Adriana Dopazo Henderson - Foro Secundaria · PDF fileCool Pictionary People ... I think...

Adriana Dopazo Henderson

CT2 Iniciales 1 a 8 4/16/08 2:14 PM Page 1


Richmond Publishing, S.A. de C.V.Av. Río Mixcoac No. 272 Col. Acacias 03240 México, D.F.

Author: Adriana Dopazo Henderson

Publisher: Alicia BeckerDevelopment Editor: Cecilia Barea

Editorial Team: Imelda Vázquez

Design Supervisor and Art Direction: Marisela PérezCover Design: Marisela PérezLayout and DTP: Felipe Martínez, Rodrigo Villafaña

Illustrations: Óscar Acevedo, Marcela Gómez, Fernando de la Helguera, José Antonio Herrera

Technical Coordination: Salvador PereiraTechnical Assistance: José Luis Ávila, Juan Carlos Flores

Photography: AFP, Bran X Picture, Comstock, Corbis, Corel Stock Photo, Digital Stock, Digital Vision,Hemera, Image Source, Ingram Publishing, John Foxx Photos, Photodisc, Stockbyte

D.R. © 2008 Richmond Publishing, S.A. de C.V.

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmittedin any form or by any means, electronic, mechanical, photocopying, recording or otherwise, withoutprior permission in writing of the publishers.

Every effort has been made to trace the owners of copyright, but if any omissions can be rectified, the publisher will be pleased to make the necessary arrangements.

ISBN: 978-970-739-428-5First edition: 2008Eleventh reprint: April 2011

Printed in Mexico

To the student.

Cool Time 2 is your second step into English.

You will learn English through different topics and situations wherethe characters are teenagers like you!

Lessons include everyday dialogs, cool expressions, jokes, tonguetwisters, games and projects to make your English lessons dynamicand communicative.

So Step on in!

To the teacher.

Cool Time 2 is the second book in a three-level series forteenage students of English written to help students learn Englishthrough experience, reflection and practice, in situations related totheir interests and needs. The book is divided into five units. Each unitis divided into two sections (A and B) and has 6 lessons.

Each lesson includes an activity that will give students the opportunityto be exposed to the language they are going to learn, experience it,construct meaning, reflect and discover how it works.Later, through different types of controlled andfreer practice activities, students will have thechance to try the language and use it for theirown purposes.

On the following pages, in the sectioncalled Learn about your book, youwill find detailed information aboutthe different sections included inthe book and their features.

Your support andguidance while studentswork on the differentsections of the book will bevery important in order tohelp them make use of theirtextbook.

We hope you enjoy working with Cool Time 2 and that it will helpyour students be successful in learning English.


Cool Time 24

UNIT 1 PEOPLE AND ANIMALS – Social Practices: Giving and obtaining factual information of a personal and non-personal kind. Functions: Expressing (in)ability in the present; describing people and animals.1A She’s short and slim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Lesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Show what you know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Project Zodiac Signs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Cool Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Cool Extension 1 A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159/160Cool Pictionary People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Cool Language Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179/180Listening tracks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1871B It has black stripes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Lesson 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Lesson 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Lesson 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Show what you know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Project A New Animal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Cool Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Progress check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37/38Cool Extension 1 B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159/160Cool Pictionary Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Cool Language Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180Listening tracks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188/189

UNIT 2 HEALTH AND THE BODY – Social Practices: Giving and obtaining factual information of a personal and non-personal kind; establishing and maintaining social contacts. Functions: Discussing the body and one’s health; giving advice; making and answering offers and suggestions.2A Eat fruit and vegetables every day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Lesson 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Lesson 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Lesson 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Show what you know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Project Health leaflet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Cool Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Cool Extension 2 A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161/162Cool Pictionary Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171Cool Language Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180/181Listening tracks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189/1902B Shall I call the doctor? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Lesson 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Lesson 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Lesson 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Show what you know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Project New Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Cool Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66Progress check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67/68Cool Extension 2 B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161/162Cool Pictionary Body and Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Cool Language Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Listening tracks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190/191

UNIT 3 SHOPPING AND CLOTHES – Social Practices: Giving and obtaining factual information of a personal and non-personal kind; carrying out certain transactions. Functions: Making comparisons/expressing degrees of difference; buying and selling things.3A That blue jacket is nicer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Lesson 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Lesson 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Lesson 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76Show what you know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Project Catalog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Cool Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Cool Extension 3 A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163/164Cool Pictionary Clothes and jewelry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173Cool Language Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181/182Listening tracks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191/192


Cool Time 2 5

3B Which are the best shoes? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Lesson 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Lesson 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Lesson 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Show what you know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Project Your own department store . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Cool Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Progress check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97/98Cool Extension 3 B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163/164Cool Pictionary Sports and casual wear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174Cool Language Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182/183Listening tracks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192/194

UNIT 4 HOUSE AND HOME – Social Practices: Giving and obtaining factual information of a personal and non-personal kind. Functions: Describing accommodation.4A There are two armchairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Lesson 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100Lesson 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103Lesson 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Show what you know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Project Create your own advertisement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Cool Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112Cool Extension 4 A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165/166Cool Pictionary The House . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175Cool Language Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184Listening tracks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194/1954B How much is the rent? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113Lesson 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114Lesson 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Lesson 24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120Show what you know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Project Be your own architect and design the house of your dreams … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Cool Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126Progress check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127/128Cool Extension 4 B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165/166Cool Pictionary Places and kitchenware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176Cool Language Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184/185Listening tracks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195/196

UNIT 5 PAST TIMES – Social Practices: Giving and obtaining factual information of a personal and non-personal kind. Functions: Expressing ability and inability in the past; expressing past events. 5A She could read when she was four . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129Lesson 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130Lesson 26 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Lesson 27 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136Show what you know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139Project A family Album . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Cool Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Cool Extension 5 A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167/168Cool Pictionary Action verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Cool Language Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185Listening tracks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196/1985B He lived in Italy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Lesson 28 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Lesson 29 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Lesson 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Show what you know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Project Famous People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155Cool Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Cool Extension 5 B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167/168Progress check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157/158Cool Pictionary People and events from the past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Cool Language Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186Listening tracks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198/199Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200


Cool Time 26

There are five units in your book. Each unit is dividedinto two sections (a and b). At the beginning of eachsection you will find a Title Page which includes thepurpose and contents of that section, the language to be learned and examples of this language.

Each section (a and b)of every unit has two pages called‘Show what youknow’ at the end.

Asking for and describingpeople physically-What does (Bob) look like?-He's (tall). He has (short, brown) hair and (blue) eyes.

1

Unit 1 Section 1a16

Agustín is looking for Sally at the mall. Read and listen to the conversation and orderthe pictures.

CLERK: Good afternoon. Can I help you?AGUSTÍN: I can’t find my friend Sally.CLERK: What does she look like?AGUSTÍN: Mmm … Let me think. I’m not very sure.

I think she’s medium height. She has long brown hair … no, no, wait …long, black hair, and … yes … I think she has green eyes.

CLERK: Your friend’s very pretty then. Is she slim or plump?AGUSTÍN: She’s a bit plump.CLERK: Isn’t that her over there?AGUSTÍN: Yes! Thanks a lot!CLERK: Oh! These crazy teenagers!

� Check new words on Cool Pictionary page 169.

See what the band looks like.

� Write the description of each member of the band. Check spelling, grammar and punctuation.

Sally is medium height and a bit plump. She has green eyes and long, black hair.

Santiago

Anna

Agustín

Work in pairs. Think of a classmate and describe him/her to your partner for him/her to guess.What does he/she look like? He/She is medium height and slim.He/She has brown eyes and black hair.

3

2

1

Adjectives.size + color = long, black hair

CoolTips

Santiago

green eyes

short, blond hair short, black hair long, brown hair

slim and short short and thin

brown eyes

brown eyes

blue eyes

a bit plump and medium height

long, black hair

Anna AgustínSally

5

You can now do 1A CoolExtension activity: Student A: page 159Student B: page 160

Unit 1 Section 1a 13

Santiago is applying for a camp job. The organizer of the camp is interviewing him. Read and complete the dialog below with the words in the box.

instruments love rock games week children

CAMP ORGANIZER: So, Santiago why do you want to apply for this job?

SANTIAGO: Because I think I can be good at working with children.

CAMP ORGANIZER: Can you ride a horse?

SANTIAGO: No, I can’t, but I can swim and play soccer.

CAMP ORGANIZER: Fine. Can you play any musical ______________?

SANTIAGO: Yes, of course. I’m the guitar player of a school _______ band.

CAMP ORGANIZER: Great! Do you know any ___________ to entertain kids?

SANTIAGO: Yes, I do. I know lots of games and I _______ going to camps.

CAMP ORGANIZER: OK. We’ll call you this _________.

Form questions with the words below and answer them.

1 Santiago / play /a musical instrument? 2 Santiago / ride /a horse? 3 Santiago/ play soccer?

Can Santiago play a musical instrument?

Yes, he can.

� If you need help you can go to page 179 for information about this specific language point.

Work in groups. Complete the grid with checks or crosses according to whatthe members of your group can or can’t do.

Can you swim, Pablo?No, I can’t.

� Report about your group to the class and make a graph with the results.

3

2

1

NAMES rollerskate speak French swim drive

Pablo ✘

Complete the blanks.

Can you play soccer? , I can. Can he rollerskate? , he can’t.

they soccer? Yes, .

Figure It Out

KID´S CAMP

Unit 1 Section 1a10

Santiago, Anna and Sally are a teenage rock band called Coolplay. Agustín is a new member.

� Listen to the conversation and choose the correct option.

SANTIAGO: Hi, Agustín! How are you doing?AGUSTÍN: Great!SALLY: So you’re the new drummer / pianist!AGUSTÍN: Yes. My father’s a musician / doctor, too, but

he plays rap / classical music. He can play the violin, the guitar and the trumpet / piano. What about you, Anna?

ANNA: Well, I play the bass / cello, and I can play the keyboards, too.SALLY: I’m the vocalist. I can sing and dance.SANTIAGO: And I’m the guitar man.ANNA: Yes. He can play the guitar as well as Joe Satriani / Johnson.AGUSTÍN: Wow!


� Work in groups of four and act out the conversation.

Use the words in the box to write about the abilities of the famous people in the pictures.

David Lara Leonardo Gael García SalmaBeckham Croft Di Caprio Bernal Hayek

1. David Beckham can cook Chinese food.

2.

3.

4.

5.

� Read the sentences to a classmate and check your answers.

Work in pairs. Choose three activities you can do and mime them for yourpartner to guess. Then write them down.

You can jump on one leg.

� Tell the class about your classmate’s abilities.

He/she can jump in one leg.

3

2

1

speak Englishdo karatepaintplay the flutecook Chinese food

a eb

1

c d

Expressing ability to do somethingI can play the drums.He can dance.She can sing.


Unit 1 Section 1b30

Animal sounds. Listen to different animal sounds and put a number beside eachone in the order your hear them.

cat sheep duck hen

owl dog horse cow

� Check your numbers with a classmate.

� Match the verbs in the box with the animals to talk about the sounds they make.

1. A sheep bleats . 2. A cow m .

3. A dog b . 4. A duck q .

5. An owl h . 6. A hen c .

7. A cat m . 8. A horse n .

� Listen and check your answers.

� Work in pairs. Take turns reading the sentences above for your partner to imitate the animal sound.

Work in pairs. Tell your partner the sound an animal makes for yourpartner to say its name.

Student A: It moos.Student B: It’s a cow.

2

1 14

15

bleats barks meows moos neighs

hoots clucks quacks

Unit 1 Section 1b 27

The band’s favorite animals. Listen and match the people with their favorite animals.

A. butterfly B. octopus C. iguana D. alligator

� Check your answers with a classmate.

Sally’s favorite animal is the octopus.


� Listen again and complete the table with the adjectives that describe each animal.

scary beautiful ugly unique

� Describe the animals with the information from the table and say who in the band likes them.

a. The octopus is a unique animal. Sally likes it.

b.

c.

d.

Work in pairs. Ask yourpartner which is his/her favorite animal, using an adjective. Agree or disagree with him/her.

Student A: Which is your favorite animal?Student B: My favorite animal is the dog. It’s friendly. Student A: I like it, too. / I don’t like it.

� Report back to the class

José’s favorite animal is the dog. It’s friendly.

2

1 12

Animal adjective

octopus

iguana

alligator

butterfly

Object pronouns. Underline the correct option.

Luisa is a nice girl.I like her / him / it.

Adrian is a funny boy.I like her / him / it.

The platypus is a strange animal.I like her / him / it.

Figure It Out

Unit 1 Section 1b24

Anna is looking for information about animals. Look at the text. It is from…

a) an e-mail.b) an advertisement.c) an encyclopedia.


� Reflect in pairs: Are there any animals that live only in your country? Which are they?

� Read and find the following.

a. The names of three water animals: , ,

b. A nationality:

c. The names of two animal groups: ,

� Answer the questions about the platypus and then check them with a classmate.

a. What two things can the platypus do? .

b. Does it produce milk? .

c. Is it a carnivore? .

d. Is its body covered with feathers? .

Listen to the conversation and say if these sentences are true (T) or false (F).

a. The platypus is a sociable animal. T F b. It’s big. T Fc. It can swim and climb. T F d. Its bill is similar to a duckbill. T F

� Which picture corresponds to the description of the platypus? Choose A or B.

Work in pairs. Study the information about the platypus. Close yourbook and ask your partner two questionsabout it. Each correct answer scores 1 point. Change roles. Whose memory is better?

Does the platypus live in the ocean? No, it doesn’t. Is it Australian? Yes, it is.

3

2

1

10

A Strange Animal: The Platypus.The platypus is one of the strangest animals in the world. It lives in Australian lakes and streams. It is a mammal, and ithas warm blood, but it lays eggs, like reptiles. Its body iscovered with fur. It can swim very well, and it can also moveon land.It eats water insects, shrimps, worms, frogs, tadpoles and fish.

Complete the sentences.

Cecilia is a funny girl. She is my classmate.Her last name is Hernández.

Diego is a nice guy. is 14 years old.

His last name is Sánchez.

The platypus is a mammal. is a strange

animal. body is covered with fur.

BA

Figure It Out

Unit 1 Section 1a20

What do they look like?� Draw lines to match the appropriate adjectives with the people and write

sentences about them.� You can include words from the Cool Pictionary on page 169.

Karen is slim, pretty and hasSusan is Tom is

What does he/she look like? What’s he/she like?� Think of someone in your family and draw him/her. Write a description. Describe his/her

personality as well as his/her physical appearance.� You can include words from the Cool Pictionary on page 169.She’s my mother. She’s

� Work in groups of three or four. Discuss your evaluation and try to help each other.

3

2

How am I doing?

a. Go back to page 9. Read the list under the heading ‘In this unit you will learn…’ and

evaluate your progress.Draw next to those points you know well.Draw next to those points you are not sure of.

Draw next to those points you do not understand.b. Work in groups of three or four. Discuss your evaluation and try to help each other.

KarenSusan

Tomblack blond hair

black hairshort

prettyslim

baldtall plump

The LessonsEach unit is divided into 6 lessons. Each pagein the lesson includes a variety of activitieswhich will help you learn English in a dynamic,interesting and clear way.Whenever a grammar structure is presented,there is a Figure It Out section whichhelps you work out the rules by yourselfthrough a self-discovery process. Somelessons also include Cool Tips boxes,which give you additional help with grammarrules in a clear way. The Cool Expressionsboxes give you the opportunity to focus yourattention on colloquial expressions to includein your everyday conversations. A section is also included atthe end of every lesson. It includes an oralactivity to interact with other classmates andpractice the language presented in thatlesson in a natural way. Next to some writing activities, there is a portfolio icon , which means that you willbe able to keep samples of your written workduring the year, in a special place, to check yourprogress. You and your teacher will agree onhow often and when during the school yearyou can go over the material in your portfolioso that with her/his help you can evaluate yourprogress and reflect on the things you did notknow before and can do now.In some lessons there are some boxesmarked to highlight the most importantfunctions you will learn in your book.

CoolTips


Cool Time 2 7

In the Show what you know pages of sections A you will have a chance to review and practice the language you learned in these sections while you have fun and interactwith your classmates.

The Show what you know pages of all sections B are more formal. Their objective is tohelp you prepare for your Progress Check. This section will give you the opportunity toassess your progress before learning new things. You can do this section once you havecompleted the material in the unit. The Cool Language Reference Sections on pages 179-186 can help you review and understand your problems when you discuss yourresults with you classmates or teacher.

At the end of all Show what you know sections you will find an activity called How am I doing? to help you evaluate your learning process and plan what to do in order to learn better.

The Ways to learn sections in every part A of each unit give you tips to help youbecome a better and more autonomous learner.

Cool ProjectIn every section of all the units there is a projectthat will help you consolidate the language studiedin that section and will give you the chance to workwith your classmates and be creative.

Cool CultureThis page, at the end of every unit section, will give you achance to explore language in a different way. You will beable to learn about interesting customs in other countries,improve your pronunciation, learn a rhyme or sing a song,and have fun with the jokes!

Cool ExtensionsThese activities are focused on communication. Here,you will have the opportunity to interact with yourclassmates and share, compare and gatherinformation in order to solve exercises together.

CANCER

June 22 to

July 22Crab

LEOJuly 23 to

August 22Lion

VIRGO

August 23 to

September 23

Virgin

AQUARIUS

January 21 to

February 19

Water carrier

PISCES

February 20 to

March 20Fish

LIBRA

September 24 to

October 23

Scales

SCORPIO

October 24 to

November 22

Scorpion

SAGITTARIUS

November 23 to

December 21

Centaur

CAPRICORN

December 22 to

January 20

Goat

ARIES

March 21 to

April 20Ram.

TAURUS

April 21 to

May 21Bull

GEMINI

May 22 to

June 21Twins


ZODIAC SIGNS. What am I like?

� Ask your classmates when their birthdays are to find out their zodiac signs.

� Get together all the students who have the same zodiac sign as you.

� Work in groups. On a piece of construction paper write down the name of your

zodiac sign and draw it. Write the name of the animal or person that represents it.

� From the adjectives above, choose the ones you have in common with the people

in your group. Use the dictionary if necessary.

What are you like? Are you sociable?

I’m easy going. Yes, I am. / Me, too.

� Write the adjectives you have chosen on the

construction paper.

We are Pisces. We are intuitive, affectionate, …

� Show your project to the class and report about it. We are Pisces. We are sociable, …

�Put all the written work used for the elaboration of this project

and a revised copy of your final project in your portfolio.

It’s a fact! Race or ethnicity?Read and listen to the text and answer the questions below it. Around the world, human populations have different skin color, eye color and shape, hair color and texture,

body shape, height and other physical characteristics. However, most anthropologists and biologists consider

these differences between populations as superficial, resulting from adaptations to local climatic conditions

during the most recent period of human evolution. Genetic analysis reveals that in general, people are

remarkably similar in their genetic makeup.Scientists find it impossible to separate humans into clearly defined races. The term race is often confused

with ethnicity, a term that refers mostly to cultural (non-biological) differences between groups. An ethnic

group has distinctive customs, language, ancestry, place of origin, or style of dress. Members of an ethnic

group with a common geographic origin often share similar physical features. But people of the same ethnic

group may also have very different physical appearances, and conversely, people of different ethnic groups

may look quite similar. In everyday language, the distinction between race and ethnicity is not clear, and

many people use the terms to mean the same thing.

Who are they?Some people bring us products.And drinks all fresh and cold.Some people work in shops and storesWhere many things are sold.Some people bring us letters andTake the mail away.Some people stop the trafficTo help us on our way.Some people move our furnitureAnd put it in a van.Some people take the garbageAnd empty every can.

� Choose the occupations mentioned in the poem above.

� Work in pairs: think of other threeoccupations and describe what thosepeople do.

7

8

What, according to anthropologists and biologists, is the cause for different physical features among humans?

According to genetic analysis, are we all very similar to each other?

Does the term ethnicity refer to biological or cultural differences between people?

� Choose three words you are not sure of their meaning and look them up in the dictionary.

� Are there many ethnic groups within your country?

Sounds good! A tongue twisterHow many cans can a canner can, if a canner can can cans?A canner can can as many cans as a canner can, if acanner can can cans.

Why do cows have bells?Because their horns don’t work!

How do porcupines kiss each other?Very carefully!

What do you call a fish that only cares about itself? Selfish!

9

doctor engineer shopkeepertraffic policeman postmansecretary alesperson movergarbage collector.

A bit of humor

Unit 1 Section 1a22

Cool Extension 159

Cool Extension Unit 1bStudent A

Cool Extension Unit 1aStudent A

� Work in pairs. Student A. look at this page. Student B. look at the back of this page.

Ask Student B for the physical description of one member of his/her family.

What does your look like?

Face:

Body:

Ask Student B about that person’s abilities.

What can he/she do?

and

2

1

Draw the person Student Bdescribed doing one of thethings he/she can do.

Show your drawing to Student Bto see if it is correct.

4

3

� Work in pairs. Student A. look at this page. Student B. look at the back of this page.

Ask Student B questions to complete the information you have about the giant panda.

Does it… ? Is it… ?

The giant panda lives in _____________ (forests/deserts)

in central China. It is _________________ (black and gray/

black and white). It has a short body and short

and strong __________ (arms/legs) and big teeth.

It weighs about _________ (100/150) kg. Its principal

food is bamboo and it _________________ (sleeps/eats)

for about 12 hours a day. It lives for about __________

(25/35) years in the wild. There are less than 1,000

pandas in the wild. It is an endangered species.

1


Cool Time 28

teach•er

\Æte@…S´r\

noun [C]a person who instructs or trains others, especially in a school: an English/arts/kindergarten teacher

Getting more help

A dictionary is a very useful tool for learning a language, so it is important that youfamiliarize yourself with its structure. In a monolingual (in this case, English) dictionary you can learn the following:

● In a bilingual (in this case, English-Spanish) dictionary you can learn:

How the word isdivided into syllables

How the word isused (part of speech)

Here is the translationof the word.

When a word has more than one meaning.These are separated by numbers.

The pronunciation ofa word. The phonetic

symbols. show how theword is pronounced.

The forms of aword. When the

word is anirregular verb likethis, its past andpast participle

forms are given.

This symbol cansubstitute theword in some

examples of use.

The definition of theword, usually with one

or more examples of use.

teach taught, taught I vt enseñar; to ~ oneself sth aprender algo por su propia cuenta; to ~ sb a lesson fig. dar una lección a alguien II vi dar clases

Cool PictionaryRight after the Extensions, you can find a set of pagescalled 'Cool Pictionary' that will give you a visualreference of the vocabulary you will use throughout theschool year. It is divided into unit sections andcategories. Every word is clearly illustrated and includesits part of speech: (n) noun, (v) verb, (prep) preposition,(adj) adjective. With these pages you will be able tolearn and confirm the meaning of new words. Also, youwill be able to play guessing games with yourclassmates by, for example, saying part of a sentence foryour classmate to complete with a word in thepictionary: Student A: Open your… Student B: Book!

gray (adj)curly (adj)straight (adj)black (adj)

Identify the words in the picture. Put a check next to those words you know well and discuss witha classmate the meaning of those you don’t.Play with a partner: Make a drawing or mime an actionfor your partner to say the correct word.

169Cool Pictionary Unit 1a People

People

drums (n)

cello (n)

trumpet (n)

Abilities

piano (n)

can cook (v)

can play (v) video games (n)

can stand (v) on his head (n)

can do (v) aerobics (n)

can do(v) karate (n)can dance (v)

can speak (v) English (n)

Appearance

Hello.

brown (adj) blond (adj)

medium (adj) height (n)

long (adj)

Hair (n)

green (adj)

plump (adj) fat (adj)

tall (adj)

thin (adj) slim (adj)

bass (n)

guitar (n)

flute (n)

Chinese (adj) food (n)

can paint (v)

blue (adj)

short (adj)

Build (n)

short (adj) bald (adj)

Eyes (n)

Musical instruments

can (aux. v) do (v) a cartwheel (n)


Expressing Yourself

In this section of the unit you will learn…

• how to express ability or inabilityin the present.

• how to describe people.

Examples

I can speak English.Can you dance tango?Yes, I can.Can you play the piano?No, I can’t.

What does he look like?He’s short, plump and has long,

red hair.What’s she like?She’s very kind and lively.

Unit 1 Section 1a 9

People and Animals

She’s short and slim

To help you learn how to describe people andanimals by making reference to their physicalappearance, (in)abilities and habits/routines.

Unit Purpose

Cool Extension 1a pages 159-160

Giving and obtaining factual information of apersonal and non-personal kind.

Unit Social Practices

• Verbs related to ability or inability

to do things. See page 169.

Vocabulary Areas:

• Occupations.

• Musical instruments. See page 169.

• Adjectives to describe physical

appearance. See page 169.

CT2 UNIDAD 1A 4/16/08 3:42 PM Page 9

Unit 1 Section 1a10

Santiago, Anna and Sally are a teenage rock band called Coolplay. Agustín is a new member.

� Listen to the conversation and choose the correct option.

SANTIAGO: Hi, Agustín! How are you doing?AGUSTÍN: Great!SALLY: So you’re the new drummer / pianist!AGUSTÍN: Yes. My father’s a musician / doctor, too, but

he plays rap / classical music. He can play the violin, the guitar and the trumpet / piano. What about you, Anna?

ANNA: Well, I play the bass / cello, and I can play the keyboards, too.SALLY: I’m the vocalist. I can sing and dance.SANTIAGO: And I’m the guitar man.ANNA: Yes. He can play the guitar as well as Joe Satriani / Johnson.AGUSTÍN: Wow!


� Work in groups of four and act out the conversation.

Use the words in the box to write about the abilities of the famous people in the pictures.

David Lara Leonardo Gael García SalmaBeckham Croft Di Caprio Bernal Hayek

1. David Beckham can cook Chinese food.

2.

3.

4.

5.

� Read the sentences to a classmate and check your answers.

Work in pairs. Choose three activities you can do and mime them for yourpartner to guess. Then write them down.

You can jump on one leg.

� Tell the class about your classmate’s abilities.

He/she can jump in one leg.

3

2

1

speak Englishdo karatepaintplay the flutecook Chinese food

a eb

1

c d

Expressing ability to do somethingI can play the drums.He can dance.She can sing.


Can you speak English?

The band is taking a break.

� Listen and order the pictures.

SALLY: I can do a cartwheel. Can you, Agustín?AGUSTÍN: Of course I can, and what about standing on your head. Can you do that?SALLY: I can’t, but I can move my ears without touching them!AGUSTÍN: Really?SALLY: Yes, look!AGUSTÍN: That’s amazing! I can’t do that.


Write sentences about what the people below can and can’t do.

� Check the meaning of new words in a bilingual dictionary.

1.

2.

3.

4.

5.

� Work in pairs. Read one of your sentences to your partner for him/her to identify the picture.

� Student A: They can play rock music.Student B: Picture a.

Work in pairs. Draw three activities you can do and three you can’t do. Put a check (✔) or a cross (✘) beside each one. Show the drawings to your partner for him/her to guess what the activities are.

You can swim! You can’t drive a car!

3

2

1


a edcb

2

They can play rock music.

Figure It Out

Choose the correct option.

We use can / can’t to express ability.We use can / can’t to express inability.

can \ kæn \ can’t \ kæn’t \

CoolTips

?

Expressing inability to do somethingI can't cook.He can't paint.She can't swim.

a dcb



Unit 1 Section 1a12

The band is rehearsing in the garage. Listen to Santiago and Sally and complete thegrid with a check (✔) or a cross ( ✘) according to what Sally can or can’t do.

� Use the information from the grid to write the things Sally can or can’t do.

� Read the sentences to a classmate.

Work in pairs. Think of a famous person.Tell your partner about this person’s nationality and the things he/she can or can’t do for your partner to guess his/her name.

Student A: He’s from Mexico. He can play basketball.Student B: He’s Eduardo Nájera.

2

1 3

Sally can’t concentrate.

Cool Expressions!

What’s the matter with you?

Create an interaction in which youcan include this expression.

Sally can can’t

sing a song

concentrate

remember the lyrics

read the lyrics



Santiago is applying for a camp job. The organizer of the camp is interviewing him. Read and complete the dialog below with the words in the box.

instruments love rock games week children

CAMP ORGANIZER: So, Santiago why do you want to apply for this job?

SANTIAGO: Because I think I can be good at working with children.

CAMP ORGANIZER: Can you ride a horse?

SANTIAGO: No, I can’t, but I can swim and play soccer.

CAMP ORGANIZER: Fine. Can you play any musical ______________?

SANTIAGO: Yes, of course. I’m the guitar player of a school _______ band.

CAMP ORGANIZER: Great! Do you know any ___________ to entertain kids?

SANTIAGO: Yes, I do. I know lots of games and I _______ going to camps.

CAMP ORGANIZER: OK. We’ll call you this _________.

Form questions with the words below and answer them.

1 Santiago / play /a musical instrument? 2 Santiago / ride /a horse? 3 Santiago/ play soccer?

Can Santiago play a musical instrument?

Yes, he can.


Work in groups. Complete the grid with checks or crosses according to whatthe members of your group can or can’t do.

Can you swim, Pablo?No, I can’t.

� Report about your group to the class and make a graph with the results.

3

2

1

NAMES rollerskate speak French swim drive

Pablo ✘

Complete the blanks.

Can you play soccer? , I can. Can he rollerskate? , he can’t.

they soccer? Yes, .

Figure It Out

KID´S CAMP


Unit 1 Section 1a14

4 Santiago and Anna are talking on the phone. Listen to them and complete the blanks.

SANTIAGO: Hi, Anna. This is Santiago.

ANNA: Hi, Santiago. What’s up?

SANTIAGO: I’m bored. Why don’t we to Agustín’s

place to a video or play Trivia and have some pizzas.

ANNA: Or we can to the movies or to a disco

and then to Mc Jones for a burger.

SANTIAGO: Sounds great, but I don’t any money.

ANNA: Let’s play Trivia then!

Read the dialog and work out the rules in the Figure it out section.

Look at the pictures and make sentences as in the example.

1. Anna can and tennis.

2. Santiago but .

3. Sally can’t or .

Work in pairs. Look at the list of sports and skills and make sentences aboutthem using and, but, or or.

Student A: I can play baseball and American football.Student B: I can play tennis but I can’t roller skate. I can’t paint or draw.

4

3

2

1

baseball soccer roller skate paint drawcook violin guitar American football tennis

Underline the correct option.

We use and to add ideas / contrast ideas / express an option.We use or to add ideas / contrast ideas / express an option.We use but to add ideas / contrast ideas / express an option.

Figure It Out

1 2 3



Look at the texts below and choose the best option. They are …

a) quizzes. b) advertisements. c) articles.

� Where can you find them? a) In a magazine, b) on the Internet, c) in a newspaper.

� Check the meaning of new words in a bilingual dictionary.

� Read the texts and answer the questions.

1. What activities can you do at “Body” Gym?

2. Where can you chat with your friends?

3. Can you have blueberry ice cream at 11 pm?

4. Can Pizza House deliver your pizza?

� Write questions with the words below and answer them according to the texts.

1. Aerobics / Sundays? 2. Choose / pizza combinations?

Can you do aerobics on Sundays?

No, you can’t

3. mango ice cream / Monday afternoon?

� Start your Portfolio. Next to some writing activities, there is a portfolio icon , which means that you wil be able to keep samples of your written work during the year in a special place and check your progress. So whenever you see this icon in your book remember to put the piece of work into your portfolio.

Write a short text about one of the places. Try to use and, but and or where possible.Then read your text to check spelling, grammar and punctuation.

At “Body” Gym you can do stretching and aerobics. You can go from 8 am to 10 am or from 11 am to 1 pm. You can go from Mondays to Saturdays, but you can’t go on Sundays. It’s closed.

Work in pairs. Your partner knows a cool place he/she wants you to go. Find out about the place and ask him/her what you can do there.Student A: What is your cool place? Student B: It’s a cyber café.Student A: What can you do there? Student B: You can play video games or chat with your friends.

3

2

1

“BODY”-GYM22 Lake Ave., L.A.

CHOOSE:From Mondays to Saturdays:aerobics 8:00 am to 10:00 am

stretching 11:00 am to 1:00 pmCLOSED ON SUNDAYS

NEW ICE CREAM FLAVORS. TRYTHEM AT “COOL AND CREAMY”

69 Palm St., L.A.FRUIT ice creams

CHOCOLATE and VANILLA ice creams.Open from 10 to 10 from Tuesdays to Sundays.

Open from 10 to 2 pm on Mondays.CLOSED ON MONDAY AFTERNOONS

CYBER CAFÉ CHAT orplay VIDEO GAMESThe fastest connection,

the lowest prices.Come and visit us.24 Sausalito St., L.A.

Open 24/7. CLOSED ONNATIONAL HOLIDAYS

PIZZA HOUSEDelicious, every combination is

possible.YOU CHOOSE IT, WE MAKE IT!

43 Angelito Av., L.A.You can have take-out or we

deliver. (955)260431We are closed on Wednesdays.

We use:on for days of the week: on Tuesdaysat for time: at 9 am

CoolTips


Asking for and describingpeople physically-What does (Bob) look like?-He's (tall). He has (short, brown) hair and (blue) eyes.

1

Unit 1 Section 1a16

Agustín is looking for Sally at the mall. Read and listen to the conversation and orderthe pictures.

CLERK: Good afternoon. Can I help you?AGUSTÍN: I can’t find my friend Sally.CLERK: What does she look like?AGUSTÍN: Mmm … Let me think. I’m not very sure.

I think she’s medium height. She has long brown hair … no, no, wait …long, black hair, and … yes … I think she has green eyes.

CLERK: Your friend’s very pretty then. Is she slim or plump?AGUSTÍN: She’s a bit plump.CLERK: Isn’t that her over there?AGUSTÍN: Yes! Thanks a lot!CLERK: Oh! These crazy teenagers!


See what the band looks like.

� Write the description of each member of the band. Check spelling, grammar and punctuation.

Sally is medium height and a bit plump. She has green eyes and long, black hair.

Santiago

Anna

Agustín

Work in pairs. Think of a classmate and describe him/her to your partner for him/her to guess.What does he/she look like? He/She is medium height and slim.He/She has brown eyes and black hair.

3

2

1

Adjectives.size + color = long, black hair

CoolTips

Santiago

green eyes

short, blond hair short, black hair long, brown hair

slim and short short and thin

brown eyes

brown eyes

blue eyes

a bit plump and medium height

long, black hair

Anna AgustínSally

5

You can now do 1A CoolExtension activity: Student A: page 159Student B: page 160


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