Cool Kids is a three-level series for primary school students. It caters for different
learning styles by providing discovery activities and consolidation practice on Grammar and Vocabulary. Cool
Kids fosters students’ participation through simple listening and speaking tasks, writing assignments and Project Work
activities. Games, mini projects and songs contribute to revising the key issues in every unit. The Cool Kids’ Corner section offers
possibilities to further develop reading skills and vocabulary.
For students:
• Student’s Book + Workbook
• Interactive Practice Activities
For teachers:
• Teacher’s Book + Audio CD
• Teacher’s Resource Material
• Digital Book
Teach
er’s Bo
ok
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Contents
Introduction 2
Scope and sequence 12
Unit 1 Welcome! 14
Unit 2 Around town 26
Cool Review 1 38
Unit 3 Cool Clothes 40
Unit 4 The weather and us 52
Cool Review 2 64
Unit 5 Time and time again 66
Unit 6 Doing and feeling it 78
Cool Review 3 90
Games 92
Audio Track List 95
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2 Cool Kids 2
IntroductionCool Kids is a three-level series for primary school students that...• caters for different learning styles.• promotes discovery learning and values.• encourages students’ participation.• fosters learner autonomy.• enhances creativity and problem-solving skills.
In each level, Cool Kids presents a variety of topics appropriate for the age group. Each topic has been chosen carefully in order to satisfy students’ interests. In this way, students feel involved with the subject and are motivated to learn. The vocabulary and grammar items in every unit are always presented in meaningful contexts and the activities exploit their language potential.
Cool Kids leans on the Inductive Grammar Method to have students experiment with language so that they can work out the grammar rules for themselves. Grammar is presented in a logical, step-by-step sequence. In this way, students
learn grammar not as a set of rules, but as a tool to convey their thoughts through language.
Cool Kids also uses the Communicative Approach to help students communicate effectively in the target language. In other words, Language is taught as a tool for communication. Cool Kids gives students opportunities to use English in a meaningful way. It promotes the development of the four skills: reading, writing, listening, and speaking.
Two cool and friendly pre-teen characters appear in all the units of the Student's Book and Workbook pages in Cool Kids. These characters are a girl and a boy with whom students can easily identify themselves, and they guide learners in their pathways to learning English. The characters show students Grammar and Language boxes and are also present in many activities. They always praise students on their progress, especially at the end of units and review sections.
Student’s BookThe Student’s Book contains a Student’s Book section and a Workbook section.
The Student’s Book • consists of six main theme-based units and three
review units: each unit contains 4 lessons and a Cool Kids’ Corner.
• includes Project work activities in the review units to consolidate the language learnt in a meaningful way.
• contains Extra activities to expand some grammar items.
• includes a Vocabulary Reference section. • is clearly organised.
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3Introduction
Cool Mini Projects enhance students’ creativity through hands-on activities that are
used to reinforce their learning.
The Cool Language and Cool Grammar boxes show examples
of the new grammar and language items, and also
provide useful expressions from everyday English.
The first page in every lesson provides an attractive and
colorful context to introduce the new vocabulary.
The main characters, Jill and Connor, help students with
new language and grammar, and give them learning tips.
Samples of Cool Mini Projects
Making a Town Map to talk about location of places on a map
Making a Cool Bracelet and describing it to a friend
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4 Cool Kids 2
Cool Kids develops students’ reading skills: reading for
gist and reading for specific information. The reading
activities include pre-reading and / or post-reading tasks.
Cool Kids presents various models for students to follow.
They practise different writing
skills as the series develops.
References to the Extra activity and
Workbook pages are clearly shown on the Student Book pages.
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5Introduction
Cool Kids offers activities for students to improve
their listening skills: listening for the main idea
and listening for detail.
Cool Kids features activities for students to enhance
their speaking skills: activities to develop
accuracy and fluency.
Songs provide a valuable source
of authentic language and help students
recycle what they have learnt in a meanigful way.
Games at different stages of the
lesson provide children with
opportunities to practise language
in a fun and entertaining way.
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6 Cool Kids 2
The Cool Kids Corner offers
students the chance to round off the topics studied in the unit through
games and reading activities.
Project Work activities foster students’
creativity through pair or group work, and give students opportunities
to use language in different contexts.
The Cool Review section features
a game to consolidate in a fun way what students have
learnt.
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7Introduction
Practice goes from more controlled
to less controlled activities.
WorkbookThe Workbook • features a page for every two pages in the
Student’s Book. • presents a wide variety of activities to
practise and review the language taught in class.
• is designed to promote learner independence.
• provides activities that can be completed in class or assigned as homework.
• contains cross-curricular activities.
Reading texts often include comic strips for the sake of fun and
entertainment.
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8 Cool Kids 2
The activities in The Cool Kids’ Corner provide
fun and cross-curricular activities with a twist.
Interactive Practice ActivitiesThe tasks in the Student’s Book and the Workbook can be reinforced with the Interactive Practice Activities available at the Richmond website.
This is a modern and fun tool that reinforces students’ learning and can be used in the school computer lab or at home.
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9Introduction
The Teacher's Book• provides the Objectives, Language and
Vocabulary to be learnt in every lesson.• provides instructions for every stage of the lesson
and gives suggestions to develop the Student’s Book activities.
• includes transcripts for the listening activities.• features the Answer Key for the Student’s Book
and the Workbook exercises.• contains a Games bank. • uses icons to facilitate the identification of
different elements.
List of icons:
Teacher’s Book + Audio CD
Listening
Answer Key
Warm-up or Wrap-up
Values
Optional activity
Workbook
Extra activity
Optional activity
Workbook
Extra activity
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10 Cool Kids 2
Suggestions for exploiting the Values taught through the texts and exercises in the Student’s
Book help students understand and learn
character-building principles.
Suggestions on how to deal with the Cool Grammar and Cool
Language boxes in the Student’s Book are
clearly explained.
Ideas for Warm-ups, Wrap-ups and Optional activities are suggested
to spice up your lessons.
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11Introduction
Teacher’s Resource Material
Digital Book
The Digital Book is an interactive version of Cool Kids Student's Book, which includes the audio material, for use with an IWB or a projector.
Extra optional photocopiable material for teachers can be found at the Richmond website. The extra material can be downloaded and printed for classroom use.
This material consists of Extra Activites, Cool Tips and Tests for every unit in the Student’s Book.
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Contents
Contents12
Unit Vocabulary Language and Grammar Values
Greetings and farewells. Personal details: first name, surname, age, nationality, etc.Countries and nationalities.School subjects: Maths, Science, Geography, IT, etc.Adjectives: fit, good-looking, attractive, young, old, etc.
How’s everything? / Great, thanks. And you?Verb to be (revision) / Do you like…? (revision)Can you spell (your surname), please? (revision)Where are you from? / I’m from…Are they Italian? / Yes, they are. / No, they aren’t.
Being nice to others.Respecting multicultural diversity.Applying yourself to get good marks at school.
Jobs: chef, dentist, nurse, doctor, firefighter, waitress, etc.Places in a town: café, supermarket, restaurant, park, library, etc.Means of transport: bus, taxi, train, bike, underground, motorcycle, etc. Adjectives: easy, difficult, simple, dangerous, risky, interesting, etc.Prepositions of place: between, opposite, next to, behind, on (the corner)
What’s your job? / What do you do? / I’m a (an)…I like my job because it’s (interesting).Have you got (a risky job)? / Yes, I have. / No, I haven’t.Where do you work? / I work in (a restaurant).How do you go to work? / (I go to work) by bus.Excuse me, where’s (the library), please? / It’s (next to)…
Having a job and working hard at it.Keeping yourself and others safe when travelling.Helping others find their way around.
Clothes and accessories: shirt, T-shirt, trousers, skirt, dress, necklace, cap, bracelet, etc.Possessive adjectives: my, your, his, her, our, theirPossessive pronouns: mine, yours, his, hers, ours, theirsNumbers 21 to 100.Adjectives: nice, friendly, messy, hard-working, tidy, lazy, comfortable, smart, classic, etc.
What’s (he) wearing? / (He)‘s wearing (jeans and a T-shirt).She’s (nice and friendly) but she’s (a bit quiet).Whose (watch) is that? / It’s (my watch). / It’s (mine). / It’s (Joe’s).Can I help you? / Yes, please!How much are (these trainers)? / They’re (56 euros).
Being honest and returning lost things to their owners.Being tolerant and accepting people's different interests.Being a careful shopper.
Weather conditions: sunny, rainy, cloudy, stormy, hot, warm, cold, etc.The four seasons: summer, autumn, winter, spring The months of the year. Dates and ordinal numbers.Prepositions of time: in (spring), in (April), on (1st March)Actions: get up, have breakfast, study alone, go to school, take a bus, do sports
What’s the weather like in (spring)? / It’s (sunny and warm).When’s (your birthday)? / It’s on (2nd June). / It’s in (June).Do you study Science alone? / Yes, I do. / No, I don’t. What sports do you play? / I play football and tennis.Frequency adverbs: always, usually, sometimes, neverHow often do you…? / (Once) (Twice) (Three times) a week.
Celebrating and respecting important dates.Asking for help and being helpful in return.Helping reduce human influence on climate change.
Music styles: jazz, pop, opera, rock, gospel music, reggaeMusical instruments: violin, saxophone, recorder, electric guitar, etc.Verbs: like, hate, love, prefer, play, practise, live, etc. Telling the time: o’clock, half past, a quarter to, a quarter pastWh-words: What, Where, When, Why, Who, What time, How often (revision)
Adverbs of degree: a lot, very much, at all(She) likes… / (She) loves… / (She) doesn’t like… / (She) hates…(He) studies Music and plays the violin. (She) goes to Music School. (He) doesn’t take a bus.Does (she) like pop? / Yes, (she) does. / No, (she) doesn’t.What does (he) like? / (He) likes rock and jazz. / Where does (she) live? / (She) lives…What time is it, please? / It’s (eight o’clock).
Being tolerant and accepting people's different interests.Being punctual and organising your activities well.Optimising your productivity with daily or weekly routines.
Activities: swimming, playing football, riding a bike, running, reading, studying, sleeping, eating (some cake), etc.Animals: sheep, duck, rooster, cow, pigBody parts: ears, fingers, tongue, eyes, nose Sense verbs: see, touch, feel, taste, smell, hear, soundAdjectives: hard, soft, loud, quiet, salty, sweet, delicious
What are you doing? / I’m (listening to music).Is (she) watching TV? / Yes, (she) is. / No, (she) isn’t. (We) aren’t swimming in the river. (He) isn’t reading a book.What does it (taste) like? / It (tastes sweet). It smells (horrible). / It feels (soft).
Respecting people's right to privacy at home and elsewhere.Being a good conversationalist and listener. Discussing and exchanging views on different issues.
Extra ActivitiesExtra Activities Vocabulary ReferenceVocabulary Reference
Project Work 1Project Work 1CoolReviewReviewReview
1Page 24
Project Work 2Project Work 2CoolReviewReviewReview
2Page 48
Project Work 3Project Work 3CoolReviewReviewReview
3Page 72
Page 76 Page 79
1Unit
Page 4Page 4
Welcome!Welcome!
2Unit
Page 14Page 14
Around townAround town
3Unit
Page 28
Cool clothesCool clothes
4Unit
Page 38
The weather and usThe weather and us
5Unit
Page 52Page 52
Time and time againTime and time again
6Unit
Page 62
Doing and feeling itDoing and feeling it
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13Extra ActivitiesContents 13
Unit Vocabulary Language and Grammar Values
Greetings and farewells. Personal details: first name, surname, age, nationality, etc.Countries and nationalities.School subjects: Maths, Science, Geography, IT, etc.Adjectives: fit, good-looking, attractive, young, old, etc.
How’s everything? / Great, thanks. And you?Verb to be (revision) / Do you like…? (revision)Can you spell (your surname), please? (revision)Where are you from? / I’m from…Are they Italian? / Yes, they are. / No, they aren’t.
Being nice to others.Respecting multicultural diversity.Applying yourself to get good marks at school.
Jobs: chef, dentist, nurse, doctor, firefighter, waitress, etc.Places in a town: café, supermarket, restaurant, park, library, etc.Means of transport: bus, taxi, train, bike, underground, motorcycle, etc. Adjectives: easy, difficult, simple, dangerous, risky, interesting, etc.Prepositions of place: between, opposite, next to, behind, on (the corner)
What’s your job? / What do you do? / I’m a (an)…I like my job because it’s (interesting).Have you got (a risky job)? / Yes, I have. / No, I haven’t.Where do you work? / I work in (a restaurant).How do you go to work? / (I go to work) by bus.Excuse me, where’s (the library), please? / It’s (next to)…
Having a job and working hard at it.Keeping yourself and others safe when travelling.Helping others find their way around.
Clothes and accessories: shirt, T-shirt, trousers, skirt, dress, necklace, cap, bracelet, etc.Possessive adjectives: my, your, his, her, our, theirPossessive pronouns: mine, yours, his, hers, ours, theirsNumbers 21 to 100.Adjectives: nice, friendly, messy, hard-working, tidy, lazy, comfortable, smart, classic, etc.
What’s (he) wearing? / (He)‘s wearing (jeans and a T-shirt).She’s (nice and friendly) but she’s (a bit quiet).Whose (watch) is that? / It’s (my watch). / It’s (mine). / It’s (Joe’s).Can I help you? / Yes, please!How much are (these trainers)? / They’re (56 euros).
Being honest and returning lost things to their owners.Being tolerant and accepting people's different interests.Being a careful shopper.
Weather conditions: sunny, rainy, cloudy, stormy, hot, warm, cold, etc.The four seasons: summer, autumn, winter, spring The months of the year. Dates and ordinal numbers.Prepositions of time: in (spring), in (April), on (1st March)Actions: get up, have breakfast, study alone, go to school, take a bus, do sports
What’s the weather like in (spring)? / It’s (sunny and warm).When’s (your birthday)? / It’s on (2nd June). / It’s in (June).Do you study Science alone? / Yes, I do. / No, I don’t. What sports do you play? / I play football and tennis.Frequency adverbs: always, usually, sometimes, neverHow often do you…? / (Once) (Twice) (Three times) a week.
Celebrating and respecting important dates.Asking for help and being helpful in return.Helping reduce human influence on climate change.
Music styles: jazz, pop, opera, rock, gospel music, reggaeMusical instruments: violin, saxophone, recorder, electric guitar, etc.Verbs: like, hate, love, prefer, play, practise, live, etc. Telling the time: o’clock, half past, a quarter to, a quarter pastWh-words: What, Where, When, Why, Who, What time, How often (revision)
Adverbs of degree: a lot, very much, at all(She) likes… / (She) loves… / (She) doesn’t like… / (She) hates…(He) studies Music and plays the violin. (She) goes to Music School. (He) doesn’t take a bus.Does (she) like pop? / Yes, (she) does. / No, (she) doesn’t.What does (he) like? / (He) likes rock and jazz. / Where does (she) live? / (She) lives…What time is it, please? / It’s (eight o’clock).
Being tolerant and accepting people's different interests.Being punctual and organising your activities well.Optimising your productivity with daily or weekly routines.
Activities: swimming, playing football, riding a bike, running, reading, studying, sleeping, eating (some cake), etc.Animals: sheep, duck, rooster, cow, pigBody parts: ears, fingers, tongue, eyes, nose Sense verbs: see, touch, feel, taste, smell, hear, soundAdjectives: hard, soft, loud, quiet, salty, sweet, delicious
What are you doing? / I’m (listening to music).Is (she) watching TV? / Yes, (she) is. / No, (she) isn’t. (We) aren’t swimming in the river. (He) isn’t reading a book.What does it (taste) like? / It (tastes sweet). It smells (horrible). / It feels (soft).
Respecting people's right to privacy at home and elsewhere.Being a good conversationalist and listener. Discussing and exchanging views on different issues.
WorkbookWorkbook Page 81
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14 Unit 1
Unit1 Welcome!
SB pages 4 and 5
Objectives
•Togreetsomeoneandtointroduceoneself.•Toaskforandgivepersonalinformation.•Torevisethealphabet.
Language:
•Hi!/Hello!•How’severything?/Great,thanks./Notbad.Andyou?
•What’syour(firstname)(surname)?•Canyouspellyoursurname,please?/Yes,sure.It’s(D-A-V-I-E-S)./Thanks!
•Howoldareyou?I’m(ten).
Vocabulary:
•Greetings:Hi!/Hello;How’severything?/Great,thanks./Notbad.Andyou?
•Personalinformation:Myname’s…/I’m(ten)yearsold.
•Thealphabet
Warm-upGreetstudentsandintroduceyourselftotheclass:Hello!I’m(Ms…).Thenwriteontheboard:What'syourname?Askstudentstocopythequestioninapieceofpaperanddrawthemselvesinthemiddle.Next,writeontheboard:Myname's...andaskstudentstocopytheanswerbelowtheirdrawing.Theycompletetheanswerwiththeirname.Finally,displaystudents'workaroundtheclassroom.
Havestudentsopentheirbookstopage4andintroducethecharactersinlevel2:JillandConnor.
1 Complete the dialogue. Then listen and check. Askstudentstoreadthedialogueandcompleteitwiththewords.BeforelisteningtotheaudioCD,tellthemtocomparetheir
answerswiththeirpartners.Playtrack2tocheckanswers.
Track 2 Í
Jill: Hi,coolkids!Myname’sJill.Connor:AndI’mConnor.Welcome,kids!How’severything,Jill?Jill: Great,thanks.Andyou?Connor: Notbad!Seeyouaround!Jill: Seeyou!
Answer Key
1. Hi;2. name;3. How;4. Great;5. bad
Cool LanguageCool Language
Directstudents’attentiontotheCoolLanguagebox.Tellthemtheseareexpressionsusedwhenmeetingsomeone.Reviseotherexpressions:Goodmorning/afternoon/evening!Howareyou?I’mfine,thanks.
2 Put the dialogue in order.
Nowdrawchildren’sattentiontothepictureinexercise2andaskcomprehensionquestions:Whoarethey?Aretheyfriends?Aretheybrotherandsister?Howoldarethey?Wherearethey?Writestudents’ideasontheboardtocheckaftertheycompletetheexercise.Thentellthemtoorderthedialogue.Invitesomevolunteerstorole-playtocheckanswers.
Answer Key
8,5,4,1,3,7,6,2
3 Complete the alphabet with the missing letters. Then listen and chant.
Invitestudentstocompletethealphabet.PlaytheCDoncetocheckanswers.Thenplayitonceortwiceagainforstudentstorepeatandrevisethepronunciationoftheletters.
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15Welcome!
Unit1
Track 3 Í
A,B,C,D,E,F,GH,I,J,K,L,M,N,O,PQ,R,S,T,U,VW,X,YandZ
Answer Key
D,H,K,N,Q,T,U,W,Z
Cool LanguageCool Language
Nowcallstudents’attentiontotheCoolLanguagebox.Presentandmodelthequestion:Canyouspellyoursurname,please?Elicitwhenweuseit:Toaskaboutthelettersofaword,forexample,asurname,andcheckitsspelling.Presentandmodeltheanswer.Asksomestudentsthequestiontopractise.
4 Choose words from this lesson and play a Spelling Game with a friend.
Telltheclasstochoosewordsfromthislessonandasktheirpartnerstospellthem.Walkaroundtheclassroomtomonitorandofferhelpifnecessary.
Answer Key Students’ownanswers
Optional ActivityDividetheclassintoteamsofthree.Writeawordontheboardwithamissingletter:d_g.Askateamtotellyouthemissingletter:o.Iftheansweriscorrect,awardapointtotheteam.Andthenask:Canyouspell(dog),please?Iftheyspellthewordcorrectly,theygetanextrapoint.Iftheteamcannotcompletethewordwiththemissingletter,thenextteamhastheopportunitytogivetheanswerandspelltheword.Thenwriteanotherwordforthenextteam.Theteamwiththemostpointsisthewinner.
Optional ActivityDivide
5 Circle the correct option. Are Jack and Annie classmates?
Invitestudentstolookatthephotoandrevisetheirpreviousideasfromexercise2:Whataretheirnames?Howoldarethey?IsJacknewatschool?Thenaskquestionsaboutthepictureinthisexercise:Wherearethey?Why?AskchildrentochoosethecorrectoptionandanswerifAnnieandJackareclassmates.Finally,askvolunteerstoreadthedialoguealoudtocheck.
Answer Key
1. ’s;2. spell;3. ’s;4. You’re;5.’s;6.We’re
6 Complete and answer. Then ask your friend.
Askstudentstocompletethequestionsandanswerthem.Whentheyfinish,theyaskthequestionstotheirpartners.
Answer Key
1. What’syourname?2. What’syoursurname?3. Canyouspellyoursurname,please?
Values: Being nice Remindstudentsoftheimportanceofbeingniceandrespectfultootherpeople.Asktheclassifthere’sanewstudentandhowtheycanmakehim/herfeelcomfortable:befriendlyandaskabouttheirinterests,showtheschoolplaces,explaintheschoolrules,etc
Wrap-upMaterials Oldmagazinesandnewspapers
Dividetheclassintogroupsoffour.Haveeachgroupcutoutpicturesoftwopeoplefromanewspaperormagazineandgluethemontoasheetofpaper.Askthemtowriteadialogue
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16 Unit 1
inwhichthepeopleintroducethemselvesandaskandanswerquestionsaboutpersonalinformation.Displaystudents'workaroundtheclassroom.
SB page 82: Workbook
Answer Key
1 Write questions and complete Jill's ID card.
1. What’syourname?
2.What’syoursurname?
3.Howoldareyou?
ID card: Name: Jill;Surname: Taylor;Age: 10
2 Complete with the words in the boxes.
1. How;2. His;3. years;4. your;5. What;6. spell;7. surname;8. old
3 Answer the questions in exercise 2 and
write about your friend.
Students’ownanswers
SB pages 6 and 7
Objectives
•Toaskandansweraboutcountriesandnationalities.
•ToreviseYes/Noquestionswiththeverbtobe.•Toreadandcompleteanemail.•Torevisevocabularyrelatedtopersonalinformation.
Language:
•Whereareyoufrom?I’mfrom(China)./I’m(Chinese).
•Where’she/shefrom?He/She’sArgentinian.•IsshefromBrazil?Yes,sheis.•IsheAustralian?No,heisn’t.
Vocabulary:
•Countries:Spain,theUnitedStates,Brazil,Australia,Mexico,France,Japan,Italy,Argentina
•Nationalities:Spanish,American,Brazilian,Australian,Mexican,French,Japanese,Italian,Argentinian
•Personalinformation
Warm-upPrepareflashcardswiththepicturesofflagsofthecountriesinthislesson.Displaytheflascardsanddescribeoneoftheflags:It’sblue,whiteandred.Haveavolunteerpointtothecorrespondingflashcardandsaythenameofthecountry:France.Dothesamewiththeremainingflags,invitingsomevolunteerstodescribethem.
1 Match the flags with the countries. Then listen and check.Tellstudentstoidentifytheflagsandwritethenamesofthecorrespondingcountries.Thenplaytrack4tocheckanswers.
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17Welcome!
Unit1Track 4 Í
Speaker: One.ArgentinaTwo.FranceThree.TheUnitedStatesFour.ItalyFive.BrazilSix.SpainSeven.JapanEight.Australia
Answer Key 1. Argentina;2.France;3.TheUnitedStates;4.Italy;5.Brazil;6.Spain;7.Japan;8.Australia
2 Unscramble the questions. Then listen and complete the answers.
Directstudents’attentiontotheflagsthatthepeopleinthepicturesarecarrying.Thenplaytrack5forstudentstolistentothedialogue.Aftertheyhavelistened,havethemunscramblethequestionsandcompletetheanswers.Playthetrackagainforstudentstochecktheiranswers.Finally,getapairofvolunteerstoreadthedialoguealoud.
Track 5 Í
Girl: Where’shefrom?Boy: He’sfromItaly.Where’sshefrom?Girl: She’sfromBrazil.
Answer Key 1. Where’shefrom?2.Where’sshefrom?3.Italy;4.Brazil
Directstudents’attentiontothestructuresofthequestionsintheCoolGrammarboxandelicittheiruse:Toaskaboutaperson’scountryornationality.Readtheanswersaloudandaskstudentstodistinguishthestructuresusedwiththenameofacountryandwithanationality.
Cool GrammarCool Grammar
3 Complete the tables with the countries.
Readthenationalitiesaloudtomodelpronunciationandinvitetheclasstorepeat.Thenaskstudentstowritethecorrespondingcountries.Monitorandhelpasneeded.Invitesomevolunteerstoreadtheiranswers.
Answer Key 1. TheUnitedStates;2.Spain;3.Italy;4.Argentina;5.Brazil;6.Australia;7.France;8.Japan
Optional Activity
Materials:Whitepaper(1sheetperstudent).
Assigneachstudentacountryandtellthemtodrawtheflagofthatcountryontheirsheetofpaper.HavethemwritethenameofthecountryandthenationalityaswellArgentina–Argentinian.Displaystudents'workaroundtheclassroom.
Optional Activity
Materials:
Values: Respecting people from different countries Discusswiththeclasstheimportanceofrespectingotherpeople'sculturesandpointoutthatpeopleareallthesame,eventhoughtheyliveindifferentplacesandhavedifferentideas.Someoftheircustomsandbeliefsmaybedifferentbutsomeofthemarethesame.
4 Read and complete with a country or nationality.
Pointoutthetitleandaskstudentswhatane-palis:Ane-palisafriendwhocommunicateswithyoubyemail.Thenhavestudentsreadthetextandcompleteitwithacountryornationality.Encouragethemtopayattentiontothepicturesandthestructuresofthesentencesforhelp.Checkanswerswiththeclass.Afterthat,inviteapairofvolunteerstoreadthetextaloud.Askquestionsaboutthee-pal:What'shisname?Where'shefrom?Wheredoeshelive?
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18 Unit 1
Answer Key 1. Brazil;2.UnitedStates;3.Australian
5 Complete Leo's email with the missing letters.
NowtellstudentstheywillreadLeo’semailtoPaula,thegirlinexercise4.Invitestudentstowritethemissingletterstocompletetheemail.Finally,havesomevolunteersreadtheiranswersandwritethemontheboardtocheck.Youmayanalysethephrasesintheemailforgreetingandopening,askingaboutpersonalinformation,andclosing.
Answer Key 1. everything;2.Australia;3.years;4.France;5.English;6.Where;7.countries
Optional Activity
Materials:Envelopes(1perstudent),slipsofpaper(1perstudent)
Preparation:Writeeachstudent'snameonaslipofpaperandputitinanenvelope.
Distributetheenvelopesinrandomorder.Studentsshouldnotsaywhatnametheygotunlesstheygettheirownname.Exchangeuntileachstudenthasanotherstudents'name.Tellthemtowriteeachotherane-palmail.Theycanusetheemailinexercise5asaguide.Whentheyfinish,theyshouldwritethestudent'snameontheenvelopeandputtheemailinsideit.Collecttheemailsandgivethemtotherecipients.Encouragestudentstowriteanemailbacktotheirclassroome-pal.
Optional Activity
Materials:
Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: 10indexcards,paint,2mstring,markers
Tofinishthelesson,tellstudentstheywillmakeaflagbanner.Thepreviousclass,askthem
tobringthematerials.Askstudentstodrawa2cmmarginononeoftheshortsidesofeachindexcard.Thenpainttheflagsof10differentcountriesontheindexcardsandfoldeachcardonthemarginlinetheymarkedandgluethemontothestringatregularintervals.Monitorandhelpasneeded.Makesurethatstudentsusetherightcoloursandpatternsfortheirflags.EncouragethemtohangtheirflagbannersupatschoolandhomeandtelltheirpartnersandfamilythenamesofthecountriesandnationalitiesinEnglish.
Wrap-up Dividetheclassintopairs.Tellonestudenttosaythenamesoffivecountries.Theotherstudentshouldsaythecorrespondingnationalities.Thentheyswitchrolesandplayagain.
SB page 83: Workbook
Answer Key
1 �Look and write the names of the countries.
1. France;2.Italy;3.Australia;4.Japan;5.Spain;6.Brazil;7.Mexico;8.TheUnitedStates
2 Complete the questions and answers.
1. Whereisshefrom?She’sJapanese.2. IssheItalian?No,sheisn’t.She’sBrazilian.3. IsheSpanish?No,heisn’t.He’sAmerican.4. Whereishefrom?He’sfromMexico.
3 Complete with information about you.
Students’ownanswers
4 Use the information to write to an e-pal.
Students’ownanswers
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19Welcome!
Unit1
SB pages 8 and 9
Objectives
•Torevisecountriesandnationalities.•Totalkaboutpeople’scharacteristicsandgiveopinions.
•Toreadandwriteaboutfamouspeople.
Language:
•Where’s(Messi)from?He’sArgentinian.•Howoldishe?He’s(28)yearsold.•Ishe(reallyfamous)?Yes,heis.•Whereare(BradPittandAngelinaJolie)from?They’refromtheUSA.
•Arethey(old)?No,theyaren’t.
Vocabulary:
•Countriesandnationalities•Adjectives:good,bad,famous,good-looking,slim,fit,attractive,young,old
Warm-upDividetheclassintotwoteams.Inviteavolunteerfromeachteamtocometothefront.Putadeskbetweenthetwovolunteers.Sayacountrynameoranationality:Japan.Thefirststudenttohitthedeskandidentifythewordearnsapoint:Country!Ifthestudentsaysthenationalitycorrectly,he/shegetsanextrapoint.Invitetwonewvolunteersandplayagain.Playuntilallstudentshaveparticipated.Theteamwiththemostpointsattheendisthewinner.
1 Complete the quiz with a country or nationality.
Drawstudents’attentiontothephotosofthefamouspeopleandaskquestionsaboutthem:Whoishe/she?Whoarethey?Wherearetheyfrom?Howoldarethey?Issheanactress/asinger?Thentelltheclasstocompletethequiz.Invitesomevolunteerstoreadtheiranswerstocheck.
Answer Key 1. Argentinian;2.theUnitedStates;3.Spanish;4.American;5.Brazil
Directchildren’sattentiontotheCoolGrammarbox.Readtheexamplesaloudandelicittheuseofthestructures:Totalkaboutpeople’scharacteristics.Encouragestudentstoidentifytheverbthatisusedbeforetheadjectives.Explainthatreallyandverygivemoreemphasistothequalityorideadescribed.
Cool GrammarCool Grammar
2 Listen to Jill and Connor. Circle the correct option.
Havesomevolunteersreadthesentencestocheckunderstandingandexplainthemeaningofthewordstheydon’tknow.TellchildrentheywillnowlistentoJillandConnordoingthequizinexercise1.Playtrack6forstudentstodotheexerciseandplayitagaintocheckorcompletetheiranswers.Asksomestudentstoreadoutthesentencestocheck.
Track 6 Í
Jill:HiConnor!Doyoulikequizzes?Connor: Yes,Ilovethem!Jill: Great!Thisquizisaboutfamouspeople.Areyouready?Questionone:Where’sMessifrom?Connor:That’seasy!He’sArgentinian.He’smyfavouritefootballplayer.Jill: He’sfantastic!Andhe’sveryfit.Numbertwo:WhereareAngelinaJolieandBradPittfrom?Connor:They’reAmerican.They’reverygoodactors.Iliketheirfilms.Jill: Yes,andthey’regood-lookingtoo.Next:Where’sRafaNadalfrom?Connor:Um…Ican’tremember.IshefromMexico?Jill: No,heisn’t.He’sSpanish.Andhe’sveryattractive.Four:WhereisTaylorSwiftfrom?Connor: Issheaveryfamoussinger?She’sAmerican.Jill: Good!Andfinally,where’sNeymarfrom?Connor: He’sfromBrazil.Jill: Correct!Look,he’sayoungfootballplayer.
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20 Unit 1
Answer Key
1. fit;2.good;3.attractive;4.very;5.ayoung
3 Test your friend! Ask questions about the famous people in exercise 1.
Nowinviteapairofstudentstoreadtheexampledialogue.Telltheclasstoworkinpairsandaskeachotherquestionsaboutthepeopleinexercise1.
Answer Key Students’ownanswers
Optional Activity
PlaySpottheFalseSentencewithinformationaboutthepeopleinexercise1.Invitestudentstowritedownthreesentencesandoneofthesentencesshouldbefalse.TaylorSwiftisasinger.She’sveryfamous.She’sCanadian.Dividetheclassintosmallgroups.Studentsreadtheirsentencesandtheirclassmatesguesswhichsentenceisfalse:Sheisn’tCanadian.She’sAmerican.
Optional Activity
Play
4 Read the information and complete Jill's post.
Drawstudents’attentiontothephotoofBrunoMarsandelicitinformationtheymayknowabouttheartist:Whereishefrom?Howoldishe?Doyoulikehismusic?etc.AskstudentstousetheinformationtocompleteJill’spost.Theninvitesomevolunteerstoreadthetextaloudtochecktheanswers.
Answer Key
1. BrunoMars;2.American;3.30/thirtyyears;4.goodsinger;5.fit;6.playthedrums,thekeyboardandtheguitar
5 Complete with information of a famous person you like. Then write a post.
Tofinishthelesson,asksomechildrenabouttheirfavouriteartistsorsportspeopleandencouragethemtosharewhattheyknowwiththeclass.Invitetheclasstocompletewithinformationaboutthefamouspeopletheylike.Oncetheyhaveincludedalltheinformation,tellthemtowriteapost.TheycanuseJill’spostinthepreviousexerciseasamodel.Finally,havesomevolunteersreadtheirpoststotheclass.
Answer Key Students’ownanswers
Wrap-up Displayamapoftheworldandpointtothecountriesstudiedinthisunittoelicittheirnames.Encouragestudentstomentionafamouspersonoranimalfromthatcountry:England–Adele.
SB page 84: Workbook
Answer Key
1 Complete the adjectives with the missing vowels.
1. attractive;2.famous;3.fit;4.old;5.good-looking;6.young
2 Label the pictures with adjectives from
exercise 1.
1. old;2.fit/young;3.attractive/young
3 Read the information and answer the questions. 1. fromtheUnitedStates.2.IliveinLosAngeles.3.I’m49.4.Yes,Ido.5.Yes,Iam.
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21Welcome!
Unit1
SB pages 10 and 11
Objectives
•Torecogniseschoolsubjects.•Torecognisethedaysoftheweek.•Totalkaboutschedules.•Toexpresslikesanddislikes.•Towriteaboutfavouriteschoolsubjects.•Tolistentoasong.
Language:
•Ihave(Maths)on(Tuesdays)and(Fridays).•Doyoulike(Maths)?Yes,Ido.•Doyoulike(Science)?No,Idon’t.•Myfavouritesubjectis(Music).
Vocabulary:
•Schoolsubjects:Maths,Science,History,P.E.,English,Art,Music
•Daysoftheweek
Warm-upWritethenamesoffiveschoolsubjectsacrosstheboard:Geography,Science,Maths,P.E.andArt.Invitevolunteerstogivesomefactsforeachsubject:Geography–BuenosAiresisthecapitalofArgentina.Whentheyaredone,writetheremainingschoolsubjectsandrepeattheactivity.
1 Read and complete with the school subjects. Then listen and check.
Dividetheclassintofivegroupsandassigneachgroupadayoftheweek.Thenplaytrack7andgetgroupstostandupandsitdownwhentheyheartheirdayoftheweek.Next,askstudentstoopentheirbookstopage10,exercise1.Invitethemtoreadthelyricsofthesongandwritethenameofaschoolsubject.Playthetrackagainforstudentstochecktheiranswers.
Track 7 Í
ChorusSchooliscool,schoolisfun,Welikeschool,andsodoeseveryone.OnMondayswehaveEnglish,welearntoreadandspeak.Englishisfantastic-it'sthestartofagreatweek.OnTuesdayswehaveArt,welearntopaintanddraw.Welikedrawingpictures,canwedosomemore?ChorusOnWednesdayswehaveMaths,it'snotourfavouritething.Add,subtractanddivide,butweprefertosing!OnThursdayswehaveHistory,welearnaboutthepast.Historyisinterestingandthetimegoesreallyfast!ChorusOnFridayswehaveMusic,andinstrumentsweplay.Theymakegreatnoises,hiphiphooray!!!
Answer Key
1. English;2.Art;3.Maths;4.History;5.Music
Optional Activity
Encouragestudentstowriteaschoolsubjectonaslipofpaperandfoldit.Collecttheslipsandplacetheminaplasticbag.Dividetheclassintotwoteams.Taketurnsinvitingavolunteerfromeachteamtochooseaslipofpaper.Heorsheshouldreadthewordsilentlyandmimeittotheoppositeteam.Iftheoppositeteamguessestheword,theygetapoint.Theteamwiththemostpointsattheendwins.
Optional Activity
Encourage
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22 Unit 1
Cool LanguageCool Language
Directstudents’attentiontotheCoolLanguagebox.Readthefirstsentenceandaskdifferentstudentsabouttheirfavouritesubject.Encouragethemtousecompletesentences.Thenreadtheothersentenceandpointouttheuseofthepresentsimpleoftheverbhavewhentalkingaboutschedulesandtheuseoftheprepositiononwithdays.
2 Listen to Jill and her friend. Mark (3) the subjects they have today.
Askstudentstomarkthesubjectsthateachkidhastoday(onThursday).Studentsshouldmarktwosubjectsineachlist.Playtrack8twicesothatstudentscanmarkandcheckorchangetheiranswers.Checkanswerswiththeclass.Finally,askstudentswholikesThursdaysandwhy:Jill,becauseshehasArt.
Track 8 Í
Nick:Hi,Jill!Jill: Oh!Hi,Nick!Whatdayisittoday?Nick:It’sThursday.Jill:Great!Thursdaysareexcellent!Nick:Oh?Why?Jill: BecauseIhaveArtonThursdays!Nick:Really?WehaveArtonMondays,butIhaveMathstodayandEnglishtoo.Jill: IhaveHistorytoday.Ilikethissubject.Nick:Oh!Whatacoincidence!Historyismyfavouritesubject.IhaveHistoryonTuesdays.Jill: Well,maybewecanstudyHistorytogether.Nick:That’sagoodidea!
Answer Key
Nick: EnglishandMaths;Jill: HistoryandArt
3 Unscramble the days of the week and complete with a school subject. Then tell a friend.
Havestudentswritethedaysoftheweekandthenameofasubjecttheyhavethatday.Thentheysharetheirscheduleswiththeirpartnersasintheexample.
Answer Key
1. Wednesdays;2.Fridays;3.Mondays
Students’ownanswers
Callstudents’attentiontotheCoolGrammarbox.Invitevolunteerstoreadtheexamplesaloud.WriteDoontheboardandaskwhenweuseit:Weuseittobeginquestionswithyou.Focusstudents’attentionontheanswers:Weusedoinaffirmativeshortanswersanddon’tinnegativeanswerswithIoryou.PointoutthatwealsouseDoanddon’twithweandthey.
Cool GrammarCool Grammar
4 Mark the school subjects you like (3)
or dislike (7). Then ask your friend and complete.
Directstudents'attentiontothelistofsubjects.Tellthemtomarkthesubjectstheylikeanddonotlike.Getapairofvolunteerstoreadtheexampledialoguealoud.Thendividetheclassintopairsandaskstudentstointervieweachother.
Answer Key
Students’ownanswers
Values: Getting good grades Talkwiththeclassabouttheimportanceofgettinggoodgrades.Askstudentshowtheycangetgoodgrades:Theystudyalot.Theyaskforhelpwhentheyneedit.Theyparticipatein
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23Welcome!
Unit1classanddotheirhomework.Addthatlearningpreparesyouforthefutureandmakesyouabetterperson.
5 Complete the chat with information about you.
Askavolunteertoreadtheincompletetextaloudandencourageotherstudentstosuggestpossiblewordsorphrasestocompleteit.Finally,telltheclasstocompletethetextwiththeirinformation.Inviteseveralvolunteerstoreadthecompletedtextaloud.
Answer Key
Students’ownanswers
Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: constructionpaper,scissors,colouredpencils
Thepreviousclass,askstudentstobringthematerialsmentionedabovetomaketheirSnapGame.Tellthemtodrawandcutout10squares,5cmx5cmandwrite5subjectson5differentcards.Ontheother5cards,theydrawpicturestoillustratetheother5schoolsubjects.DividetheclassintopairsandhavethemplaySnap!Studentsshouldputpicturecardsandwordcardsinapileandshufflethem.Thentheytaketurnsflippingoveracardintheirpiles.Iftheymatch(whetherinwordsorpictures),studentscansaySnap!ThefirststudenttosaySnap!correctlywinsthepairofcards.Theyshouldplayuntilallofthecardshavebeenused.Thestudentwiththemostpairsofcardsisthewinner.
Wrap-upDrawachartontheboardshowingthenamesoftheschoolsubjects.Foreachsubjectinthechart,allowonespaceforthenameofthesubjectandonespacefortheanswer.Askaboutthefirstsubjectonthechart:Doyoulike(Maths)?Tellstudentswhoseanswerisyestostandup.CountthenumberandwriteitinthespaceforMaths.Dothesamefortheremaining
subjects.Encouragestudentstocommentontheresultsinthechart:TenstudentslikeMaths.
SB page 76: Extra activity
OncestudentsfinishtheCoolMiniProjectyoucanaskthemtodotheExtraactivityfortheunitinclass.Tochecktheexercise,askvolunteerstocometotheboardandwritetheiranswers.
Answer Key Look at the table and complete the sentences.
1. have;2.have,Mondays;3.Geography,Wednesdays;4.haveP.E.,Thursdays;5.Art,Fridays
SB page 85: Workbook
Answer Key
1 Complete the names of the school subjects. Then number the pictures.
1. English;2.History;3.Art;4.Maths;5.Science;6.P.E.;7.Geography;8.I.T.;9.Music;10.DramaNumbers of the pictures: 4,2,1,5,3,10,8,6,9,7
2 Complete the questions and answer them.
1. Science;2.History;Yes,Ido;3.Drama;No,Idon’t.
3 Look at Connor’s note and complete. 1. Friday;2.English;3.favourite;4.Maths;5.don’tlikeArt
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24 Unit 1
SB pages 12 and 13
Objectives
•Toidentifycountriesandnationalities.•Tolistenforspecificinformation.•Toreadaboutsubjectsandschedules.•Tomakepredictionsandreadatexttocheck.•Towriteanemailtoane-pal.
Language:
•What’syourfriend’sname?Hername’s(Lulu).•Ishefrom(Spain)?No,heisn’t.He’sfrom(Mexico).
•Whereareyoufrom?I’mfrom(Italy)./I’m(Italian).
•Herfavouritesubjectis(Art).•Shelivesina(flat).•Ilove/like/don’tlike(acting).•He’s(verygood-looking).
Vocabulary:
•Countriesandnationalities•Personalinformation:name,age,favouritesubject,preferences
•Schoolsubjects•Daysoftheweek
Warm-upDisplayamapoftheworldanddividetheclassintofourteams.Askavolunteerfromeachteamtocometotheboardandpointtoacountryfromthisunit.Thefirstvolunteertowritethenameofthecountrycorrectlywinsapointforhisorherteam.Repeatseveraltimes.Theteamwiththemostpointsattheendisthewinner.
1 Unscramble the names of these countries.
Tellstudentstolookatthemapsandunscramblethenamesofthecountries.Checkanswerswiththeclass.
Answer Key
1. Mexico;2.Japan;3.Italy;4.Spain;5.France
2 Listen and circle the correct flag.
Askchildrentolookattheflagsandelicitthenamesofthecountries.Playtrack9forstudentstocirclethecorrectflag.Getthemtocompareanswerswithafriend.Finally,checkanswerswiththeclass.
Track 9 Í
Speaker: One.Boy 1:Who’sthatboy?Boy 2:HisnameisPaolo.Boy 1: Oh,ishefromSpain?Boy 2: No,heisn’t.He’sfromMexico.
Speaker:TwoWoman:Isee,andwhat’shisname?Man:Um,let’sseehispassport…Smith…JohnSmith.Woman:IshefromAustralia?Man:No,heisn’t.He’sfromtheUnitedStates.
Speaker:ThreeWoman:What’syourfriend’sname?Girl 1: HernameisLulu.Woman:Whereareyoufrom,Lulu?Girl 2: I’mfromItaly.
Speaker:FourMan:Whoisthat?Girl: HernameisFatima.She’smye-pal.Man: Youre-pal?IsshefromBrazil?Girl: No,sheisn’t.She’sfromEgypt.Man:Wow!
Answer Key
1. Mexico;2.theUnitedStates;3.Italy;4.Egypt
3 Unscramble the words and complete.
Askchildrentounscramblethewordsinbracketstocompletethetext.Invitesomevolunteerstoreadtheiranswersaloudtocheck.
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25Welcome!
Unit1
Answer Key
1. Science;2.Tuesdays;3.Thursdays;4.Geography;5.Wednesdays
4 Look at the pictures and mark (3) the correct answer. Then read and check.
Askstudentsquestionsaboutthepicturestocheckcomprehension:Whereisthegirlfrom?Isthemanfamous?Why?What’shisname?Whereishefrom?Whatdothemasksrepresent?Pointtothebuildingandask:Whattypeofhouseisthat?Studentschoosetheanswersandreadthetexttocheck.Invitesomevolunteerstoreadtheiranswersaloud.Finally,asksomestudentstoreadtheemailaloud.
Answer Key
1. a;2.c;3.b;4.c
5 Answer your e-pal's email.
NowtellstudentstowritetoAamaniandtellheraboutthem.Revisethephrasestheycanincludetogreetherandclosetheemail.Studentsmayexchangetheiremailstocorrecttheirpartners’texts.Tochecktheanswers,asksomevolunteerstoreadtheiremailsaloud.
Answer Key Students’ownanswers
Wrap-upPlayReadtheTeacher’sMind!with:SchoolSubjects,Days,CountriesandNationalities.Writethenameofacategoryontheboard:Schoolsubject.Writesevenwordsorphrasesassociatedwiththecategoryonasheetofpaper:Maths,Music,teacher,schoolobjects,schedule,Geography,P.E.Dividetheclassintoteamsoffourandhavethemlistsevenwordsrelatedtothecategory.Getavolunteerfromeachteamtowritetheirwordsontheboard.Correctspellingifnecessary.Whenstudentsarefinished,circlethewordsthatwereonyour
list.Theteamwiththemostcircledwordsisthewinner.
SB page 86: Workbook
Answer Key
1 Look at the pictures and write sentences with I have or I (don't) like.
1. IlikeMaths.2.IhaveArt;3.IhaveDramaonMondays.4.Idon’tlikeGeography.5.IhaveI.T.onTuesdays.
2 Read and complete. Then spell the surnames in pairs.
Name: SpencerTaylor,MarioSantos,GiovannaPetriNationality: American,Brazilian,ItalianSchool Subject:Maths,Music,P.E.Special Talent: Spencercansolveproblemsveryfast.Mariocanplaymanyinstruments.Giovannacanrunveryfast.
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26 Unit 2
Unit2 Around town
SB pages 14 and 15
Objectives
•Tointroducevocabularyrelatedtojobs.•Todescribeandtalkaboutjobs.•Toaskandansweraboutjobs.
Language:
•What’syourjob?I’ma(doctor).•Whatdoyoudo?I(curesickpeople).•Ilikemyjobbecauseit’s(interesting).•Haveyougota(simple)job?Yes,Ihave./No,Ihaven’t.
Vocabulary:
•Jobs:chef,librarian,nurse,waitress,firefighter,dentist
•Actions:fixteeth,putoutfires,helpsickpeople,servefood,cataloguebooks,cook,cure
•Adjectives:easy,risky,simple,interesting,difficult,dangerous
Warm-upWritethenamesofthejobsthatarepresentinthislessonontheboard.Bringtoysormagazinecutoutsrelatedtothesejobsandinvitestudentstolookatthem.Encouragethemtocommentontheobjects.Remindstudentsofsimplevocabularyasneeded:It’sa(plane).It’sa(menu).,etc.Askstudentstomatchtheobjectstothecorrespondingjob.Modelpronunciationandasktheclasstorepeatthewords.
Havestudentsopentheirbookstopage14.Tellthemtheyaregoingtostudythetopicofjobs.
1 Listen and complete.
Invitetheclasstodescribethepictures.ThentellthemtheywilllistentotheaudioCDandwillhavetowritethejobs.Playtrack10forstudentstocompletetheexercise.Thenplayitagaintopractisepronunciation.
Track 10 Í
Speaker:One.ChefTwo.FirefighterThree.NurseFour.DentistFive.LibrarianSix.Waitress
Answer Key
1. chef; 2. firefighter; 3. nurse; 4. dentist; 5. librarian; 6. waitress
2 Listen and write the names of the jobs.
Then match.
Nowtellchildrentheywilllistentopeopleexplainingwhattheydointheirjobs.PlaytheaudioCDonceandtellthemtowritethenamesofthejobs.PlaytheaudioCDagainforstudentstocheck.Aftercompletingtheleftcolumn,theyhavetomatchthenameswiththeexplanationsintherightcolumn.Invitesomevolunteerstoreadtheiranswersaloudtocheck.
Track 11 Í
Speaker: OneWoman: Ihelppeoplefindthebookstheywant.Icataloguebooksandputthemintherightplaces.Speaker:TwoMan: Icheckandfixpeople’steeth.Speaker:ThreeMan: Icookandpreparedeliciousmeals.Speaker:FourWoman: Itakeordersfromcustomersandservetheirfoodanddrinks.Speaker:FiveMan: Iputoutfiresandrescuepeoplefromcaraccidents.SometimesIalsorescuecatsfromtrees.Speaker:SixWoman: Iworkwithdoctorsinahospital.Ihelpsickpeopleandgivethemmedicine.
AR0000000000893 CK2_TB_U2_6810.indd 26 12/11/15 17:33
27Around town
Unit2Answer Key
1. librarian,e; 2. dentist,a; 3. chef,f; 4. waitress,d; 5. firefighter,b; 6. nurse,c
Cool LanguageCool Language
Directstudents’attentiontotheCoolLanguagebox.Readtheexamplesaloudandanalysethemwiththeclass.Elicittheusesofthequestions:toaskaboutajobandtodescribetheactionsthatitinvolves.ExplainthatthesecondquestioncanalsobeusedwiththesubjectpronounsWeandThey.Writesomesentencesontheboardtoexemplify:What’syourjob?We’reteachers.Whatdoyoudo?WeteachEnglish.Whatdoyourparentsdo?They’redoctors.Theyhelpsickpeople.
Values: Having a job and working hard at it
ReadaloudwhatJillsays.Askstudentswhyitisgoodtohaveajob:Youearnmoneytobuythings.Youshareyourtalentswithyourcommunity.Thenaskwhyitisimportanttoworkhardatajob:Becausetheworldwillbeabetterplaceifeveryonedoestheirbestatwhattheydo.Encouragestudentstosharewhattheywanttobewiththeclass.Helpwithnewwordsifnecessary.
3 Read the opinions and identify the jobs.
Askstudentstoreadthedescriptionsandwritethenamesofthejobs.Beforecheckingwiththeclass,tellstudentstoworkinpairsandcomparetheiranswers.
Answer Key
1. waitress; 2. firefighter; 3. librarian; 4. chef
Cool LanguageCool Language
Directstudents’attentiontotheCoolLanguagebox.Haveavolunteerreadtheexamplesaloudandexplainthatthesephrasesareusefultodescribepeople’sjobsandtheywillusethemtocompleteexercise4.
4 Look at the pictures and complete with your own ideas. Use some of these adjectives.
Tellstudentstoidentifythejobsandcompletethephraseswiththeirownideas.Invitedifferentchildrentosharetheiranswerswiththerestoftheclass.
Answer Key
1. I’machef.Icook.Student’sownanswers. 2. I’madentist.Ifixyourteeth.Student’sownanswers.
5 Play a Guessing Game with a friend.
Dividetheclassintopairsandaskapairofvolunteerstoreadtheexampledialoguealoud.Tellstudentstotaketurnsaskingandansweringquestionsaboutthejobsinthislesson.Iftheyhavedifficultyrememberingtheactions,theycanusetheactionsinexercises2and3.
Answer Key
Student’sownanswers.
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28 Unit 2
Optional Activity
Materials:Scrappaper(2sheetsperstudent).
Dividetheclassintoteamsoffiveandhandoutthepaper.TellthestudentsoneachteamtotaketurnsdrawingpicturestorepresentJobsandAdjectivesvocabulary.Theotherteammembersguessthewords.Studentsplayuntiltheyhavedrawnandguessedtenwords.Thefirstteamtoguesstenwordsisthewinner.
Optional Activity
Materials:
Wrap-upDividetheclassintofourteams.Spellajoboradjectivefromthislessonslowly.Thefirststudenttoraisehisorherhandandsaythecorrectwordearnsapointforhisorherteam.Playseveraltimes.Theteamwiththemostpointsattheendisthewinner.
SB page 87: Workbook
Answer Key
1 Unscramble these words. They refer to jobs.
1. firefighter; 2. dentist; 3. waitress; 4. nurse; 5. chef; 6. librarian
2 Complete the text with these words.
1. 1waitress,2serve,3interesting; 2. 4firefighter,5put,6rescue,7dangerous; 3. 8nurse,9help,10easy
3 Look at the picture and answer these
questions.
1. I’malibrarian. 2. Icataloguebooks. 3. Students’ownanswers
SB pages 16 and 17
Objectives
•Toidentifyplacesintown.•Toreadaboutjobs.•Torevisequestionforms.•Tointroduceworkplaces.•Tolistentoandcompleteasong.
Language:
•Wheredoyouwork?Iwork(inalab).•Doyoulikeyourjob?Yes,Ido./No,Idon’t.•Isyourjobrisky?Yes,itis./No,itisn’t.
Vocabulary:
•Jobs•Placesinatown:café,hospital,firestation,library,park
•Actions:fillinforms,doexercise,wash,servefood,talk,cook,serve,clean,care,help
Warm-upPrepareflashcardswithpicturesofplacesinatownwiththeirnames.Displaythemandinvitevolunteerstoplacetheminalphabeticalorder.EncouragestudentstomentionotherplacestheyknowinEnglish:school,sportscentre,cinema,restaurant,etc.
1 Listen and write the missing letters.
Nowthatchildrenhavelearnedthevocabulary,tellthemtocompletethewords.Playtrack12tochecktheexerciseandasksomestudentstospellthewordsandwritethemontheboard.
Track 12 Í
Speaker:One.CaféTwo.HospitalThree.FirestationFour.LibraryFive.Park
AR0000000000893 CK2_TB_U2_6810.indd 28 12/11/15 17:33
29Around town
Unit2Answer Key
1. café; 2. hospital; 3. firestation; 4. library; 5. park
2 Unscramble the questions.
InviteastudenttoreadConnor’sbubble.Asktheclasstoreadtheinterviewandidentifythejobs.Thentellthemtoorderthewordsandwritethequestions.Havesomevolunteersreadtheinterviewaloudtochecktheiranswers.Finally,asksomecomprehensionquestions:Whataretheplacesmentionedintheinterview?HasRosygotdifficultjobs?Why(not)?Aretheyrisky?Doyoulikeherjobs?Why(not)?
Answer Key
1. What’syourjob?2. Whatdoyoudo?3. Doyoulikeyourjob?4. Isitrisky?5. Wheredoyouwork?
Optional Activity
Writethenameofaplaceontheboardwiththelettersscrambled:eirfatstoin.Elicitthewordandgetavolunteertowriteitontheboard:firestation.Next,havestudentswritefiveotherwordsrelatedtoPlacesitemsintheirnotebookswiththelettersscrambled.Dividetheclassintopairsandhavestudentsexchangenotebooks.Theyshouldunscramblethewordsandwritethemcorrectly.Monitorandhelpasneeded.
Optional Activity
Write
3 Read the descriptions and complete them.
Drawstudents’attentiontothequestioninexercise3andelicittheuseofthequestionwordWhere:toaskaboutaplace.Tellthemtoreadthedescriptionsandfillintheblankswiththenecessarywordstomakecomplete
sentences.Asksomevolunteerstoreadtheiranswersaloudtocheck.
Answer Key
1. hospital; 2. inarestaurant; 3. Iworkinalibrary. 4. Iworkinafirestation.5. Iworkinacafé.
Cool LanguageCool Language
Directstudents’attentiontotheCoolLanguageboxandanalysetheuseofthequestion:toaskaboutaworkplace.Readtheanswerandpointouttheuseoftheprepositioninbeforetheplace.
4 Listen and complete. Then sing along.
Invitestudentstofindandsaythenamesoffourjobsinthechant:waitress,nurse,dentist,librarian.Havestudentscompletethechantusingthewordsfromthebox.Tocheck,playtrack13andpauseitaftereachanswer.Playthetrackagainandinvitestudentstosaythechant.Finally,playthechantagainandgetstudentstomimethejobsforeachverseastheysaythechant.
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30 Unit 2
Track 13 Í
ChorusJobs,jobs,lotsofjobs.Lotsofthingsformeandyou.Jobs,jobs,somanyjobs.Excuseme,whatdoyoudo?Iworkinarestaurantwithlotsoffood.AndIservepeopletoo.Thenit'sawaitress'job,awaitress'job,Awaitress'jobyoudo!ChorusIhelppeopleandIdothiswell,AndIworkinahospitaltoo.Thenit'sanurse'sjob,anurse'sjob,Anurse'sjobyoudo!ChorusIlookinyourmouthAndIcareforyourteeth.AndIkeepthemcleantoo.Thenit'sadentist'sjob,adentist'sjob,Adentist'sjobyoudo!ChorusIworkinaveryquietplace,AndIcataloguebookstoo.Thenit'salibrarian'sjob,alibrarian'sjob,Alibrarian'sjobyoudo!Chorus
Answer Key
1. restaurant; 2. serve; 3. help; 4. hospital; 5. mouth; 6. clean; 7. quiet; 8. books
SB page 88: Workbook
Answer Key
1 Read and label the places.
1. hospital; 2. library; 3. park; 4. supermarket; 5. firestation
2 Read the descriptions and complete the table.
1. Sally: nurse,hospital2. James: I’malibrarian.Iworkinalibrary.3. Henry:I’machef.Iworkinarestaurant.
3 Imagine you work in this place. Write about your job and workplace.
I’mawaitress.Iworkinacafé.Students’ownanswers
SB pages 18 and 19
Objectives
•Tointroducemeansoftransport.•Totalkabouthowpeopletravelintowns.•Todescribejobsandworkplaces.
Language:
•Howdoyougoto(work)?(Igo)by(bus).
Vocabulary:
•Meansoftransport:train,taxi,bicycle,underground,motorcycle,bus
•Adjectives:near,far,fast
Warm-upDrawasimplewheelontheboardandwritewheel.Elicitthemeansoftransportthathavewheelsandwritethemontheboard:buses,motorcycles,planes,taxis,lorries,bicycles.Askstudentswhichmeansoftransporttheyhaveusedandwhichonestheylikethemost.
1 Find the words in the wordsearch.
Nowtellchildrentolookatexercise1onpage18.Studentsfindandcirclethenamesofthemeansoftransports.Then,theychecktheanswersinpairsandfinallywiththewholetheclass.
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31Around town
Unit2Answer Key
M O T O R C Y C L E N
O T U Y L E D N X A T
X C A T E B T N D E R
U N I X L G R U X T A
W O R B I C Y C L E I
B S I S G E B A B H N
U N D E R G R O U N D
S Y O X I K U F A Y C
2 Listen and circle the correct option.
InviteastudenttoreadConnor’sbubble.Thentellchildrentheywilllistentoandreadaboutpeopletalkingabouttheirjobsandhowtheygototheirworkplaces.Askthemtocirclethewordstheyhear.Playtrack14onceforstudentstochoosetheanswers.Playitagaintocheckanswers.
Track 14 Í
Dan: MyworkplaceisfarawaybecauseIliveinanothertown.Igotoworkbytrain.Howdoyougotowork?Steve: Igotoworkbymotorcycle.Iuseahelmetforprotection.WhenI’mlateItakeataxi.AndKim,howdoyougotowork?Kim: IworknearmyhouseandIgobybicycle.It’sfantasticbecauseIdoexercisetoo.Wendy: That’sgreat!IgobycarbecauseIworkindifferentplacesandthey’reallfaraway.
Answer Key
1. train; 2. motorcycle; 3. bicycle; 4. car
Cool LanguageCool Language
Nowcallstudents’attentiontotheCoolLanguagebox.Inviteavolunteertoreadtheexamplesandelicitwhyyouaskthequestion:toknowthemeansoftransportpeopleuseforgoingfromoneplacetoanother.Highlighttheuseoftheprepositionbyintheanswer.Explainthattoexpressthatpeoplewalktoaplace,theyshoulduseon:Igoonfoot.Askthequestiontosomestudentsandencouragethemtoanswerwithcompletesentences:Howdoyoucometoschool?
3 Complete the sentences with suitable information.
Askstudentstolookatthepicturesandidentifythemeansoftransport.Thentellthemtocompletethesentenceswiththecorrectinformation.Havesomevolunteersreadtheiranswersaloudtocheck.
Answer Key
1. doctor,walk,near; 2. dentist,car,fast; 3. achef,bybus,faraway
4 Imagine you have a job and answer. Then ask a friend and complete.
Tellstudentstoanswerthequestionsaboutthefirstpicture.Thentheyhavetoaskthequestionstotheirpartnersandwritetheiranswersdown.Invitesomevolunteerstosharetheirideaswiththeclass.
Answer Key
Students’ownanswers
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32 Unit 2
Values: Being safe Invitestudentstosaywhatweshoulddotobesafewhenweusedifferentmeansoftransport.Encouragestudentstoexplainwhyitisimportanttoalwayswearahelmet:Itprotectsyourhead.
Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: cardboard
Theprevoiusclass,askstudenstobringthematerialstomakeMeansoftransportcards.Tellchildrentodraw208cmx8cmsquaresandcutthemout.Thendrawvehiclesontensquares.Writethenamesofthevehiclesontheothersquares.Studentsturnthecardsovertomakepairs.Whentheymatchcards,theysaythenameofthevehicle.
Optional Activity
Materials:Tenshoeboxes(1pergroup),paint(optional),constructionpaper,indexcards(1pergroup),markers.
Dividetheclassintotengroupsandassigneachgroupameansoftransport.Thenhandoutthematerials.Tellstudentstoworktogethertomaketheirmeansoftransportusingtheshoebox.Whentheyfinish,havestudentswritethenameoftheirmeansoftransportontheindexcard.Displaystudents’workaroundtheschoolorclassroom.
Optional Activity
Materials:
Wrap-up Writevocabularyrelatedtojobs,placesintownandmeansoftransportontheboardinrandomorder.Tellstudentstolookatthemcarefully.Next,askthemtoclosetheireyesanderaseoneofthewords.Havestudentsopentheireyesagainandsaywhichwordismissing.Writethewordback.Repeattheactivityseveraltimes.
SB page 89: Workbook
Answer Key
1 �Label the pictures.
1. taxi; 2. underground; 3. bus; 4. motorcycle
2 �Unscramble the words and complete the dialogue.
1. hospital; 2. motorcycle; 3. bus; 4. near; 5. bicycle
3 �Complete the text with your own ideas.
Students’ownanswers
SB pages 20 and 21
Objectives
•Todescribeatown.•Totalkaboutthelocationofplacesintown.•Toaskandansweraboutthelocationofplaces.
Language:
•There’sa(café)butthereisn’ta(restaurant).•Therearen’tany(parks)buttherearesome(squares).
•Thelibraryis(onthecorner).•Excuseme,where’sthe(hospital),please?It’s(nextto)the(bank).
•Isitfar?No,it’sverynear.Thankyou./You’rewelcome.
Vocabulary:
•Placesinatown:square,supermarket,park,greengrocer’s,firestation,library,icecreamparlour,café,restaurant,stationer’s
•Prepositionsofplace:nextto,behind,between,opposite,on(thecorner)
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33Around town
Unit2
Warm-upBringordrawobjectsthatrepresentvocabularyitemsrelatedtoPlacesinatown:abagfromasupermarket,aphotoofafirestation,abook,acupofcoffee,awrapperfromanicecreamtreat,etc.Displaytheobjectsandaskstudentsiftheyknowwheretofindthemintheircityortown.Theninvitevolunteerstowritethenamesoftheplacesontheboard.
1 Look at the map and complete with There's / There isn't or There are / There aren't.
Nowtellchildrentolookatthemapinexercise1,onpage20andreadthereferences.AsktheclasstocompletethetextwiththecorrectformsofTherebe.Tocheck,invitesomevolunteerstoreadtheiranswersaloud.
Answer Key
1. There’s; 2. thereis; 3. there's; 4. Therearen’t; 5. thereare; 6. There’s
Cool LanguageCool Language
Drawstudents’attentiontotheCoolLanguagebox.RevisetheuseofTherebewiththeclass.Focuschildren’sattentionontheuseofsomeinpluralandaffirmativesentencesandtheuseofanyinpluralnegativesentences.
2 Look and circle the correct option. Then listen and check.
Elicitthenamesoftheplacesinthepictures:park,stationer’s,supermarket,hospital,firestation,café.Inviteavolunteertoreadthequestionaloud.Beginreadingthefirstsentence.Encouragestudentstosaythecorrectoption:opposite.Thentellthemtoreadtherestofthesentences,lookatthepicturesandcirclethecorrectoptions.Whentheyfinish,
havethemcompareanswerswithafriendtocheck.Playtrack15forstudentstochecktheiranswers.Elicittheanswersforeachpicture.
Track 15 Í
Speaker: One.Connor: Where’sthestationer’s?Jill: It’soppositethepark.Speaker: Two.Connor: Where’sthestationer’s?Jill:It’sbehindthesupermarket.Speaker: Three.Connor: Where’sthestationer’s?Jill: It’snexttothehospital.Speaker:Four.Connor: Where’sthestationer’s?Jill:It’sbetweenthecaféandthefirestation.
Answer Key
1. opposite; 2. behind; 3. nextto; 4. between
Directstudents’attentiontotheCoolGrammarbox.Invitevolunteerstoreadthesentencesaloud.Thenhavetheclassstandup.Formpairs.Saynexttoandgetstudentstostandnexttotheirfriends.Dothesamewithbehindandopposite.Thenhavestudentsquicklyformgroupsofthree.Tellonestudenttostandbetweentheothertwostudentsinhisorhergroup.Monitorandhelpasnecessary.
Cool GrammarCool Grammar
3 Listen and circle.
Playtrack16andhavestudentsfollowalongintheirbooks.Askwhoneedshelp:theman.Playthetrackagainandtellthemtocirclethecorrectoptions.Invitetwovolunteerstoreadthedialogueforotherstudentstocheck.
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34 Unit 2
Track 16 Í
Man:Excuseme,couldyouhelpme?Boy: Yes,sureMan: Whereisthelibrary?Boy: It’sbehindthehospital.Man: Thanks.
Answer Key
1. Excuseme; 2. Yes,sure; 3. thelibrary; 4. behind
Cool LanguageCool Language
Nowdirectstudents’attentiontotheCoolLanguagebox.Presentandmodelthequestion:Where’sthelibrary?Elicitwhenweuseit:Toaskaboutthelocationofaplace.Finallypresentandmodeltheanswer.
Optional Activity
Materials:Indexcards(5perstudent),colouredpencils.
Tellstudentstofoldtheirindexcardsinhalfsothattheystandup.Tellthemtodrawoneoftheplacesonthefrontofafoldedindexcard.Ontheotherside,theyshoulddrawadifferentplace.Havethemdothesamewiththerestoftheindexcards,andthenstandthemallupinwhateverarrangementtheylike,tomakeatown.Thenhavestudentstellafriendaboutthepositionofoneofthebuildings:Thelibrary'snexttothesupermarket.Monitorandcheck.Encouragestudentstotaketheirbuildingshometobuildtheirtownagainandpracticedescribingthelocations.
Optional Activity
Materials:
Values: Helping people find their way
Explainthatyoucanhelppeoplealotbyexplainingwheresomeplacesareorbygivingthemdirections.Encouragestudentstocommentonanytimetheyneededorofferedhelpfindingplaces.Inaddition,pointoutthatitisimportanttosayIdon’tknowifyoudonotknowthelocationsordirections.Guessingcancausemoredifficultyforthepersonwhoneedshelp.
4 Complete the dialogues.
NowtellchildrentoreadaboutJillandConnorhelpingpeoplefindplacesintheirtown.Askthemtocompletethedialogues.Tocheckanswers,invitesomepairstoreadthedialoguesaloud.
Answer Key
1. Excuse; 2. between; 3. you; 4. where’s; 5. far; 6. isn’t; 7. near
5 Look at the map of Cooltown on page 20. Act out similar dialogues to the ones above.
Askstudentstoworkinpairsandaskandansweraboutthelocationsofsomeplacesthatappearonthemaponpage20.Theycanusethedialoguesinthepreviousexercisesasmodels.
Answer Key
Students’ownanswers
Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: constructionpaper,indexcardscutinhalf,smallstyrofoamballscutinhalf,woodensticks
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35Around town
Unit2Thepreviousclass,askstudentstobringthematerialsmentionedabovetomakeamap.Askstudentstodrawamapontheconstructionpaperandsignsofplacesoneachhalfofanindexcard.Thentheyglueawoodensticktothebackofeachindexcardandinsertthesticksintothestyrofoamballstomakesigns.Tellchildrentoputthesignsonthemap.Whentheyfinishthemaps,theyshouldtaketurnsaskingaboutthelocationofdifferentplaces:Excuseme,where’sthelibrary?It’sbetweenthehospitalandthesupermarket.Monitorandhelpasneeded.
Wrap-upDividetheclassintotwoteamsandgetthemtoformtwolinesfacingtheboard.PlayChineseWhisperswithsentencesaboutlocations.Whisperasentencetotheearofthefirststudentineachline:Thelibraryisbetweenthesupermarketandthepark.Thesestudentsthenturnandwhisperwhattheyheardintotheearsofthestudentsbehindthem.Thewhisperispassedonuntilitreachesthelaststudentsattheendofthelines.Thentheysaywhattheyheardaloud.
SB page 76: Extra activity
OncestudentsfinishtheCoolMiniProjectyoucanaskthemtodotheExtraactivityfortheunitinclass.Tochecktheexercise,askvolunteerstowritetheanswersontheboard.
Answer Key
1 Answer the questions.
1. betweenthehospitalandtheicecreamparlour; 2. It’snexttothefirestation. 3. It’snexttotheinternetcafé.4.It’sonthecorner.
SB page 90: Workbook
Answer Key
1 Look at the map and circle the correct option.
1. near; 2. opposite; 3. isn’t; 4. nextto; 5. aren’t
2 Look at Connor's town and write about it. Use these words and phrases.
Students’ownanswers
SB pages 22 and 23
Objectives
•Toreviseandclassifyvocabularyinthisunit.•Tomakequestionsaboutjobsandanswerthem.
•Toansweraboutthelocationofplaces.•Toreadshorttexts.•Toreadforspecificinformation.
Language:
•What’syourjob?I’ma(dentist).•Whatdoyoudo?I(fixteeth).•Wheredoyouwork?Iworkina(hospital).•Howdoyougotowork?Igoby(bus).•Doyoulikeyourjob?Yes,Ido./No,Idon’t.•There’s/isn’ta(library)nextto(restaurant).•Therearesome(squares)buttherearen’tany(bigparks).
Vocabulary:
•Jobs•Placesinatown•Meansoftransport•Adjectives:interesting,faraway,comfortable,big
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36 Unit 2
Warm-upPlayOddOneOutwiththeclass.Dictatesixwords:library,restaurant,supermarket,bicycle,firestation,hospital.Afterstudentswritethewords,encouragethemtocirclethewordthatdoesnotfitthesamecategoryastheothers.Checkanswerswiththeclassandinvitestudentstojustifytheiranswers:library,restaurant,supermarket,firestation,hospitalareplacesinatown.Bicycleisameansoftransport.Repeattheprocedureseveraltimes.
1 Classify these words.
Now,askstudentstowritethewordsintheboxunderthecorrectcategory.Tellstudentstocomparetheiranswerswiththeirpartnerstocheck.Finally,havesomevolunteersreadthewordsaloud.
Answer Key
Places in a town: library,cybercafé,firestation,supermarket,hospitalJobs: nurse,firefighter,chefMeans of transport: bus,underground,bicycle,motorcycle
2 Unscramble the questions. Think of a job and answer them.
Tellchildrentoorderthewordstoformquestionsandthenanswerthemwiththeirownideas.Invitesomestudentstosharetheiranswerswiththeclass.
Answer Key
1. What’syourjob? 2. Whatdoyoudo? 3. Doyoulikeyourjob? 4. Wheredoyouwork? 5. Howdoyougotowork?Students’ownanswers
3 Answer the questions.
Askchildrentolookatthepicturesandanswerthequestions.Tocheck,havesomestudentsreadtheanswersaloud.
Answer Key 1. It’sopposite; 2. It’sbehindthesupermarket. 3. It’snexttotheicecreamparlour.
4 Read about these two people. Are their
jobs simple? Why? Why not?
Directstudents’attentiontothepicturesandaskthemquestions:Whataretheirjobs?Wheredotheywork?Doyoulikethesejobs?Readtheinstructionaloudandaskthemtoreadthetextssilently.Whentheyfinish,discusstheideaswiththeclass.
5 Write Ted, Matt or Ted and Matt.
Nowtellstudentstoreadthesentencesaboutthetextsandidentifythepersontheyreferto.Tochecktheanswers,asksomevolunteerstoreadthesentencesandnamesaloud.
Answer Key
1. Matt; 2. TedandMatt; 3. Ted; 4. Matt; 5. Ted; 6. Matt
Wrap-upPlayMysteryIdentitieswithjobs.Writevocabularyitemsonindexcardsandattachacardtoeachstudent’sback.Havestudentsstandupandaskeachotherquestionsaboutthenamesontheirbackstohelpthemdiscoveridentities:S1:Ismyjobrisky?S2:Yes.S1:AmIafirefighter?S2:Yes!Studentswhoknowtheiridentitiesshouldtellyoutheiridentity:I'mafirefighter.Removethestudent'scardandhavehimorhersitdown.Playuntilallofthestudentsaresittingintheirseats.
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37Around town
Unit2
SB page 91: Workbook
Answer Key
1 Write three words for each of these categories.
Jobs: firefighter,librarian,nurse,chef,dentist,waitressMeans of transport: train,underground,bus,bicycle,motorcycle,carPlaces in town: supermarket,hospital,firestation,park,square,library,icecreamparlour,café
2 Read the texts and correct the sentences.
1. Myjobisinteresting.2. Igotomyinterviewsbycar./Idrive. 3. Iworkinmanyplaces.
4. Wegotoworkbymotorcycle. 5. Weservefoodanddrinksinarestaurant. 6. Wedon’tlivenearourworkplace.
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38 Cool Review 1
CoolReviewReview
1
SB pages 24, 25, 26 and 27
Warm-upOn the board, write some sentences that have deliberate mistakes in them about the texts in units 1 and 2: Unit 1: Jack and Annie are new students. Annie’s surname is Robbinson. Paula’s e-pal lives in the United States. Paula’s best friend is Pierre. Bruno Mars is from New York. Aamani’s favourite school subject is Music., etc. Unit 2: Rosy is a firefighter and a nurse. There isn’t a library in Cooltown. There are two parks in Cooltown. Ted and Matt go to work by car. Ted’s lab is small. Matt’s job is very simple., etc. Divide the class into small groups. Tell them to look for the correct information and correct the sentences. The first team to correct all of the sentences wins. Ask volunteers to correct the sentences on the board.
1 Play with a friend. Ask students to work in pairs and have a coin and counters to play the game. Tell them to take turns flipping the coin. If the coin shows heads, they move one square. If it shows tails, they move two squares. Students should do the task mentioned on their square. If they are correct, they can stay on that square. If they are not correct, they return to the previous square. Monitor and help as needed. The first student to reach Finish is the winner.
Answer Key Students’ own answers
2 Complete the dialogues.Tell students to work individually to complete the dialogues. Check by getting volunteers to read the dialogues aloud.
Answer Key 1 1. Is she; 2. isn’t; 3. Is she; 4. she is; 5 How old
2 1. Can you spell; 2. Is he; 3. isn’t; 4. Is he; 5. he is
3 Complete the sentences with a school subject.Have students complete the sentences with the school subjects they refer to. Check answers with the class.
Answer Key 1. Art; 2. English; 3. P.E.; 4. IT; 5. Geography
4 Unscramble the sentences and identify the jobs.Ask students to unscramble the sentences and complete them with the corresponding job. When they finish, get them to show their answers to their partners and decide if the answers are correct. Invite some volunteers to write the sentences on the board to check answers with the class.
Answer Key 1. I serve food in a restaurant. I’m a waitress. 2. I help sick people. I’m a nurse / doctor. 3. I help people find books. I’m a librarian. 4. I rescue people and put out fires. I’m a firefighter. 5. I check and fix people’s teeth. I’m a dentist.
5 Read the sentences and draw the signs of the places on the map.Direct students’ attention to the map and ask them to name the places. Tell students to read the descriptions and draw the signs of the places on the map. Finally, check answers with the class.
Answer Key
square
square
ice-cream parlour
café
library
stationer's
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39Cool Review 1
CoolReviewReviewReview
1
6 Look at the map above and answer the questions.
Ask students to answer the questions about the places on the map. Invite some volunteers to read their answers aloud.
Answer Key
1. It’s on the corner of Camel Avenue and Panther Road.
2. It’s opposite the square, on the corner of Camel Avenue and Ostrich Avenue.
3. It’s opposite the library in Gorilla Street. 4. There are two squares.5. Yes, there is. It’s next to the hospital in Panther
Road.
Optional Activity
Tell students to write descriptions of the location of three more places. Then divide the class into pairs and tell them to read each other’s descriptions and draw the corresponding places on the map.
Optional Activity
Tell students to write descriptions of the
Project Work 1: My Virtual TownProject Work 1: My Virtual Town
To finish the first review, students do a project individually.
1 Read and complete with the words in the boxes.
Tell students to look at the picture and recognize the places in the town. Then ask them to complete the text using the words in the boxes. Invite some children to read the text aloud to check the answers.
Answer Key
1. trees; 2. are; 3. houses; 4. aren’t; 5. buildings; 6. scientist; 7. bike
2 Write about your virtual town and your virtual identity. Use some of these words and phrases.
Now ask children to use the phrases in the boxes and follow the model in exercise 1 to write about their virtual town and virtual identity.
Answer Key Students’ own answers
3 Now draw your virtual town.
Tell students to design their town based on their description in exercise 2. Encourage them to show their pictures and describe their towns to the class.
Answer Key Students’ own answers
Wrap-upMaterials: Bingo sheets (1 per student), flashcards from Units 1 and 2 with words on one side and pictures representing them on the other
Play Bingo to revise vocabulary students have learned in Units 1 and 2. Fold a sheet of paper into four equal sections. Draw a simple Bingo grid in each section. Write FREE in the central space of each grid. Make one photocopy for each student. Display the flashcards around the classroom with the words facing the class. Hand out the Bingo sheets and tell students to write different combinations of the vocabulary words on the Bingo grids. Then collect the flashcards and shuffle them. Hold up the flashcards, one by one with the pictures facing the students. Set aside the used flashcards. Students should mark the corresponding words on their Bingo grids. They can play using all of the grids. The first student to complete a horizontal, vertical or diagonal line of three spaces shouts Bingo! Check answers and award a prize (optional) to the winner. Play again two or three times. For each new game, students can mark the words using a different colour or symbol.
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40 Unit 3
Unit3 Cool clothes
SB pages 28 and 29
Objectives
•Tointroducevocabularyrelatedtoclothes.•Todescribephysicalappearanceandpersonalitytraits.
•Toaskandansweraboutpeople’sclothes.•Todescribeone’sfavouriteclothes.
Language:
•She'sgot(longdarkhair)and(blackeyes).•(She)’svery(sociableandhard-working)but(she)is(abitquiet).
•What’s(he)/(she)wearing?He/She’swearing(aredT-shirt)and(jeans).
•Whatareyouwearing?I’mwearing(awhitedress).
Vocabulary:
•Clothes:trousers,T-shirt,dress,shoes,shirt,trainers,socks,blouse,skirt,jeans
•Accesories:cap,glasses•Personalityadjectives:intelligent,tidy,lazy,friendly,quiet,sociable,nice,messy
Warm-upShowchildrenpicturesofitemsofclothestointroducethevocabularyinthislesson.Asyoudothis,expressyourlikesordislikesandaskstudentsfortheiropinions:Thisisadress.Ilikelongdresses.Doyoulikedresses?Asyoumentiontheitemsofclothing,stickthepicturesontheboardandwritethenamesnexttothem.
1 Read and write the names of the items of clothes. Then listen and check.Invitestudentstoreadthetextandwritethenamesoftheitemsofclothes.Checkthatstudentsunderstandthemeaningoftrendy.Tellthemtoworkinpairsandcomparetheiranswers.Thenplaytrack17tocheckanswers.Finally,askquestions:Whatareyourfavouritecolthes?Doyouliketheaccessoryintheshop?,etc.
Track 17 Í
Speaker: Numberone.SkirtNumbertwo.DressNumberthree.T-shirtNumberfour.TrousersNumberfive.ShirtNumbersix.ShoesNumberseven.SocksNumbereight.TrainersNumbernine.Cap
Answer Key
1. skirt; 2. dress; 3. T-shirt; 4. trousers; 5. shirt; 6. shoes; 7. socks; 8. trainers; 9. cap
2 Listen and write the names. Then match.
HaveavolunteerreadaloudwhatJillsaysandasktheclass:WhereareJill’sfriends?Encouragethemtodescribethechildrenandtheirclothes.NowtellchildrentheywilllistentoJilldescribingherfriends.PlaytheaudioCDmorethanonceforstudentstoidentifythechildrenandwritetheirnames.Invitesomestudentstoreadtheiranswersaloudtocheck.Thenplaytrack18again,twoorthreetimes,forchildrentomatchthenameswiththedescriptionsoftheirpersonality.Checktheanswerswiththeclass.
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41Cool clothes
Unit3
Track 18 Í
Jill: IlovemyArtlessons!Icanusedifferentpaintstocreatemyowndesigns.Thisisapictureofmyclassmates.Maxhasgotshortbrownhair.He’sabitlazyatschool.He’swearingalightblueT-shirtandbluetrousers.Histrainersarebluetoo.Cindyhasgotlongdarkhairandblackeyes.She’sveryintelligentandtidy.Herdeskisalwaysinorder.She’swearinganorangeT-shirtandabrownskirt.She’sgotorangeshoeson.Mikehasgotshortdarkhairandblackeyes.He’swearingaredT-shirt,bluejeansandgreentrainers.He’snewatschoolandhe’sveryfriendly.Bethisverysociableandnicetoo.She’sgotlongblondehair.She’swearingayellowT-shirt,apurpleshirt,blueshortsandorangesocks.She’sgotwhiteshoeson.Oliverhasgotshortcurlyhair.He’sverytidyandintelligentbuthe’sabitquiet.He’swearingayellowshirtandgreenshorts.He’sgotbrowntrainerson.He’sgotglassestoo.
Answer Key
1. Oliver,d; 2. Max,b; 3. Cindy,a; 4. Mike,c; 5. Beth,e
Cool LanguageCool Language
Nowdirectstudents’attentiontotheCoolLanguagebox.Readtheexamplesaloudandexplainthattheseadjectivesareusedfordescribingpersonalitytraits.Invitestudentstofindsynonymsandantonymsinexercise2:messy-tidy,nice-friendly,etc.Encouragestudentstouseadjectivestodescribetheirpersonality.
3 Answer the questions about Jill’s classmates.
TellstudentstheyhavetolookatthepicturesofJill’sfriendstoanswerthequestions.Read
thefirstquestionandanswerasanexampleandanswerthesecondquestionwiththeclass.Directstudents’attentiontotheCoolGrammarboxandreadthesentences.Analysethestructuresandelicittheuseofbewearing:todescribetheclothesapersonhason.Askstudentstoworkinpairsandanswertherestofthequestions.Tockeck,invitesomevolunteerstoreadtheiranswers.
Answer Key
1. No,theyaren’t.2. She’swearinganorangeT-shirtanda
brownskirt.She’sgotorangeshoeson.3. She’swearingayellowT-shirt,apurpleshirt,
blueshortsandorangesocks.She’sgotwhiteshoeson.
4. He’swearingaredT-shirt,bluejeansandgreentrainers.
5. He’swearingayellowshirtandgreenshorts.He’sgotbrowntrainerson.He’sgotglassestoo.
4 Draw yourself in your favourite clothes and write a description.
Askstudentstodrawthemselveswearingtheirfavouriteclothesandthencompletetheparagraphwiththeirdescription.Invitevolunteerstodescribetheirdrawings.
Answer Key
Students’ownanswers.
5 Ask your friend about the clothes he / she's wearing and draw a picture of him / her.
Dividetheclassintopairs.Tellstudentstotaketurnstoaskandanswerquestionsabouttheirclothes.Theyshoulddrawtheclothesthattheirfrienddescribes.
Answer Key Students’ownanswers
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42 Unit 3
Optional Activity
Materials:Oldmagazineswithpicturesofítemsofclothes
Dividetheclassintogroupsofthree.Askstudentstofindaspecificitemofclothing:Findareddress.Thefirstgrouptofindtheitemandshowittoyoucanasktherestoftheclasstofindanotheriteminthemagazines.
Optional Activity
Materials:
Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials:constructionpaper,magazines,agluestick
Thepreviousclass,askstudentstobringthematerialsmentionedabovetomakeaT-shirtcloset.TelltheclasstofoldtheconstructionpaperanddrawaT-shirtonit.AskthemtocolourtheT-shirtandcutitout.Thentheycutoutpicturesofclothesfromthemagazinesandgluetheminsidetheircloset.Whenthey'refinished,tellthemtolabeltheclothingitems.DividetheclassintopairsandhavethemtalkabouttheirT-shirtcloset:Therearesevenpairsofsocks.They’reblack,brown,andblue.
Wrap-upDividetheclassintogroupsoffour.Handoutmagazines,constructionpaper,andindexcards.Askstudentstocutoutpicturesofthreedifferentpeopleandgluethemontotheconstructionpaper.Thenhavetheminventnamesforthemodelsandwritewhattheyarewearingontheindexcards.Next,groupsexchangetheirworkandgluetheindexcardsbelowthecorrectpictures.Finally,checkanswerswiththeclass.
SB page 77: Extra activity
OncestudentsfinishtheCoolMiniProjectyoucanaskthemtodotheExtraactivityfortheunitinclass.Tochecktheexercise,askvolunteerstoreadthequestionsandanswersaloud.
Answer Key
Write the questions and circle the correct answer.
1. Whataretheywearing?They’rewearingdresses. 2. What’shewearing?He’swearingaT-shirtandjeans. 3. Whatareyouwearing?I’mwearingcasualclothesandI’vegotacap. 4. What’sshewearing?She’swearingclassicclothes.She’sgotearrings. 5. Whatareyouwearing?We’rewearingshoes.
SB page 92: Workbook
Answer Key
1 Label the pictures.
1. skirt; 2. cap; 3. trainers; 4. dress; 5. trousers
2 Read the information and complete the descriptions.1. ThisisClaire.She’sverynicebutshe’sshy.
She’sgotblondehairandblueeyes.She’swearingapinksweater,jeansandpinkshoes.She’sgotatrendystyle.
2. ThisisSimon.He’ssociableandmessy.He’sgotwavyblackhairandblackeyes.He’sgotaclassicstyle.He’swearingablackshirt,browntrousersandwhitetrainers.
3 Complete the information about you and write your description.Students’ownanswers
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43Cool clothes
Unit3
SB pages 30 and 31
Objectives
•Toidentifyaccessories.•Toaskandansweraboutpossessions.•Todescribeanaccessory.
Language:
•Whose(watch)isthis/that?It’sConnor’s.•Whose(earrings)arethese/those?They’reJill’s.
•Whose(scarf)isthis?It’smy/your/his/her(scarf).
•Whose(headband)isthat?It’sour/their(headband).
Vocabulary:
•Accessories:ring,bag,necklace,earrings,scarf,hairband,watch,bracelet,belt
Warm-upDrawawomanononesheetofposterpaperandamanonanother.Thepicturesshouldbelargeenoughforallofthestudentstosee.Cutoutpicturesofaccessoriesfrommagazinesordrawtheitemsonconstructionpaperandcutthemout.Putthecutoutsintoanenvelope.Displaythepictureofthewomanandthepictureofthemanandaskstudentstonamethem:(Anna)and(Mark).Thentakeapictureofanaccessoryoutoftheenvelopeandtapeittothecorrespondingperson.Writethenameoftheaccessoryontheboard.Invitevolunteerstochooseandtapeotheritemstothepictures.Leavethepictureswiththeirnamesontheboard.
1 Label the accessories. Then listen and check.
Dividetheclassintopairsandhavethemfollowthelinesandlabelthepictures.Encouragethemtocheckthespellingofwords.PlaytheaudioCDtocheckanswerswiththeclass.
Track 19 Í
Speaker: One.HairbandTwo.RingsThree.BraceletFour.ScarfFive.WatchSix.BagSeven.Necklace
Answer Key
1. hairband; 2. rings; 3. bracelet; 4. scarf; 5. watch; 6. bag; 7. necklace
2 Listen and follow along.
Directstudents’attentiontothepicturesandaskthemtodescribethesituation:Thegirlfindsawatchandgivesittotheboy.Playtrack20andhavestudentsfollowalongintheirbooks.
Track 20 Í
Girl: Whosewatchisthis?Boy 1:It’sWilly’s!Girl: Hereyouare!Boy 2:Thanks!
Nowdrawstudents’attentiontotheCoolGrammarbox.Readtheexamplesaloudandencouragestudentstoexplainwhenweusethis/theseandthat/those.ThenfocusonthequestionwordWhoseandelicititsuse:Toaskabouttheownerofsomething.Askstudentsaboutthestructureoftheanswer:Weadd’sattheendofanametoexpressthatthispersonistheowner.Pointtodifferentobjectsandaskstudentsabouttheirowners:Whoseschoolbagisthat?Whosepencilsarethose?,etc.
Cool GrammarCool Grammar
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44 Unit 3
3 Act out similar dialogues. Use these cues.
Dividetheclassintopairsandhavethemactoutsimilardialogues.Theyshouldusetheobjectsinthepicturesandthenamesgivenfortheirowners.Monitorandhelpasneeded.
Answer KeyStudents’ownanswers
Optional Activity
Takeseveralobjectsthatbelongtodifferentstudentsandputthemonyourdesk.Dividetheclassintopairs.Havestudentsaskandanswerwhoownstheobjects:Whosebookisthat?It’sAnn’s.
Optional Activity
Take
4 Complete the dialogues using the words from the box. Then listen and check.Directstudents’attentiontothesign:LostandFound.Explainthatmanyplaceslikeschools,shoppingcentresandothershopshaveaLostandFoundtokeepallobjectsthatpeopleloseinthebuilding.Peoplecanaskabouttheirlostobjectatthisplace.Askwherethechildreninthepictureare:Atsummercamp.Thenstudentsreadthedialoguesandcompletethemusingthewordsinthebox.Playtrack21forstudentstochecktheiranswers.Invitefourvolunteerstoreadthetextaloudandelicitthenamesoftheobjectsthatthepeoplelost:aball,awatch.
Track 21 Í
Girl 1: Hi!Isthisyourball?Boy 1: No,itisn’t,Jackie.It’stheirball.Boy 2:Yes,that’sourball,Jackie.Thanks.Girl 2: Whosewatchisthis?Girl 1:It’smywatch!Thanks!
Answer Key 1. ball; 2. isn’t; 3. Thanks; 4. Whose; 5. watch
Values: Being honest and returning lost things
AskavolunteertoreadwhatConnorsaystotheclass.Askstudentsiftheyhaveeverlostsomething.Encourageseveralstudentstocomment.Thenaskifapersonfoundtheitemandgaveitback.Invitestudentstosaywhyitisgoodtogivelostthingsbacktotheirowners:Youfeelsadwhenyoulosesomething.Youfeelhappytohaveitagain.
ReferstudentstotheCoolGrammarbox.Havesomevolunteersreadtheexamplesaloud.Writemy,your,his,her,ourandtheirinalistontheboard.Explainthatthesearepossessiveadjectives.Weusethemtoshowwhosomethingbelongsto.WriteI,you,he,she,weandtheynexttothecorrespondingwords.
Cool GrammarCool Grammar
5 Complete the questions with this, that, these or those. Answer using possessive adjectives.
Askavolunteertoreadtheexamplesentencesaloudandtellstudentstopayattentiontothehandspointingattheobjectswhencompletingthequestions.Invitesomechildrentoreadtheanswersaloudtocheck.
Answer Key
1. this; 2. these,aretheir; 3. those,Thoseareherearrings; 4. that;That’stheirball.
Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: constructionpaper,electricaltape
Thepreviousclass,askstudentstobringthematerialstomakeaCoolbracelet.Askthemtodrawabraceletonawhitesheetofpaperandcutitout.Thentheyglueitontotheconstructionpaperandcutitoutagain.Tellthemtowrapthebandaroundtheirwristto
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45Cool clothes
Unit3checkthesizeofthebraceletandcutit.Next,theywrapshortstripsofelectricaltapeontothebandtodecorateit.Finally,havethemtapebothendsofthebraceletandputitontheirwrist.Writestripes,zigzagsandspotsanddrawthemeaningofeachontheboard.Encouragestudentstodescribetheirbraceletstoafriend.
Wrap-upDividetheclassintofourteamsandhavethemstandinlinesinfrontoftheboard.Giveamarkertothefirsttwostudentsineachline.Sayasentencewithapossessiveadjective:Isthisyourbracelet?Thefirstpairofstudentstowritethesentencecorrectlyontheboardearnsapointfortheirteam.Continuewithothersentences.Theteamwiththemostpointsattheendofthegamewins.
SB page 93: Workbook
Answer Key
1 Solve the crossword puzzle.
1. belt; 2. necklace; 3. ring; 4. watch; 5. bracelet; 6. headband; 7. bag; 8. earrings
2 Circle the correct option.
1. your,my; 2. her; 3. my,your
3 Ask and answer using possessive ('s).
1. Matt’s; 2. Whosecapisthis?It’sFinn’s. 3. Whosescarfisthis?It’sKate’s. 4. Whosewatchisthis?It’sBill’s.
SB pages 32 and 33
Objectives
•Torevisepossessiveadjectives.•Tointroducepossessivepronouns.•Toidentifytheownersofclothesandaccessories.
•Todescribefashionstyles.•Toaskandansweraboutpossession.•Towriteaboutfavouriteclothesandaccessories.
Language:
•Isthatyour/her/his(hat)?)Yes,itis./No,itisn’t.
•Aretheseyour/our/their(caps)?Yes,theyare./No,theyaren’t.
•Whose(hat)isthis/that?It’smine/yours/his/hers.
•Whose(shoes)arethese/those?They’reours/theirs.
•This(belt)ishers/his/mine.•Those(skirts)aren’tours/yours/theirs.•Vicky'sbagsarevery(colourful).
Vocabulary:
•Clothes:skirt,shoes,T-shirt,trainers,jeans,blouse•Accessories:necklace,belt,hat,scarf,watch,bag,earrings,sunglasses
•Adjectives:comfortable,classic,modern,expensive,smart,trendy,colourful
Warm-upWriteFashioninacircleontheboard.Drawalineoutfromthecircleandelicitvocabularyrelatedtoaccessories:tie,headband,ring,etc.Writetheminacircleattheendoftheline.Drawanotherlineoutfromthecentreandelicitthenamesofitemsofclothes:trousers,jeans,shirt,blouse,skirt,T-shirt,etc.Helpwithmeaningasneeded.Elicitthenamesofotheraccessoriesstudentsknowandwritethemattheendofathirdline:sunglasses,glasses,boots,gloves,etc.Encouragestudentstolookatpreviouspagesintheunittofindmorewords.Leavethemindmapontheboard.
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46 Unit 3
1 Read and complete the dialogues.
Nowtellchildrentolookatthepictureinexercise1onpage32andaskthemtoidentifytheaccessoriesanditemsofclothes.Thenstudentsreadthedialoguesandcompletethemwiththecorrespondingwords.Invitesomepairstoreadthedialoguestocheck.
Answer Key
1. my; 2. our; 3. your; 4. her; 5. my
Directchildren’sattentiontotheCoolGrammarbox.Askvolunteerstoreadthesentencesintheboxaloud,pointingtodifferentstudentstoconveymeaning.Usethistimetoassesslearning:Whendoweusewhose?Toaskabouttheownerofthings.YoucancopyaPossessivePronounschartontheboardifnecessary.Possessive Pronouns
I→mineYou→yoursHe→hisShe→hersIt→itsWe→oursYou→yoursThey→theirs
Whoseskirtisthis?—It’shers.Thecapisours.
Cool GrammarCool Grammar
2 Circle the correct option.
Tellchildrentoreadthesentencesandchoosethecorrectpossessivepronoun.Tocheck,invitesomevolunteerstoreadtheiranswersaloud.
Answer Key 1. theirs; 2. his; 3. hers; 4. yours; 5. mine
Optional Activity
TellstudentstheywillplayDiceGame.Youneedapairofdice(eachdieadifferentcolourifpossible).Assignacategorytoeachdieandexamplesofthecategorytoeachnumber,andwritetheseontheboard:People:1.Alice;2.John;3.I;4.You;5.MyfriendandI;6.AnnaandSam;Objects:1.jeans;2.belt;3.headband;4.watch;5.trainers:6.T-shirts.Dividetheclassintosmallgroups.Rollthediceandtellwhatthenumbersare.Explaintostudentsthattheyhavetoreplacethenameswiththecorrespondingpossessivepronouns:Alice,watch–Thiswatchishers.Awardapointtothefirstgrouptofinishthesentence.Repeattheprocedureseveraltimes.Theteamwiththemostpointswinsthegame.
Optional Activity
Tell
3 Complete with a possessive pronoun. Then listen and check.
ReadwhatConnorsaysaloudandinvitechildrentoidentifythepictures.Havethemcompletethetextwithpossessivepronouns.ThenplaytheaudioCDtocheckanswers.Finallyaskcomprehensionquestions:Whoisshy?HasConnorgotexpensiveclothes?Whosebagsarecolourful?Dothechildrenlikesports?,etc.
Track 22 Í
Connor: MyfriendsandIlikedifferenttypesofclothes.ThatT-shirtismine.Ilikecomfortableclothes.Chrisisshyandhe’sgotclassicclothes.Thesebrownshoesarehis.Jimisverymodernandhisclothesareveryexpensive.Thissmartwatchishis.VickyandPennylovefashion.Thesetrendyaccessoriesaretheirs.Vicky’sbagsareverycolorful.Thisbagishers.Pennyhasgotalotofearrings.Thosearehers.Weareverydifferentbutwealllikesports.Thesetrainersareours.
Answer Key 1. mine; 2. his; 3. his; 4. theirs; 5. hers;6. hers;7. ours
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47Cool clothes
Unit34 Ask and answer questions about Connor
and his friends' items.
Dividetheclassinpairsandasksomevolunteerstoreadtheexampledialoguealoud.Thenstudentsaskandanswerabouttheownersoftheobjectsinexercise3.
Answer Key Students’ownanswers
5 Draw clothes and accessories that you and your friends like. Then complete the text using some of these phrases.Encouragestudentstodrawtheirfavouriteitemsofclothesandaccessoriesandincludetheirfriends’preferencesaswell.Thentheyshouldcompletethedescriptionswiththeirideasandusingthephrasesfromthebox.Whentheyfinish,asksomechildrentosharetheirideaswiththeclass.
Answer Key Students’ownanswers
Values: Being tolerant and accepting different interests
Askstudents:Whatkindofclothesdoyoulike?Talkabouttheimportanceofrespectingotherpeople’schoicesofclothes:Doyourfriendslikethesamekindofclothesyoudo?
Wrap-up Standfacingtheboardanduseyourfingeroramagicwandtodrawthelettersofwordsrelatedtoclothesandaccessoriesintheair.Getstudentstoguesstheword.Playthegameseveraltimes.Thenencouragevolunteerstowritethewordsintheairfortheclasstoguess.
SB page 94: Workbook
Answer Key
1 �Rewrite the sentences using possessive pronouns.
1. hers; 2. Thisbagishers. 3. ThistieisJohn’s.4. Thesehatsaretheirs.
2 �Complete the dialogues with the correct possessive pronouns and accessories.
1. ring,mine; 2. scarf,hers; 3. belt,his; 4. yours,bracelet
SB pages 34 and 35
Objectives
•Torecognizenumbers.•Toaskandansweraboutprices.•Togiveopinionsaboutclothesandtheircost.
Language:
•CanIhelpyou?/Yes,please.•Howmuchis(that)(shirt)?It’s(24euros).•Howmuchare(those)(trainers)?They’re(98pounds).
•(It’s)/(They’re)(expensive)/(cheap).
Vocabulary:
•Numbers:20to100•Clothesandaccessories•Adjectives:cheap,expensive,trendy
Warm-upWritethenumbersfromonetotenontheboardandgetavolunteertoreadthemaloud.Erasethemandwritethenumbersintensfromtentoonehundred:10,20,30,40,50,60,etc.Saythenumbersaloud.Thenwriteamixednumber:25.Inviteavolunteertosaythenumber.Writeitontheboardinwordform:twenty-five.Dothesamewithothermixednumbers.
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48 Unit 3
1 Read and colour the correct numbers.Askstudentstolookatthefirstsetofnumberballoons.Sayonehundred.Tellstudentstoshowafriendthecorrectballoon.Thengetthemtocolourit.Dothesamewiththenextsetofnumberballoons.Afterthat,havestudentsreadandcolourthecorrectnumbers.Checkanswersbygettingvolunteerstowritethecorrectnumbersontheboard.
Answer Key
1. 100; 2. 92; 3. 74; 4. 60; 5. 86
2 Listen and write the number for each box.Directstudents’attentiontothepictureandelicitthenameofthevehicle:lorry.Explainthatitisadeliverylorry.Askwhatisintheboxes:clothesandaccessories.Elicitthenamesoftheitems:belts,hats,sweaters,shirtsandT-shirts.Thenplaytrack23andtellstudentstolistenandpointtotheappropriateboxastheyheareachitem.Playthetrackagainandhavestudentswritethenumbersofitemsinthesquares.Finally,playthetrackandpauseitbeforeeachnumber.Elicitthenumberandcontinuethetracktoconfirmtheanswer.
Track 23 Í
Man 1:Goodmorning.I’vegotadeliveryofclothesforyou.Man 2: Great.Whathaveyougot?Man 1:Let’ssee…I’vegotsweaters,belts,hats,coatsandT-shirts.Man 2: Ok,um…,howmanysweatersarethere?Man 1:Thereare60sweaters.Man 2: Ok,andhowmanybelts?Man 1:Thereare74belts.Man 2: 74belts…Ok.Now,hats.Howmanyhatshaveyougot?Man 1:Hats?Let’ssee…86hats.Man 2: Ok,86hats…andhowmanycoats?Man 1:92coats.Man 2: 92…andfinally,howmanyT-shirts?Man 1:100T-shirts,andthat’severything.Man 2: Great.Thanks!
Answer Key (Fromtoptobottom,lefttoright)Belts: 74;Hats: 86Sweaters:60;Coats: 92;T-shirts: 100
Optional Activity
Materials:Indexcards(1perstudent).
Writethenumbersfromzerotonineontheindexcardswithonenumberoneachcard.Handouttheindexcards.Encouragestudentstocombinenumberswithafriendandsaythenewnumberaloud:83(eighty-three).Havethemtryagainwithanewfriend.Monitorandhelpifnecessary.
Optional Activity
Materials:
3 Listen and write the prices.
Askstudentstolookatthepicturesandask:Wherearethepeople?Tellthemtoidentifytheclothesandaccessories.Thenhavetwovolunteersreadthefirstdialoguealoud.ExplaintheywilllistentotheaudioCDandhavetowritethepricestheyhear.Playtrack24onetimeforstudentstocomplete.Playitonemoretimesothattheycanchecktheanswers.Invitesomepairstoreadthedialoguesaloud.
Track 24 Í
Speaker:OneMan 1: CanIhelpyou?Man 2: Yes,please.Howmuchisthathat?Man 1: It’s30euros.Man 2: It’scheap.Speaker:TwoWoman 1: CanIhelpyou?Woman 2: Yes,please.Howmucharethesegloves?Woman 1: They’re20euros.Speaker: ThreeWoman 1: CanIhelpyou?Woman 2: Yes,please.Howmucharethoseshoes?Woman 1: They’re95euros.Woman 2: Ireallylovethembutthey’reexpensive.
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49Cool clothes
Unit3
Answer Key 1. 30euros; 2. 20; 3. 95
Cool LanguageCool Language
Drawstudents’attentiontotheCoolLanguagebox.ReadtheexamplesaloudandelicittheuseofHowmuch:toaskaboutprices.
Values: Being a careful shopper Askstudentsiftheygetanallowance.Explainwhatanallowanceis:moneyyouregularlyreceiveforpersonalexpenses.Iftheyreceiveanallowanceaskthemwhattheydowithit.Encouragevolunteerstomentionwaysinwhichtheycanbecarefulshoppersandhelpthemthinkoftheadvantagesofsavingmoney.
4 Act out similar dialogues with a friend.Now,tellstudentstoworkinpairsandaskandanswerquestionsaboutthepricesoftheaccessories.Askthemtousethedialoguesinexercise3asamodeltorole-playdifferentdialogues.Invitevolunteerstoactouttheirconversationsfortherestoftheclass.
Answer Key Students’ownanswers
Wrap-upDividetheclassintosmallgroups.Distributesquarepiecesofpaper.Havestudentswriteanumberbetween10and100oneachpieceandgatherthem.Askthemtoshuffleandplacethecardsfacedown.Tellstudentstotaketurnstakingacardandsayingthenumberonit.
SB page 95: Workbook
Answer Key
1 Write these numbers in letters.
1. thirty-seven; 2. ninety-six; 3. fifty-two; 4. forty-
eight; 5. eighty-three; 6. sixty-four; 7. eleven; 8. twenty; 9. seventy-five
2 Complete the dialogues with suitable words. Write numbers using full words.
1. help,forty,shoes; 2. fifty-eight,headband
3 Now write a dialogue for the other two clothing items above.
1. A:CanIhelpyou?
B:Yes,please.Howmucharethoseboots?
A:They'reseventy-foureuros.
B:They’refashionablebutthey’reexpensive.
2. A:CanIhelpyou?
B:Yes,please.HowmuchisthatT-shirt?
A:It’sthirteeneuros.
B:Iloveit!
SB pages 36 and 37
Objectives
•Tolistentoasongforspecificinformation.•Toreadandidentifytheownersofclothes.•Torevisedifferentwaystoexpresspossession.•Toreadandcorrectinformationinatext.
Language:
•Whose(hats)arethose?Thosearemy/your/his/her/our/their(hats).
•Whose(belt)isthis?This(belt)ismine/yours/his/hers/ours/your/theirs.
•I’mwearingclassicclothes.•She’sgot(blonde)hairand(green)eyes.•She’s(verysociable)and(friendly).•He’s(nice)buthe’s(abitmessy).
Vocabulary:
•Clothesandaccessories•Personalityadjectives:active,intelligent,hard-working,friendly,sociable,tidy,trendy,confident,fashionable,messy
•Personalappearance:blackeyes,black,curlyhair,blondeshorthair
•Adjectives:classic,casual,colourful,beautiful,elegant,long,expensive,modern,trendy
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50 Unit 3
Warm-upPlaySpellingBeewithvocabularyrelatedtoclothesandaccessories.Choosefivevocabularyitemsthatstudentshavedifficultyspelling.Dictatethewordstothestudents.Thenencouragethemtocompareanswerswithafriendtocheck.Havevolunteerswritethewordsontheboard.Confirmanswerswiththeclass.
1 Listen and circle the mistakes. Then write the correct words. Showpicturesofdifferentclothingandfashionitemsandelicitthenames:necklace,earrings,etc.Thenplaytrack25andtellstudentstolistenanddecidewhichitemsarementionedinthesong.Theninvitestudentstoopentheirbookstopage36.Checkthattheselecteditemsareinthesong.Playthesongagainandhavestudentsfollowalongandcirclethemistakes.Thenplayitagainforstudentstowritethecorrectwordsonthelines.Whentheyfinish,checkanswerswiththeclass.
Track 25 Í
Hats,hats,hats.Whosehatsarethose?Myhats?Yourhats?Hishats?No!Notmyhatsoryourhats,Oh,thosehatsaretheirhats,theirhats,theirhats,Thosehatsaretheirhats,yestheyare!
Scarf,scarf,scarf.Whosescarfisthis?Myscarf?Yourscarf?Theirscarf?No!Notmyscarforyourscarf,Oh,thisscarfishisscarf,hisscarf,hisscarf,Thisscarfishisscarf,yesitis!
Rings,rings,rings.Whoseringsarethese?Myrings?Yourrings?Hisrings?No!Notmyringsoryourrings,Oh,theseareherrings,herrings,herrings,Theseringsareherrings,yestheyare!
Belt,belt,belt.Whosebeltisthat?Yourbelt?Hisbelt?Herbelt?No!Notyourbeltortheirbelt,Oh,thatbeltismybelt,mybelt,mybelt,Thatbeltismybelt,yesitis!
Answer Key
rats:hats;these:those;car:scarf;her:his;her:his;belts:rings;Your:Her;his:her;that:this;my:your;your:my
2 Colour the missing items and complete with a possessive pronoun.
Explainthatthesearepeoplefromthesong.Elicittheirclothingitemsandaskstudentstosaywhatcolourtheyare:shirt–green,trousers–blue,etc.Next,pointouttheitemsinwhiteandhavevolunteersnamethem.Invitestudentstocolourthem.Finally,theycompletethesentenceswiththecorrectpossessivepronoun.
Answer Key
1. his; 2. hers; 3. his; 4. hers
3 Read the description and write the names. Then complete with possessive ('s), possessive adjectives or possessive pronouns.
Encouragestudentstonametheitemsofclothesandaccessories.Askthemtoreadthedescriptionandcompleteitwiththecorrectpossessiveform.Next,theyidentifytheownersandwritetheirnames.Havesomevolunteersreadthetexttocheck.
Answer Key
1. mine; 2. his; 3. ’s; 4. His; 5. her
Names: 1. Sam; 2. Rob; 3. Gina; 4. Nancy
4 Look at the models. Underline six mistakes in the descriptions and write your corrections below.
Pointoutthepictureofthemanandthewoman.Askwhotheyare:fashionmodels.Elicitthenamesoftheclothingandfashionitemsinthepicture:necklace,shoes,skirt,blouse,shirt,trousers,shoes,belt,watch.Thenaskstudentstoreadthedescriptionsandlookatthepicture
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51Cool clothes
Unit3toidentifythemistakes.Getsomevolunteerstoreadthemistakesaloud.Afterthat,tellstudentstowritethecorrectdescription.Checkanswerswiththeclass.
Answer Key
1. Nataliehasn’tgotcurlyhair.Herhairiswavy.2. Sheisn’twearingabeautifulpurpleblouse.
Herblouseisgreen.3. Shehasn’tgotalongwhitebracelet.She’s
gotalongwhitenecklace.4. Hehasn’tgotblondeshorthair.Hishairis
brown.5. Heisn’twearingawhiteT-shirt.He’swearing
awhiteshirt.6. Heisn’twearingamodernredheadband.
He’sgotaredwatch.
Optional ActivityGluephotosoffourmodelsontoapieceofconstructionpaperandnumberthemfromonetofour.Writeadescriptionofoneofthemodels:Thispersoniswearingaredheadbandandawatch.Shehasgotapurpleblouseandblacktrousers.Displaytheconstructionpaperwiththepicturesofthemodels.Invitestudentstocomeandlookatthepictures.Havethemwritethenumbersfromonetofourintheirnotebooksandwritewordstodescribeeachmodel:bluedress,earrings,ascarf.Thenreadyourdescriptionaloudandtellstudentstomarkthenumberofthecorrectmodel.Passaroundtheconstructionpaperwiththepicturesforthemtocheck.Elicitthenumberofthemodel.
Optional ActivityGlue
Wrap-upAskstudentstocutoutasmallfacefromamagazineandtoglueitontotheuppermiddlesectionofasheetofpaper.Havethemdrawthemodel'sbodyinpencil.Theyshoulddrawclothesandaccessoriesonthemodelanddecoratethemwithothermagazinecutouts.Finally,tellthemtowriteadescriptionofthemodelintheirnotebooks.Monitorandhelpasneeded.
SB page 96: Workbook
Answer Key
1 Complete the names of the following
accessories.
1. headband; 2. bracelet; 3. cap; 4. necklace; 5. earrings; 6. belt; 7. bag; 8. tie; 9. watch
2 Read and label the people in the picture.
From top to bottom, left to right: Rose,Tim,Sam,Bobby,Max,Maggie
3 Look at the picture above and correct
these sentences. 1. Tim’smother'sgotearrings,abraceletand
awatchon.2. MaxiswearingaT-shirt.3. Sam’swatchisnew.4. Tim’slittlesisterisveryquiet.5. Maxiswearingjeans.6. Timisshy.7. Roseiswearingaskirt.8. Maxismessy.
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52 Unit 4
Unit4 The weather and us
SB pages 38 and 39
Objectives
•Tointroducevocabularyrelatedtotheweather.
•Toaskandanswerabouttheweatherindifferentcities.
•Torecognisetheseasons.•Todescribefeelingsandpreferencesrelatedtotheweather.
•Tolistentoasongforpleasure.
Language:
•What’stheweatherlike(insummer)?It’s(hot)and(sunny).
•Ifeelhappywhenit’s(sunny)because(Icanplayoutside).
•Ilike(hot)daysbecause(Icanswim).•Ilove(cold)weatherbecause(Iwearwarmclothes).
Vocabulary:
•Theweather:sunny,snowy,cold,rainy,warm,stormy,windy,cloudy,hot,foggy
•Seasons:summer,autumn,winter,spring•Adjectives:bored,sad,happy
Warm-upPrepareflashcardsrelatedtotheweatherandputtheminrandomorderontheboard.Sayaweatherword:sunnyandinviteavolunteertoselecttheflashcardthattheythinkshowstheword.Encouragetheclasstohelphimorher.Flipovertheflashcardtocheck,soundingouttheword.Thenputthecorrectflashcard(thesun)firstontheboard.Continueinthesamewayuntiltheflashcardsareinthecorrectorder.Pointtotheflashcardsontheboardtoelicittheweatherwords.Reviewthewordsinchorusandindividually.
1 Circle the letters to make weather words.Nowthatyouhavepresentedthevocabularyrelatedtotheweather,invitetheclasstoopen
theirbookstopage38,exercise1.Pointoutthepicturesoftheweatherandtheexample.Tellstudentstocirclethelettersthatareneededtoformtheweatherwordsandlabelthepictures.Whentheyfinish,getthemtocomparetheiranswerswithafriend.
2 Listen and check your answers above.
Playtrack26tocheckexercise1.Afterchecking,playtheaudioagainandpauseaftereachwordforstudentstorepeat.
Track 26 Í
Speaker: One.Sunny.Two.Snowy.Three.Cold.Four.Rainy.Five.Warm.Six.Stormy.Seven.Windy.Eight.Cloudy.Nine.Hot.Ten.Foggy.
Answer Key 1. sunny; 2. snowy; 3. cold; 4. rainy; 5. warm; 6. stormy; 7. windy; 8. cloudy; 9. hot; 10. foggy
3 Listen and follow along.
Playtrack27andgetstudentstofollowalonginthebook.Askwhatthechildrenaretalkingabout:theweatherindifferentcities.Playthetrackagainandpauseitaftereachline.Havestudentsrepeatthelinesinchorus.
Track 27 Í
Boy 1:What’stheweatherlikeinTokyoinwinter?Boy 2:It’scoldandsnowy.
Boy 2: WhataboutMexicoCityinsummer?Boy 1: It’srainy.
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53The weather and us
Unit4
Cool LanguageCool Language
Nowdirectstudents’attentiontotheCoolLanguagebox.Readthequestionaloudanddrawpicturesontheboardtorepresenttheseasonsasyoumentionthem:asunforsummer,aleafforautumn,asnowflakeforwinterandaflowerforspring.Invitestudentstoexplaintheuseofthequestion:Totalkabouttheweather.ReadtheansweraloudandremindtheclassoftheuseofthesubjectpronounItandtheverbtobe.
4 Use the information to role-play different situations.Readthenamesofthecitiesaloudandgettheclasstorepeatthem.Havestudentsfollowthelinestodiscovertheweatherinthedifferentcities.Finally,invitethemtoactoutdialoguesabouttheweatherinthosecities.Monitorandhelpifnecessary.
Answer Key Students’ownanswers
Optional ActivityPlayChineseWhisperswithquestionsabouttheweatherindifferentcities.Dividetheclassintotwoteams.Whisperaquestionintotheearofthefirststudent.Thisstudentthenturnsandwhisperswhatheorsheheardintotheearofthestudentnexttohimorher.Thewhisperispassedonuntilitreachesthelaststudentattheendoftheline.Thenthatstudentsaysaloudwhatheorsheheardandanswersthequestion.
Optional ActivityPlay
Values: Helping reduce human influence in climate change
Discusstheabruptchangesoftheweatherduringtheseasonswiththeclass.Invitestudentstoreflectonthehumanactivitiesthataffectclimatechangeandencouragethemtosuggestwaysinwhichwecanreducetheirimpactontheenvironmentandclimate.
5 Listen and sing along.
Readthetitlealoudwiththeuseofgestures.Askstudentsifthesingersliketheweather:No.Thenreferthemtothesongandthepictures.Playtrack28andinvitethechildrentolistentothesongandsingalong.Encouragethemtoactouttheversesastheysing.
Track 28 ÍI’mbored,I’mbored.Ican’tdoanything.It’srainy.It’swet.Ican’tplayoutside.I’mbored.
I’mhot,I’mhot.Idon’twanttodoanything.It’ssunny.It’shot.Iwanttoswim.I’mhot.
I’mcold,I’mcold.Ican’tmoveanything.It’ssnowy.It’scold.Whereismyscarf?I’mcold.
I’msad,I’msad.Where’sthesun?It’scloudy.It’sgrey.Isitgoingtorain?I’msad.
6 Discuss with a friend.
Askstudentstoworkinpairsandtellthemtocompletethesentences.Theyshouldexplaintheiranswers.Finally,invitethreevolunteerstosharetheiranswerswiththeclass.
Answer Key Students’ownanswers
Wrap-upPlayTheBuzzWordswithsentencesaboutweatherandemotions.Dividetheclassintotwoteams.Inviteavolunteertothefrontand
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54 Unit 4
sayawordtohimorher.Thestudentsaysthreesentencesusingtheword,butsayingbuzzinsteadoftheword:It’sveryBUZZinMardelPlatainsummer.I’mhappywhenit’sBUZZbecauseIeatice-cream.Iloveswimmingwhenit’stooBUZZ.Awardapointtotheteamthatguessesfirst:hot.Repeattheprocedurewithotherwords.Theteamwiththemostpointswinsthegame.
SB page 97: Workbook
Answer Key
1 Look at the pictures and answer the questions.
1. rainy; 2. It’sfoggy. 3. It’swindy. 4. It’ssnowy. 5. It’ssunny. 6. It’sstormy.
2 Label the four seasons.
1. summer; 2. autumn; 3. winter; 4. spring
3 Look at the icons and complete the weather report.
InthenorthofArgentina,theweatherissunnyandhot.Inthecentreofthecountry,it’sstormyandcloudy.Andinthesouth,it’ssnowyandcold.
SB pages 40 and 41
Objectives
•Toidentifythemonthsoftheyear.•Torecogniseandwriteordinalnumbersinwords.•Toaskandansweraboutspecialdates.•Toreadatextforspecificinformation.
Language:
•When’syourbirthday?It’sin(May).•When’s(ChristmasDay)?It’son(25thDecember).
Vocabulary:
•Monthsoftheyear•Ordinalnumbers:1st-31st•Specialdates:birthday,NewYear’sEve,IndependenceDay,Teacher’sDay,ChristmasDay
Warm-upPrepareflashcardswiththemonthsoftheyearandbringalargecalendartoclass.RefertothefirstmonthinthecalendarandholdupJanuary.Modelthewordandattachittotheleftsideoftheboard.Repeatwiththerestofthemonthsandattachinthecorrectorder.Thensaytwolettersofamonth:L,Y.Elicitthemonthormonthswiththoseletters:July.Continuewiththerestofthemonths.
1 Listen and repeat the months of the year. Playtrack29andaskstudentstorepeatthemonthsinchorusandindividually.Thensaythemonthsinrandomorderandtellstudentstopointtothemonthsastheyhearthem.
Track 29 Í
Speaker: January,January,February,February,March,March,April,April,May,May,June,June,July,July,August,August,September,September,October,October,November,November,December,December
Answer Key January,February,March,April,May,June,July,August,September,October,November,December
2 Write the ordinal numbers in words.
Beforedoingtheexercise,presenttheordinalnumbersfromfirsttotenthontheboard.
Listthecardinalnumbersandnexttothislist,writethecategoryOrdinalNumbers.Eicittheordinalnumberofthecardinalone,andwritethewordontheboard:firstandthenumber1st.Elicithowtowriteasmanynumbersaspossible.Highlightspellingchangesandtrickyspellingswithadifferentcolour:fifth,eighth,ninth.Helpstudentsnoticethatsomecardinalnumberschangealotwhentheybecomeordinals:first,second,andthird.Elicitwhytheordinalnumberofonehasthelettersstatthe
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55The weather and us
Unit4end:Toindicatethatit’sanordinalnumber.Explaintostudentsthatwhennumbershavelettersattheend,wealwayspronouncetheordinalform.Asktheclasswhenweuseordinalnumbers:Todescribethepositionofobjectsorpeopleinasequence.Finallytellstudentstowritethemissingwordsfortheordinalnumbers.Whenchecking,encouragevolunteerstospelltheordinalnumbers.
Answer Key sixth,seventh,eighth,ninth,tenth
Cool LanguageCool Language
Nowdrawstudents’attentiontotheCoolLanguagebox.Readtheexamplesaloudandencouragestudentstoexplainwhenweuseinandonintheanswers:Weuseinwithmonthsandonwithdates.ExplainthatinEnglishweuseordinalnumberswhenwesaydates.Readthedateintheboxandpointoutthattheyshouldsay(the)tenth(of)May.Reviseordinalnumbersfromfirsttotenthandcontinuewiththepresentationofthesenumbersuptothirty-first.Explainthatincompoundnumbers,onlythesecondpartchanges.Saymorecardinalnumbersforvolunteerstosaytheordinalforms.Asksomestudentswhentheirbirthdaysare.Repeatthedates,emphasizingthepronunciationoftheordinalnumbers:(the)thirtieth(of)September,(the)twenty-eighth(of)January,(the)sixteenth(of))October,andsoon.
3 Ask some friends about these dates.
Dividetheclassintopairsandencouragestudentstotaketurnsaskingaboutthedatestotheirpartners.
Answer Key Students’ownanswers
Optional Activity
Dividetheclassintosmallgroups.Askonevolunteerineachgrouptostandup.Calloutaholiday:NewYear’sEve.Thefirststudenttocalloutthecorrectdategetsapoint.Askteamstochangevolunteersandrepeattheprocedureseveraltimes.Theteamwiththemostpointswinsthegame.
Optional Activity
Divide
4 Listen to Jill and complete the dates.
TellstudentstheywillhavetocompletethetablewiththedatesthatJillmentions.Playtrack30fortheclasstowritethecorrespondingdates.Playtheaudioagaintocheck.Finally,invitesomevolunteerstowritetheanswersontheboard.
Track 30 Í
Jill: Hi,there!I’dliketotellyouaboutmyparents’birthdaysandmine.OK,herewego!Mymum’sbirthdayisinApril.It’sonthesecondofApril,tobemoreprecise.Andmydad’sbirthdayisinJuly.HisbirthdayisonthetenthofJuly.I’maCapricornsomybirthdayisinJanuary.It’sontheseventhofJanuary.Whataboutyou?When’syourbirthday?
Answer Key
1. 2ndApril; 2. 10thJuly; 3. 7thJanuary
Values: Celebrating and Respecting Important Dates
Tellstudentsthatweallhaveimportantdatestocelebrate:birthdays,anniversaries,religiousfestivities,andnationalfestivals.Askstudentstothinkaboutwhattheyusuallycelebratethroughouttheyear.Elicitsomeexamplesandwritethemontheboard:Easter,Christmas,andsoon.Discusswiththeclassthedifferenttypesofcelebrationsandexplainthatitisimportanttorespecteverybody’scelebrations.
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56 Unit 4
5 Read and then write the country names.
Invitestudentstoreadthetextandwritethenamesofthecorrespondingcountriesunderthepictures.Checkanswerswiththeclass.Finally,askstudentswhichtraditionsarethemostfamiliarandwhicharethemostunusualforthem.Acceptallanswers.
Answer Key
1. Brazil; 2. China; 3. Canada
6 Write right, wrong or doesn't say.
Tellstudentstoreadthesentencesandlookforrelatedinformationinthetext.Iftheinformationiscorrect,theyshouldwriteright.Iftheinformationisincorrectaccordingtothetext,theyshouldwritewrong.Iftheinformationisnotinthetext,theyshouldwritedoesn’tsay.Checkanswerswiththeclass.
Answer Key
1. right; 2. wrong; 3. doesn’tsay; 4. wrong
Wrap-upDividetheclassintosmallgroups.Tellstudentsthattheyaregoingtotaketurnssayingtheordinalnumbersfromfirstthroughthirty-first.Addthatwhenevertheygetamultipleofthree,theyshouldsaybeepinstead:First,second,beep,fourth,fifth,beep,andsoon.Thestudentswhomissabeepmisstheirturn.Tellgroupstorepeattheprocedureuntilthereisonewinner.
Optional: Askthegroupwinnerstogotothefronttoplayafinalround.Encouragegroupstocheertheirrepresentatives.
SB page 98: Workbook
Answer Key
1 Complete the dates.
1. 7thNovember; 2. 10thJuly; 3. 3rdAugust; 4. It’s8thSeptember; 5. It’s1stApril; 6. It’s4thJanuary.
2 Read and complete.
1. 1st; 2. second; 3. 3rd; 4. 4th; 5. fifth; 6. 6th; 7. seventh; 8. eighth; 9. 9th; 10. 10th
3 Look and complete with a suitable preposition.
1. in; 2. on; 3. on; 4. in
SB pages 42 and 43
Objectives
•Tointroducevocabularyrelatedtoeverydayactions.
•Toaskandansweraboutroutines.•Toidentifyadverbsoffrequency.•Totalkaboutdailyroutines.
Language:
•Doyou(studySciencealone)?Yes,Ido./No,Idon’t.
•What(sport)doyou(play)?Iplay(football).•I(always)getupearly.
Vocabulary:
•Actions:getup,havebreakfast,gotoschool,studyalone,takeabus,dosports,play(football),meetfriends,watchTV
•Adverbsoffrequency:always,never,sometimes,usually
Warm-upBringpicturesillustratingtheactionsthatappearinthislesson.Showthemonebyone
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57The weather and us
Unit4sayingthewordsandasktheclasstorepeat.Attachthepicturestotheboardandelicitwhattheyhaveincommon:Theyareactivitiesthatpeopledoeveryday.Explainthatactivitieswedoregularlyarecalledroutines.
1 Complete these actions with a vowel.Nowtellchildrentolookatthepicturesinexercise1onpage42andaskthemtocompletethewords.Invitesomevolunteerstoreadtheiranswerstocheck.
Answer Key
1. getup; 2. have; 3. go; 4. study; 5. take; 6. do
2 Listen and fill in the blanks.Drawstudents’attentiontothefirstpictureandasktheclasstoidentifytheschoolsubjectthechildrenarestudying.Tellstudentstolistentothedialogueandcompleteitwiththemissingwords.Playtrack31twiceforstudentstofillintheblanksandthenchecktheiranswers.Finally,invitesomepairstoreadoutthedialogue.
Track 31 Í
Jim: DoyoustudySciencealone?Joe: No,Idon’t.Why?Jim: BecauseI’mnotgoodatit.Canyouhelpmestudy,please?Joe: Yes,ofcourse.Whencanwestart?Jim: Today,please!HAHAHAJoe: OK.Noproblem!Jim:Thanks,Joe.
Answer Key
1. Do; 2. don’t; 3. good; 4. study; 5. can; 6. Today
Values: Asking for Help and Being Helpful
Talkaboutthesituationinexercise2withtheclass.Ask:Howdoyoufeelwhenyoudon’t
understandsomething?Isiteasytoaskforhelp?Doyouaskforhelpwhenyouneedtoordoyoutrytosolveaproblemalone?Doyouhelpifsomeoneasksyouto?Encouragestudentstoaskforhelpandalsohelpotherstoovercomedifficulties.
Directchildren’sattentiontotheCoolGrammarbox.Readtheexamplesaloudandanalysetheformswiththeclass.HighlighttheuseoftheauxiliaryDointhequestionwiththesubjectyouandthepositiveandnegativeformsoftheauxiliaryintheshortanswers.ExplainthattheauxiliaryDoisalsousedwiththepronounsWeandThey.Asksomequestionstoexemplifyandelicittheanswers:DowehaveEnglishlessonsonTuesdays?DoyourteacherscometoschoolonSaturdays?Finally,elicittheuseofthesequestions:Tocheckinformationaboutroutines.
Cool GrammarCool Grammar
3 Act out the dialogue above in pairs.
Askstudentstoworkinpairsandactoutthedialogueinexercise2.Thentellthemtochangeroles.Monitorandhelpasnecessary.
Answer Key
Students’ownanswers
4 Listen and complete the interview
questions. Drawstudents’attentiontothephotographandencouragethemtodescribetheboyandmentionthesportheplays.Readthequestionsaloudtocheckunderstandingandinvitevolunteerstoreadtheanswers.Playtrack32andaskstudentstofillintheblanks.PlaytheaudioCDonceagainsothattheycancompleteallthequestionsorchecktheiranswers.Tocheck,asksomechildrentoreadthequestionsandwritethemontheboard.
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58 Unit 4
Track 32 Í
Interviewer: Hi,Leo!CanIaskyouafewquestions?They’reforanarticleaboutyouinourschoolmagazine.Leo:OK.Noproblem!Goahead!Interviewer:Thanks.Firstquestion:doyoudosports?Leo:Yes,Ido.Interviewer: Whatsportdoyouplay?Leo:Iplayfootballformyschoolteam.Interviewer: Doyougetupearlytogotofootballpractice?Leo:Yes,at7am.Ialwaysgetupat7am.Interviewer: Whattimedoyouhavebreakfast?Leo:At7:15am.Iusuallyhavebreakfastat7:15am.Interviewer: Doyoutakeabustogotofootballpractice?Leo:No,Idon’t.Inevertakeabustofootballpractice.Igoonfoot.Interviewer: Andmylastquestion:doyoustudyalone?Leo:No,Idon’t.Iusuallymeetmyfriendstostudytogether.It’sgoodfun!Interviewer: Thankyouforyourhelp,Leo.Leo:That’sOK.WhencanIreadthisarticleinyourschoolmagazine?Interviewer: Um…Nextmonth,Iguess.Leo:OK.Bye!Interviewer: Seeyouaround!
Answer Key
1. do; 2. doyou; 3. Doyouget; 4. doyouhave; 5. Doyoutake; 6. doyoustudy
5 Listen again. Complete with the words
below.
Readthewordsintheboxesaloud.Tellstudentstheyaregoingtolistentotheinterviewagaintocompletethesentences.Playtrack33morethanonceforthechildrentocompletetheexerciseandchecktheiranswers.
Track 33 Í
Interviewer: Hi,Leo!CanIaskyouafewquestions?They’reforanarticleaboutyouinourschoolmagazine.Leo: OK.Noproblem!Goahead!Interviewer:Thanks.Firstquestion:doyoudosports?Leo: Yes,Ido.Interviewer: Whatsportdoyouplay?Leo: Iplayfootballformyschoolteam.Interviewer:Doyougetupearlytogotofootballpractice?Leo: Yes,at7am.Ialwaysgetupat7am.Interviewer: Whattimedoyouhavebreakfast?Leo: At7:15am.Iusuallyhavebreakfastat7:15am.Interviewer: Doyoutakeabustogotofootballpractice?Leo: No,Idon’t.Inevertakeabustofootballpractice.Igoonfoot.Interviewer: Andmylastquestion:doyoustudyalone?Leo: No,Idon’t.Iusuallymeetmyfriendstostudytogether.It’sgoodfun!Interviewer: Thankyouforyourhelp,Leo.Leo: That’sOK.WhencanIreadthisarticleinyourschoolmagazine?Interviewer: Um…Nextmonth,Iguess.Leo: OK.Bye!Interviewer: Seeyouaround!
Answer Key
1. always; 2. usually; 3. never; 4. usually
Now,directstudents’attentiontotheCoolGrammarbox.Inviteavolunteertoreadtheexamplesaloudandasktheclasswhenweusealways,usually,sometimesandnever:Weusealwayswhenwedoanactionatalltimes.Weuseusuallywhenwedosomethingonmostoccasions.Weusesometimeswhenwedosomethingattimes.Weusenevertoexpressthatwedonotdoanaction.
Cool GrammarCool Grammar
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59The weather and us
Unit46 Role-play with a friend.
Write on the board: never – go to bed late. Ask the class to say the complete sentence: I never go to bed late. Tell students to work in pairs and choose a card to describe their routines. Encourage them to ask yes / no questions using adverbs of frequency: Do you usually play tennis? Do you always eat junk food?, etc. Monitor and help as necessary.
Optional Activity
Write on the board: Good friends always , sometimes , but never .Divide the class in small groups to discuss their ideas and complete the sentence in their notebooks. Invite some volunteers to share their opinions with the class.
Optional Activity
Write on the board:
Wrap-upPlay Category Dictation using always, usually, sometimes and never as categories. Ask students to draw a column for each category. Then dictate the following words: get up early, go to school by bus, do sports, eat fruit, study alone and have breakfast. Tell children to write the activities under the categories according to their routines. Finally, invite them to work in pairs and compare their answers. Are their routines similar?
SB page 77: Extra activity
Once students finish the lesson you can ask them to do the Extra activity for the unit in class. To check the exercise, ask volunteers to read the questions and answers aloud.
Answer Key
Complete the interview questions and answers with suitable words.
1. Do you like school, Connor? Yes, I do. 2. What time do you get up, Connor? At 7 a.m.
3. And do you have breakfast alone? No, I don’t. 4. Do you take a bus to school, Jill? No, I don’t. I go on foot. 5. What sports do you like, Jill? I really love tennis. 6. And do you play tennis every week? Yes, I do.
SB page 99: Workbook
Answer Key
1 Complete the phrases using suitable verbs.
1. have; 2. study; 3. do; 4. brush; 5. go
2 Complete the interview with a suitable word.
1. Do; 2. do; 3. what; 4. do; 5. Do; 6. don't; 7. Do; 8. do
3 Complete these sentences about you and your best friend.
Students’ own answers
SB pages 44 and 45
Objectives
•Toaskandanswerabouthowfrequentlypeople do activities.
•Tolistenforspecificinformationaboutroutines.•Touseadverbsoffrequencyandtime
expression to talk about routines.•Towriteaboutweeklyroutines.
Language:
•Howoftendoyoueatpizza?Ieatpizza(twicea week).
•Whendoyou(watchTV)?IwatchTV(intheafternoon).
•Theygetupearly(everyday).
Vocabulary:
•Actions:eat(pizza),gotothecinema,haveashower, go swimming, do homework, read a book, go to bed
•Daysoftheweek•Timeexpressions:once(aday),twice(aweek),threetimes(amonth)
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60 Unit 4
Warm-upPlayTenThingsandaskchildrentowritelistsrelatedtothefollowingideas:Tenthingsyoualwayseat,tenpeopleyousometimesmeetortenactivitiesyouneverdo.Encouragestudentstoreadtheirideasaloudandwritethetopthreeforeachtopicontheboard.
1 Listen and match the faces with the calendars. Nowtellstudentstolookatthepicturesinexercise1andidentifythesituation:Whyhasthemangotamicrophone?Becauseit’saninterview.Thendirecttheirattentiontothecalendarsandaskabouttheinformationtheyshow:Theyshowhowoftenthechildreneatpizza.TellchildrentheywilllistentotheaudioCDandhavetomatchthefaceswiththecorrespondingcalendar.Playtrack34forstudentstodotheexercise.Finally,checkanswerswiththeclass.
Track 34 Í
Interviewer: Excuseme.Howoftendoyoueatpizza?Girl:Notveryoften.Ihaveitonceamonth.
Interviewer: Doyoulikepizza?Boy 1: Yes,Ido.Interviewer: Howoftendoyoueatit?Boy 1: Twiceaweek.
Interviewer:Howoftendoyoueatpizza?Boy 2: Pizza?Ilovepizza.Ieatpizzathreetimesaday!
Answer Key
1. c; 2. b; 3. a
2 Act out the three interviews above with a friend.
Askstudentstoworkinpairsandchooseoneofthechildreninthepreviousexercise.Tellthemtoactouttheinterviewandthenchangeroles.
Answer Key Students’ownanswers
Cool LanguageCool Language
Drawstudents’attentiontotheCoolLanguagebox.ReadthequestionaloudandencouragestudentstoexplaintheuseofHowoften…:Weusehowoftentoaskabouthowfrequentlyapersondoessomething.Thenreadtheansweraloudandelicittheuseofthetimeexpressions:Weusetimeexpressionssuchasonce,twiceorthreetimestotalkaboutthenumberoftimeswedosomething.
3 Listen and answer the questions.
Telltheclasstheyaregoingtolistentoquestionsandhavetowritethemdown.Playtrack35forstudentstocopythequestions.Thenplayitagaintocompletetheexerciseorcheck.Asksomevolunteerstoreadthequestionsaloudandwritethemontheboard.Thenaskchildrentoanswerthequestionsintheirnotebooksandcomparetheirideaswiththeirpartners.
Track 35 Í
Speaker: One.Howoftendoyoueatpizza?Two.Howoftendoyoudosports?Three.Howoftendoyougotothecinema?Four.Howoftendoyoucleanyourroom?
Answer Key Students’ownanswers
4 Write three more questions and interview a friend.
Invitestudentstothinkofthreemorequestionstoasktheirpartners.Monitorandhelpwith
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61The weather and us
Unit4vocabularyasnecessary.Whentheyfinish,invitesomepairstoreadtheirquestionsandanswersaloud.
Answer Key Students’ownanswers
Optional Activity
Writeontheboard:Howoften…?watchhorrorfilms,listentoclassicalmusic,phoneafriend,surftheInternet,dosports,playcomputergames.Dividetheclassinsmallgroupsandtellthemtheyaregoingtoguesstheanswerstoriddles.Explainthatamemberhastomakeoneofthequestionstoapartnerandbeforeheorsheanswers,thegrouphastoguessandwritedowntheirideas.Finally,thestudentgivesthecorrectanswer.Whenthechildrenguesscorrectly,theygetapoint.Thestudentwiththemostpointswinsthegame.
Optional Activity
Write
5 Write true and false sentences about Vicky and Alan.
TelltheclasstolookatthecalendarandreadtheactivitiesVickyandAlandotocheckunderstanding.Thenaskthemtousetheinformationandwritetrueandfalsesentencesaboutthechildren.
Answer Key Students’ownanswers
6 In pairs, check the sentences above and correct the false ones.Now,askstudentstoworkinpairsandtaketurnstoreadthesentencesandidentifyiftheyaretrueorfalse.Whenstudentsgettheanswerright,theygetapoint.Thestudentwiththemostpointswinsthegame.
Answer Key Students’ownanswers
7 Answer about yourself.Invitestudentstoanswerthequestionsusingadverbsoffrequencyandtimeexpressions.Whentheyfinish,encouragethemtointerviewsomeoftheirpartnerstofindsimilaranswers.Asksomevolunteerstoreadtheirsimilaritiesaloud:FrancoandIwatchTVtwiceaday.
Answer Key Students’ownanswers
Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: magazines,awhitesheetofpaper,colouredpencils
Thepreviousclass,askstudentstobringthematerialsmentionedabovetomakeaWeeklyCalendar.Tellthemtodrawacalendaronthewhitesheetofpaper.Theycanusethepictureofthecalendarontheirbooksasamodel.Thentheyshouldwritethedaysontheleftcolumnandcutoutpicturesthatillustratedailyactivitiesandgluethemonthetoprow.Whentheyfinishtheircalendars,askthemtomarktheirweeklyroutineonitandwriteashortreport.
Wrap-upWritethefollowingwordsontheboard:always,sometimes,twiceaweek,onceaweek,never.Thendictatethesequestions:Howoftendoyou…1.speakEnglish?2.useadictionary?3.readanewspaperoramagazineinEnglish?4.watchafilminEnglish?5.singasonginEnglish?Askstudentstowritetheanswersontheirnotebooksandtellthemtoaddpointstochecktheirscores:always–5points,sometimes–3points,twiceaweek–2points,onceaweek–1point,never–0points.Writethepossibleresultsontheboardforstudentstocheck:20–25points:You’reanexcellentstudent!11–19points:You’redoingagoodjob!6–10points:Youshouldpractisemore!0–5points:It’stimetoworkharder!
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62 Unit 4
SB page 100: Workbook
Answer Key
1 Unscramble the interviewer's questions. Ignore Danny's answers. 1. Howoftendoyoueathamburgers? 2. Howoftendoyouvisitmuseums? 3. Howoftendoyougoonholiday? 4. Howoftendoyoubuynewclothes?5. Howoftendoyourideyourbike?
2 Follow the lines and answer the questions above. 1. Ieathamburgerssonceaweek. 2. Ivisitmuseumstwiceamonth. 3. Igoonholidayonceayear. 4. Ibuynewclothestwiceayear.5. Iridemybikethreetimesaweek.
SB pages 46 and 47
Objectives
•Tolistentoasongforspecificinformation.•Towriteaboutroutines.•Torevisevocabularyrelatedtotheweather.•Torevisevocabularyrelatedtoitemsofclothing.•Toreadatextforspecificinformation.
Language:
•I(never)getupearlyonSundays.•(Twiceaweek)Igotothegym.•Thedayis(hotandsunny).•Peoplefeel(happy)whenit’s(sunny).
Vocabulary:
•Actions:gotothegym,swim,eat,exercise,doajigsaw,learnanewlanguage,doaMathsproblem,rideabike,getup
•Adverbsoffrequency:always,usually,sometimes,never
•Timeexpressions:twice(aweek),once(ayear),threetimes(amonth)
•Theweather:windy,cold,sunny,cloudy,rainy,hot,snowy
•Adjectives:angry,disappointed,happy,positive,sad,excited
Warm-upPlayAssociationswiththewordBrain.Askstudentstomentionasmanywordsastheycanrelatetobrain:head,neurons,think,mind,etc.
1 Listen and complete. Then sing along.
Readthetitleofthesongandaskstudentstosuggestwaystoexercisethebrain.Theycangiveideasrelatedtothepictures.Playtrack36forstudentstocompletethesong.PlaytheaudioCDagainpausingaftereachblanktocheckwiththeclass.Writetheanswersontheboardtocheckspelling.
Track 36 Í
TwiceaweekIgotothegym.OnceaweekIliketoswim.Ialwayseatahealthylunch,Ieatcarrotsbythebunch!Itisgreattobestrongandfit-it’strue,Butit’simportanttoexerciseyourbraintoo!
Eventhoughitissometimesastrain,Alwaysexerciseyourbrain.Useacomputer.Doajigsaw.Readabook.Learnanewlanguage.Learnhowtocook.Eventhoughitissometimesastrain,Alwaysexerciseyourbrain.DoaMathsproblemandread,read,read.Exerciseyourbrain,andyou’llsucceed!
Answer Key
1. gym; 2. healthy; 3. carrots; 4. strong; 5. exercise; 6. Always; 7. computer; 8. cook; 9. problem
2 Complete these sentences about your daily and weekly routine.
Invitestudentstocompletethesentenceswiththeirownideas.Thentheymaycomparetheir
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63The weather and us
Unit4answerswiththeirpartners.Encouragesomevolunteerstosharetheirroutineswiththeclass.
Answer Key
Students’ownanswers
3 Write three items of clothing for each weather condition.
Pointouttheweatherchangesandaskwhatclothespeoplewearinsunnyweather:sandals,T-shirts,shorts,etc.Tellstudentstowritethreeclothingitemsforeachtypeofweather.Checkanswerswiththeclass.
Answer Key
sunny: shorts,T-shirt,sandals;rainy: coat,jacket,hat;snowy:gloves,boots,scarf
4 Read the text and underline all the weather words you can spot.
Readthetitlealoud.Havestudentsreadthetextquicklyandunderlinetheweatherwords.Checkanswerswiththeclass.
Answer Key
weatherforecast,torain,hot,sunny,cloudy,torain,windy,cloudy,cold,rainy,sunny
5 Re-read the text above and write A, B or C.
Dividetheclassintopairsandhavethemreadthetexttochoosethecorrectanswer.Theyshouldwritethecorrespondingletteroneachline.Encouragethemtocirclewheretheyfindtheanswersinthetext.Finally,checkanswerswiththeclass.
Answer Key
1. A; 2. C; 3. A; 4. C; 5. A
Wrap-upRead the text in exercise 4 aloud but change some of the words. When students hear a word that is different, they raise their hands.
SB page 101: Workbook
Answer Key
1 Underline the statement that best describes you.
Students’ownanswers
2 Use some of these questions as a guide and write about your lifestyle.
Students’ownanswers
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64 Cool Review 2
SB pages 48, 49, 50 and 51
Warm-upPlay Say Three, Spell Three! with vocabulary from Units 3 and 4. Prepare flashcards with pictures showing clothes and accessories, personality traits, celebrations, seasons, daily activities and the weather on one side with the corresponding words on the other. Shuffle the flashcards and divide the class into three teams. Choose three flashcards randomly and display them on the board with the pictures facing the class. The first team should say and spell the words. Turn the flashcards over after they guess, to check. They win a point for each correct answer. Remove the flashcards and set them aside. Display three new flashcards and play again with the next team. Repeat so that each team plays the same number of times. The team with the most points at the end is the winner. To add difficulty, have teams make a sentence with each vocabulary item.
1 Play The Possessions Game with a friend. Divide the class into pairs and invite them to open their books to page 48, exercise 1. Give a dice to each pair. Direct students’ attention to the example and read it aloud. Roll a die and write the number on the board: (2). Refer students to the first column, under Roll 1. Ask Do I make a sentence or a question? A question. Roll again and write the second number on the board. Elicit the Possessive Adjective for that number. Roll a third time and write the number on the board. Elicit the Fashion item. Encourage students to say the corresponding sentence or question. After that, have them continue the game in their pairs. For each correct sentence or question, students in the pair can colour one clothing item in the picture. Monitor and help as needed. The first pair to complete their picture is the winner.
Answer Key Students’ own answers
2 Complete the sentences with a possessive pronoun and match the pictures.
Invite a volunteer to read the example aloud and direct students’ attention to the form of the possessive pronoun. Then ask the class to complete the rest of the sentences. When they finish, tell them to match the pictures according to the information. Check by getting volunteers to read the sentences aloud.
Answer Key
1. hers; 2. his; 3. theirs; 4. his; 5. yours, mineGeorge: 3; Nina: 2, 4; Linda: 2, 5; Karl: 1
3 Unscramble the dialogue.
Invite students to put the words in the dialogue in order. To check, ask a pair to read the dialogue aloud.
Answer Key
1. Can I help you? 2. How much is this shirt? 3. How much is that T-shirt? 4. I like it because it’s casual. 5. How much are those trousers? 6. They’re very trendy!
4 What's the weather like? Complete.
Ask students to look at the pictures and complete the weather words. Invite some volunteers to write the sentences on the board to check answers with the class.
Answer Key
1. It’s snowy. 2. It’s warm but cloudy. 3. It’s sunny. 4. It’s windy. 5. It’s stormy and rainy.
5 Look at the pictures and answer the questions.
Tell students to look at the pictures and answer the questions. When they finish, ask them to
CoolReviewReview
2
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65Cool Review 2
CoolReviewReviewReview
2
work in pairs and compare their answers. Finally, invite some volunteers to share their ideas with the class.
Answer Key
1. It’s cold and windy / snowy. He’s wearing a sweater, a jacket, black trousers and shoes. He’s got a scarf and grey gloves.
2. It’s hot and sunny. She’s wearing a pink blouse and green shorts. She’s also wearing brown sandals. She’s got a hat and sunglasses too.
6 Look at the information in the charts below and complete.
Read the information in the charts aloud and ask students to complete the dialogue. To check, invite some pairs to read their answers aloud.
Answer Key
1. Do; 2. I don’t; 3. How often; 4. always; 5. sometimes; 6. always; 7. don’t; 8. always; 9. Do; 10. sometimes; 11. usually
Optional Activity
Ask students to copy the charts in exercise 6 into their notebooks and replace the names Connor and Jill in the first row with You and Your Friend. Tell them to first complete the You column with the correct number of ticks according to their habits. Then invite them to work in pairs and ask questions to their partners to complete the Your friend column: Do you always get up early? How often do you do sports? Monitor and help as needed.
Optional Activity
Ask students to copy the charts in exercise 6
Project Work 2: My Favourite Celebration Project Work 2: My Favourite Celebration Project Work 2: My Favourite Project Work 2: My Favourite Project Work 2: My Favourite Project Work 2: My Favourite Project Work 2: My Favourite Project Work 2: My Favourite Project Work 2: My Favourite Project Work 2: My Favourite Celebration Celebration Celebration Celebration Celebration Celebration To finish the second review, students do a project individually.
1 Read and complete the chart below.
Ask students to read the text and give them some time to write the information in the chart. Ask questions to check answers with the class: What’s Connor’s favourite celebration? When’s Connor’s birthday? Where do Connor and his family celebrate his birthday? What’s the weather like? What do Connor and his friends do? What do they eat?
Answer Key
Celebration: birthday; Date: 5th April; Place: Connor’s house; Weather: warm and sunny; Activities: They play different games and listen to music. Food: hamburgers or hot dogs and birthday cake
2 Write about your favourite celebration and draw a picture. Use the chart above to collect ideas.
Brainstorm different celebrations with the class and write them on the board. Then tell children to write about their favourite celebration. Ask them to use the chart in exercise 1 to include relevant information. Finally, they draw a picture. Invite some volunteers to show their pictures and talk about their favourite celebrations.
Answer Key
Students’ own answers
Wrap-up Materials: A blindfold
Divide the class into four teams and invite a volunteer from one team to the board. Ask another team to choose a word related to the vocabulary items in units 3 and 4 for the volunteer to draw it. Blindfold the volunteer and explain that he or she has one minute to draw the item for his or her team to guess. If the team guesses correctly, they earn a point. If they cannot guess, the first team to guess correctly earns a point.
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66 Unit 5
Unit5 Time and time again
SB pages 52 and 53
Objectives
•Toidentifymusicstyles.•TointroducethePresentSimpletensewiththethirdpersonsingular.
•Totalkaboutpeople’slikesanddislikesinrelationtomusic.
Language:
•Heloves/likes/hates(pop)music.•Shedoesn’tlike(opera).•Helikes(LadyGaga)alot/verymuch.•Shedoesn’tlike(Shakira)atall/verymuch.
Vocabulary:
•Musicstyles:pop,reggae,rock,jazz,opera,gospelmusic
•Verbs:like,hate,love,prefer•Adverbsofdegree:alot,verymuch,atall
Warm-upReadthetitleoftheunitaloudandelicitthemeaningofTimeandtimeagain:veryoften,onmostoccasions.Telltheclasstheywilllearnaboutmusicstylesinthisunitandask:Howoftendoyoulistentomusic?Whattypeofmusicdoyoualwayslistento?Doyoulikeclassicalmusic?Who’syourfavouritesinger?What’syourfavouriteband?DoyouusuallylistentoEnglishsongs?Doyouprefernationalmusic?
1 Find these music styles in the wordsearch.
Nowaskchildrentocirclethenamesofthemusicstylesinthewordsearch.Tochecktheanswers,drawthecrosswordpuzzleontheboardandaskvolunteerstocometothefrontandcirclethewords.Encouragestudentstogivethenamesofbandsorsingersrelatedtothedifferentmusicstyles.
R E S G O R O C K
E L U P E O P O A
G S G O S P E L M
G O S P W L R S T
A N T O J J A Z Z
E L M R O T U V A
2 Look at the icons and complete the sentences.
Focusstudents’attentiononthefacesandreadthephrasesaloud.Invitestudentstocompletethesentencesaccordingtothefaces.Tocheck,invitesomevolunteerstoreadtheiranswersaloud.
Answer Key
1. likes; 2. doesn’tlike; 3. loves; 4. hates; 5. loves; 6. likes,doesn’tlike
Nowdirectstudents’attentiontotheCoolGrammarbox.Readtheexamplesaloudexpressingthedifferentemotions.Thenelicittheuseofthesephrases:Totalkaboutlikesanddislikes.FocusontheformoftheverbsinthePresentSimpletenseandelicitwhenweadd–s:totalkaboutanotherperson(He/She).Finally,elicitthenegativeformdoesn'tlikeandhighlightthatweusetheverbintheinfinitiveform.
Cool GrammarCool Grammar
3 Listen to Jill. Complete with likes, doesn't like, loves or hates.
Readthenamesinthetablealoud.TellstudentstheyaregoingtolistentoJillandhavetofillintheblankswiththecorrespondingwords.Playtrack37morethanoncefor
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67Time and time again
Unit5studentstowritetheiranswersandthencheckorcompletethem.Finally,invitesomevolunteerstoreadtheiranswersaloudtocheckwiththeclass.
Track 37 Í
Jill: Hi!I’mgoingtotellyouaboutmybestfriends’favouritesingers.First,there’sPaul.He’sintopopmusic.HelikesLadyGagaalot.Hedoesn’tlikeLatinmusicsothat’swhyhedoesn’tlikeRickyMartinatall.Then,there’sTanya.ShelovesOneDirectionandshelikesRickyMartintoo.Shethinkshissongsarebeautiful.Andfinally,myfriendBilly.He’sapopfantoo.HelikesLadyGagaverymuchbuthehatesOneDirection.Whataboutyou?Areyouintopopmusictoo?Whoareyourfavouritesingers?
Answer Key
1. likes; 2. doesn’tlike; 3. loves; 4. likes; 5. likes; 6. hates
Nowcallstudents’attentiontotheCoolGrammarbox.Readtheexamplesaloudandelicittheuseoftheadverbs:Toemphasiseanidea.Pointoutthatverymuchcanbeusedinaffirmativeandnegativesentencesbutatallisonlyusedinnegativesentences.
Cool GrammarCool Grammar
4 Talk to your friend about the people in exercise 3.
Tellstudentstoworkinpairsandtalkabouttheinformationinexercise3.Theninvitesomepairstosharetheirideaswiththeclass.
Answer Key
Students’ownanswers
5 Read this blog post. Complete it with a lot, very much or at all.
Drawstudents’attentiontothesingersinthepicturesandaskquestions:Whoarethey?What’stheirmusicstyle?Doyoulikeher/him?Thenrefertheclasstothetextandtellthemtocompleteitwiththecorrectwords.Tocheckanswers,invitesomevolunteerstoreadtheblogpostaloud.Encouragethemtosayiftheirpreviousideasaboutthesingerswerecorrect.
Answer Key 1. verymuch; 2. atall; 3. alot
Optional Activity
Writepopmusicontheboardanddrawfivestarsnexttotheword.Telltheclass:Ilikepopmusicverymuch.MyfavouritesingerisMadonna.Writeothermusicstylesontheboardandencouragechildrentoclassifythembydrawingone,two,three,fourorfivestars.Thenaskstudentstoworkinpairsandsharetheiropinions.Finallyinvitesomevolunteerstoreporttheirpartners’preferences:Marialikesrockverymuchbutshedoesn’tlikeclassicalmusicatall.
Optional Activity
Write
Wrap-upDividetheclassinpairsandplayBackWriting.Askstudentstowritewiththeirfingeramusicstyleonthebackoftheirpartnerssothattheyguesstheword.Whenthechildrenguesstheword,theygetapoint.Encouragethemtoplayseveraltimes.
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68 Unit 5
SB page 102: Workbook
Answer Key
1 Look at the table and complete.
1. loves; 2. hates; 3. likes; 4. doesn’tlike; 5. likes,doesn’tlike; 6. hates; 7. loves; 8. doesn’tlike
2 Write a blog post about your best friend's music style preferences.
Students’ownanswers
SB pages 54 and 55
Objectives
•Torecognisemusicalinstruments.•Toreadaboutpeople’sroutines.•Tolistentoaconversationforspecificinformation.
•Towriteashorttext.•Toaskandansweraboutfavouritecartooncharacters.
Language:
•Hepractiseswithhisbandthreetimesaweek.•SheteachesMusic.•Hedoesn’tgotoMusicSchoolbybus.
Vocabulary:
•Musicalinstruments:electricguitar,drums,keyboard,violin,recorder,saxophone
•Actions:study,playamusicalinstrument,walk,practise,teach,help,learn
Warm-upPlayHangmanwithvocabularyrelatedtomusicalinstruments.Chooseawordand,ontheboard,drawablankforeachletter.Nexttothese,drawanoose.Askstudentstosaytheletters—oneatatime—thattheythinkareintheword.Eachtimetheyguesscorrectly,writetheletterinthecorrespondingspace.Ifthe
guessisincorrect,begindrawingastickfigureunderthenooseandwritethewrongletterofftooneside.Explainthatthegameendswhentheyguessthewordorwhenyoufinishdrawingthehangedman.Aftereachword,showordrawapicturetocheckstudentsrecognisethemusicalinstrument.
1 Complete with the missing letters.
Nowtellchildrentocompletethewords.Whentheyfinish,writethecompletewordsontheboardforstudentstocheck.
Answer Key
1. electricguitar; 2. drums; 3. keyboard; 4. violin; 5. recorder; 6. saxophone
Nowdirectstudents’attentiontotheCoolGrammarbox.ReadtheexamplesaloudandanalysethedifferentspellingsoftheverbsinthePresentSimpletense:Weuse–sattheendofaverbtoshowthatwearetalkingaboutathirdperson.Weusethisverbformfornouns(Jill,Connor)orpronouns(he,she):Heplaysthedrums.Whentheverbendsinaconsonant+-y,weremovethe–yandadd–ies:ShestudiesMusic.Weadd–eswhentheverbendsin–s,-z,-sh,-ch:HeteachesArt.Thesameruleappliestoverbsendingin–o:Shegoestoschool.Focusstudents’attentiononthenegativesentenceandremindstudentsoftheuseoftheauxiliarydoesn’tandtheinfinitiveformoftheverb.
Cool GrammarCool Grammar
2 Read and complete with the correct form of the verbs in brackets.
Tellchildrentoreadthetextsandcompletethemwiththeverbs.Emphasisethattheyshouldpayattentiontothespellingoftheverbs.Invitesomevolunteerstoreadtheanswersaloudandwritetheverbsontheboardtochecktheexercise.
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69Time and time again
Unit5
Answer Key 1. studies; 2. plays; 3. doesn’tgo; 4. walks; 5. practises; 6. goes; 7. doesn’tplay; 8. plays; 9. teaches; 10. helps; 11. learns; 12. doesn’tgo; 13. likes; 14. plays; 15. practises
Optional Activity
Scramblesomeofthesentencesfromexercise2onpage54,andwritethemonlargestripsofpaper:1.doesn’t/the/guitar./Sarah/play2.likes/rock/David/alot.3.with/Sam/hispopband./practises4.toMusicschool./doesn’t/David/go5.Sarah’smother/Music./teachesAttachthestripsofpapertotheboardanddividetheclassintopairs.Tellstudentstounscramblethesentencesandwritethemintheirnotebooks.Havestudentscomparetheirsentenceswiththeinformationinexercise2.Finally,checkanswerswiththeclass.
Optional Activity
Scramble
3 Listen to Jill and Connor. True or false?
AsktheclasstosharetheinformationtheyknowaboutLisaandBartSimpsonandwritetheirideasontheboard:Lisaplaysthesaxophone.Bartdoesn’tstudyatall.Thenreadthesentencesaloudtocheckunderstanding.TellstudentstheyhavetolistentoJillandConnoranddecideifthesentencesaretrueorfalse.Playtrack38morethanonceforstudentstocompletetheexercise.Finally,invitesomevolunteerstoreadtheanswersaloud.Encouragetheclasstocorrectthefalsesentences.
Track 38 Í
Jill: Who’syourfavouritecartooncharacter,Connor?Connor: Er…,well,myfavouriteisBartSimpson.He’sreallygreat!Jill:AndwhydoyoulikeBartSimpson?Connor: Um…,Bartisdefinitelyacrazyboy.Hegoestoschoolbybusandhesometimesrideshisskateboard.Heisn’tagoodstudent.Whataboutyou,Jill?Who’syourfavouritecartooncharacter?Jill:IlikeLisaSimpsonalot.She’sfabulous!Connor: WhydoyoulikeLisa?Jill: Oh,well,LisaisverydifferentfromBart.She’sagoodstudent.Sheplaysthesaxophoneandshecaresabouttheenvironment.Connor: Let’swatchTheSimpsonsonTV,Jill!Theprogrammestartsinfiveminutes.Jill: Goodidea,Connor!
Answer Key
1. True; 2. True; 3. False; 4. False; 5. True; 6. False
4 Write about your favourite cartoon character. Use some of these verbs or any other.
Explaintostudentstheyhavetowriteabouttheirfavouritecartooncharacter.Remindthemtousetheverbsintheboxesoranyothertheymayneedtoinclude.Monitorandofferhelpifnecessary.
Answer Key
Students’ownanswers
5 Talk to your friend about your favourite cartoon character.
Asktwovolunteerstoreadtheexampledialoguealoud.Invitestudentstoworkinpairsandusetheinformationintheprevious
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70 Unit 5
exercisetotalkabouttheirfavouritecharacters.Encouragethemtoaskeachotherquestions.
Answer Key Students’ownanswers
Wrap-up Askstudentstoinventacartooncharacter.Tellthemtodivideawhitesheetofpaperintofoursquaresanddrawthecharacterdoingdifferentdailyactivities.Invitestudentstoworkinsmallgroupsandtelltheresttheactivitiesthecharacterdoes.
SB Page 103: Workbook
Answer Key
1 Complete this chart.
1. Hegoestoschoolonfoot. 2. ShestudiesMusicatschool. 3. Helenteachesviolinlessons. 4. JakewatchesTVintheevening. 5. Wendydoesn'tplaythedrums. 6. Tomdoesn'tpractiseeveryday.
2 Read and fill in the blanks. Use the verbs in the correct form.
1. goes; 2. plays; 3. gets; 4. has; 5. takes; 6. go; 7. like;8. watches; 9. studies; 10. practises
SB pages 56 and 57
Objectives
•Toaskandansweraboutotherpeople’slikesanddislikes.
•ToreviseWh-questionwords.•Tolistentodescriptionsforspecificinformation.•Totalkaboutotherpeople’shabitsandtheirpreferences.
Language:
•Doesyourbestfriendlike(computers)?Yes,he/shedoes.No,he/shedoesn´t.
•Whatdoesshelike?Shelikes(videogames).•Wheredoeshelive?Helivesin(thecitycentre).
•What’shis/herfavouritefood?He/Sheloves(pizza).
Vocabulary:
•Wh-words:What,Where,Why,Howoften,When•Verbs:like,hate,love,prefer
Warm-upTellstudentstothinkaboutthingsandactivitiesthattheylike.Havethemwritealistoffivethingsoractivities.Thentellthemtothinkaboutandwritealistofactivitiestheydonotlike.Next,dividetheclassintogroupsofthree.Studentsshouldtaketurnsreadingoneoftheirlists.Theotherstudentsinthegroupshouldguesswhetheritisthelistoflikesordislikes.Readyourownlistfortheclasstoguess.
1 Mark (3) your best friend's preferences.
Invitestudentstoopentheirbookstopage56andlookatexercise1.Getvolunteerstoreadtheactivitiesaloud.Pointouttheiconsatthetopofthecolumnsandtellstudentstomarkanactivityforeachcolumnaccordingtotheirfriends’likesanddislikes.
Answer Key Students’ownanswers
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71Time and time again
Unit5
Values: Being tolerant and accepting people’s different interests.
InviteavolunteertoreadJill’sspeechbubblealoud.Encouragetheclasstodiscusswhyit’simportanttorespectothers’likesanddislikes.Askstudentstogiveexamplesinrelationtodifferentinterestspeoplehaveandweshouldallrespect:people’sclothes,themusictheylistento,whattheyread,etc.
Directchildren’sattentiontotheCoolGrammarbox.Invitevolunteerstoreadtheexamplesaloud.Askwhenweusetheauxiliarydoes:Weuseittobeginquestionswithheorshe.Thenfocusstudents’attentionontheanswersandaskwhenweusedoesn’t:Weusedoesn’tinnegativesentenceswithheorshe.
Cool GrammarCool Grammar
2 Now ask your friend questions about exercise 1.
Dividetheclassintopairsandaskstudentstointervieweachother.Asstudentstalk,monitorandhelpifnecessary.Finally,invitesomevolunteerstosharetheirfriends’answers.
Answer Key
Students’ownanswers
3 Listen and number the photos.
Invitetheclasstodescribethechildreninthephotos.Encouragethemtomakeguessesabouttheirlikesanddislikes.Thenplaytrack39andtellstudentstonumberthephotos.Elicitthenamesofthechildren:1.Oscar,2.Carlo,Giovanna,3.Helen.
Track 39 Í
Speaker:PhotooneBoy:MybestfriendisOscar.HespeaksSpanishandItalian,buthedoesn'tspeakEnglish.Helovessports.WeexercisetogetherintheparkeverySaturday.
Speaker: PhototwoGirl 1: CarloandGiovannaaremybestfriends.TheycanspeakItalianandFrench.Theyreallylikemusic,justlikeme.Welikepartiesalotbecausewelovedancing.
Speaker: PhotothreeGirl 2: Mybestfriend'snameisHelen.Shelivesverynearmyhouse.Weplayinthesamebasketballteam.Shecanjumpveryhigh!Wealwaysgototheshoppingcentreafterthegames.
Answer Key
3,2,1
4 Listen again and circle the correct option.
ReadJill’sspeechbubblealoudandaskstudentstoreadthesentencessilentlysothattheyknowwhatspecificinformationtheyhavetolistento.Playtrack40forthemtocirclethecorrectoptionineachsentence.Checkanswerswiththeclass.
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72 Unit 5
Track 40 Í
Speaker: PhotooneBoy: MybestfriendisOscar.HespeaksSpanishandItalian,buthedoesn'tspeakEnglish.Helovessports.WeexercisetogetherintheparkeverySaturday.
Speaker: PhototwoGirl 1: CarloandGiovannaaremybestfriends.TheycanspeakItalianandFrench.Theyreallylikemusic,justlikeme.Welikepartiesalotbecausewelovedancing.
Speaker: PhotothreeGirl 2: Mybestfriend'snameisHelen.Shelivesverynearmyhouse.Weplayinthesamebasketballteam.Shecanjumpveryhigh!Wealwaysgototheshoppingcentreafterthegames.
Answer Key
1. Italian; 2. Saturday; 3. music; 4. parties; 5. basketball; 6. afterthegames
Optional Activity
AskstudentstowritefourYes/Noquestionsaboutthechildreninexercise3:DoesHelengototheshoppingcentreafterthegame?DoesOscarlikesports?,etc.Thentellthemtoclosetheirbooksandworkinpairsaskingandansweringthequestions.Whenstudentsanswercorrectly,theygetapoint.Thestudentwhohasmorepointsisthewinner.
Optional Activity
Ask
Now,directstudents’attentiontotheCoolGrammarbox.Readthequestionsandanswersaloudandanalysethestructureswiththeclass.ElicittheuseoftheWh-words:WeuseWhattoaskaboutthingsorinformationandWheretoaskaboutplaces.ElicitandrevisetherestoftheWh-wordsandtheirusesandwritethemontheboard.Remindstudentsoftheauxiliarydoesandtheverbintheinfinitiveforminquestions.Finally,focusstudents’attentionontheformoftheverbsinthePresentSimpletenseintheanswers.
Cool GrammarCool Grammar
5 Complete these questions. Use these Wh - words.
ReadtheWh-questionwordsintheboxaloudandtellstudentstowritetheminthecorrectspace.Encouragethemtopayspecialattentiontotheanswers.Whentheycompletethequestions,askthemtocomparetheiranswerswiththeirpartners.Finally,havesomevolunteersreadthequestionsaloudtocheck.
Answer Key
1. What; 2. Howoften; 3. Where; 4. Why; 5. When
6 Work in pairs and talk about your best friends. Use these questions as a guide.
Askstudentstoworkinpairsandtellthemtoanswerthequestionsabouttheirbestfriend.Monitorandhelpifnecessary.Theninvitesomepairstosharetheirideaswiththeclass.
Answer Key Students’ownanswers
Wrap-up
Writematchingpairsofquestionsandanswersonstripsofpapers:Howoftendoyouexercise?/Iexercisetwiceaweek.Doyoulikehorrorfilms?
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73Time and time again
Unit5No,Idon’tlikethematall.Countthenumberofstudentsandhandouttheslipsofpapersothateachstudenthasaquestionorananswerandtheycanallbematched.Takeasentenceorquestionyourselfifnecessarysothateveryonecanformamatchingpair.Invitestudentstostandupandreadtheirslipsofpaperaloudtoeachother.Theyshouldtrytofindtheotherpersonwiththecorrespondingquestionoranswer.Whentheyfindeachother,theyshouldsitdown.Ifastudenthasasentencethatmatchesyours,assignhimorhertositwithanotherpair.
SB page 78: Extra activity
OncestudentsfinishthelessonyoucanaskthemtodotheExtraactivityfortheunitinclass.Tochecktheexercise,askvolunteerstoreadthequestionsandanswersaloud.
Answer Key
Read and complete the questions and answers with suitable words.
1. Does;shedoes; 2. Where,lives; 3. does,can; 4. does,days; 5. Does,does; 6. Does,doesn’t
SB page 104: Workbook
Answer Key
1 Number the parts of this email.
4,5,3,1,2,6
2 Answer the questions.
1. Karen; 2. Yes,sheis. 3. Yes,shedoes. 4. Shegoestotheclub. 5. BecauseherfamilyisfromMexico. 6. Becausehercomputerisinaboxandshe’swritingfromthelibraryatschool.
3 Look and write Erika's reply in your notebook.
Students’ownanswers
SB pages 58 and 59
Objectives
•Toaskandtellthetime.•Towritethetime.•Toidentifythetimeapersondoesdailyactivities.
•Toaskandansweraboutthetimesofdailyroutines.
Language:
•Whattimeisit,please?It’s(six)o’clock.•Jillgetsupat(aquarterpastseven).•Whattimedoyou(havebreakfast)?Ihavebreakfastat(halfpastseven).
Vocabulary:
•Dailyactivities:getup,havebreakfast,gotoschool,dohomework,gotobed,haveashower,brushone’steeth
•Tellingthetime:o’clock,aquarterto,aquarterpast,halfpast
Warm-upElicitvocabularyrelatedtodailyroutinesfromtheclass.Thenwritethenamesofdifferentroomsofthehouseontheboard:kitchen,bedroom,bathroom,livingroom.Pointtothenamesoftheroomsandelicittheactivitiesthatpeopledoineach:kitchen–havebreakfast,havelunch/bedroom–dohomework,getup,etc.
1 Listen and follow along.
Playtrack41andhavestudentsfollowalongintheirbooks.Pointouttheclockandthewatches.ExplainthatweaskWhattimeisit?tofindoutaboutthetime.Next,playthetrackagainandpauseitafterthefirstquestionandaskfivedifferentstudentstorepeatthequestion.Thenplaytheanswertothefirstquestionandpausethetrack.Inviteotherfivestudentstorepeattheanswer.Continueinthesamewaywiththeotherdialogues.
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74 Unit 5
Track 41 Í
Boy:Whattimeisit?Girl: It’saquarterpastseven.
Girl: Whattimeisit?Boy:It’saquartertoeleven.
Piggy: Whattimeisit?Girl: It’shalfpastfive.
Cool LanguageCool Language
Drawstudents’attentiontotheCoolLanguagebox.Readthequestionandanswersaloud.ExplainthatwetellthetimebysayingIt’sandthespecifichourandtheno’clock.Whenthirtyminuteshavepassed,wesayIt’shalfpastandthehour.Pointoutthatwiththeotherexampleswefirstsaytheminutesandthenpastortoandthehour.Explainthedifferencebetweenpastandtoandwritethetimeswithnumberstoillustratetheexamples:It’saquarterpasteight.8:15.It’saquartertoeight:7:45.Youcanalsodrawaclockwiththehandsshowingthetime.
2 Look at the clocks and write the times.
Nowaskthechildrentolookattheclocksandcompletethesentenceswiththeappropriatetimes.Tocheck,invitevolunteerstowritethesentencesontheboard.
Answer Key
1. aquarterpastsix; 2. aquartertofour; 3. halfpasteleven; 4. twelveo’clock
3 Listen and circle the times.
PointoutthelistofJosh’sactivitiesandthetimes.Playtrack42andtellstudentstocirclethecorrecttimeforeachactivity.Check
answerswiththeclassbysayingtheactivitiesandhavingvolunteerssaythetimes:getup–halfpastseven.
Track 42 Í
Annie: ThisismyfriendJosh.Hegetsupathalfpastseven.Hetakesashowerandthenhegetsdressed.Hehasbreakfastataquartertoeightandthenhebrusheshisteeth.Hegoestoschoolat8o’clock.Afterschool,hedoeshishomeworkathalfpastsix.Hegoestobedat10o’clock.
Answer Key
1. 7:30; 2. 7:45; 3. 8:00; 4. 6:30; 5. 10:00
Values: Being punctual and organising your activities well
InviteavolunteertoreadwhatJillsaysaloud.Askstudentsifitisdifficultoreasytobepunctual.Explainthatwhenwearenotpunctual,wemissimportantinformationandmakeotherpeoplewaitforus.Encouragestudentstoexplainhowtheyandtheirparentscanorganisetheiractivities:wearawatch,useacalendar,anticipateproblemsliketrafficorbadweather.Finally,askstudentswhattheycandoiftheyarelateforsomething:SayI’msorry,callorsendatextmessage,trytobepunctualnexttime.
4 Read and complete the sentences.
Havestudentscompletethesentencesusingtheverbsinthebox.Thenaskthemtoworkinpairstocomparetheiranswers.Invitesomevolunteerstoreadthesentencesaloudtocheck.
Answer Key
1. has; 2. has; 3. brushes; 4. goes; 5. does; 6. goes
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75Time and time again
Unit5
Directstudents’attentiontotheCoolGrammarbox.Haveavolunteerreadtheexamplesaloudandemphasisetheuseoftheprepositionatwhenwementionthetimewedoanactivity.
Cool GrammarCool Grammar
Optional Activity
PlaySpottheFalseSentence!withsentencesaboutJosh’sroutines.Invitestudentstowritedownthreesentencesrelatedtohisroutine:Joshgoestobedat10o'clock.Hehasbreakfastataquartertoseven.Hegoestoschoolat8o'clock.Dividetheclassintosmallgroups.Studentsreadtheirsentencesandtheirclassmatesguesswhichsentenceisfalse:Joshdoesn'thavebreakfastataquartertoseven.Hehasbreakfastataquartertoeight.
Optional Activity
Play
5 Complete the times. Then write about Annie's routine in your notebook.
HavestudentslookatthepicturesofAnnieanddrawtimesfortheactivitiesontheclocks.Theycanusetheirownactualroutineortheiridealtimesforeachactivity.ThentellthemtowriteaboutAnnie’sroutineintheirnotebooks.Remindthemtousethecorrectformsoftheverbs.Whentheyfinish,dividetheclassintopairsandhavethemreadeachother’stexts.Encouragethemtounderlinespellingmistakesandmakesurethateachsentencebeginswithacapitalletterandendswithaperiod.Monitorandhelpasneeded.Tellstudentstowriteafinalversionwithcorrections.
Answer Key Students’ownanswers
Values: Optimising your productivity with daily or weekly routines
Invitestudentstodiscusstheadvantagesofhavingroutinesandwhyitcanhelpusbemoreeffective.Encouragethemtobrainstormthewaysinwhichwecanbemoreeffectivebyfollowingaroutine.
6 Read and write the times for your routines.
TellstudentstoreadthequestionsandwritethetimeswhentheydoeachactivityinthespacesunderYou.Monitorandhelpifnecessary.
Answer Key Students’ownanswers
7 Ask your friend and complete the table above.
Invitetwostudentstoreadtheexampledialoguealoud.DividetheclassintopairsandhavethemtaketurnsaskingeachotherthequestionsandcompletingthespacesintheYourfriendcolumninthetableabove.
Answer Key Students’ownanswers
Wrap-upDividetheboardintothreecolumnsandwritethefollowingheadingsabovethecolumns:Morning/Afternoon/Evening.Getstudentstocopythecolumnsandheadingsintotheirnotebooks.Askthemtowriteroutinesthattheydointhemorning,intheafternoonandintheevening.Afterthat,invitevolunteerstocometotheboardandwritetheiractivitiesintheappropriatecolumns.Askstudentsiftheirfamilymembersdotheactivitiesatthesametimes.Encouragethemtocommentontheirfamilymembers’routines.
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76 Unit 5
SB page 105: Workbook
Answer Key
1 �Complete the questions and the answers.
1. threeo’clock; 2. What,isit,eight; 3. timeisit,five; 4. Whattime,It’shalfpastseven. 5. Whattimeisit?It’saquartertoten. 6 Whattimeisit?It’saquarterpastsix.
2 �Complete the text using the correct form of the verbs in the box.
1. wakes; 2. runs; 3. goes; 4. has; 5. eats; 6. does; 7. plays; 8. finishes
3 Draw in the times for Jim Jacob's activities.
1. 9:00;; 2. 11:30; 3. 1:30; 4. 3:45; 5. 5:00
SB pages 60 and 61
Objectives
•Tolistentoasongforspecificinformation.•Toreadaboutotherpeople’sroutines.•Torecognisethetime.•Towriteaboutone’sdailyroutine.
Language:
•It’s(aquartertothree).•Hegoestoschoolat(aquartertonine).•I(wakeup)and(havebreakfast).
Vocabulary:
•Verbs:wakeup,havebreakfast,haveashower,getdressed,gotoschool,finishschool,gobackhome,watchTV,playfootball,dohomework,havedinner,brushone’steeth,gotobed
•Tellingthetime:o'clock,halfpast,aquarterto,aquarterpast
Warm-upPlayMimeIt!withsentencesaboutroutines.Dividetheclassintotwoteams.Askavolunteerfromateamtocometothefront.Sayasentenceandaskthemtomimethewordsfortheteams.Awardapointtotheteamthatguessesfirst.Repeattheprocedurewithdifferentactivities:Ihavebreakfastathalfpastseven.
1 Listen, number the verses and then sing along.
Havestudentsopentheirbookstopage60,exercise1.Elicittheactivitiesfromthestudentsastheylookatthepictures:wakeup,haveashower,havebreakfast,etc.InvitestudentstoreadthetextofthesongandunderlinetheOurRoutinesvocabularyitems.Explainthatthethreeversesofthesongarenotinthecorrectorder.Playtrack43andtellstudentstonumbertheversesintheorderinwhichtheyhearthem.Playthetrackagainandencouragethemtosingalong.Repeatthesongseveraltimes.
Track 43 Í
Halfpastsix,saysmyclock.Iwakeupandgetoutofbed.IhaveashowerandthenIgetdressed.Look!MyfavouriteT-shirt–it'sred!
Seveno'clockisthetimeandI'mfeelingfine.Ihavebreakfastwithmyfamily.ThenIbrushmyteethandIgotoschool.That'stheplacewhereIliketobe.
It'saquartertothreeandI'mveryhappy.It'stimetogohomefromschool.Ieatlunch,playwithfriendsandIdomyhomework.That'snotbadbecauselearningiscool!
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77Time and time again
Unit5
Answer Key
3,1,2
2 Mark (3) the correct pictures.
Tellstudentstomarkthepicturesofthethingsthatarementionedinthesong.Whentheyfinish,havethemcompareanswerswithafriend.
Answer Key
redT-shirt,havebreakfastwithfamily,playwithfriends
3 Read and draw the times on the clocks.
Readthetitleofthetextaloudandgetstudentstoreadsilently.Thenhavethemunderlinethetimesinthetextandcompareanswerswithafriend.Afterthat,tellthemtodrawthetimesforeachactivityontheclocks.Checkbyaskingvolunteerstodrawtheclockswiththeappropriatetimesontheboard.Finally,invitesomechildrentoreadthetextaboutConnoraloudandaskcomprehensionquestions:Whatdoeshehaveforbreakfast?Whattimedoeshegotoschool?Howoftendoesheplayfootballwithhisfriends?etc.
Answer Key
1. 7:00; 2. 7:30; 3. 8:45; 4. 7:00; 5. 9:15; 6. 10
4 Write about your daily routine.
Refertheclasstothetextandthepictures.Havestudentsreadandcompletethefirstsentencesothatitistrueforthem:Iwakeupat(halfpastsix).Tellstudentstodecodetherestofthetextandwritetheappropriatetimes.Monitorandhelpasneeded.Whentheyfinish,dividetheclassintosmallgroupsandhavethemtaketurnsreadingtheirtextstotheotherstudentsintheirgroups.
Answer Key Students’ownanswers
Wrap-upGetstudentstodrawfiveblankclocksonawhitesheetofpaper.Thentellthemtofindfivedifferenttimesinthetextthattheycompletedabouttheirroutine.Theyshoulddrawthetimesinorderontheirclocks.Dividetheclassintopairs.Havestudentsaskeachotherquestionsaboutthetimeoneachclock:Whattimeisit?It’s(halfpastthree).Tellstudentstosaywhattheydoateachtime:Ihavelunchathalfpastthree.Monitorandhelpifnecessary.
SB page 106: Workbook
Answer Key
1 Read and complete Tessa's routine.
1. haveashower; 2. milkwithcereal; 3. bus; 4. sandwich; 5. apple; 6. Artclasses; 7. gotobed
2 Write about Tessa's routine.
Tessagetsupat7o’clock.Shehasbreakfastataquartertoeight.Shebrushesherteethandshegoestoschoolataquarterpasteight.Ataquartertotwelve,shehasasnack.Sheeatsasandwichandanapple.ThenshehasArtclasses.Shegoesbackhomeathalfpasttwo.Shedoesherhomeworkintheafternoonandthenshereadsabook.Shegoestobedat9o'clock.
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78 Unit 6
Unit6 Doing and feeling it
SB pages 62 and 63
Objectives
•Torecognisevocabularyrelatedtoactions.•Totalkaboutsituationsatthemoment.•Toaskandansweraboutactionsdoneatthemomentofspeaking.
Language:
•Whatareyoudoing?I’m(listeningtomusic).•Is(she)sleeping?Yes,(she)is./No,(she)isn’t.
Vocabulary:
•Activities:eating(anicecream,somecake,etc.),playing(football),riding(abike),running,swimming,reading,studying,sleeping,havinglunch
Warm-upWritethewordActionsontheboard.Invitestudentstosuggestverbstowritearoundit.Writeasmanyverbsthatstudentsknowaspossible:sleep,run,eat,fly,write,etc.Elicitnounsthatcanbeusedwiththeverbs:writeanemail,eatpizza,etc.
1 Complete the words in the phrases below.
Nowinvitestudentstoopentheirbookstopage62andaskthemtocompletethewordswiththemissingletters.Thenhavesomevolunteersreadtheiranswersaloudtocheck.
Answer Key
1. present; 2. icecream; 3. football; 4. bike; 5. cake
2 Read and number the people in the pictures.
PointtoJaneandSamatthebottomleftofthepicture.Askwhattheyaredoing:lookingatthechildreninthepark.Invitestudentstoguesswhothemanis.Acceptallanswers.Dividetheclassintopairs.Pointouttheboxwiththenames.Tellstudentstoreadthedialogueandnumberthechildreninthepicture.Checkbyaskingaboutthekids:WhoisthegirlwiththeredT-shirt?Laura.Getstudentstosaywhatsheisdoing:She’sopeningapresent.Continueinthesamewaywiththerestofthecharacters.
Answer Key
From top to bottom, left to right:4,6,1,3,2,5
Values: Respecting people’s right to privacy at home and elsewhere
Drawstudents’attentiontothemaninexercise2andaskwhoheis:JaneandSam’sdad.Ask:Ishehappy?No.Encouragestudentstoexplain:Becausethechildrenarespyingontheotherkids.Elicitwhyitiswrongtodothisandaskchildrentothinkofotherwaysinwhichpeopledon’trespectothers’privacy.Discusstheinfluencetechnologyhasonthisnowadays.Tellthemtomentionpossibleconsequencesandgivereasonsforrespectingpeople’srighttoprivacy.
Nowcallstudents’attentiontotheCoolGrammarbox.Readtheexamplesaloudandelicittheuseofthesestructures:Totalkaboutactionshappeningnow.Thenfocusontheformsofthestructuresandanalysethemwiththeclass:Subject+verbtobe+(verb)-ing.ExplainthatweusuallyusecontractionswiththePresentContinuoustense.
Cool GrammarCool Grammar
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79Doing and feeling it
Unit6
3 Mime some actions and practise with a friend. Change roles.Haveapairreadtheexampleinthespeechbubblesaloud.AsktheclasstouseitasamodeltoaskandansweraboutotheractionsusingPresentContinuous.Monitorandhelpasneeded.
Answer Key Students’ownanswers
Optional Activity
NowplaySimonSayswithsentencesinthePresentContinuoustense.Describeactionstotheclass.ExplaintostudentsthatifthesentencesbeginwithSimonsays,theyshouldfollowthem.Ifnot,theyshouldstandstill:Simonsays…we’rejumping.(Studentsjump.)We’rereading.(Studentsstandstill.)
Optional Activity
Now
4 Complete the conversations. Then listen and check.
Refertheclasstopicture1andaskwhatthecharactersaredoing:They’reeating.Theboy’stalkingonthephone.Explainthatthepersononthephonewiththeboyisaskingaquestion.Readitaloud.Encouragestudentstoanswerfortheboy:No,I’mnot.Pointouttheoptionintheboxandhavestudentswriteitontheline.Tellthemtowritetheanswersfortheotherscenesusingtheoptionsinthebox.Thenplaytrack44tocheckanswers.
Track 44 Í
Man: Areyoustudying?Boy: No,I’mnot.
Woman: Isshesleeping?Man: Yes,sheis.
Man: Aretheyhavinglunch?Woman: No,theyaren’t.
Answer Key
1. No,I'mnot. 2. Yes,sheis. 3. No,theyaren't.
Drawstudents’attentiontotheCoolGrammarbox.Readthequestionsandanswersaloud.Explainthatwedonotneedtorepeattheverbinshortanswers.Wecanusecontractionsinnegativeshortanswersbutwedonotusecontractionsinaffirmativeshortanswers.
Cool GrammarCool Grammar
5 Fill in the blanks with a suitable word.
Inviteavolunteertoreadtheexamplealoud.TelltheclasstocompletethequestionsandanswersusingthePresentContinuoustense.Asksomestudentstoreadtheiranswersaloudtocheck.
Answer Key 1. Is,running; 2. Is,studying,isn’t; 3. Are,are; 4. Are,swimming,not
Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: constructionpaperandapaperclip
Thepreviousclass,askstudentstobringthematerialsmentionedabovetomaketheDoorknobHanger.Invitestudentstolookatthepictureofthedoorknobhangerandaskthemiftheyhaveseensomethinglikethisbefore.Explainthatitgoesonadoortogivemessagestopeople.Inviteavolunteertoreadthesentenceatthetopofthedoorknobhanger.Encouragestudentstoguesswhatitmeans:Donotenter.Asktheclasswhethertheylikepeopletoentertheirrooms.Acceptallanswers.Thenaskstudentstodrawadoorknobhangerandcutitout.Encouragethemtocolouranddecorateit.Theyshouldlistdifferentactivitiesontheirdoorknobhangers
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80 Unit 6
andusethepapercliptomarkwhattheyaredoingatanygiventime.Youmaywritealistwithsuggestionsontheboardtohelpthem:I’msleeping.I’mdoinghomework.I’mplaying.I’mwatchingTV.I’mreading.Finally,encouragestudentstousetheirdoorknobhangersathome.
Wrap-upAskstudentstoworkinpairsandaskandansweraboutapersonorgroupofpeopleinthislesson.Theyshouldtaketurnstochooseapicturewithouttellingtheirpartnersothatheorsheasksquestionstoidentifythepersonorgroupofpeople:Isshesleeping?No,sheisn’t.Issheeatingsomecake?Yes,sheis.Whenthestudentrecognisestheperson,sheorheshouldpointtothepicture.
SB page 107: Workbook
Answer Key
1 Look and complete the sentences. What are they doing?
1. ’seating; 2. ’relistening; 3. ’rerunning; 4. ’sreading
2 Complete the questions or the answers.
1. Whatareyoudoing? 2. heisn’t; 3. What’sshedoing? 4. Are,reading; 5. Whataretheydoing?
3 Glue in a photo showing people doing different things. Write a short description.
Students’ownanswers
SB pages 64 and 65
Objectives
•Totalkaboutcreatures.•Toreadandlistentoastory.•Todescribefictitiousanimals.•TointroducethenegativeformofthePresentContinuoustense.
•Towriteaboutsituationshappeningnow.
Language:
•(Thesheep-cow)iseating(grass).•(We)aren’tswimmingintheriver.(He)isn’treadingabook.
Vocabulary:
•Animals:sheep,duck,rooster,cow,pig•Actions:eating,swimming,sleeping,washing,doinghomework,studying,doingexercise,learning(French),playing,watchingTV,running
Warm-upPlayAirWritingtorevisevocabularyrelatedtopetsandotheranimalsfromdifferenthabitats:duck,eagle,dolphin,shark,elephant,giraffe,monkey,etc.Dividetheclassintogroupsorpairs.Astudentwritesawordintheair.Hisorhergroupguessestheword.Iftheteamguessescorrectly,theywinapoint.Ifnot,thefirstotherteamtoguesscorrectlywinsapoint.Playoneortworounds.
1 In pairs, discuss what is strange about these creatures.
Focusstudents’attentiononthepicturesandaskthemtosaythenamesofthecreatures.Helpwithpronunciationasneeded.Askstudentstoworkinpairsandtaketurnsdescribingthecreaturestoeachotherandsayingwhatisstrange:Thesecreaturesarecombinationsofanimals,oranimalsandpeople.Finally,encouragevolunteerstosharetheirideasandnameordrawontheboard
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81Doing and feeling it
Unit6othercreaturesthatonlyappearinstories:unicorn,dragon,etc.Voteontheclass’sfavouritecreature.
Answer Key
Students’ownanswers
2 Listen and follow the story.
Invitestudentstolookatthestory.Askthemwhatthenameoftheprofessorisandiftheyknowthemeaningofhisname.Explainthatnuttymeanscrazy.Playtrack45andaskstudentstofollowthestory.PlaythetrackagainandpauseitaftereachlineandhavestudentsrepeatwhatProfessorNuttysays.Elicitthenamesofthecreaturesinthestoryandwhatanimalstheyareacombinationof:duck-rooster–duckandrooster.Writeduck+rooster=duck-roosterontheboard.Invitevolunteerstowriteabouttheothercreaturesontheboard.Finally,askwhatisunusualaboutProfessorNutty:He’sacombinationcreature,too.Askwhatheisacombinationof:horse+human.Saythenameofthecreature:centaur
Track 45 Í
Professor Nutty: Hi!I’mProfessorNutty.Myexperimentsareincredible!Look!Thisismyduck-rooster.It’sswimming.That’smysheep-pig.It’ssleeping.Thisismysheep-cow.It’seatinggrass.They'reallspecial.I’mtheonlyhumanhere!
3 In your notebook, draw and describe an incredible animal. What's it doing?
Invitestudentstodrawanimaginaryanimalintheirnotebooksandthendescribeit.Dividetheclassintopairs.Havethemshowtheirpicturetotheirpartnerandreadtheirdescriptionaloud.
Answer Key
Students’ownanswers
4 Listen and write the names.
Focusstudents’attentiononthesuperheroesandask:What’she/shedoing?Whataretheydoing?Playtrack46andtellstudentstowritethenamesofthecorrespondingsuperheroesundereachpicture.Checkanswerswiththeclass.
Track 46 Í
Speaker: Numberone.Boy: Look.ThisisJean.Girl: Isshereading?Boy: No,Jeanisn’treading.She’ssleeping.
Speaker: Numbertwo.Girl: Look.ThisisSandra.Boy: Issheeatingtacos?Girl: No,Sandraisn’teatingtacos.She’slisteningtomusic.
Speaker: Numberthree.Boy: LookatTomandNelson.Girl: Aretheyswimming?Boy: No,TomandNelsonaren’tswimming.They’rerunningafterathief.
Answer Key
1. Jean; 2. Sandra; 3. TomandNelson
RefertheclasstotheCoolGrammarbox.Explainthatwhencertaininformationisnotcorrect,wecanmakeanegativesentenceusingnot.Weusecontractions:I’mnotforIamnotandisn’tforisnot.Askwhatweuseforarenot:aren’t.Writethenegativecontractionsontheboard.
Cool GrammarCool Grammar
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82 Unit 6
5 Complete the sentences.
Invitestudentstolookatthepictureofthesuperhero.Readtheexamplesentencealoud.Askwhatthesuperheroisdoing.Pointoutthepromptifnecessary.Elicitthesentence:He’swashinghiscar.Havestudentswritethenextsetofsentencesontheirown.Getthemtocompareanswerswithafriendtocheck.Thenelicitthesentences.
Answer Key
1. isn’tdoinghomework,’swashinghiscar; 2. aren’twatching,’replaying
6 Turn these sentences into the negative.
Nowtellstudentstoreadthesentencesandwritetheminthenegativeform.Invitethemtochecktheanswerswiththeirpartners.Finally,asksomevolunteerstoreadtheanswersaloud.
Answer Key
1. Peterisn’tcookingdinnerinthekitchenforhisfriends. 2. TonyandMeganaren’tstudyingforadifficulttest. 3. I’mnotdoingexerciseatthegymnow.4. Youaren’tlearningFrenchatschool. 5. Wearen’trunninga10-kilometremarathon.
Optional Activity
Writethefollowingincorrectsentencesontheboard.Invitestudentstocorrectthemintheirnotebooks.Whentheyfinish,havethemchecktheirworkwithafriend.1.Inotrunning.2.Theyarn’thavinglunch.3.Sheisentstudying.4.Weisn’tplaying.5.Iaren’tjumping.
Optional Activity
Write
Answer Key
1. I'mnotrunning.2. Theyaren'thavinglunch. 3. Sheisn'tstudying.4. Wearen'tplaying.5. I'mnotjumping.
Wrap-up Invitestudentstowritenegativesentencesaboutthesuperheroesinexercise1:Jeanisn’treading.Encouragethemtousethecontractionsontheboard.Checkanswerswiththeclass.
SB page 108: Workbook
Answer Key
2 Write sentences about the cartoon above. Use the cues given.
1. Belindaisexercisinginthegym. 2. She’seatinginthecafeteria.3. Herfriendsaren’teatingsandwiches.4. NowBelindaisn’treadingathome. 5. She’sreadingtwobooksinthelibrary.6. She’sstillsleeping.
SB pages 66 and 67
Objectives
•Totalkaboutsenses.•Todescribethingsasperceivedbythesenses.•Torecognisesenseverbs.•Toidentifypartsofthebodyrelatedtothesenses.
Language:
•Whatdoesit(taste)like?Ittastes(sweet).•Itsmells(horrible)./Itfeels(soft).•Ihearwithmyear.
Vocabulary:
•Senseverbs:see,touch,feel,taste,smell,hear,sound
•Adjectives:hard,soft,loud,quiet,salty,sweet,delicious
•Bodyparts:ears,fingers,tongue,eyes,nose
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83Doing and feeling it
Unit6
Warm-upWriteSensesontheboardandexplainthatsensesarewaysthatourbodycanperceivetheworld.Giveanexample:touch.Mentionandwritetheothersensesontheboardandgetstudentstowritethemintheirnotebooks.ThenwriteAdjectivesontheboard.Askwhattheyare:wordsthatdescribesomething.Bringpicturesthatillustratetheadjectivesinthislesson:hard,soft,loud,salty,softandsweet.Encouragestudentstothinkofmoreexamplesfortheseadjectives:soft:sweater,sweet:honey,salty:thesea,etc.Finally,havestudentswritetheremainingwordsintheirnotebooks
1 Label the pictures. Then listen and check.
Tellstudentstolookatthepicturesandwritethewordsonthelines.Whentheyfinish,playtrack47tocheckanswers.Playthetrackagainandhavethemrepeatandmimethewords.
Track 47 Í
Speaker: One.See.Two.Hear.Three.Touch.Four.Taste.Five.Smell.Six.Loud.Seven.Hard.Eight.Soft.Nine.Sweet.Ten.Salty.
Answer Key
1. see; 2. hear; 3. touch; 4. taste; 5. smell; 6. loud; 7. hard; 8. soft; 9. sweet; 10. salty
2 Complete the dialogues. Then listen and check.
Directstudents’attentiontothefirstpicture.Askwhattheboyiseating:anapple.Nowhavethemlookatthesecondpicture.Askwhatthegirlispetting:acat.Thenplaytrack48andhavestudentslistenandcompletethedialogues.Checkanswersbyaskingpairsofvolunteerstoreadthedialoguesaloud.
Track 48 Í
Girl: Whatdoesittastelike?Boy: Mmm,delicious!It’ssweet.
Boy: Whatdoesitfeellike?Girl: It’ssoft.
Answer Key
1. sweet; 2. soft
3 Act out similar dialogues. Use different objects you have at hand.
Dividetheclassintopairsandtellthemtoreadthedialoguesinexercise2aloud.Thenwritethenameofadifferentfooditemontheboard:pizza.Mimeeatingpizza.Ask:Whatdoesittastelike?Invitetheclasstoanswer:It'ssalty.Writeboardontheboard.Touchtheboardandask:Whatdoesitfeellike?Elicittheanswer:It’shard.Thenhavestudentsmakeupnewdialoguesaboutotherobjectstheyhave.Monitorandhelpasneeded.
Values: Being a good conversationalist and listener
Invitestudentstoreflectontheimportanceofbeingagoodconversationalistandthewaysinwhichtheycanachievethis:respectturntaking,payattentiontotheotherpersonwhensheorheistalking,askforclarificationwhennecessary,makeeyecontacttoshowinterest,etc.Encouragethemtobemoreawareoftheseactionswheninteractingwithotherpeople.
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4 Complete the story using the words in the boxes.
Invitestudentstolookatthepicturesanddescribewhattheysee:aboy,awomanbakingacake,etc.Encouragevolunteerstosharetheirideasaboutthepossibletopicofthestory.Next,getavolunteertoreadthefirstlinealoud:I’mSuperSenseMan!And…TellstudentstoreadabouttheSuperSenseManandcompletewhathesaysusingthewordsfromthebox.
Answer Key
1. see; 2. hear; 3. touch; 4. smell; 5. taste
Directstudents'attentiontotheCoolGrammarbox.Remindthemthatthesensesarethewayspeopleperceivethingsintheirenvironment.Thenreadtheverbsensesaloudandaskstudentstorepeataftereachword.
Cool GrammarCool Grammar
5 Complete the words in these sentences.
Tellstudentstoreadthesentencesandcompletethewordsrelatedtobodyparts.Whentheyfinish,havethemcompareanswerswithafriendtocheck.Checkanswerswiththeclassandhelpwithmeaningifnecessary.
Answer Key
1. nose; 2. ears; 3. eyes; 4. fingers; 5. tongue
Optional Activity
Writethefollowingchartontheboard:1. see;2. smell;3.feel;4. hear;5. taste;6. YOUCHOOSE!Rolladieandshowthenumbertotheclass.Makeatruesentencewiththecorrespondingverb:Isee(aninsectonthewindow).Rollthedieagainandmakeanewsentence.Thendividetheclassintogroupsandhandoutthedice.Havestudentstaketurnsrollingthediceandmakingsentenceswiththewords.Monitorandhelpasneeded.
Optional Activity
Write
Wrap-up PlayPasstheParcel!withobjectstodescribe.Wrapaboxinwrappingpapertomakeitlooklikeapresent.Writepromptsonstickynotes,onepromptpernote:chocolate.Stickthestickynotestothepresentorparcel.Havestudentssitorstandinacircle.Playmusicandtellstudentstopasstheparcelaroundthecircle.PausethemusicCD.Thestudentwiththepresentshouldtakeastickynoteandformasentence:Ittastessweet.Encouragetherestoftheclasstohelpifnecessary.Removethestickynoteandaskthestudentwhoansweredtostandbehindthecircle.Playagain.Continueuntilallofthestickynoteshavebeenused.
SB page 78: Extra activity
OncestudentsfinishthelessonyoucanaskthemtodotheExtraactivityfortheunitinclass.Tochecktheexercise,askvolunteerstoreadtheanswersaloud.
Answer Key
Look at the pictures and answer the questions.
1. sweet; 2. loud; 3. soft; 4. salty1. It’ssweet. 2. Itsoundsloud. 3. Itfeelssoft.4. It’ssalty.
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85Doing and feeling it
Unit6
SB page 109: Workbook
Answer Key
1 Cross out the extra letters and write the words.
1. hard; 2. hear; 3. loud; 4. salty; 5. see; 6. smell; 7. soft; 8. sweet; 9. taste; 10. touch
2 Complete the dialogues using the words in the boxes.
1. does; 2. taste; 3. sweet; 4. it; 5. smell; 6. smells; 7. does; 8. like; 9. soft
SB pages 68 and 69
Objectives
•Totalkandwriteaboutthesenses.•Toidentifythingswiththesenses.•Toexpresspersonalopinions.
Language:
•Itsmells(good).•Itfeels(hard).
Vocabulary:
•Senseverbs:see,touch,feel,taste,smell,hear,sound
•Adjectives:hard,soft,loud,quiet,salty,sweet,delicious,good,bad,horrible
Warm-upWriteMmm.andYuck!ontheboard.ExplainthatwesayMmm.whenwereallylikeafooditem.WesayYuck!whenwehateit.Ontheleft,writethenameofafooditem:broccoli.AskhowmanystudentslikebroccoliandwritethenumberunderMmm.Askhowmanystudentsdonotlikebroccoli.WritethenumberunderYuck!Dothesameforotherfooditemsthat
studentsknow:fish,chocolate,soup,etc.Finally,pointtothenamesofthefooditems.HavestudentswholiketheitemssayMmm.StudentswhodonotliketheitemsshouldsayYuck!
1 Complete the sentences with a suitable word.
Elicitthenamesoftheobjectsinthepictures.Thenreadthefirstpartofsentence1andencouragetheclasstocompleteit:smells.Remindthemthatweadd–stotheendofthewordbecausewearetalkingaboutonething.Inviteavolunteertoreadandcompletethesecondsentence.Afterthat,havestudentscompletethesentencesindividually.Finally,checkanswerswiththeclass.
Answer Key
1. smells; 2. tastes; 3. hard; 4. hear; 5. see; 6. loud
Directstudents’attentiontotheCoolGrammarbox.Readtheexamplesaloud.Pointoutthatwhenwetalkaboutthesenses,weusethePresentSimpletense.
Cool GrammarCool Grammar
2 Write sentences about the cakes.
Asktheclass:Doyoulikecake?Encouragethemtodescribetheirfavouritekindofcake.Thenreadthetitlealoud.Askstudentswhatacompetitionis:agame/peoplewanttowin.Explainthatthebluemonsteristhejudgeofthecakes.Inviteavolunteertoreadtheexampleforthefirstpicturealoud.Afterthat,dividetheclassintopairsandhavethemwritetherestofthesentences.Askvolunteerstowritetheanswersontheboard.
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Answer Key 1. Thiscakesmellsgood. 2. Thiscakefeelshard. 3. Thiscakefeelssoft.4. Thiscaketastessalty.5. Thiscakesmellsbad. 6. Thiscaketastessweet.
3 Play the Five Senses Game with a friend.
Askstudentstoworkinpairsandelicitthenamesoftheobjectsinthepictures:chocolate,arabbit,fish,marshmallows,bricks,speakers,rubbish,adog.Thengetapairofvolunteerstoreadtheexamplealoud.Tellstudentstotaketurnsdescribinganobjectfortheirpartnertoguess.Monitorandhelpasneeded.
Answer Key Students’ownanswers
Optional Activity
Materials:Eightplasticcontainersorfilmcanisters,maskingtape,amarker,eightsubstancesthatsmell,suchas:honey,vanillaextract,pepper,mincedgarlic,lemonjuice,milk,coffee,toothpaste.
Putasmallamountofeachsubstanceinthebottomofacontainer.PutapieceofmaskingtapeoneachcontainerandlabelthecontainersfromAtoH.Onapieceofpaper,notethenameofthesubstanceineachcontainer.Displaytheeightcontainersinorderatthefrontoftheclassroom.TellstudentstolistthelettersfromAtoHintheirnotebooks.Dividetheclassintosmallgroupsandinviteonegroupatatimetocomeandsmellthesubstances.Encouragethemtosaywhetherthesubstancesmellsgoodorbad:Itsmellsgood./Itsmellsbad.Thentheyshouldwritedownwhattheythinkeachsubstanceis:A–honey.Helpwithvocabularyifnecessary.Afterallofthestudentshaveguessed,elicittheiranswers.Thentellthemthenamesofthesubstancesineachcontainer.
Optional Activity
Materials:
4 Complete these notes with your own ideas and the verbs in brackets.
Havestudentscompletethephraseswiththeirideas.Thenencouragethemtoexchangetheiropinionswiththeirpartners.Finally,invitesomevolunteerstoreadthesentencesaloud.
Answer Key Students’ownanswers
Cool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectCool Mini ProjectMaterials: amedium-sizedbox,oldmagazines,thingswecantouch,smell,tasteorhear
Thepreviousclass,askstudentstobringthematerialsmentionedabovetomakeaFiveSensesBox.Invitestudentstodecoratetheboxwithcutoutsthatillustratethesenses.Thentellthemtoputthingswecansmell,touch,tasteorhearinsidethebox.Whentheyfinishmakingandfillingthebox,encouragestudentstoclosetheboxandplaytheguessinggamewiththeirfriends.Explainthattheyhavetoclosetheireyesandtakesomethingfromthebox.Askthemtotouch,smell,tasteorlistentoitandguesswhatitis.
Wrap-upPlayChineseWhispers.Dividetheclassintotwoteamsandgetthemtoformtwolinesfacingtheboard.Whisperasentencefromthisunitintotheearofthefirststudentineachline:Thatmusicistooloud.Thesestudentsthenturnandwhisperwhattheyheardintotheearsofthestudentsbehindthem.Thewhisperispassedonuntilitreachesthelaststudentsattheendofthelines.Thentheysaywhattheyheardaloud.
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Unit6
SB page 110: Workbook
Answer Key
1 Circle the words that describe each food item. Then complete the descriptions.
1. sweet; 2. good; 3. soft; 4. delicious; 5. good; 6. soft; 7. tastesalty.Theysmelldeliciousandtheyfeelsoft.
2 Answer the questions.
Students’ownanswers
3 Write about your favourite food and draw it.
Students’ownanswers
SB pages 70 and 71
Objectives
•Torepresentthesenses.•Tolistentoasongforspecificinformation.•Toreadatextaboutajob.•Toexchangeviewsandopinions.
Language:
•Whatdoyousee?Isee(colours).•Rubbishsmells(reallybad).•Hekeepsthestreetsclean.
Vocabulary:
•Senseverbs•Adjectives:dirty,loud,quiet,bad,sweet,salty,clean,beautiful
•Actions:collectrubbish,drive,have(sometea)
Warm-upDividetheclassintwoteams.WriteaSensesorAdjectivevocabularywordontheboardslowly,
letterbyletter.Thefirststudenttoraisehisorherhandandsaythecorrectwordwinsapointforhisorherteam.Continuewithotherwords.Theteamwiththemostpointsattheendisthewinner.
1 Draw a symbol to represent one of the five senses for each of the following items.
Invitestudentstoopentheirbookstopage70andlookatexercise1.Pointoutthewordsabovetheboxes.Readthefirstsetofwordsaloudandelicitthesense:taste.Tellstudentstodrawasymbolfortaste(atongue)inthebox.Thenhavethemreadtheotherwordsanddrawtherestofthesymbols.Havethemcomparesymbolswithapartnertocheck.
Answer Key
1. Studentsdrawatongue. 2. Studentsdrawaneyeortwoeyes. 3. Studentsdrawanear.4. Studentsdrawanose.5. Studentsdrawahand.
2 Listen and write the numbers to complete the chant. Then listen again and sing along.
Directstudents’attentiontothepicturesnexttothesong.Elicitthenamesoftheobjects:abird,ateddybear,clouds,colours,etc.Thenplaytrack49andhavestudentsfollowalongwiththechant.Encouragethemtopointtothepicturesastheyhearthewords.Playthetrackagainandtellthemtowritethenumbersforthemissingwords,accordingtothepictures.Monitorandcheck.
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Track 49 Í
TwoeyesIhave,formetosee.See,see,see…Whatdoyousee?Iseecoloursandclouds.That’swhatIsee.AnoseIhave,formetosmell.Smell,smell,smell…Whatdoyousmell?Ismellflowersandfish.That’swhatIsmell.AmouthIhave,formetotaste.Taste,taste,taste…Whatdoyoutaste?Itastechocolateandcheese.That’swhatItaste.TwoearsIhave,formetohear.Hear,hear,hear…Whatdoyouhear?Ihearmusicandbirds.That’swhatIhear.TenfingersIhave,formetotouch.Touch,touch,touch…Whatdoyoutouch?Itouchateddybear.That’swhatItouch.
Answer Key
3,4,5,1,2
3 Look and circle the correct word.
Tellstudentstolookatthepicturesandcircletheadjectivethatcandescribeeachobject.Thencheckanswerswiththeclass.
Answer Key
1. loud; 2. bad; 3. sweet; 4. salty
4 Read about Ron's job. What are his main responsibilities?
InvitetheclasstolookatthepicturesofRon.Askwhathisjobis:Hecollectsrubbish.ThentellstudentstoreadthetextandidentifyRon’smainresponsibilities.Monitorandhelpasneeded.Encouragestudentstocomparetheiranswersandfinally,checkwiththeclass.
Answer Key
Rondrivesarubbishlorryandcollectsrubbish.Hekeepsthestreetsclean.
5 Answer these questions.
Invitevolunteerstoreadthequestionsaloud.Tellstudentstofindtheanswersinthetextandwritethemonthelines.Checkanswerswiththeclass.
Answer Key
1. He’sadustman. 2. Rubbishsmellsbad. 3. Helikesthattherearenopeopleinthestreetswhenheisworking,andheseesalotofanimalsaroundhislorry. 4. Becausethecitylooksbeautiful.
Values: Discussing and exchanging views on different topics
Askstudentstomentiondifferenttopicstheyareinterestedinandtellyouiftheyexchangetheirviewswithothers.Encouragethemtosayiftheylikediscussingtopicsandwhyitcanbeapositiveexperience.ThenaskavolunteertoreadwhatJillsaysaloudandinvitetheclasstodiscuss.Askstudentswhypeoplethrowrubbishinthestreets:It’seasy.It’sfast.Thenencouragethemtosaywhyitisbad:Thestreetsareugly.Therubbishsmellsbad.Tellstudentstothrowrubbishinthecorrectplaces,andrecyclethingswhenevertheycan.
Wrap-upMaterials: Constructionpaper(2half-sheetsperstudent),markers,oldmagazines
Askwheretherubbishgoesafterthedustmantakesit.Tellstudentsthatitgoestoalandfill.Writelandfillontheboardandexplainthatitisaplacetokeeprubbish.WriteOrganicandRecycleontheboard.Explainthatorganic
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Unit6rubbishisrubbishfromfood.Peoplecannotuseittomakenewthings.Explainthatpeoplecanrecyclesomethings,likecontainersandboxes.Wecanusethemtomakenewthings.Pointoutthatmanypeopleputbothkindsofrubbishtogether.Thatmeansgoodthingsgotolandfillsandpeopledonotrecyclethem.Handoutthematerials.HavestudentswriteOrganicandRecycleontheirsheetsofconstructionpaper.Getthemtocutoutpicturesfromthemagazinestorepresentthetwotypesofrubbish.Finally,encouragethemtoseparatetheirrubbishathome.
SB page 111: Workbook
Answer Key
1 Write the notes below the correct picture.
1. John/goodchef; 2. work/sixdaysaweek; 3. food/smellgood; 4. John/tastefood; 5. alotofpeople/restaurant; 6. everybody/lovefood
2 Write sentences about John using the notes above.
1. Johnisagoodchef. 2. Heworkssixdaysaweek. 3. Hisfoodsmellsgood. 4. Johntasteshisfood.5. Therearealotofpeopleintherestaurant.6. Everybodyloveshisfood.
3 Complete the text about John’s job.
1. isagoodchef; 2. TuesdaytoSunday; 3. foodsmellsgood; 4. tastes; 5. food; 6. alotofpeople; 7. restaurant; 8. loves; 9. food
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SB pages 72, 73, 74 and 75
Warm-upDivide the class into four teams and have them stand in lines at the board. Bring pictures related to vocabulary from units 5 and 6. Show a picture and ask the first student in each line to write the corresponding word on the board. The first team to write the correct word wins a point. Then the four students who were at the front go to the end of their lines. Play again. Play until all students have participated. The team with the most points at the end is the winner.
1 What are these people doing? Play Action Hopscotch with a friend.
Divide the class into pairs and have them open their books to page 72 and look at exercise 1. Students should start at number 1, making a sentence for each picture: The boy is studying in the library. If the sentence is correct, the student can advance to the next square. If the sentence is not correct, the student cannot advance until the next turn. The first student in each pair to reach the end is the winner.
Answer Key
Students’ own answers
2 Choose three pictures from exercise 1 and write sentences.
Tell students to write sentences about three pictures from the previous exercise. Monitor and help as needed. Invite several volunteers to write sentences for the pictures on the board, so that each picture is represented. Check answers with the class.
Answer Key
Students’ own answers
3 Look and answer the questions. Use these verbs.Tell students to look at the pictures and answer the questions. They should write the correct information using the verbs in the box. When they finish, check answers with the class.
Answer Key 1. No, they aren't. They're studying. 2. No, he isn't. He's jumping. 3. They're eating. 4. Students’ own answers
4 What are (aren't) they doing? Look and write sentences. Ask students to look at the pictures and identify the activities. Then invite them to write sentences using the cues. To check, invite some volunteers to read their answers aloud and write them on the board.
Answer Key 1. ’s cooking dinner, isn’t brushing her teeth; 2. ’s cleaning the window, isn’t washing the car; 3. ’s sweeping the living room floor, isn’t painting the wall
5 Read and match.
Tell students to read the sentences and draw lines to match the information: I smell with my (picture of a nose) nose. Monitor and check. Finally, invite volunteers to read the sentences aloud.
Answer Key 1. nose; 2. tongue; 3. fingers; 4. ears; 5. eyes
CoolReviewReviewReview
3
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CoolReviewReviewReview
3
6 Complete the sentences with the words in the boxes. Ask students to complete the sentences using the words in the box. Check by getting volunteers to read and act out the sentences.
Answer Key 1. sweet; 2. loud; 3. soft; 4. hard; 5. salty
7 Think of three different items and complete. Invite students to complete the phrases with their own opinions. Ask them to compare their answers with their partners to check if they have similar ideas. Finally, have some volunteers read their answers aloud.
Answer Key Students’ own answers
Project Work 3: My Cool ReportProject Work 3: My Cool ReportProject Work 3: My Cool ReportProject Work 3: My Cool ReportProject Work 3: My Cool ReportProject Work 3: My Cool ReportProject Work 3: My Cool ReportProject Work 3: My Cool Report
To finish the third review, students do a project.
1 Think of eight questions to interview a classmate about his / her best friend. Invite a volunteer to read the beginnings of the questions and elicit ways in which they may complete one of them. Ask the class to complete the rest with their own ideas and add three more questions they would like to ask. Finally, invite some students to read their ideas aloud to check.
Answer Key Students’ own answers
2 Use your questions to interview a classmate. Make notes of the answers you get. Tell students to work in pairs and take turns to ask and answer the questions in exercise 1. Explain that they must write down the information provided by their partners. Monitor and help as needed.
Answer Key Students’ own answers
3 Now write a short report. Use your classmate's answers.Ask the class to write a report using the notes from the previous exercise. Then have them exchange their work with their partners to check grammar and spelling. Finally, invite some volunteers to read their reports aloud. They may also draw a picture illustrating the ideas and stick them together with the reports on a sheet of paper. Finally, display them on the classroom wall.
Wrap-up Materials: Index cards (1 per student)
Preparation Write a verb from units 5 and 6 on each index card: swim, write, read, run, play, etc.
Divide the class into three groups and have them stand in circles. Hand out the index cards. Tell students not to show their index cards to anyone. Then have students take turns miming the action for the group to guess. If a student does not know the verb, he or she can exchange cards with another student. The other student cannot say the action. When students guess the action, they have to make a question to another student using the verb in the Present Simple or Present Continuous tenses: Do you swim? How often do you swim? Are you swimming now? Play until all students have participated.
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Cool GamesBrainstorming Write a word in the middle of the board and ask the class to suggest words they associate with it. Write each suggestion around the original word, connecting it to the original word with a line.
Categories Ask students to draw two columns in their notebooks, and give each a category. Then dictate a series of words that correspond to one of the categories. Examples:
Animals/objects: dog, pencil, chair, elephant, door, lion, book, table, horse
Food/drink: tea, apple, cake, water, egg, milk, chocolate, potato, rice, juice
Catch the Thief! Materials: A small removable sticker, flashcards with pictures on one side and words on the other.
Preparation: Place the sticker on the word side of one of the flashcards. Do not let students see it.Invite ten volunteers to come to the front of the room. Hand out the flashcards. Have students display their flashcards with the pictures facing the class. The class should not see the sticker. Invite a volunteer from the class to choose a word and spell it. Then the student with the corresponding flashcard will say Innocent (he or she does not have the sticker) or Guilty (he or she has the sticker).
Continue until students find the thief.
ConcentrationMaterials: Index cards, a marker.
Preparation: Write ten sentences on the index cards with one word per card. Divide the cards into two piles. Divide the class into two teams and invite two volunteers to come to the front of the room. Say Go! The volunteers choose a card from each pile to make a sentence: car / fast –The car is faster than a bike. Ask teams if they think the sentence is correct. If they say Yes and the sentence is correct, they win five points. If they say No, they have thirty seconds to correct it. If the sentence is correct after that, the team wins three points. Write down the points and play again with different volunteers. The team with the most points at the end is the winner.
CrosswordWrite a word in the middle of the board. Ask students to think of a word that shares a letter with that word. Invite a volunteer to the board to write it. Continue building up a crossword, alternating between horizontal and vertical words. See how many words the class can think of in five minutes.
Dice Game You need a pair of dice (each die a different colour if possible). Assign a category to each die and examples of the category to each number, and write these on the board:
Adjectives: 1. blue; 2. small; 3. light; 4. heavy; 5. old; 6. orange;
Objects: 1. apple; 2. sky; 3. bus; 4. table; 5. house; 6. plate.
Divide the class into small groups. Roll the dice and tell what the numbers are. Have teams make a sentence according to the values shown: 1, 2: The sky is blue. Award a point to the first group to finish the sentence. Repeat the procedure several times. The team with the most points wins the game.
Disappearing Text Write a long sentence on the board. Have students close their eyes and erase some of the words. Read the incomplete sentence aloud. Ask what the missing words are and write them again. Focus
Space
planets satellite
astronaut spaceship
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93Reference
either on grammar or on vocabulary. Example: She ___ playing in the ____.
Expanding Sentences Write a word on the board. Invite students to add words at either the beginning or the end to make sentences.Listen.Listen to music.Don’t listen to music.
Feel the Object Collect various objects from around the classroom and put them in a bag. Hold the bag and ask individual students to feel the objects and try to identify them by just touching them.
Guessing Game Pretend to be a famous person, an animal, or an object. Students guess who or what you are by asking yes – no questions. Examples: Are you a liquid? Are you medicine? Can I take you when I have a headache? Give students a limited number of guesses.
Find it Fast! Materials: Two flyswatters, index cards (optional).
Attach the language items to the board in random order and place the flyswatters on the floor in front of the board. Divide the class into two teams. Have teams stand in two lines at the board. The first student on each team takes a flyswatter. Say, spell or describe a language item. The first student to hit the correct item on the board wins a point for his or her team. Then the first pair of students goes to the back of their lines. Play until all students have participated. The team with the most points at the end is the winner.
How Many Things Can You Think of That...?In pairs or groups of three, students think of and write down as many things as they can that fit a given definition and that they know in English. After
two minutes, elicit all the ideas on the board, or have a competition to see which group can think of the most items. Examples: How many things can you think of that are round? are bigger than you are? make a noise? taste good? are fun? are made of wood? are red? you can use to travel? have buttons?
Letter Game Divide the class into small groups. Write a letter on the board and give students two minutes to write down all the words they know that begin with that letter. When time is up, ask each group how many words they wrote. Then ask the group with the most words to read their list aloud.
Listen and DrawDescribe a scene and, in their notebooks, students draw the description: There’s a lake in the middle. There are two ducks in the lake. There’s a big tree near the lake… Have students compare their pictures in pairs.
Making WordsWrite a word, phrase or sentence on the board: DICTIONARY. Divide the class into small teams. Ask students to form as many words as they can using those letters in three minutes. Elicit the words that students have written: do, art, in, on, cat, ant, city, cart, rat. The team with the most words is the winner.
Mime It!Divide the class into two teams. Ask a volunteer from each team to come to the front. Give them a flashcard and ask them to mime the words for their teams. Award a point to the team that guesses first. Repeat the procedure with different cards.
Mystery IdentitiesMaterials: Index cards (1 per student), tape.
Preparation: Write the names of famous people, places or vocabulary items on the index cards. Attach a card to each student’s back. Have students stand up and ask each other questions
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94 Cool Kids 1
about the names on their backs to help them discover identities:S1: Can I fly?S2: Yes.S1: Am I an eagle?S2: Yes!Students who know their identities should tell you their identity: I'm an eagle. Remove the student's card and have him or her sit down. Play until all of the students are sitting in their seats.
OppositesDictate or write on the board six words with clear opposites. In pairs or small groups, students help each other to think of and write the opposites. Check and supply any words that students did not know. Examples: hard ≠ soft, cold ≠ hot, father ≠ mother, ugly ≠ beautiful, old ≠ new, short ≠ tall, white ≠ black, begin ≠ end, buy ≠ sell, summer ≠ winter.
Pass the Parcel!Materials: A box, wrapping paper, ten sticky notes, a CD player, a music CD.
Preparation: Wrap the box in wrapping paper to make it look like a present. Write prompts on sticky notes, one prompt per note: swim. Stick the sticky notes to the present or ‘parcel’. Have students sit or stand in a circle. Play the music. Tell students to pass the parcel around the circle. Pause the music CD. The student with the present should take a sticky note and form the sentence or question: I can't swim. Encourage the rest of the class to help if necessary. Remove the sticky note and ask the student who answered to stand behind the circle. Play again. Continue until all of the sticky notes have been used.
Pick Up Sticks!Materials: Craft sticks (30 per team).
Divide the class into teams of four students and hand out the materials. Say a word or phrase. The first team to form the letters of the word or phrase correctly using the sticks is the winner. Point out to students that they need to work together to form the words quickly. Play several times. For larger words or phrases, combine teams.
Read the Teacher's Mind!Preparation: Write the name of a category on the board: Chef. Write seven words or phrases associated with the category on a sheet of paper: kitchen, hat, cook, food, delicious, restaurant, have lunch.Divide the class into teams of four and have them list seven words related to the category. Get a volunteer from each team to write their words on the board. Correct spelling if necessary. When students are finished, circle the words that were on your list. The team with the most circled words is the winner.
Say Three, Spell Three!Materials: Flashcards with pictures one side and words on the other.
Shuffle the flashcards and divide the class into three teams. Choose three flashcards randomly and display them on the board with the pictures facing the class. The first team should say and spell the words. Turn the flashcards over after they guess, to check. They win a point for each correct answer. Remove the flashcards and set them aside. Display three new flashcards and play again with the next team. Repeat so that each team plays the same number of times. The team with the most points at the end is the winner.*To add difficulty, have teams make a sentence with each vocabulary item.
Scrambled SentencesChoose a sentence from the Student’s Book and write it on the board with the words scrambled. Have students unscramble the sentence. Repeat the procedure as many times as possible.Variation: Scramble the letters of recently learned words, and have students unscramble the words.
Slow RevealYou will need a picture large enough for the class to see. Put the picture behind a piece of paper or in a large envelope. Reveal the picture in stages. At each stage, ask the class to identify what they can see and what the whole picture might be.
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95Reference
Unit Track Rubrics
1
2 Unit 1. Welcome! Lesson 1. Page 4. Exercise 1. Complete the dialogue. Then listen and check.
3 Lesson 1. Page 5. Exercise 3. Complete the alphabet with the missing letters. Then listen and chant.
4 Lesson 2. Page 6. Exercise 1. Match the flags with the countries. Then listen and check.
5 Lesson 2. Page 6. Exercise 2. Uncsramble the questions. Then listen and complete the answers.
6 Lesson 3. Page 8. Exercise 2. Listen to Jill and Connor. Circle the correct option.
7 Lesson 4. Page 10. Exercise 1. Read and complete with the school subjects. Then listen and check: School time
8 Lesson 4. Page 10. Exercise 2. Listen to Jill and her friend. Mark the subjects they have today.
9 Cool Kids' Corner. Page 12. Exercise 2. Listen and circle the correct flag.
2
10 Unit 2. Around town. Lesson 1. Page 14. Exercise 1. Listen and complete.
11 Lesson 1. Page 14. Exercise 2. Listen and write the names of the jobs. Then match.
12 Lesson 2. Page 16. Exercise 1. Listen and write the missing letters.
13 Lesson 2. Page 17. Exercise 4. Listen and complete. Then sing along: The Job Chant
14 Lesson 3. Page 18. Exercise 2. Listen and circle the correct option.
15 Lesson 4. Page 20. Exercise 2. Look and circle the correct option. Then listen and check.
16 Lesson 4. Page 21. Exercise 3. Listen and circle.
3
17 Unit 3. Cool Clothes. Lesson 1. Page 28. Exercise 1. Read and write the names of the items of clothes. Then listen and check.
18 Lesson 1. Page 28. Exercise 2. Listen and write the names. Then match.
19 Lesson 2. Page 30. Exercise 1. Label the accessories. Then listen and check.
20 Lesson 2. Page 30. Exercise 2. Listen and follow along.
21 Lesson 2. Page 31. Exercise 4. Complete the dialogues using the words from the box. Then listen and check.
22 Lesson 3. Page 33. Exercise 3. Complete with a possessive pronoun. Then listen and check.
23 Lesson 4. Page 34. Exercise 2. Listen and write the number for each box.
24 Lesson 4. Page 35. Exercise 3. Listen and write the prices.
25 Cool Kids' Corner. Page 36. Exercise 1. Listen and circle the mistakes. Then write the correct words: The Clothes Chant
4
26 Unit 4. The weather and us. Lesson 1. Page 38. Exercise 2. Listen and check your answers above.
27 Lesson 1. Page 38. Exercise 3. Listen and follow along.
28 Lesson 1. Page 39. Exercise 5. Listen and sing along: Arggg, the Weather
29 Lesson 2. Page 40. Exercise 1. Listen and repeat the months of the year.
30 Lesson 2. Page 41. Exercise 4. Listen to Jill and complete the dates.
31 Lesson 3. Page 42. Exercise 2. Listen and fill in the blanks.
32 Lesson 3. Page 43. Exercise 4. Listen and complete the interview questions.
33 Lesson 3. Page 43. Exercise 5. Listen again. Complete with the words below.
34 LLesson 4. Page 44. Exercise 1. Listen and match the faces with the calendars.
35 Lesson 4. Page 44. Exercise 3. Listen and answer the questions.
36 Cool Kids' Corner. Page 46. Exercise 1. Listen and complete. Then sing along: Exercise your brain
5
37 Unit 5. Time and time again. Lesson 1. Page 53. Exercise 3. Listen toJill. Complete with likes, doesn't like, loves or hates.
38 Lesson 2. Page 55. Exercise 3. Listen to Jill and Connor. True or false?
39 Lesson 3. Page 56. Exercise 3. Listen and number the photos.
40 Lesson 3. Page 57. Exercise 4. Listen again and circle the correct option.
41 Lesson 4. Page 58. Exercise 1. Listen and follow along.
42 Lesson 4. Page 58. Exercise 3. Listen and circle the times.
43 Cool Kids' Corner. Page 60. Exercise 1. Listen, number the verses and then sing along: Our routine
6
44 Unit 6. Doing and feeling it. Lesson 1. Page 63. Exercise 4. Complete the conversations. Then listen and check.
45 Lesson 2. Page 64. Exercise 2. Listen and follow the story: Incredible experiments
46 Lesson 2. Page 65. Exercise 4. Listen and write the names.
47 Lesson 3. Page 66. Exercise 1. Label the pictures. Then listen and check.
48 Lesson 3. Page 66. Exercise 2. Complete the dialogues. Then listen and check.
49 Cool Kids' Corner. Page 70. Exercise 2. Listen and write the numbers to complete the chant. Then listen again and sing along: The Five Senses
Audio CD Track List
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96 Cool Kids 1
58 St AldatesOxford OX1 1STUnited Kingdom
© 2015 Ediciones Santillana, S. A.Leandro N. Alem 720C1001AAP Buenos Aires, Argentina
First published by© Richmond Publishing, S.A. de C.V., 2011
Text © Karen Castro-Gustavsson, Ana Foncerrada, Suzanne Guerrero, Erika Lizárraga, 2011Design and Illustrations D.R. © Richmond Publishing, S.A. de C.V., 2011
ISBN: 978-950-4734-8
Publisher: Mabel ManzanoSupervising Editor: Carmen ZavalaDevelopment Editors: Griselda Cacho, Jacaranda Ruiz, Imelda VázquezEditorial Team: Liliana Andrade, Adolfo Galindo, Tricia Kinman, Imelda Vázquez, Suzanne Guerrero, Marie Deer, Lawrence Lipson, Justine Piekarowicz, Jacaranda Ruiz, Adriana Méndez, Inés S. PérezDesign Supervisor: Marisela PérezCover Design: Karla Ávila, Virginia María LastaCover Illustration: Pablo PinoCover Photograph: © Sergey Novikov/Shutterstock.com, © SergiyN/Shutterstock.com DTP and Layout: Erick López, Jesús Pérez, Germán Ramos, Virginia María Lasta
Recordings: Javier Lupiañez
This Teacher’s Book includes an Audio CD.
Queda hecho el depósito legal que marca la ley 11.723.Impreso en Argentina. Printed in Argentina.First Edition Published 2015
Websites given in this publication are all in the public domain and quoted for information purposes only. Richmond has no control over the content of these sites and urges care when using them.
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the Publisher.
The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any involuntary omission at the earliest opportunity.
Este libro se terminó de imprimir en el mes de noviembre de 2015, en Artes Gráficas Color Efe, Paso 192, Avellaneda, Buenos Aires, República Argentina.
Cool Kids 2 Teacher´s Book / Karen Castro-Gustavsson ... [et al.]. - 1a ed . - Ciudad Autónoma de Buenos Aires : Santillana, 2015. 96 p. + CD-DVD ; 28 x 22 cm.
ISBN 978-950-46-4734-8
1. Enseñanza de Lenguas Extranjeras. 2. Inglés. I. Castro-Gustavsson, Karen CDD 420
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Cool Kids is a three-level series for primary school students. It caters for different
learning styles by providing discovery activities and consolidation practice on Grammar and Vocabulary. Cool
Kids fosters students’ participation through simple listening and speaking tasks, writing assignments and Project Work
activities. Games, mini projects and songs contribute to revising the key issues in every unit. The Cool Kids’ Corner section offers
possibilities to further develop reading skills and vocabulary.
For students:
• Student’s Book + Workbook
• Interactive Practice Activities
For teachers:
• Teacher’s Book + Audio CD
• Teacher’s Resource Material
• Digital Book
Teach
er’s Bo
ok
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