it by heart. on the board:
Who is he? Who are they?
Where is he / she? Where are they?
What is he / she doing? What are they doing?
Class Activity Encourage them to invent answers about the people
in their cutouts: This is Tom and Mike. They’re friends.
1 Play the Rope Ladder Game. They’re at school. They’re learning English. They like
Have students open their books to page 110, Activity 1. English.
Point out the words and the pictures on the rope
ladders. Form pairs. Tell students that they need to start When they finish, combine pairs and have them
at the bottom of their rope ladder, and each partner in present their stories to each other.
each pair should take one of the rope ladders (red or
green).
In order to move up the ladder, they have to perform
✎ Assign page 92 as homework.
various tasks. For a space with a word on it, they need
to mime the action to advance to that space. For a
space with a picture, they need to name the objects. For
a space with a clock on it, they need to tell the time.
After students have done the tasks indicated on both
spaces in a row, they can advance to the next level of
the rope ladder. The first student to reach their flag is
the winner.

Wrap-up
Play Air Write (see page viii) with Playground vocabulary
items.

See Teacher’s Resource CD Cool Tests 9a & 9b.

At the Playground! T110

 Materials Flashcards from Units 1 through 9.
Preparation Write eight questions and answers
from this unit with the words scrambled.
Warm-up
Play Memory (see page viii) with flashcards from
different units.
Optional Activity
Divide the class into teams of five. Say a letter and
invite students to write as many words starting with
that letter as they can. Stop them after two minutes.
Invite the different teams to read their words. The
team with the most words wins. Repeat the activity
using different letters.
✎ Assign page 93 as homework.

Class Activity
2 Unscramble the questions and answer them.
Have students open their books to page 111, Activity 2.
Tell them to look at the pictures and unscramble the
questions. Then they should answer the questions.
When they are finished, get them to compare answers
with a friend to check. Check answers with the class.

3 Read the sentences and color the corresponding

circles.
Read the sentences and help students with
comprehension if necessary. Encourage students
to reflect on their abilities and color the corresponding
circles.

COOL Read the Cool Tip aloud. Encourage

students to practice their English as much
Tip! as they can. Encourage them to listen to
songs, read books or magazines, find a
pen pal, and even speak to their friends
in English. Explain to them that the more
they practice, the more easily they will
remember what they do in class.

Wrap-up]
Write the scrambled questions and answers (see
Preparation) on the board. Divide the class into two
groups. The students in one group unscramble the
questions. The students in the other group unscramble
the answers. Then form pairs, with one student from
each group in each pair. Have them ask and answer the
questions. Check answers with the class.

T111 At the Playground!

 Cool reading

The Riddle of the Sphinx

Worksheet 9

Pre-reading Activity POST-READING ACTIVITY

Write two or three riddles on the board (without the
answers). You can use the following riddles, or choose
some that will work with your students.
What has a face and two hands, but no arms or legs? (A clock)
What do you have to break before you can use it? (An egg)
Timmy’s mother had three children. The first was named
April, the next was named May. What was the name of the
third child? (Timmy!)
Form groups of four, and encourage students to solve
the riddles. Once the riddles have been solved, ask
students to discuss if the riddles were easy or not, and
why. Ask them if they know any riddles.
Have students open their books to page 68. Invite a
volunteer to read the title. Ask students to look at the
pictures in the comic. Ask students if they know what
a sphinx is, and encourage them to look at the pictures
and guess. Explain to them that a sphinx is a mythical
creature with the head of a human and the body of a
lion. Invite students to make predictions about the story.
3 Find five differences.
Invite a volunteer to read the instructions. Ask another
volunteer to read the example. Make sure everyone
understands what they have to do. Have students
work individually. Then, form pairs and ask students to
compare their answers. Finally, invite each pair to share
at least one of the differences they found. See if the
group found more than five.
READING TIP:
Identifying the elements of a story (plot, characters,
setting, and theme) aids reading comprehension, leads
to a better understanding of a text, and helps students
appreciate what they read.

WHILE-READING ACTIVITIES
1 Match the pictures with the words.
Read the comic along with students. Stop after every
page and ask questions relating to the characters,
setting, plot, and theme. For example, on page 68,
Where do the characters live?, What are the names of the
characters?, Who is a good warrior?, on page 69, Why
does Oedipus leave?, Where do Oedipus’s real mother and
father live?, on page 70, Who does Oedipus fight?, Does he
win or lose?, on page 71, Where is Oedipus going?, Who is
Hera?, Who is the monster?, What does the old man say?, on
page 72, What happens when Oedipus arrives in Thebes?,
What does the Sphinx ask Oedipus?, and on page 73, What
happens in the end?
Then, read the instructions to Activity 1 along with
students. Ask students to complete the activity
individually, and tell them they can look at the story if
they need to. Form pairs, and have students compare
their answers.
2 Circle the correct options.
Read the instructions along with students, and invite
different volunteers to read the sentences. Make
sure everyone understands what they have to do.
Ask students to re-read the story and complete the
activity individually. Then, form groups of three, and
have students compare their answers. To check, invite
different volunteers to come to the board and write the
correct sentences. Correct as needed.

T111A
 class to say which one it is: The castanets. Continue with
Vocabulary Musical Instruments: accordion,
other descriptions.
castanets, drum, guitar, keyboard, piano, recorder,
tambourine, trumpet, violin
Optional Activity
Materials Flashcards from Unit 10.
Materials Yellow construction paper (1 sheet per
student), tape.
Hand out the materials. Help students to roll their
Class Activity paper to form a trumpet in a funnel shape. Tape it in
Play Hangman (see page viii) with the vocabulary place. Invite volunteers to play tunes on their trumpet
category for this unit: Musical Instruments. for the class to guess.
106
Pictionary
Assign page 133 as homework. Students write the
Class Activity vocabulary items that correspond to the pictures. Then
they listen to the words on the Student’s CD and check
Vocabulary Presentation 69
their answers. Finally, they listen to the track again and
Play Track 69 and ask students whether they recognize repeat the vocabulary.
any of the words. Display the flashcards with the
pictures facing the class in the order of the track. Play Track 106
the track again and point to each flashcard as the word NARRATOR:
is mentioned. Pause the track for students to repeat in 1. Drum
chorus and individually. Then hold up each flashcard, 2. Recorder
say the word, and show the word side of the flashcard. 3. Guitar
Finally, show the flashcards to elicit the words. 4. Castanets
5. Tambourine
Track 69 6. Piano
NARRATOR: 7. Accordion
1. Recorder 8. Keyboard
2. Trumpet 9. Trumpet
3. Violin 10. Violin
4. Guitar
5. Piano
6. Keyboard
7. Accordion
8. Drum
9. Castanets
10. Tambourine

Oral Practice]
Have students open their books to page 149 and tell
them to attach the stickers for Unit 10 onto the Unit
Opener. Ask them to say the words as they attach the
stickers. Divide the class into pairs and have them
take turns saying numbers for their friend to say the
corresponding words.

Written Practice
Tell students to write the numbers from one to ten in
their notebooks, in one column. Then have them write
the names of the musical instruments from the Unit
Opener, next to their numbers. Elicit the instrument
for number 1: Recorder. When students finish, invite
volunteers to write the words in order on the board.

Wrap-up
Have students look at the Unit Opener for a couple
of minutes. Tell them to remember if it’s a boy or a
girl who is playing each of the instruments. Then get
them to close their books. Describe the child playing an
instrument. Say: A girl is playing it. She is wearing blue
shorts. She has black hair. What’s the instrument? Invite the

Let's Make Music! T113

 Vocabulary Musical Instruments
Functional Language Expressing likes and dislikes:
I don’t like this music. It sounds horrible! I like it.
I don’t like classical music. I like it. It sounds great!
Materials Music of a variety of genres: classical,
rock, country, jazz; a CD player.
Warm-up
Play Body Writing (see page viii) with Musical Instruments
vocabulary items.
Optional Activity
Materials Music of a variety of genres: classical, rock,
country, jazz; a CD player; white paper (1 sheet per
student).
Play the excerpts again and invite students to say the
names of the instruments that they hear. Then hand
out the paper and play one complete piece of music.
Students draw pictures that illustrate this piece of music.
Encourage them to be creative. Display their work
around the classroom.
✎ Assign page 94 as homework.

Class Activity
1 Circle the correct letters to form each word.
Invite students to open their books to page 114,
Activity 1. Direct their attention to the musical
instruments and tell them to circle the correct letters
to complete each word. When they finish, have them
compare answers with a friend.

 Listen and check your answers. 69

Play Track 69 for students to check their answers.
Pause the track after each number to elicit the spelling.

COOL Language
2 Listen and follow along. 70
Have students look at the pictures and point to the
musicians. Play Track 70 and get students to follow
along in their books. Play the track again and pause it
after each line for the class to repeat.

 Role-play the dialogues.

Divide the class into pairs and have them act out the
dialogues. Invite some volunteers to role-play the
situations for the class.

Wrap-up
Play excerpts of different types of music and write what
kind of music it is on the board: jazz. Invite students
to say whether or not they like the music. Encourage
them to use the phrases they learned in Activity 2.

Let's Make Music! T114

 Grammar There is / there are; in, on, under;
Where is / are…?
Materials A small ball, a box.
Wrap-up
Write the following words on the board: cars, violin,
piano, butterflies. Invite students to count the objects in
the scene in Activity 3. They should write sentences in
their notebooks about the objects: There’s one violin.

Warm-up Optional Activity

Write the numbers from one to twenty in word form Materials White paper (1 sheet per student).
on the board in random order. Invite volunteers to
Hand out the paper. Tell students to draw a picture
point to the numbers as you say them.
as you describe it. Read this description aloud: In the
center of the picture, there is a microwave. There is a banana
in the microwave. Next to the microwave, there is a sink.
Class Activity There are some grapes in the sink. Under the sink, there is a
cockroach. It’s eating a tomato. Next to the cockroach, there is
a schoolbag. There are some books in the schoolbag.
3 Count and complete the sentences.
Have students open their books to page 115, Activity 3. When students finish, get them to compare pictures to
Invite them to look at the circus scene. Ask How many check.
musical instruments do you see? Elicit the answer: eight.
Get a volunteer to read the example sentence aloud.
Tell students to complete the rest of the sentences on ✎ Assign page 95 as homework.
their own. Check answers with the class. Finally, ask
which of the instruments shown in the picture are not
mentioned in the sentences: accordion, keyboard / piano,
violin.

 Answer the questions using in, on, or under.

Write in, on, and under on the board. Display the ball
and the small box. Circle in and invite a volunteer to
put the ball in the box. Encourage the rest of the class
to say if it is in the correct place. Do the same with the
other prepositions.
Have a volunteer read the questions and the example
answers aloud. Divide the class into pairs and tell
them to answer the rest of the questions according
to the scene. Check by asking volunteers to write the
sentences on the board.

T115 Let's Make Music!

 Grammar Adjective order: three yellow drums
Warm-up
Play Use Mime (see page ix) with Musical Instruments
vocabulary items.
Class Activity
1 Listen and underline the mistakes. 71
Have students open their books to page 116, Activity 1.
Invite them to read the phrases silently. Then play
Track 71 and tell them to underline the word in each
phrase that is not correct.
Wrap-up
Tell students to write the correct phrases from Activity
1 in their notebooks and draw the objects. Have them
compare answers with a friend to check.
Optional Activity
Draw four squares on the board. In the first square,
write nine blue books. Elicit numbers and objects for
the other squares. Then write a pattern with the
class: nine blue books, (three green trumpets), nine blue
books, (three green trumpets). Elicit the next item: nine
blue books. Divide the class into pairs and tell them to
write a pattern using two of the squares on the board.
Monitor and help as needed. Finally, get volunteers to
read their patterns for the class to guess the next item.

Track 71
BOY: OK, let’s see what we have here! Two small
✎ Assign page 96 as homework.
accordions, one pink trumpet, three small
keyboards, one blue guitar, two big pianos,
and four green recorders. Perfect! Thank you,
guys!

 Listen again and correct the mistakes.

Play Track 71 again for students to write the correct
word in each line. Check answers with the class.

2 Write the missing phrases and draw the missing

items.
Draw a simple pattern on the board with a space for a
missing symbol:       _ . Point to the symbols
and say the names: circle, circle, square; circle, circle, square;
circle square. Elicit the missing symbol: circle.
Direct students’ attention to the first pattern in their
books. Read the phrases aloud: a big fly, a small fly, a big
fly… a small fly. Tell students to read the other patterns
and write and draw the missing parts. Monitor and
help as needed. Get students to compare answers with
a friend to check. Check answers with the class.

Let's Make Music! T116

 Materials Flashcards from Units 1 through 10, Wrap-up
cardboard, bottle caps (4 per student), glue, glitter, Choose ten vocabulary words with multiple syllables:
markers, and other decorations. piano, jacket, magician, balloon, grasshopper, cucumber, tomato,
bookcase, toaster, merry-go-round. Say the words for students
to repeat. Encourage them to click their castanets to show
the syllables: piano – click, CLICK, click.
Warm-up
Give a volunteer a flashcard and tell him or her where
to put it: Put the (guava) under the desk. Repeat the Optional Activity
activity several times using different prepositions. Material Flamenco music, a CD player.
Play flamenco music and invite students to accompany
the music with their castanets. Encourage them to say
whether they like the music or not.
Class Activity
3 Find five differences. ✎ Assign page 97 as homework.
Divide the class into pairs. Ask them to open their
books to page 117, Activity 3. Point out the similar
pictures. Explain that there are five differences between
the pictures. Have a volunteer read the example aloud.
Invite students to study the pictures and find the other
four differences. Get volunteers to write the sentences
on the board. There are two possible answers for each:
In A, the castanets are on the tambourine. In B, the castanets
are in the boot. Confirm answers with the class.

4 Make some Cool Castanets.

Read the instructions aloud, demonstrating what
students have to do. Hand out the materials. Students
make their Cool Castanets. Monitor and help as needed.
Invite students to use their castanets and express how
they feel about them: I like my castanets. They sound great.

T117 Let's Make Music!

 Skills Development Reading
Materials Cardboard, yarn, a hole punch,
a stapler, tape.
Preparation Cut the cardboard into the triangle
body shape of a balalaika, one per student. Then
cut strips of cardboard to form the neck of the
balalaika, one per student.
Warm-up
Play Tic-Tac-Toe (see page viii) with the vocabulary
students already know.
Class Activity
1 Color the pieces of each instrument to match.
Have students open their books to page 118, Activity 1.
Read the name of a musical instrument aloud: banjo.
Tell students to color the corresponding pictures to form
the word. Say another word and have them color the
parts with a different color. Then finish up with the
third instrument. Finally, ask how the instruments are
similar: They are like guitars. They have strings.
Key mandolin, banjo, balalaika
Optional Activity
Materials Excerpts of music from around the world:
an Indian raga, didgeridoo music from Australia, steel
drum music from the Caribbean, a Native American
song, etc.; pictures of the instruments that are used in
the music excerpts.
Preparation Plan 30-second excerpts that you will play
in class. Decide on the order of the music. If possible,
find one or two facts about each of the kinds of music.
Play the music excerpts. For each one, play the
excerpt and ask students how the music makes
them feel and where they think it is from. Accept all
answers. Play each excerpt again and say the name of
the music and where it is from. Have students write
the information in their notebooks. Dictate the facts to
the students and pass around the pictures. When they
finish, ask some questions about the music: Are steel
drums from Australia?
✎ Assign page 98 as homework.

2 Listen and follow along. 72

Play Track 72 and have students follow along with the
text. Invite students to say the word balalaika.

 Write T for True and F for False.

Invite students to read the sentences and write T or F
on each line. Encourage them to underline the parts of
the text that give them the answers.

Listening to new kinds of music

Focus students’ attention on the picture of Jack. Ask a
volunteer to read the text in the speech bubble aloud.
Encourage students to say how people can benefit from
listening to music. Ask them how they feel when they
listen to music. Tell them that music can relax you, it
can make you have a good time, you can make friends
who like the same kind of music, and you can also learn
more English by listening to songs.

Wrap-up
Hand out the materials and help students staple their
balalaika body and neck together. Then help them
punch three holes at the top of the neck and three
holes at the bottom of the body. They should thread the
yarn through the holes and tape it in the back to form
strings. Encourage students to pretend to play a tune
using their balalaikas. Finally, invite them to say facts
about the balalaika according to the text in Activity 2.

Let's Make Music! T118

 Skills Development Writing
Warm-up
Write Person, Place, and Thing across the top of the
board. Write an example of each: teacher, New York,
apple. Elicit another example of each: Mr. Thompson,
kitchen, shirt. Invite volunteers to write other examples.
Encourage them to include real people and place
names. Add some of your own, if necessary, in between
students’ suggestions. Leave the lists on the board.
Wrap-up
Direct students’ attention to the list of nouns on
the board(see Warm-up). Have volunteers circle the
proper nouns on the list.
Optional Activity
Play Musical Dictation (see page ix) with sentences that
have both proper and common nouns: Katie has a dog
named Spot.
✎ Assign page 99 as homework.

Class Activity
3 Color the piano keys with the correct color.
Have students open their books to page 119, Activity 3.
Point to the boxes labeled common nouns and proper
nouns. Elicit the name of the first object in the common
nouns box: cat. Tell students to find the word on the
keyboard and color it blue. Have students look at the
first picture in the proper names box. Elicit the boy’s
name: Jack. Have students find it on the piano and
color it green. Tell them to look and color the piano
keys for the rest of the items. Have students compare
answers with a friend to check.
Ask what all of the proper nouns have in common:
They are names. They begin with a capital letter. Explain
that common nouns are general names for objects.
They do not begin with a capital letter (there are some
exceptions, such as T-shirt, which is named after the
capital letter T).

4 Write the missing small or capital letters.

Have students look at the incomplete words and point
out the example. Tell them to write the correct letter,
small or capital, to complete each word. Check answers
with the class.

5 Underline five mistakes.

Instruct students to read the text and underline the
mistakes they find. Check answers with the class,
encouraging students to justify their answers: Canada is
a proper noun. It should have a capital letter.

 Write the text correctly.

Have students write the corrected version of the text.
Invite them to compare answers with a friend to check.
Monitor and help as needed.

T119 Let's Make Music!

 Skills Development Listening and Speaking
Materials Flashcards from Units 1 through 10.
Warm-up
Divide the class into four teams and invite a volunteer
from one team to the board. Show the volunteer a
flashcard in secret. Blindfold the volunteer. He or she
has one minute to draw the item on the board for his
or her team to guess. If the team guesses correctly,
they win a point. If not, the first other team to guess
correctly wins a point. Play one or two rounds.
Class Activity
1 Color the instruments you hear. 73
Invite students to open their books to page 120,
Activity 1. Elicit the names of the instruments. Play
Track 73 and invite students to color the instruments
that they hear. Play the track again and pause it after
each instrument. Encourage students to say what
they’re hearing: guitar, recorder, piano, tambourine,
accordion, drums, violin, trumpet.
2 Listen and sing “I Like to Play.” 74
Play Track 74 and invite the class to sing the silly song.
Write the vowel sounds for each verse on the board: A,
E, O. Encourage them to dance along with the song.
 Sing the song with another sound. 75
Elicit other vowel sounds and write them on the board:
I, U. Play Track 75 (the karaoke version of the song in
Track 74) and invite students to sing the song using
those sounds.
3 Talk about your favorite music with a friend.
Ask volunteers to read the questions and answers
aloud. Divide the class into pairs and encourage them
to use similar questions and answers to talk about their
favorite music. Finally, invite some volunteers to say
what their favorite music is.
Wrap-up
Divide the class into four teams and invite one
volunteer from each team to the front. Show each
student a flashcard for him or her to spell. The student
spells the word. His or her team should say if it is
correct. If the word is correct and the team is correct,
they win three points. If only one of them is correct,
they win one point. If both the volunteer and the team
are wrong, they win no points. Choose new volunteers
and play again. Repeat several times. The team with the
most points at the end is the winner.
Optional Activity
Materials Clean glasses (3 per group), water, metal
spoons (1 per group).
Divide the class into groups of three or four and
distribute the materials. Fill groups’ glasses to three
different levels: less than half full, half full, and almost
full. Encourage students to hit the glasses with the
spoons. Ask them how the sounds are different: The
glasses that are full make a low sound. The glasses that have
less water make a higher sound. Finally, sing “I Like to
Play” again and encourage students to play along on
their glasses.
✎ Assign page 100 as homework.
Track 95
NARRATOR: 1
GRANDMA: Thank you!
GIRL: You’re welcome!
2
BOY: What time is it?
GIRL: It’s 9 o’clock.
3
BOY: You’re the best!
4
BOY: Don’t do that!
5
DAD: More cookies?
MOM: No, thank you. I’m full!
6
TEEN GIRL: What’s your telephone number?
TEEN BOY: It’s 109-87645.
Let's Make Music! T120
 Skills Development Speaking and Listening
Materials Slips of paper (1 per student), a small
box or bag.
Preparation Write sentences on slips of paper. Put
the slips of paper in the box or bag.
Optional Activity
Divide the class into pairs and tell them to choose a
picture from Activity 4. They should invent a short
story about the robot or robots in the picture: T11 and
T12 are swimming. They are in the Robot Olympics. They
are going to win! Have volunteers read their stories to
the class.

Warm-up
Draw half of a musical instrument on the board. ✎ Assign page 101 as homework.
Invite the class to say what it is: It’s a drum. Get three
volunteers to each draw half of an instrument on the Track 96
board (making three different half instruments). Invite NARRATOR: feet, feet
the class to guess the instruments. Continue with other eat, eat
volunteers. guitar, guitar
car, car
swing, swing
sing, sing
Class Activity hen, hen
ten, ten
4 Describe the robots and actions for your friend to twig, twig
guess. big, big
Have students open their books to page 121, Activity 4. fly, fly
Tell them to look at the pictures of the robots. Have eye, eye
volunteers read the dialogue aloud. Divide the class knee, knee
into pairs and have them ask and answer questions bee, bee
about the robots. Monitor and help as needed.

5 Listen and complete the chant. 76

Ask students to look at the picture of the train. Play
Track 76 and point out how the rhythm sounds like a
train.

 Say the chant. Make it sound like a train!

Play Track 76 again and invite the class to say the
chant. Repeat the chant several times. Encourage them
to make it sound like a train. Do the chant without the
CD, starting slowly and repeating it faster and faster
like a train speeding up.

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

T121 Let's Make Music!

 Materials Different colors of markers.
Warm-up
Write These and Those on the board. Invite students
to make phrases about objects in the classroom:
those books.
Optional Activity
Materials Flashcards from Units 1 through 10.
Shuffle the flashcards. Display five flashcards upside-
down, with the words facing the students. Give
students ten seconds to write the words. Collect the
flashcards. Elicit the words and their spelling. Students
get a point for each correct word. Play several times.

Class Activity
✎ Assign page 102 as homework.

1 Play the Drum Roulette Game.

Divide the class into pairs and have them open their
books to page 122, Activity 1. Tell students to place
a pencil on the center of the drum and spin it. Then,
depending on what picture the point of the pencil is
on, they need to carry out a task. For the picture with
arrows, they should make a phrase using this or that.
For the pictures of the kids, they should describe one
of the kids. For the pictures with the math problems,
they should read a math problem aloud and say the
answer. For the pictures with the fruits and vegetables,
they should say a like or dislike about food. If their
pencil point lands on the clocks, they should say the
time. If their pencil point lands on the small pictures,
they should say the position of objects. For the pictures
of farm animals, they should describe what the animals
are doing. Students win a point for each correct answer.
The student in each pair with the most points at the
end is the winner.

See Teacher’s Resource CD, Cool Tests 10a & 10b.

Wrap-up
Write on the board six words per unit randomly. First,
students look for the words they have just learned
and circle them with colored markers. Then, using
a different color of marker, have students identify
another lexical group. Continue like this until they
have circled all the words.

Let's Make Music! T122

 Materials Old magazines.
Warm-up
Hand out the magazines. Encourage students to cut out
one picture of a face. Then divide the class into pairs
and have them describe their faces: It’s a girl. She has
blue eyes. She has long hair. She doesn’t wear glasses.
Class Activity
COOL Read the Cool Tip out loud. Encourage
students to listen to songs in English.
Tip! Explain that in this way they can learn
new vocabulary and increase their
knowledge of grammar while doing
something they enjoy.
Wrap-up
Play Musical Dictation (see page ix) with sentences that
use the prepositions in, on, under, next to, in front of,
behind, and between.

2 Find and circle ten instruments. Optional Activity

Invite students to open their books to page 123,
Activity 2. Tell them to find and circle the names of
ten musical instruments. Get them to compare answers
with a friend to check.
 Write the words in alphabetical order in your
notebook.
Invite students to write the names of the musical
instruments in alphabetical order in their notebooks.
3 Write sentences about the items using There is
and There are.
Invite students to look at the picture of the instruments.
Elicit one possible sentence to describe the picture: There
is one guitar. Divide the class into pairs and have them
write sentences about the items. Check answers with the
class.
Materials White paper (1 sheet per group), stickers of
objects that students know the names of in English:
animals, toys, stars, etc.
Divide the class into groups of three and hand out
the materials. Tell students to choose stickers to put
on their paper. They should use more than one of the
same sticker. When they finish, get them to exchange
pictures with another group. Have them write
sentences in their notebooks about the other group’s
picture: There are four red stars. There are six blue stars.
There is one green star. Monitor and help as needed.
✎ Assign page 103 as homework.

4 Read the sentences and color the corresponding

circles.
Read the sentences and help students with
comprehension if necessary. Encourage students to
reflect on their abilities and color the corresponding
circles.

T123 Let's Make Music!

 Cool reading

Strange Instruments
Worksheet 10

PRE-READING ACTIVITY READING TIP:

1 Name the musical instruments. Students can monitor their own comprehension of
Play some music to students. Pause the music, and a text as they read by asking themselves questions
ask students what type of music it is, and if they can about the text. If they don’t know the answer, or are
identify any of the instruments. Ask students if they unsure, they can re-read the relevant section to try and
liked the music, and what music they listen to. understand it better.
Paste some musical instrument flashcards on the board,
for example: piano, guitar, violin, trumpet, maracas.
Point to the pictures and elicit the words from students.
Then, read the instructions for Activity 1 along with
students. Point at the instruments and have students
identify them. Have volunteers come to the board and
write the names of the instruments.
Ask students, What is your favorite instrument?, Do you
play a musical instrument? Have a class discussion.

WHILE-READING ACTIVITIES
2 Circle the musical instruments.
Ask students to open their books to page 76. Have
students read the article and complete the activity. Go
around the classroom and provide assistance. To check,
invite volunteers to share their answers with the class.
3 Read and underline the correct option.
Read the instructions along with students. Have
students read the question. Clarify any doubts. Make
sure everybody understands the question and the
possible answers. Ask students to read the article again
and then complete the activity. Invite volunteers to
share their answers with the class.

POST-READING ACTIVITY
4 Circle five differences.
Have students identify the instrument and then find
the differences. Form pairs, and have students compare
their answers. Then, invite volunteers to share their
answers with the class.

T123A
For the student:
• Student’s Book
• Workbook
• Student’s Audio (downloadable)

For the teacher (downloadable):

• Teacher’s Guide
• Teacher’s Resources
• Flashcards
• Cool Reading

I S B N 978-607-06-1428-6

9 786070 614286