Unit

1 Hello, Cool- 1 !
Vocabulary
.
board /"bord/

crayon \"kra¤-Æa·n\

desk \"desk\

eraser \i-"ra@-s´r\

glue stick \"glu· "stik\

.
notebook \"no@t-Æbuok\

pen \"pen\

ruler \"ru·-l´r\

schoolbag \"sku·l-Æbag\

sharpener \"sha·rp-n´r\

Unit

1
Unit

Unit

Unit

1 Unit
1

T4A
T4 Unit 1

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 Unit

1
Unit

Unit

1 1

Unit

1
Unit

Co ooll Grammar
Co
Verb to be
We use the verb to be to talk about states of being.
It is a ruler.
Value We use the Wh- question What to find out
information about something. To make Wh-
question, we invert the subject and the verb to be.
What is it?
Being Friendly page T6
To form a Yes/No question, we switch the position
of the subject and the verb to be.
Is it an apple?
To answer a Yes/No question, we use Yes or No,
followed by the subject and the verb to be.
Is it a notebook?
It’s nice to Yes, it is./No, it isn’t.

be friendly.

Cool
Tip!
Allow students to help set classroom rules to give
them ownership in the discipline process. Post the
rules and consequences in the classroom.

Fun Park! T4B

5

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 10
0
8

7
6
1!
COOL-1!
Hello, COOL-

5
4
3

2
1

1
Unit

6 Unit 7

U1 N1 TBCK.indd 6 9/21/10 11:12 AM

 Vocabulary School Objects: board, crayon,
Hello, COOL-1!
Hello,,
desk, eraser, glue stick, notebook, pen, ruler,
schoolbag, sharpener
Materials A ball
Warm-up
Greet students and introduce yourself: Hello.
I’m (Ms. Ana). Toss a ball to a student and invite him
or her to greet the class and say his or her name:
Hello, I’m (Dan). The student tosses the ball
to a classmate and repeats the activity.
Have students open their books to the Unit Opener.
Read the title aloud. Introduce Benji, Jessica, and
COOL-1, the characters of Level 1.
Wrap-up
Divide the class into two teams. Ask a student from
one of the teams to bring you the school object you
name: A crayon. If he or she brings you the correct
school object, the team wins a point. Continue with
the other school objects. The team with the most
points is the winner.
Optional Activity
O
G
Give a sheet of paper to each student.
Have students draw a picture of their
favorite school object and write its name
below it. Attach the drawings to the walls
of the classroom.

Class Activity
Vocabulary Presentation [
1
Pictionary Í 115

Attach the flashcards to the board. Play Track 1 and Assign page 124 as homework. Students write the
point to the glue stick. Pause the track and have vocabulary items that correspond to the pictures.
students repeat the word, first as a class and then Then they listen to the words on the Student’s CD
individually. Encourage them to hold up or point and check their answers. Finally, they listen to the
to their own glue sticks. Repeat with the rest of the track again and repeat the vocabulary.
flashcards.
Remove the flashcards from the board. Play the track Track 115
again and pause after each word. Have students show NARRATOR: Number one. A board
you the school object mentioned. Number two. A ruler
Number three. A notebook
Track 1 Number four. A crayon
NARRATOR: Number one. A glue stick Number five. A schoolbag
Number two. A pen Number six. A pen
Number three. A crayon Number seven. A glue stick
Number four. An eraser Number eight. An eraser
Number five. A desk Number nine. A desk
Number six. A ruler Number ten. A sharpener
Number seven. A sharpener
Number eight. A board
Number nine. A notebook
Number ten. A schoolbag

Oral Practice]
Have students open their books to page 135 and tell
them to cut out the pictures corresponding to Unit 1.
Play Track 1. Have students glue the cutouts onto the
Unit Opener in the order that they hear them. Play
the track again and stop it after every word. Students
repeat the words as a group and individually.

Written Practice
Hold up a flashcard for students to tell you the name
of the school object. Attach the flashcard to the board
and write the name of the object next to it. Repeat
with the rest of the flashcards. Have students copy
the words in their notebooks. Erase some of the
letters in the names of the objects. Choose several
students to go to the board and complete the words.

T5

U1 N1 TBCK.indd 7 9/21/10 11:12 AM

 1 Follow the lines and trace the phrases.

1. a glue stick 6. a ruler

2. a pen 7. a sharpener
3. a crayon 8. a board
4. an eraser 9. a notebook
5. a desk 10. a schoolbag

1
Listen and repeat the phrases.
Coo
C oool
oll
EExpr
xpr
xpre
p ess
sssio
sion
iions
nss
2 Listen and follow along.
2

Hello! What’s Hi! My

your name? name’s Rick.

It’s nice to be friendly.

Role-play the dialogue.
6 Unit 1

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 Vocabulary School Objects
Functional Language Greetings and Introductions:
Hello! What’s your name? Hi! My name’s Rick.
Warm-up
Draw two big circles on the board. Write Vowels
above one circle and Consonants above the other.
Encourage students to tell you which letters are
vowels and which ones are consonants. Write them
in the corresponding circles. Attach the flashcards
to the board. Elicit the names of the school objects
and write them next to the corresponding pictures.
Review the use of a / an. Point to the flashcard of
the pencil and say: A pencil. Write a before pencil and
circle the letter p.
Point to the flashcard of the eraser and say: An eraser.
Make sure to emphasize an. Write an before eraser
and circle the letter e. Elicit from students when
to use a and when to use an: a before consonants and
an before vowels.
Have students tell you which word goes before each
of the school objects in the flashcards. Choose several
students to go to the front and write a or an before
each word.
Class Activity
1 Follow the lines and trace the phrases.
Have students open their books to page 6, Activity 1.
Invite them to tell you the names of the school
objects. Read the instructions aloud. Focus students’
attention on the example. Have them follow the lines
and trace the phrases individually.
Being Friendly
Direct students’ attention to the picture of Benji
at the bottom of the page. Ask a volunteer to read
the text in the speech bubble aloud.
Ask students about their first day of school: Do you
look for your friends? Do you talk to the children you
don’t know?
Talk about the importance of being friendly: Are you
friendly with people you don’t know? Why is it good
to be friendly?
Wrap-up
Explain to students that you are going to say some
sentences. They have to listen carefully and stand
up if they hear a mistake.
T: (Give a false name.) My name’s (Tina).
(Point to a ruler.) It's a crayon.
Encourage students to correct the mistakes. Then
invite them to come up with their own examples.
Optional Activity
O
M
Materials Old magazines and newspapers
Divide the class into groups of four. Have
each group cut out pictures of two people from
a newspaper or magazine and glue them onto
a sheet of paper. Ask them to write a dialogue
like the one in Activity 2. Display students'
work around the classroom.
Assign page 4 as homework.

Listen and repeat the phrases. Í

1

Play Track 1. Ask students to repeat the phrases

as they point to the corresponding pictures.
Cool
Expressions
2 Listen and follow along. Í
2

Play Track 2 and have students follow the

conversation in their books. Ask comprehension
questions: What’s the boy’s name? Are they friends?
Divide the class into two groups and assign the
roles of the girl and the boy. Play the track again and
pause it after each exchange for students to repeat
the sentences. Then have them switch roles.

Role-play the dialogue.

Divide the class into pairs. Choose a student and
invite him or her to read the dialogue with you.
Invite different pairs to role-play the dialogue
for the class.

Hello, COOL-1! T6

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 Vocabulary apple, elephant, orange, umbrella Wrap-up
Grammar What is it? It’s a book. Play Tic-tac-toe (see page XIII) with What is it? and
School Objects vocabulary.

Grammar Presentation Optional Activity

O
Verb to be
• Wh-question What M
Materials Construction paper
What is it ? Preparation Strips: Cut out strips of construction
What is it? paper (one per student).
Divide the class into groups of four. Hand out
the strips to the students in each group. Have
It is a pencil. students draw an object from the vocabulary
an umbrella. on each strip. Collect the strips, shuffle them,
It’s a ruler. It’s an elephant. and hand them out to the groups. Encourage
students in each group to ask and answer
questions about their new strips: What is it? It’s
Warm-up an umbrella.
Have students open their books to the Unit Opener.
Point to the book and ask What is it? Do the same Next, invite students to write the question and
with the rest of the vocabulary. Remind students the answer about the object. Monitor and help
of the use of a and an. Present the new vocabulary if necessary.
if needed: an umbrella an elephant.
Have students repeat the vocabulary as a group and
individually. Write the words on the board. Ask Assign page 5 as homework.
students to close their books. Choose a student
to go to the board and draw the object you mention
next to the corresponding word. Repeat with the
rest of the words.

Class Activity
3 Listen and point to the objects. Í
3

Have students open their books to page 7, Activity 3.

Play Track 3. Students follow the dialogues and point
to the objects as they listen. Play the track again
and pause it after every exchange. Have students
repeat the exchanges.

Choose three objects and role-play the dialogue.

Focus students’ attention on the pictures and invite
them to guess what the objects are. Then divide the
class into pairs. Have them choose three objects and
role-play the dialogue. Monitor their work. Invite
different pairs to role-play the dialogue for the class.
Refer students to the Cool Grammar box. Elicit
when to use the question What is it?: When we want
to identify an object. Check understanding and review
language if necessary.

4 Match the questions with the answers.

Focus students’ attention on the example. Have
them do the activity on their own. Choose volunteers
to read the questions and answers aloud.

Trace the sentences.

Have students trace the sentences. Ask them to read
the sentences aloud after they have finished.

T7 Unit 1

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 3 Listen and point to the objects.
3

1 It's a book. 2 It's an umbrella.

What is it? What is it?

Coo ooll Grammar

C
Verb to be
• What is it?
Choose three objects and role-play the dialogue. It’s a ruler.

4 Match the questions with the answers.

1. What is it?
It's an umbrella.
2. What is it?
It's a pencil.
3. What is it?
It's a book.
4. What is it?
It's an elephant.
Trace the sentences.
Hello, COOL-1! 7

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 1
4
Listen and follow along.

Is it a pencil?
Is it a notebook?
No, it isn’t.

No, it isn’t.

Is it a board?

Yes, it is!

Choose a picture and role-play the dialogue with a friend.

Coo ooll Grammar

C
Verb to be
• Is it an apple?
No, it isn’t.
• Is it a notebook?
Yes, it is.
2 Answer the questions.
1. Is it a ruler? 3. Is it a notebook?
Yes, it is. Yes, it is.

2. Is it a pen? 4. Is it a sharpener?
No, it isn't. No, it isn't.

8 Unit 1

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 2 Answer the questions.
Vocabulary School Objects
Focus students’ attention on the first picture. Choose
Grammar Is it a board? No, it isn’t. two volunteers to read the first question and the answer
Materials A bag, school objects aloud. Students look at the rest of the pictures and
answer them on their own. Check answers with the class.

Grammar Presentation Wrap-up

Verb to be Divide the class into two teams. Choose five
• Yes/No questions volunteers from one team to come to the front. Have
Is it a pencil ? them stand facing the class. Attach a flashcard or a
an apple picture to the board and have one volunteer guess
what is it: Is it a pen? If the guess is correct, the team
Is it a pen? Is it a notebook? wins five points. If not, the next volunteer guesses
and can win four points for the team. Each volunteer
• Short answers may guess one time, but teams win one fewer point
for each new guess. Repeat the procedure with the
Yes, it is.
other team. Play two or three rounds. The team with
No, isn’t.
the most points is the winner.
Yes, it is. / No, it isn’t.

Warm-up Optional Activity

Put the school objects in a bag. Divide the board
in half. On the left half, draw a big (✘) and write
No below it. On the right half, draw a big (✔) and
write Yes below it. Choose two volunteers and have
them stand in front of the board. Take one of the
objects from the bag and ask: Is it a pen?
The volunteers look at the object and run to the
correct side of the board. Then they should answer
the question. The first student to answer correctly
wins. Repeat the procedure several times with
different volunteers.
O
W
Write questions on the board about the
flashcards: Is it an eraser? Is it a ruler? Attach the
flashcards to the board at random next to the
questions. First, invite students to answer
the questions: Yes it is. / No, it isn’t. Then have
them rearrange the flashcards so that all the
answers are affirmative.
Assign page 6 as homework.

Class Activity
4
1 Listen and follow along.
Have students open their books to page 8, Activity 1.
Play Track 4. Invite students to follow the dialogue
and point to the questions and answers as they listen.
Pause the track after each exchange. Have students
repeat it. Choose volunteers to act out the dialogue
for the class.

Choose a picture and role-play the dialogue with

a friend.
Choose a picture and invite a student to read the
dialogue with you:
S: Is it an apple?
T: No, it isn’t.
S: Is it a pen?
T: Yes, it is.
Have students repeat the dialogue. Divide the class
into pairs. They choose another picture and role-play
the dialogue. Ask some pairs to act out the dialogue
for the class.
Refer students to the Cool Grammar box. Ask what
a Yes/No question is: It is a question that you answer with
yes or no. Elicit an example: Is it an eraser?
Ask students to give the two possible answers:
Yes, it is. / No, it isn’t. Point out that we cannot say
Yes, it's. Check understanding and review language
if necessary.

Hello, COOL-1! T8

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 Then have them cut it into several shapes to make
Vocabulary School Objects a puzzle. They should use their paper clip to hold the
Grammar Is it a book? Yes, it is. Is it a pen? pieces together. Divide the class into pairs. They have
No, it isn’t. to find out what their partner’s object is. S1 gives S2
a piece of the puzzle and asks:
Materials Old magazines, construction paper,
S1: What is it?
paper clips
S2: Is it a book?
S1: No, it isn’t.
S2: Is it a chair?
Warm-up S1: No, it isn’t.
Invite a pair of volunteers to come to the front. Have S1 gives S2 another piece of the puzzle after every
one volunteer draw a school object on the other's negative answer. They put the puzzle together when
back with his or her index finger. The second student S2 has guessed the object. Then students switch roles.
has to guess the object:
S1: What is it?
S2: Is it an eraser?
S1: No, it isn’t. Optional Activity
O
S2: Is it a schoolbag? H
Have students label the school objects they drew
S1: Yes, it is. on their Back to School Cards. Monitor and help
Divide students into pairs. Have them draw if necessary.
a school object on each other’s backs and ask
Yes/No questions to guess what it is.
Assign page 7 as homework.
Class Activity
3 Read the dialogues and draw the objects.
Have students open their books to page 9, Activity 3.
Divide the class into two groups. Point to Dialogue 1.
Have one group read A aloud. The other group reads
B. Then invite students to read A and B in pairs.
Have them draw the correct object in the box below
and compare answers with a friend. Repeat with
number 2.

4 Trace the objects and complete the dialogues.

Have students trace the objects and then read
the dialogue segments silently. Invite two students
to read the first dialogue aloud. Encourage the class
to help them complete the dialogue. After that, have
them complete the second dialogue individually.
Then ask students to write the missing words.
Monitor and help if necessary.

5 Make a Back to School Card.

Ask students to name the school objects in the
picture. Hand out the construction paper. Read the
instructions aloud and demonstrate what they have
to do. Invite them to make the Back to School Card.
When they have finished, ask them to talk about
their cards by naming the school objects they drew.

Wrap-up
Hand out the magazines and give each student
one paper clip. Instruct students to find a picture
of a school object or other familiar vocabulary item.

T9 Unit 1

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 3 Read the dialogues and draw the objects.
1. A: Is it a pen? 2. A: Is it a glue stick?
B: No, it isn't. B: No, it isn't.
A: Is it a sharpener? A: Is it a lunch box?
B: Yes, it is. B: Yes, it is.

Students draw Students draw

a sharpener. a lunch box.

4 Trace the objects and complete the dialogues.

1. A: Is it a pen? 2. A: Is it a cat?
B: No, it isn't . B: No, it isn't .
A: Is it a ruler ? A: Is it an elephant ?
B: Yes, it is. B: Yes, it is.

5 Make a Back to School Card.

Y u need
Yo Instructions
eight school
• construction 1. Draw
paper objects in a classroom.
2. Fold the paper.
3. Draw your school.

Hello, COOL-1! 9

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 5
1 Listen and number the speech bubbles.

How are you? Good morning. Hello.

3 2 1

1. Hi! 2. Good morning. 3. I'm fine, thanks.

2 Read and match the children with the phrases.

Salut. Ciao.
Ciao.
Salut.

Hola.
Ni hao.
Ni hao.
Hola.

Salut. Ni hao. Hola. Ciao.

10 Unit 1

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 Skills Development Reading and Writing
Optional Activity
O
S
Sing this song to the tune of “Are You Sleeping,
Warm-up Brother John?”
Divide the class into two teams. Put the flashcards Good morning, good morning.
in a pile on a desk. Invite a volunteer from Team 1 to How are you? How are you?
take a flashcard. His or her team has to guess what I’m fine, thank you, I’m fine, thank you.
the object is by asking: Is it a board? Is it a ruler? And how are you? And how are you?
If they guess the object within 30 seconds, they get Divide the class into pairs. Facing each other,
a point. Repeat with the other team. The team with students sing while they shake hands.
the most points is the winner.

Assign page 8 as homework.

Class Activity
1 Listen and number the speech bubbles. Í
5

Have students open their books to page 10, Activity

1. Students look at the pictures. Explain that the
phrases are greetings. Focus students’ attention on
the example and read it aloud with a volunteer.
Play Track 5 and have students point to the phrases
as they hear them. Play the track again and have
students repeat the exchanges. Ask them to number
the other speech bubbles individually. Choose
volunteers to read the dialogues again and act them
out for the class.

2 Read and match the children with the phrases.

Ask students to look at the pictures and try to
guess the countries: France, Italy, China, and Spain.
Encourage them to guess what language people speak
in each country: French, Italian, Chinese, and Spanish.
Have them look at the dialogues and guess what they
are saying: They are saying Hello in different languages.
Read the dialogues aloud and have students repeat
after you. Invite them to stand up and greet four
classmates in the different languages. Finally, ask
them if they know any greetings in other languages.
Focus students’ attention on the pictures of the
children. Point out that they are the children in the
pictures of France, Italy, China, and Spain. Ask where
the first kid is from: Italy. Elicit the greeting: Ciao. Tell
students to draw a line from the boy to the greeting.
Then have students match the rest of the greetings on
their own. Check answers with the class.

Wrap-up
Divide the class into pairs. Invite them to write
a dialogue and act it out for the class.
S1: Hello! What’s your name?
S2: My name’s Elsa.
S1: How are you?
S2: I’m fine, thanks.

Hello, COOL-1! T10

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 Skills Development Reading
Materials Index cards
Preparation Write names of famous characters
from books, movies, and cartoons (Batman,
Spiderman, Garfield) on the index cards.
Warm-up
Have students open their books to the Unit Opener.
Divide the class into two teams. Ask a student from
Team 1 to point to an object from the scene and write
its name on the board. He or she gets a point if it is
correct. Repeat with the other team. The team with
the most points is the winner.
Class Activity
3 Answer the questions.
Have students open their books to page 11, Activity 3.
Invite them to read the questions silently and answer
them using their real names. Choose volunteers
to read the questions and answers aloud.
6
4 Listen and follow the story.
Focus students’ attention on the story and ask them
where it takes place: At a school, in a classroom. Play
Track 6. Invite students to follow the story and point
to the speech bubbles as they listen.
Divide the class into four groups and assign them
a character from the story. Play the track again and
stop it after each question and answer. Invite each
group to read their part aloud. Choose volunteers
to act out the story for the class without reading it.
Wrap-up
Ask students about their favorite cartoon, movie,
and book characters. Hand out the index cards with
the names of famous characters (see Preparation).
Introduce yourself to the class: My name’s (Spiderman).
What’s your name? Choose a volunteer to answer the
question using his or her new personality. Tell him
or her to repeat your name and then answer the
question. Have that student ask someone in the class
his or her name and answer in the same way.
S1: Hi, Spiderman. My name’s Batman. What’s your
name?
S2: Hi, Batman. My name’s Mickey Mouse.
What’s your name?
Divide the class into two or three groups and have
them play the game. If a student forgets a name,
he or she sits down.
Optional Activity
O
P
Preparation Write the dialogues from Activity
4 on a sheet of paper and make one copy for
every four students. Cut out the dialogues and
put each in an envelope.
Divide the class into groups of four. Give
each group an envelope. Invite students
to put the dialogues in the correct order.
They can check page 11 when they
are finished.
Assign page 9 as homework.

Read and match the sentences with the pictures.

Students read the speech bubbles silently and then
draw lines to match them with the pictures. Check
answers with the class.

Writing Activity
Distribute paper. Instruct students to draw themselves
in the middle of the paper. Then write on the board:
What's your name? and ask students to copy the
question above their drawing. Next, write on the
board: My name's... and ask students to copy the
answer below their drawing. They complete the
answer with their name. Finally, display students'
work around the classroom.

T11 Unit 1

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 3 Answer the questions.
1. What's your name? Answers will vary.

2. What's your teacher's name?

6
4 Listen and follow the story.
Hello! What’s your name?

Hi! I'm COOL-1.

I’m a robot.

My name’s Benji! Hello, COOL-1.

No, it isn’t. Is it a pencil? Hello, I’m COOL-1.

What’s your name?

My name’s
It’s a sharpener. What is it? Laura. Shh! The teacher!

Read and match the sentences with the pictures.

My name’s Benji. My name’s COOL–1. My name’s Laura.

Hello, COOL-1! 11

U1 N1 TBCK.indd 19 10/22/10 11:56 AM

 1 Ask and answer questions about the objects.

What is it? It’s a schoolbag.

2 Listen and circle the answers.

7

1 3
Yes, it is. Yes, it is.

No, it isn't. No, it isn't.

2 4
Yes, it is. Yes, it is.

No, it isn't. No, it isn't.

8
Listen and check your answers.
12 Unit 1

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 Skills Development Listening and Speaking Wrap-up
Hand out paper. Tell students to draw their favorite
object from the Unit Opener and cut it out.
Warm-up Take one of the drawings and ask the student who
drew it:
Divide the class into four teams. Have teams stand
T: Is it a sharpener?
in lines at the board. Say a school object: (pen).
S: No, it isn’t.
The first student in each team should write the word
T: What is it?
with the correct article, a or an: a pen. Teams get
S: It’s a pen.
one point for each correct answer. Rotate positions
and play again. The team with the most points Form pairs and have them talk about their drawings
at the end is the winner. with similar dialogues.

Class Activity Optional Activity

1 Ask and answer questions about the objects.
Have students open their books to page 12, Activity 1.
Ask students the names of the objects. Encourage
them to say the article that goes with each word.
Divide the class into two groups. Focus students'
attention on the dialogue. Point to an object and
have one group ask the question: What is it? The
other one answers: It’s (an umbrella). Divide the class
into pairs. Instruct them to have similar conversations
about the objects in the picture. Choose volunteers to
ask and answer questions about the objects.
7
2 Listen and circle the answers.
Focus students’ attention on the first picture and ask
what it is: A glue stick. Play Track 7 and have students
listen to the first question. Point out the answer
in the example. Play the rest of the track for students
to circle the correct answers.
Track 7
NARRATOR: Number one. Is it a glue stick?
Number two. Is it an orange?
Number three. Is it a pen?
Number four. Is it a desk?
8
Listen and check your answers.
Play Track 8 for students to check their answers. Have
them compare answers with a friend. Monitor and
help if necessary.
O
M
Materials Index cards (2 per student), string
(one 30-cm-long piece per student), tape
Hand out the materials. Ask students to write
one of the questions from activity 2 on one of
the cards.
Tell them to tape the card to the piece of string.
Now have them tape the second index card
to the back of the first one (with the string in
between) and write the answer on the second
index card.
Display students’ cards around the classroom.
Assign page 10 as homework.
Track 93
NARRATOR: Number one. It’s a pen.
Number two. It’s a sharpener.
Number three. It’s a board.
Number four. It’s a notebook.

Track 8
NARRATOR: Number one. Is it a glue stick?
BOY: Yes, it is.
NARRATOR: Number two. Is it an orange?
BOY: No, it isn’t.
NARRATOR: Number three. Is it a pen?
BOY: No, it isn’t.
NARRATOR: Number four. Is it a desk?
BOY: Yes, it is.

Hello, COOL-1! T12

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 Skills Development Listening and Speaking
Optional Activity
O
D
Divide the class into groups of five. Hand out
Warm-up a sheet of paper to each group.
Play Bingo (see page XII) with School Objects vocabulary. Have students open their books to the Unit
Opener and choose six words. Students
scramble the letters of the words and write
Class Activity them on the paper. Have them exchange paper
with another group. Groups unscramble the
3 Listen and complete the song. Í
9
words. When they finish, they return the paper
Have students open their books to page 13, Activity 3.
and check the answers.
Read the names in the box. Play Track 9 and ask
students to listen carefully and complete the song
using the names in the box. Play the song again
and have students check their answers. Assign page 11 as homework.
10
Sing “The Name Game.” Track 94
Play Track 10 and invite the class to sing along. GIRL 1: Hello! My name's Laura. Tomorrow is my first
Divide the class into groups of four. Instruct students day of school. I have a new schoolbag, a glue
to create their version of the song by replacing the stick, a crayon, a book, and a sharpener.
names with theirs and their friends’. Play Track 10 GIRL 2: Hi! My name's Vicky. Tomorrow is my first day
for each group to sing their version of the song. of school, too. I have a new notebook, a pen,
a book, a ruler, and a crayon.
4 Play The Drawing Game.
Focus students’ attention on the first box. Encourage
them to draw a school object in it. Give them enough
time to do it.
Divide the class into pairs. Focus students’ attention
on the second box. Encourage them to tell their
partner what to draw in it: Draw (a pencil).

Answer the questions.

Point out the questions below the boxes. Tell students
to answer the questions according to the drawings in
the boxes. Invite volunteers to read the questions and
their answers aloud.

Wrap-up
Write the following phrases on the board:
1. an umbrella 5. a eraser
2. an desk 6. an sharpener
3. a orange 7. a schoolbag
4. a pencil 8. a elephant
Ask students to read the first two phrases and say
whether or not they are correct. Encourage students
to explain their answers. Divide the class into groups
of three and have them rewrite the list correctly.
Monitor the activity and help students if necessary.
Check answers with the class.

T13 Unit 1

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 3 Listen and complete the song.
9

Fred Benji Jessica Anna

Th e N ame G ame
Benji is my name, What’s your name?
And COOL-1 is my pet. What’s your name?
Jessica is my friend. It’s so cool to play this game!
Now, tell me your name.

What’s your name?

What’s your name?
Is it Anna , John, or Fred ?
10
Sing “The Name Game.”

4 Play The Drawing Game.

1 Draw a school object. 2 Listen to your friend and draw.

Students draw Students draw

a school object. a school object.

Is it a sharpener? Is it a glue stick?

Answers will vary.

Answer the questions.

Hello, COOL-1! 13

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 Cool Review
1 Play Let’s Go to School!

What's your name?

What is it?
What is it?

aser?
Is it an er
harpener?
Is it a s

My name's Tom.
What
is it?

Is it a book?
What is it?
Hello.

14
4 Unit 1

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 Materials A ball, half-sheets of paper (one per
pair), coins (one per pair) Optional Activity
O
M
Materials Index cards
Preparation Write the name of a school object
Warm-up on an index card and cut it in half, dividing the
Toss the ball to a student and ask him or her word. Make one half for each student.
a question from this unit: What’s your name? Hand out the index cards. Explain to students
Encourage him or her to answer and then toss the that they have to find the student with the
ball back to you. Repeat the procedure several times. other part of their word: What is it? Is it an
elephant? When they find their pair, they give
each other a high five.
Class Activity
1 Play Let’s Go to School!
Have students open their books to page 14, Activity 1. Assign page 12 as homework.
Invite them to look at the game. Explain that
students are on their way to school along with
Benji and COOL-1. Point out the school picture in
the Finish! square. Divide the class into pairs. Have
them write their names on small squares of paper
and place them on the Start! space. Explain that they
have to take turns tossing the coin. If it is heads, they
advance one space. If it is tails, they advance two
spaces. Students have to give a correct response to
the questions or phrases on the spaces. If the answer
is correct, they can stay on the new space. If it is not
correct, they return to the previous space. If they
land on a space that says Stop!, they lose a turn. The
first student to get to the Finish! square wins.

See Resource CD-ROM, Cool Tests 1a & 1b.

Wrap-up
Divide the class into pairs. Hand out the paper.
Ask students to write a on one half and an on the
other. Tell them that you are going to say some
words and they have to hold up the corresponding
paper: sharpener – a.
Repeat the procedure several times.

Hello, COOL-1! T14

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 Materials Crayons
Warm-up
9 come to the front and have each of them go to
Have students open their books to page 13.
Invite them to sing the “The Name Game.”
Class Activity
2 Complete the questions and answers.
Have students open their books to page 15, Activity 2.
Focus students’ attention on the first set of pictures.
Tell them to complete number 1. Elicit the completed
dialogue. Tell students to do the rest of the activity on
their own. Invite volunteers to write the questions and
answers on the board. Check answers with the class.
3 Unscramble and answer the questions.
Show students the scrambled questions. Encourage
them to unscramble the first question. Check the
answer and explain if necessary.
Tell students to do the second question on their
own. Monitor them. Next, have them answer the
questions. Choose volunteers to read the questions
and answers aloud.
Optional Activity
O
D
Divide the board in half. Have two students
one side of the board and write a vocabulary
word, twice, on their side of the board. (Each of
them is writing the same word twice. Tell them
that it is important to write the two copies of
the word far away from each other, within their
half of the board.) Repeat the procedure several
times.
Divide the group into two teams. Explain
to students that each team will have one half
of the board. They have to find and join the
identical words they hear. The first team to
correctly find and join each pair of words gets
a point. The team with the most points is the
winner.
Assign page 13 as homework.

4 Read the sentences and color the corresponding

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

Cool RRead the tip for the class. Distribute paper

Tip! aand crayons. Then, in pairs, have students
cchoose five words from the unit to dictate
to their partner. Have students dictate the
words to each other, one at a time, and
draw the corresponding pictures. Then
students exchange papers and check that the
pictures match the words they dictated.

Wrap-up]
Play Chinese Whispers (see page XII) with Is it a / an...?
and School Objects vocabulary.

T15 Unit 1

U1 N1 TBCK.indd 26 9/21/10 11:12 AM

 2 Complete the questions and answers.
1. What is it?
It's a robot.
2. What is it ?
It's an orange .

3. What is it?

It's a glue stick.

3 Unscramble and answer the questions.

1. it / a / sharpener / ? / Is
Is it a sharpener? No, it isn't.

2. schoolbag / ? / a / Is / it
Is it a schoolbag? Yes, it is.

4 Read the sentences and color the corresponding stars.

I can name ten school objects.
I can greet others.
I can ask and answer questions with What is it?

Cool Be a COOL LEARNER. Good job!

Tip! Ask someone to dictate You've
vocabulary words for finished
you to draw the pictures. Unit 1.

Hello, COOL-
Hello COOL-1!
COOL-11! 15

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