cool kids 2 TB.pdf

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

2 Cool Kids 2
Introduction
Cool 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 Book
The 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.

3
Introduction
Cool Mini Projects enhance
students’ creativity through
hands-on activities that are
used to reinforce their learning.
The Cool Language and Cool
Grammar boxes show examples
of the new grammar and
language items, and also
provide useful expressions from
everyday English.
The first page in every lesson
provides an attractive and
colorful context to introduce
the new vocabulary.
The main characters, Jill and
Connor, help students with
new language and grammar,
and give them learning tips.
Samples of Cool Mini Projects
Making a Town Map to talk
about location of places on
a map
Making a Cool Bracelet and
describing it to a friend

4 Cool Kids 2
Cool Kids develops students’
reading skills: reading for
gist and reading for specific
information. The reading
activities include pre-reading
and / or post-reading tasks.
Cool Kids presents
various models for
students to follow.
They practise
different writing
skills as the series
develops.
References to the
Extra activity and
Workbook pages are
clearly shown on the
Student Book pages.

5
Introduction
Cool Kids offers activities
for students to improve
their listening skills:
listening for the main idea
and listening for detail.
Cool Kids features activities
for students to enhance
their speaking skills:
activities to develop
accuracy and fluency.
Songs provide a
valuable source
of authentic
language and
help students
recycle what they
have learnt in a
meanigful way.
Games at different
stages of the
lesson provide
children with
opportunities to
practise language
in a fun and
entertaining way.

6 Cool Kids 2
The Cool Kids
Corner offers
students the chance
to round off the
topics studied in
the unit through
games and reading
activities.
Project Work activities
foster students’
creativity through pair
or group work, and give
students opportunities
to use language in
different contexts.
The Cool Review
section features
a game to
consolidate in a
fun way what
students have
learnt.

7
Introduction
Practice goes from
more controlled
to less controlled
activities.
Workbook
The Workbook
• features a page for every two pages in the
Student’s Book.
• presents a wide variety of activities to
practise and review the language taught in
class.
• is designed to promote learner
independence.
• provides activities that can be completed
in class or assigned as homework.
• contains cross-curricular activities.
Reading texts
often include
comic strips
for the sake
of fun and
entertainment.

8 Cool Kids 2
The activities in The Cool
Kids’ Corner provide
fun and cross-curricular
activities with a twist.
Interactive Practice Activities
The 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.

9
Introduction
The Teacher's Book
• provides the Objectives, Language and
Vocabulary to be learnt in every lesson.
• provides instructions for every stage of the lesson
and gives suggestions to develop the Student’s
Book activities.
• includes transcripts for the listening activities.
• features the Answer Key for the Student’s Book
and the Workbook exercises.
• contains a Games bank.
• uses icons to facilitate the identification of
different elements.
List of icons:
Teacher’s Book + Audio CD
Listening
Answer Key
Warm-up or Wrap-up
Values
Optional activity
Workbook
Extra activity
Optional activity
Workbook
Extra activity

10 Cool Kids 2
Suggestions for
exploiting the Values
taught through the
texts and exercises
in the Student’s
Book help students
understand and learn
character-building
principles.
Suggestions on how
to deal with the Cool
Grammar and Cool
Language boxes in the
Student’s Book are
clearly explained.
Ideas for Warm-ups,
Wrap-ups and Optional
activities are suggested
to spice up your lessons.

11
Introduction
Teacher’s Resource
Material
Digital Book
The Digital Book is an interactive
version of Cool Kids Student's Book,
which includes the audio material,
for use with an IWB or a projector.
Extra optional photocopiable
material for teachers can be found
at the Richmond website.The extra
material can be downloaded and
printed for classroom use.
This material consists of Extra
Activites, Cool Tips and Tests for
every unit in the Student’s Book.

Contents
Contents
12
Unit Vocabulary
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.
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)
Clothes and accessories: shirt,T-shirt, trousers, skirt, dress,
necklace, cap, bracelet, etc.
Possessive adjectives: my, your, his, her, our, their
Possessive pronouns: mine, yours, his, hers, ours, theirs
Numbers 21 to 100.
Adjectives: nice, friendly, messy, hard-working, tidy, lazy,
comfortable, smart, classic, etc.
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
Music styles: jazz, pop, opera, rock, gospel music, reggae
Musical 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 past
Wh-words: What,Where,When,Why,Who,What time, How often
(revision)
Activities: swimming, playing football, riding a bike, running,
reading, studying, sleeping, eating (some cake), etc.
Animals: sheep, duck, rooster, cow, pig
Body parts: ears, fingers, tongue, eyes, nose
Sense verbs: see, touch, feel, taste, smell, hear, sound
Adjectives: hard, soft, loud, quiet, salty, sweet, delicious
Extra Activities
Extra Activities Vocabulary Reference
Vocabulary Reference
Project Work 1
Project Work 1
Cool
Review
Review
Review
1
Page 24
Project Work 2
Project Work 2
Cool
Review
Review
Review
2
Page 48
Project Work 3
Project Work 3
Cool
Review
Review
Review
3
Page 72
Page 76 Page 79
1
Unit
Page 4
Page 4
Welcome!
Welcome!
2
Unit
Page 14
Page 14
Around town
Around town
3
Unit
Page 28
Cool clothes
Cool clothes
4
Unit
Page 38
The weather and us
The weather and us
5
Unit
Page 52
Page 52
Time and time again
Time and time again
6
Unit
Page 62
Doing and feeling it
Doing and feeling it

13
Extra Activities
Contents 13
Language and Grammar Values
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.
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.
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.
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, never
How 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.
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.
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.
Workbook
Workbook Page 81

14 Unit 1
Unit
1 Welcome!
SB pages 4 and 5
Objectives
• To greet someone and to introduce oneself.
• To ask for and give personal information.
• To revise the alphabet.
Language:
• Hi! / Hello!
• How’s everything? / Great, thanks. / Not bad.
And you?
• What’s your (first name) (surname)?
• Can you spell your surname, please? / Yes,
sure. It’s (D-A-V-I-E-S). / Thanks!
• How old are you? I’m (ten).
Vocabulary:
• Greetings: Hi! / Hello; How’s everything? /
Great, thanks. / Not bad.And you?
• Personal information: My name’s … / I’m (ten)
years old.
• The alphabet
Warm-up
Greet students and introduce yourself to the
class: Hello! I’m (Ms …). Then write on the
board: What's your name? Ask students to
copy the question in a piece of paper and
draw themselves in the middle. Next, write on
the board: My name's... and ask students to
copy the answer below their drawing.They
complete the answer with their name. Finally,
display students' work around the classroom.
Have students open their books to page 4 and
introduce the characters in level 2: Jill and
Connor.
1 Complete the dialogue.Then listen and
check.
Ask students to read the dialogue and
complete it with the words. Before listening
to the audio CD, tell them to compare their
answers with their partners. Play track 2 to
check answers.
Track 2 Í
Jill: Hi, cool kids! My name’s Jill.
Connor: And I’m Connor. Welcome, kids! How’s
everything, Jill?
Jill: Great, thanks.And you?
Connor: Not bad! See you around!
Jill: See you!
Answer Key
1. Hi; 2. name; 3. How; 4. Great; 5. bad
Cool Language
Cool Language
Direct students’ attention to the Cool
Language box.Tell them these are
expressions used when meeting someone.
Revise other expressions: Good morning /
afternoon / evening! How are you? I’m fine,
thanks.
2 Put the dialogue in order.
Now draw children’s attention to the picture in
exercise 2 and ask comprehension questions:
Who are they? Are they friends? Are they
brother and sister? How old are they? Where
are they? Write students’ ideas on the board to
check after they complete the exercise.Then
tell them to order the dialogue. Invite some
volunteers to role-play to check answers.
Answer Key
8, 5, 4, 1, 3, 7, 6, 2
3 Complete the alphabet with the missing
letters.Then listen and chant.
Invite students to complete the alphabet. Play
the CD once to check answers.Then play it
once or twice again for students to repeat and
revise the pronunciation of the letters.

15
Welcome!
Unit
1
Track 3 Í
A, B, C, D, E, F, G
H, I, J, K, L, M, N, O, P
Q, R, S,T, U,V
W, X,Y and Z
Answer Key
D, H, K, N, Q,T, U, W, Z
Cool Language
Cool Language
Now call students’ attention to the Cool
Language box. Present and model the
question: Can you spell your surname,
please? Elicit when we use it: To ask about
the letters of a word, for example, a surname,
and check its spelling. Present and model
the answer.Ask some students the question
to practise.
4 Choose words from this lesson and play a
Spelling Game with a friend.
Tell the class to choose words from this lesson
and ask their partners to spell them.Walk
around the classroom to monitor and offer help
if necessary.
Answer Key
Students’ own answers
Optional Activity
Divide the class into teams of three. Write a
word on the board with a missing letter: d_g.
Ask a team to tell you the missing letter: o. If
the answer is correct, award a point to the
team.And then ask: Can you spell (dog),
please? If they spell the word correctly,
they get an extra point. If the team cannot
complete the word with the missing letter, the
next team has the opportunity to give the
answer and spell the word.Then write another
word for the next team.The team with the
most points is the winner.
Optional Activity
Divide
5 Circle the correct option.Are Jack and
Annie classmates?
Invite students to look at the photo and revise
their previous ideas from exercise 2: What
are their names? How old are they? Is Jack
new at school? Then ask questions about the
picture in this exercise: Where are they? Why?
Ask children to choose the correct option
and answer if Annie and Jack are classmates.
Finally, ask volunteers to read the dialogue
aloud to check.
Answer Key
1. ’s; 2. spell; 3. ’s; 4. You’re; 5. ’s ; 6. We’re
6 Complete and answer.Then ask your
friend.
Ask students to complete the questions and
answer them. When they finish, they ask the
questions to their partners.
Answer Key
1. What’s your name?
2. What’s your surname?
3. Can you spell your surname, please?
Values: Being nice
Remind students of the importance of being
nice and respectful to other people.Ask the
class if there’s a new student and how they
can make him / her feel comfortable: be
friendly and ask about their interests, show the
school places, explain the school rules, etc
Wrap-up
Materials Old magazines and newspapers
Divide the class into groups of four. Have each
group cut out pictures of two people from a
newspaper or magazine and glue them onto
a sheet of paper.Ask them to write a dialogue

16 Unit 1
in which the people introduce themselves and
ask and answer questions about personal
information. Display students' work around the
classroom.
SB page 82: Workbook
Answer Key
1 Write questions and complete Jill's ID
card.
1. What’s your name?
2. What’s your surname?
3. How old are you?
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.
SB pages 6 and 7
Objectives
• To ask and answer about countries and
nationalities.
• To revise Yes / No questions with the verb to be.
• To read and complete an email.
• To revise vocabulary related to personal
information.
Language:
• Where are you from? I’m from (China). / I’m
(Chinese).
• Where’s he / she from? He / She’s Argentinian.
• Is she from Brazil? Yes, she is.
• Is he Australian? No, he isn’t.
Vocabulary:
• Countries: Spain, the United States, Brazil,
Australia, Mexico, France, Japan, Italy,Argentina
• Nationalities: Spanish,American, Brazilian,
Australian, Mexican, French, Japanese, Italian,
Argentinian
• Personal information
Warm-up
Prepare flashcards with the pictures of flags
of the countries in this lesson. Display the
flascards and describe one of the flags: It’s
blue, white and red. Have a volunteer point
to the corresponding flashcard and say the
name of the country: France. Do the same with
the remaining flags, inviting some volunteers to
describe them.
1 Match the flags with the countries.Then
listen and check.
Tell students to identify the flags and write the
names of the corresponding countries.Then
play track 4 to check answers.

17
Welcome!
Unit
1
Track 4 Í
Speaker: One.Argentina
Two. France
Three.The United States
Four. Italy
Five. Brazil
Six. Spain
Seven. Japan
Eight. Australia
Answer Key
1. Argentina; 2. France; 3. The United States;
4. Italy; 5. Brazil; 6. Spain; 7. Japan; 8. Australia
2 Unscramble the questions.Then listen and
complete the answers.
Direct students’ attention to the flags that
the people in the pictures are carrying.
Then play track 5 for students to listen to the
dialogue.After they have listened, have them
unscramble the questions and complete the
answers. Play the track again for students
to check their answers. Finally, get a pair of
volunteers to read the dialogue aloud.
Track 5 Í
Girl: Where’s he from?
Boy: He’s from Italy. Where’s she from?
Girl: She’s from Brazil.
Answer Key
1. Where’s he from? 2. Where’s she from?
3. Italy; 4. Brazil
Direct students’ attention to the structures
of the questions in the Cool Grammar box
and elicit their use: To ask about a person’s
country or nationality. Read the answers
aloud and ask students to distinguish the
structures used with the name of a country
and with a nationality.
Cool Grammar
Cool Grammar
3 Complete the tables with the countries.
Read the nationalities aloud to model
pronunciation and invite the class to repeat.
Then ask students to write the corresponding
countries. Monitor and help as needed. Invite
some volunteers to read their answers.
Answer Key
1. The United States; 2. Spain; 3. Italy;
4. Argentina; 5. Brazil; 6. Australia; 7. France;
8. Japan
Optional Activity
Materials: White paper (1 sheet per student).
Assign each student a country and tell them
to draw the flag of that country on their sheet
of paper. Have them write the name of the
country and the nationality as well Argentina –
Argentinian. Display students' work around
the classroom.
Optional Activity
Materials:
Values: Respecting people from
different countries
Discuss with the class the importance of
respecting other people's cultures and point
out that people are all the same, even though
they live in different places and have different
ideas. Some of their customs and beliefs may
be different but some of them are the same.
4 Read and complete with a country or
nationality.
Point out the title and ask students what an
e-pal is: An e-pal is a friend who communicates
with you by email. Then have students read
the text and complete it with a country or
nationality. Encourage them to pay attention
to the pictures and the structures of the
sentences for help. Check answers with the
class.After that, invite a pair of volunteers to
read the text aloud.Ask questions about the
e-pal: What's his name? Where's he from?
Where does he live?

18 Unit 1
Answer Key
1. Brazil; 2. United States; 3. Australian
5 Complete Leo's email with the missing
letters.
Now tell students they will read Leo’s email
to Paula, the girl in exercise 4. Invite students
to write the missing letters to complete the
email. Finally, have some volunteers read their
answers and write them on the board to check.
You may analyse the phrases in the email for
greeting and opening, asking about personal
information, and closing.
Answer Key
1. everything; 2. Australia; 3. years; 4. France;
5. English; 6. Where; 7. countries
Optional Activity
Materials: Envelopes (1 per student), slips of
paper (1 per student)
Preparation: Write each student's name on a
slip of paper and put it in an envelope.
Distribute the envelopes in random order.
Students should not say what name they got
unless they get their own name. Exchange
until each student has another students'
name.Tell them to write each other an e-pal
mail.They can use the email in exercise 5 as
a guide. When they finish, they should write
the student's name on the envelope and
put the email inside it. Collect the emails
and give them to the recipients. Encourage
students to write an email back to their
classroom e-pal.
Optional Activity
Materials:
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Materials: 10 index cards, paint, 2m string,
markers
To finish the lesson, tell students they will make
a flag banner.The previous class, ask them
to bring the materials.Ask students to draw a
2cm margin on one of the short sides of each
index card.Then paint the flags of 10 different
countries on the index cards and fold each
card on the margin line they marked and glue
them onto the string at regular intervals. Monitor
and help as needed. Make sure that students
use the right colours and patterns for their flags.
Encourage them to hang their flag banners
up at school and home and tell their partners
and family the names of the countries and
nationalities in English.
Wrap-up
Divide the class into pairs.Tell one student
to say the names of five countries.The other
student should say the corresponding
nationalities.Then they switch roles and play
again.
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. The United
States
2 Complete the questions and answers.
1. Where is she from? She’s Japanese.
2. Is she Italian? No, she isn’t. She’s Brazilian.
3. Is he Spanish? No, he isn’t. He’s American.
4. Where is he from? He’s from Mexico.
3 Complete with information about you.
4 Use the information to write to an e-pal.

19
Welcome!
Unit
1
SB pages 8 and 9
Objectives
• To revise countries and nationalities.
• To talk about people’s characteristics and give
opinions.
• To read and write about famous people.
Language:
• Where’s (Messi) from? He’s Argentinian.
• How old is he? He’s (28) years old.
• Is he (really famous)? Yes, he is.
• Where are (Brad Pitt and Angelina Jolie) from?
They’re from the USA.
• Are they (old)? No, they aren’t.
Vocabulary:
• Countries and nationalities
• Adjectives: good, bad, famous, good-looking,
slim, fit, attractive, young, old
Warm-up
Divide the class into two teams. Invite a
volunteer from each team to come to the
front. Put a desk between the two volunteers.
Say a country name or a nationality: Japan.
The first student to hit the desk and identify
the word earns a point: Country! If the student
says the nationality correctly, he / she gets an
extra point. Invite two new volunteers and play
again. Play until all students have participated.
The team with the most points at the end is the
winner.
1 Complete the quiz with a country or
nationality.
Draw students’ attention to the photos of the
famous people and ask questions about them:
Who is he / she? Who are they? Where are they
from? How old are they? Is she an actress / a
singer? Then tell the class to complete the quiz.
Invite some volunteers to read their answers to
check.
Answer Key
1. Argentinian; 2. the United States; 3. Spanish;
4. American; 5. Brazil
Direct children’s attention to the Cool
Grammar box. Read the examples aloud
and elicit the use of the structures: To talk
about people’s characteristics. Encourage
students to identify the verb that is used
before the adjectives. Explain that really and
very give more emphasis to the quality or
idea described.
Cool Grammar
Cool Grammar
2 Listen to Jill and Connor. Circle the correct
option.
Have some volunteers read the sentences to
check understanding and explain the meaning
of the words they don’t know.Tell children they
will now listen to Jill and Connor doing the quiz
in exercise 1.Play track 6 for students to do the
exercise and play it again to check or complete
their answers.Ask some students to read out the
sentences to check.
Track 6 Í
Jill: Hi Connor! Do you like quizzes?
Connor: Yes, I love them!
Jill: Great! This quiz is about famous people. Are
you ready? Question one: Where’s Messi from?
Connor: That’s easy! He’s Argentinian. He’s my
favourite football player.
Jill: He’s fantastic! And he’s very fit. Number two:
Where are Angelina Jolie and Brad Pitt from?
Connor: They’re American.They’re very good
actors. I like their films.
Jill: Yes, and they’re good-looking too. Next:
Where’s Rafa Nadal from?
Connor: Um… I can’t remember. Is he from
Mexico?
Jill: No, he isn’t. He’s Spanish. And he’s very
attractive. Four: Where is Taylor Swift from?
Connor: Is she a very famous singer? She’s
American.
Jill: Good! And finally, where’s Neymar from?
Connor: He’s from Brazil.
Jill: Correct! Look, he’s a young football player.

20 Unit 1
Answer Key
1. fit; 2. good; 3. attractive; 4. very; 5. a young
3 Test your friend! Ask questions about the
famous people in exercise 1.
Now invite a pair of students to read the
example dialogue.Tell the class to work in
pairs and ask each other questions about the
people in exercise 1.
Answer Key
Optional Activity
Play Spot the False Sentence with information
about the people in exercise 1. Invite students
to write down three sentences and one of
the sentences should be false. Taylor Swift is
a singer. She’s very famous. She’s Canadian.
Divide the class into small groups. Students
read their sentences and their classmates
guess which sentence is false: She isn’t
Canadian. She’s American.
Optional Activity
Play
4 Read the information and complete Jill's
post.
Draw students’ attention to the photo of Bruno
Mars and elicit information they may know
about the artist: Where is he from? How old is
he? Do you like his music? etc. Ask students to
use the information to complete Jill’s post.Then
invite some volunteers to read the text aloud to
check the answers.
Answer Key
1. Bruno Mars; 2. American; 3. 30 / thirty years;
4. good singer; 5. fit; 6. play the drums, the
keyboard and the guitar
5 Complete with information of a famous
person you like.Then write a post.
To finish the lesson, ask some children about
their favourite artists or sportspeople and
encourage them to share what they know
with the class. Invite the class to complete with
information about the famous people they like.
Once they have included all the information, tell
them to write a post.They can use Jill’s post in
the previous exercise as a model. Finally, have
some volunteers read their posts to the class.
Answer Key
Wrap-up
Display a map of the world and point to the
countries studied in this unit to elicit their names.
Encourage students to mention a famous
person or animal from that country: England –
Adele.
Answer Key
1 Complete the adjectives with the missing
vowels.
1. attractive; 2. famous; 3. fit; 4. old; 5. good-
looking; 6. young
2 Label the pictures with adjectives from
exercise 1.
1. old; 2. fit / young; 3. attractive / young
3 Read the information and answer the
questions.
1. from the United States. 2. I live in Los Angeles.
3. I’m 49. 4. Yes, I do. 5. Yes, I am.

21
Welcome!
Unit
1
SB pages 10 and 11
Objectives
• To recognise school subjects.
• To recognise the days of the week.
• To talk about schedules.
• To express likes and dislikes.
• To write about favourite school subjects.
• To listen to a song.
Language:
• I have (Maths) on (Tuesdays) and (Fridays).
• Do you like (Maths)? Yes, I do.
• Do you like (Science)? No, I don’t.
• My favourite subject is (Music).
Vocabulary:
• School subjects: Maths, Science, History, P.E.,
English,Art, Music
• Days of the week
Warm-up
Write the names of five school subjects across
the board: Geography, Science, Maths, P.E.
and Art. Invite volunteers to give some facts for
each subject: Geography – Buenos Aires is the
capital of Argentina. When they are done, write
the remaining school subjects and repeat the
activity.
1 Read and complete with the school
subjects.Then listen and check.
Divide the class into five groups and assign
each group a day of the week.Then play track
7 and get groups to stand up and sit down
when they hear their day of the week. Next,
ask students to open their books to page 10,
exercise 1. Invite them to read the lyrics of the
song and write the name of a school subject.
Play the track again for students to check their
answers.
Track 7 Í
Chorus
School is cool, school is fun,
We like school, and so does everyone.
On Mondays we have English, we learn to read
and speak.
English is fantastic - it's the start of a great week.
On Tuesdays we have Art, we learn to paint and
draw.
We like drawing pictures, can we do some
more?
Chorus
On Wednesdays we have Maths, it's not our
favourite thing.
Add, subtract and divide, but we prefer to sing!
On Thursdays we have History, we learn about
the past.
History is interesting and the time goes really
fast!
Chorus
On Fridays we have Music, and instruments we
play.
They make great noises, hip hip hooray!!!
Answer Key
1. English; 2. Art; 3. Maths; 4. History; 5. Music
Optional Activity
Encourage students to write a school subject
on a slip of paper and fold it. Collect the
slips and place them in a plastic bag. Divide
the class into two teams.Take turns inviting a
volunteer from each team to choose a slip
of paper. He or she should read the word
silently and mime it to the opposite team. If
the opposite team guesses the word, they get
a point.The team with the most points at the
end wins.
Optional Activity
Encourage

22 Unit 1
Cool Language
Cool Language
Language box. Read the first sentence and
ask different students about their favourite
subject. Encourage them to use complete
sentences.Then read the other sentence
and point out the use of the present simple
of the verb have when talking about
schedules and the use of the preposition on
with days.
2 Listen to Jill and her friend. Mark (3) the
subjects they have today.
Ask students to mark the subjects that each
kid has today (on Thursday). Students should
mark two subjects in each list. Play track 8
twice so that students can mark and check or
change their answers. Check answers with the
class. Finally, ask students who likes Thursdays
and why: Jill, because she has Art.
Track 8 Í
Nick: Hi, Jill!
Jill: Oh! Hi, Nick! What day is it today?
Nick: It’s Thursday.
Jill: Great! Thursdays are excellent!
Nick: Oh? Why?
Jill: Because I have Art on Thursdays!
Nick: Really? We have Art on Mondays, but I
have Maths today and English too.
Jill: I have History today. I like this subject.
Nick: Oh! What a coincidence! History is my
favourite subject. I have History on Tuesdays.
Jill: Well, maybe we can study History together.
Nick: That’s a good idea!
Answer Key
Nick: English and Maths; Jill: History and Art
3 Unscramble the days of the week and
complete with a school subject.Then tell
a friend.
Have students write the days of the week and
the name of a subject they have that day.Then
they share their schedules with their partners
as in the example.
Answer Key
1. Wednesdays; 2. Fridays; 3. Mondays
Call students’ attention to the Cool Grammar
box. Invite volunteers to read the examples
aloud. Write Do on the board and ask when
we use it: We use it to begin questions
with you. Focus students’ attention on the
answers: We use do in affirmative short
answers and don’t in negative answers with
I or you. Point out that we also use Do and
don’t with we and they.
Cool Grammar
Cool Grammar
4 Mark the school subjects you like (3)
or dislike (7).Then ask your friend and
complete.
Direct students' attention to the list of subjects.
Tell them to mark the subjects they like and do
not like. Get a pair of volunteers to read the
example dialogue aloud.Then divide the class
into pairs and ask students to interview each
other.
Answer Key
Values: Getting good grades
Talk with the class about the importance of
getting good grades.Ask students how they
can get good grades: They study a lot.They ask
for help when they need it.They participate in

23
Welcome!
Unit
1
class and do their homework. Add that learning
prepares you for the future and makes you a
better person.
5 Complete the chat with information about
you.
Ask a volunteer to read the incomplete text
aloud and encourage other students to
suggest possible words or phrases to complete
it. Finally, tell the class to complete the text with
their information. Invite several volunteers to
read the completed text aloud.
Answer Key
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Materials: construction paper, scissors,
coloured pencils
The previous class, ask students to bring the
materials mentioned above to make their
Snap Game. Tell them to draw and cut out 10
squares, 5cm x 5cm and write 5 subjects on 5
different cards. On the other 5 cards, they draw
pictures to illustrate the other 5 school subjects.
Divide the class into pairs and have them play
Snap! Students should put picture cards and
word cards in a pile and shuffle them.Then
they take turns flipping over a card in their piles.
If they match (whether in words or pictures),
students can say Snap! The first student to say
Snap! correctly wins the pair of cards.They
should play until all of the cards have been
used.The student with the most pairs of cards is
the winner.
Wrap-up
Draw a chart on the board showing the names
of the school subjects. For each subject in the
chart, allow one space for the name of the
subject and one space for the answer.Ask
about the first subject on the chart: Do you like
(Maths)? Tell students whose answer is yes to
stand up. Count the number and write it in the
space for Maths. Do the same for the remaining
subjects. Encourage students to comment on
the results in the chart: Ten students like Maths.
SB page 76: Extra activity
Once students finish the Cool Mini Project
you can ask them to do the Extra activity for
the unit in class.To check the exercise, ask
volunteers to come to the board and write their
answers.
Answer Key
Look at the table and complete the
sentences.
1. have; 2. have, Mondays; 3. Geography,
Wednesdays; 4. have P.E.,Thursdays; 5. Art,
Fridays
Answer Key
1 Complete the names of the school
subjects.Then number the pictures.
1. English; 2. History; 3. Art; 4. Maths;
5. Science; 6. P.E.; 7. Geography; 8. I.T.;
9. Music; 10. Drama
Numbers 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, I do; 3. Drama; No, I
don’t.
3 Look at Connor’s note and complete.
1. Friday; 2. English; 3. favourite; 4. Maths;
5. don’t like Art

24 Unit 1
SB pages 12 and 13
Objectives
• To identify countries and nationalities.
• To listen for specific information.
• To read about subjects and schedules.
• To make predictions and read a text to check.
• To write an email to an e-pal.
Language:
• What’s your friend’s name? Her name’s (Lulu).
• Is he from (Spain)? No, he isn’t. He’s from
(Mexico).
• Where are you from? I’m from (Italy). / I’m
(Italian).
• Her favourite subject is (Art).
• She lives in a (flat).
• I love / like / don’t like (acting).
• He’s (very good-looking).
Vocabulary:
• Countries and nationalities
• Personal information: name, age, favourite
subject, preferences
• School subjects
• Days of the week
Warm-up
Display a map of the world and divide the class
into four teams.Ask a volunteer from each team
to come to the board and point to a country
from this unit.The first volunteer to write the
name of the country correctly wins a point for
his or her team. Repeat several times.The team
with the most points at the end is the winner.
1 Unscramble the names of these countries.
Tell students to look at the maps and
unscramble the names of the countries. Check
answers with the class.
Answer Key
1. Mexico; 2. Japan; 3. Italy; 4. Spain; 5. France
2 Listen and circle the correct flag.
Ask children to look at the flags and elicit
the names of the countries. Play track 9 for
students to circle the correct flag. Get them to
compare answers with a friend. Finally, check
Track 9 Í
Speaker: One.
Boy 1: Who’s that boy?
Boy 2: His name is Paolo.
Boy 1: Oh, is he from Spain?
Boy 2: No, he isn’t. He’s from Mexico.
Speaker: Two
Woman: I see, and what’s his name?
Man: Um, let’s see his passport… Smith… John
Smith.
Woman: Is he from Australia?
Man: No, he isn’t. He’s from the United States.
Speaker: Three
Woman: What’s your friend’s name?
Girl 1: Her name is Lulu.
Woman: Where are you from, Lulu?
Girl 2: I’m from Italy.
Speaker: Four
Man: Who is that?
Girl: Her name is Fatima. She’s my e-pal.
Man: Your e-pal? Is she from Brazil?
Girl: No, she isn’t. She’s from Egypt.
Man: Wow!
Answer Key
1. Mexico; 2. the United States; 3. Italy; 4. Egypt
3 Unscramble the words and complete.
Ask children to unscramble the words in
brackets to complete the text. Invite some
volunteers to read their answers aloud to
check.

25
Welcome!
Unit
1
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.
Ask students questions about the pictures
to check comprehension: Where is the girl
from? Is the man famous? Why? What’s his
name? Where is he from? What do the masks
represent? Point to the building and ask: What
type of house is that? Students choose the
answers and read the text to check. Invite some
volunteers to read their answers aloud. Finally,
ask some students to read the email aloud.
Answer Key
1. a; 2. c; 3. b; 4. c
5 Answer your e-pal's email.
Now tell students to write to Aamani and tell her
about them.Revise the phrases they can include
to greet her and close the email.Students may
exchange their emails to correct their partners’
texts.To check the answers,ask some volunteers
to read their emails aloud.
Answer Key
Wrap-up
Play Read the Teacher’s Mind! with: School
Subjects, Days, Countries and Nationalities.
Write the name of a category on the board:
School subject. Write seven words or phrases
associated with the category on a sheet of
paper: Maths, Music, teacher, school objects,
schedule, Geography, P
.E. 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.
Answer Key
1 Look at the pictures and write sentences
with I have or I (don't) like.
1. I like Maths. 2. I have Art; 3. I have Drama on
Mondays. 4. I don’t like Geography. 5. I have I.T.
on Tuesdays.
2 Read and complete.Then spell the
surnames in pairs.
Name: Spencer Taylor, Mario Santos, Giovanna
Petri
Nationality: American, Brazilian, Italian
School Subject: Maths, Music, P.E.
Special Talent: Spencer can solve problems
very fast. Mario can play many instruments.
Giovanna can run very fast.

26 Unit 2
Unit
2 Around town
SB pages 14 and 15
Objectives
• To introduce vocabulary related to jobs.
• To describe and talk about jobs.
• To ask and answer about jobs.
Language:
• What’s your job? I’m a (doctor).
• What do you do? I (cure sick people).
• I like my job because it’s (interesting).
• Have you got a (simple) job? Yes, I have. / No, I
haven’t.
Vocabulary:
• Jobs: chef, librarian, nurse, waitress, firefighter,
dentist
• Actions: fix teeth, put out fires, help sick people,
serve food, catalogue books, cook, cure
• Adjectives: easy, risky, simple, interesting,
difficult, dangerous
Warm-up
Write the names of the jobs that are present
in this lesson on the board. Bring toys or
magazine cutouts related to these jobs and
invite students to look at them. Encourage
them to comment on the objects. Remind
students of simple vocabulary as needed: It’s
a (plane). It’s a (menu)., etc.Ask students to
match the objects to the corresponding job.
Model pronunciation and ask the class to
repeat the words.
Have students open their books to page 14.Tell
them they are going to study the topic of jobs.
1 Listen and complete.
Invite the class to describe the pictures.Then
tell them they will listen to the audio CD and
will have to write the jobs. Play track 10 for
students to complete the exercise.Then play it
again to practise pronunciation.
Track 10 Í
Speaker: One. Chef
Two. Firefighter
Three. Nurse
Four. Dentist
Five. Librarian
Six. 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.
Now tell children they will listen to people
explaining what they do in their jobs. Play
the audio CD once and tell them to write the
names of the jobs. Play the audio CD again
for students to check.After completing the left
column, they have to match the names with
the explanations in the right column. Invite
some volunteers to read their answers aloud to
check.
Track 11 Í
Speaker: One
Woman: I help people find the books they want. I
catalogue books and put them in the right places.
Speaker: Two
Man: I check and fix people’s teeth.
Speaker: Three
Man: I cook and prepare delicious meals.
Speaker: Four
Woman: I take orders from customers and serve
their food and drinks.
Speaker: Five
Man: I put out fires and rescue people from car
accidents. Sometimes I also rescue cats from
trees.
Speaker: Six
Woman: I work with doctors in a hospital. I help
sick people and give them medicine.

27
Around town
Unit
2
Answer Key
1. librarian, e; 2. dentist, a; 3. chef, f; 4. waitress,
d; 5. firefighter, b; 6. nurse, c
Cool Language
Cool Language
Language box. Read the examples aloud
and analyse them with the class. Elicit the
uses of the questions: to ask about a job
and to describe the actions that it involves.
Explain that the second question can also
be used with the subject pronouns We and
They. Write some sentences on the board to
exemplify: What’s your job? We’re teachers.
What do you do? We teach English. What do
your parents do? They’re doctors.They help
sick people.
Values: Having a job and
working hard at it
Read aloud what Jill says.Ask students why
it is good to have a job:You earn money to
buy things.You share your talents with your
community. Then ask why it is important to work
hard at a job: Because the world will be a better
place if everyone does their best at what they
do. Encourage students to share what they
want to be with the class. Help with new words if
necessary.
3 Read the opinions and identify the jobs.
Ask students to read the descriptions and write
the names of the jobs. Before checking with
the class, tell students to work in pairs and
compare their answers.
Answer Key
1. waitress; 2. firefighter; 3. librarian; 4. chef
Cool Language
Cool Language
Language box. Have a volunteer read the
examples aloud and explain that these
phrases are useful to describe people’s jobs
and they will use them to complete exercise 4.
4 Look at the pictures and complete
with your own ideas. Use some of these
adjectives.
Tell students to identify the jobs and complete
the phrases with their own ideas. Invite different
children to share their answers with the rest of
the class.
Answer Key
1. I’m a chef. I cook. Student’s own answers.
2. I’m a dentist. I fix your teeth. Student’s own
answers.
5 Play a Guessing Game with a friend.
Divide the class into pairs and ask a pair of
volunteers to read the example dialogue aloud.
Tell students to take turns asking and answering
questions about the jobs in this lesson. If they
have difficulty remembering the actions, they
can use the actions in exercises 2 and 3.
Answer Key
Student’s own answers.

28 Unit 2
Optional Activity
Materials: Scrap paper (2 sheets per student).
Divide the class into teams of five and hand
out the paper.Tell the students on each team
to take turns drawing pictures to represent
Jobs and Adjectives vocabulary.The other
team members guess the words. Students
play until they have drawn and guessed ten
words.The first team to guess ten words is the
winner.
Optional Activity
Materials:
Wrap-up
Divide the class into four teams. Spell a job
or adjective from this lesson slowly.The first
student to raise his or her hand and say the
correct word earns a point for his or her team.
Play several times.The team with the most
points at the end is the winner.
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. 1 waitress, 2 serve, 3 interesting; 2. 4 firefighter,
5 put, 6 rescue, 7 dangerous; 3. 8 nurse, 9 help,
10 easy
3 Look at the picture and answer these
questions.
1. I’m a librarian. 2. I catalogue books.
3. Students’ own answers
SB pages 16 and 17
Objectives
• To identify places in town.
• To read about jobs.
• To revise question forms.
• To introduce workplaces.
• To listen to and complete a song.
Language:
• Where do you work? I work (in a lab).
• Do you like your job? Yes, I do. / No, I don’t.
• Is your job risky? Yes, it is. / No, it isn’t.
Vocabulary:
• Jobs
• Places in a town: café, hospital, fire station,
library, park
• Actions: fill in forms, do exercise, wash, serve
food, talk, cook, serve, clean, care, help
Warm-up
Prepare flashcards with pictures of places in a
town with their names. Display them and invite
volunteers to place them in alphabetical order.
Encourage students to mention other places
they know in English: school, sports centre,
cinema, restaurant, etc.
1 Listen and write the missing letters.
Now that children have learned the
vocabulary, tell them to complete the words.
Play track 12 to check the exercise and ask
some students to spell the words and write
them on the board.
Track 12 Í
Speaker: One. Café
Two. Hospital
Three. Fire station
Four. Library
Five. Park

29
Around town
Unit
2
Answer Key
1. café; 2. hospital; 3. fire station; 4. library;
5. park
2 Unscramble the questions.
Invite a student to read Connor’s bubble.Ask
the class to read the interview and identify
the jobs.Then tell them to order the words
and write the questions. Have some volunteers
read the interview aloud to check their
answers. Finally, ask some comprehension
questions: What are the places mentioned in
the interview? Has Rosy got difficult jobs? Why
(not)? Are they risky? Do you like her jobs? Why
(not)?
Answer Key
1. What’s your job?
2. What do you do?
3. Do you like your job?
4. Is it risky?
5. Where do you work?
Optional Activity
Write the name of a place on the board
with the letters scrambled: eirf atstoin. Elicit
the word and get a volunteer to write it on
the board: fire station. Next, have students
write five other words related to Places
items in their notebooks with the letters
scrambled. Divide the class into pairs and
have students exchange notebooks.They
should unscramble the words and write them
correctly. Monitor and help as needed.
Optional Activity
Write
3 Read the descriptions and complete
them.
Draw students’ attention to the question in
exercise 3 and elicit the use of the question
word Where: to ask about a place. Tell them
to read the descriptions and fill in the blanks
with the necessary words to make complete
sentences.Ask some volunteers to read their
answers aloud to check.
Answer Key
1. hospital; 2. in a restaurant; 3. I work in a
library. 4. I work in a fire station. 5. I work in a
café.
Cool Language
Cool Language
Language box and analyse the use of the
question: to ask about a workplace. Read
the answer and point out the use of the
preposition in before the place.
4 Listen and complete.Then sing along.
Invite students to find and say the names of
four jobs in the chant: waitress, nurse, dentist,
librarian. Have students complete the chant
using the words from the box.To check, play
track 13 and pause it after each answer. Play
the track again and invite students to say the
chant. Finally, play the chant again and get
students to mime the jobs for each verse as
they say the chant.

30 Unit 2
Track 13 Í
Chorus
Jobs, jobs, lots of jobs.
Lots of things for me and you.
Jobs, jobs, so many jobs.
Excuse me, what do you do?
I work in a restaurant with lots of
food.
And I serve people too.
Then it's a waitress' job, a waitress' job,
A waitress' job you do!
Chorus
I help people and
I do this well,
And I work in a hospital too.
Then it's a nurse's job, a nurse's job,
A nurse's job you do!
Chorus
I look in your mouth
And I care for your teeth.
And I keep them clean too.
Then it's a dentist's job, a dentist's job,
A dentist's job you do!
Chorus
I work in a very quiet place,
And I catalogue books too.
Then it's a librarian's job, a librarian's job,
A librarian's job you do!
Chorus
Answer Key
1. restaurant; 2. serve; 3. help; 4. hospital;
5. mouth; 6. clean; 7. quiet; 8. books
Answer Key
1 Read and label the places.
1. hospital; 2. library; 3. park; 4. supermarket;
5. fire station
2 Read the descriptions and complete the
table.
1. Sally: nurse, hospital
2. James: I’m a librarian. I work in a library.
3. Henry: I’m a chef. I work in a restaurant.
3 Imagine you work in this place.Write
about your job and workplace.
I’m a waitress. I work in a café.
SB pages 18 and 19
Objectives
• To introduce means of transport.
• To talk about how people travel in towns.
• To describe jobs and workplaces.
Language:
• How do you go to (work)? (I go) by (bus).
Vocabulary:
• Means of transport: train, taxi, bicycle,
underground, motorcycle, bus
• Adjectives: near, far, fast
Warm-up
Draw a simple wheel on the board and write
wheel. Elicit the means of transport that have
wheels and write them on the board: buses,
motorcycles, planes, taxis, lorries, bicycles. Ask
students which means of transport they have
used and which ones they like the most.
1 Find the words in the wordsearch.
Now tell children to look at exercise 1 on page
18. Students find and circle the names of the
means of transports.Then, they check the
answers in pairs and finally with the whole the
class.

31
Around town
Unit
2
Answer 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.
Invite a student to read Connor’s bubble.Then
tell children they will listen to and read about
people talking about their jobs and how they
go to their workplaces.Ask them to circle the
words they hear. Play track 14 once for students
to choose the answers. Play it again to check
answers.
Track 14 Í
Dan: My workplace is far away because I live in
another town. I go to work by train. How do you
go to work?
Steve: I go to work by motorcycle. I use a
helmet for protection. When I’m late I take a taxi.
And Kim, how do you go to work?
Kim: I work near my house and I go by bicycle.
It’s fantastic because I do exercise too.
Wendy: That’s great! I go by car because I work
in different places and they’re all far away.
Answer Key
1. train; 2. motorcycle; 3. bicycle; 4. car
Cool Language
Cool Language
Now call students’ attention to the Cool
Language box. Invite a volunteer to read
the examples and elicit why you ask the
question: to know the means of transport
people use for going from one place to
another. Highlight the use of the preposition
by in the answer. Explain that to express that
people walk to a place, they should use
on: I go on foot. Ask the question to some
students and encourage them to answer
with complete sentences: How do you come
to school?
3 Complete the sentences with suitable
information.
Ask students to look at the pictures and
identify the means of transport.Then tell them
to complete the sentences with the correct
information.Have some volunteers read their
Answer Key
1. doctor, walk, near; 2. dentist, car, fast; 3. a
chef, by bus, far away
4 Imagine you have a job and answer.Then
ask a friend and complete.
Tell students to answer the questions about the
first picture.Then they have to ask the questions
to their partners and write their answers down.
Invite some volunteers to share their ideas with
the class.
Answer Key

32 Unit 2
Values: Being safe
Invite students to say what we should do to
be safe when we use different means of
transport. Encourage students to explain why it
is important to always wear a helmet: It protects
your head.
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Materials: cardboard
The prevoius class, ask studens to bring the
materials to make Means of transport cards.
Tell children to draw 20 8cm x 8cm squares
and cut them out.Then draw vehicles on ten
squares. Write the names of the vehicles on the
other squares. Students turn the cards over to
make pairs. When they match cards, they say
the name of the vehicle.
Optional Activity
Materials: Ten shoe boxes (1 per group),
paint (optional), construction paper, index
cards (1 per group), markers.
Divide the class into ten groups and assign
each group a means of transport.Then
hand out the materials.Tell students to work
together to make their means of transport
using the shoe box. When they finish, have
students write the name of their means of
transport on the index card. Display students’
work around the school or classroom.
Optional Activity
Materials:
Wrap-up
Write vocabulary related to jobs, places in
town and means of transport on the board
in random order.Tell students to look at them
carefully. Next, ask them to close their eyes
and erase one of the words. Have students
open their eyes again and say which word
is missing. Write the word back. Repeat the
activity several times.
Answer Key
1 Label the pictures.
1. taxi; 2. underground; 3. bus; 4. motorcycle
2 Unscramble the words and complete the
dialogue.
1. hospital; 2. motorcycle; 3. bus; 4. near;
5. bicycle
3 Complete the text with your own ideas.
SB pages 20 and 21
Objectives
• To describe a town.
• To talk about the location of places in town.
• To ask and answer about the location of
places.
Language:
• There’s a (café) but there isn’t a (restaurant).
• There aren’t any (parks) but there are some
(squares).
• The library is (on the corner).
• Excuse me, where’s the (hospital), please? It’s
(next to) the (bank).
• Is it far? No, it’s very near.Thank you. / You’re
welcome.
Vocabulary:
• Places in a town: square, supermarket, park,
greengrocer’s, fire station, library, ice cream
parlour, café, restaurant, stationer’s
• Prepositions of place: next to, behind,
between, opposite, on (the corner)

33
Around town
Unit
2
Warm-up
Bring or draw objects that represent
vocabulary items related to Places in a town:
a bag from a supermarket, a photo of a fire
station, a book, a cup of coffee, a wrapper
from an ice cream treat, etc. Display the
objects and ask students if they know where
to find them in their city or town.Then invite
volunteers to write the names of the places on
the board.
1 Look at the map and complete with
There's / There isn't or There are / There
aren't.
Now tell children to look at the map in exercise
1, on page 20 and read the references.Ask
the class to complete the text with the correct
forms of There be. To check, invite some
volunteers to read their answers aloud.
Answer Key
1. There’s; 2. there is; 3. there's; 4. There aren’t;
5. there are; 6. There’s
Cool Language
Cool Language
Draw students’ attention to the Cool
Language box. Revise the use of There be
with the class. Focus children’s attention on
the use of some in plural and affirmative
sentences and the use of any in plural
negative sentences.
2 Look and circle the correct option.Then
listen and check.
Elicit the names of the places in the pictures:
park, stationer’s, supermarket, hospital, fire
station, café. Invite a volunteer to read
the question aloud. Begin reading the first
sentence. Encourage students to say the
correct option: opposite.Then tell them to read
the rest of the sentences, look at the pictures
and circle the correct options. When they finish,
have them compare answers with a friend to
check. Play track 15 for students to check their
answers. Elicit the answers for each picture.
Track 15 Í
Speaker: One.
Connor: Where’s the stationer’s?
Jill: It’s opposite the park.
Speaker: Two.
Jill: It’s behind the supermarket.
Speaker: Three.
Jill: It’s next to the hospital.
Speaker: Four.
Jill: It’s between the café and the fire station.
Answer Key
1. opposite; 2. behind; 3. next to; 4. between
Grammar box. Invite volunteers to read
the sentences aloud.Then have the class
stand up. Form pairs. Say next to and get
students to stand next to their friends. Do the
same with behind and opposite.Then have
students quickly form groups of three.Tell
one student to stand between the other two
students in his or her group. Monitor and help
as necessary.
Cool Grammar
Cool Grammar
3 Listen and circle.
Play track 16 and have students follow along
in their books.Ask who needs help: the man.
Play the track again and tell them to circle the
correct options. Invite two volunteers to read
the dialogue for other students to check.

34 Unit 2
Track 16 Í
Man: Excuse me, could you help me?
Boy: Yes, sure
Man: Where is the library?
Boy: It’s behind the hospital.
Man: Thanks.
Answer Key
1. Excuse me; 2. Yes, sure; 3. the library;
4. behind
Cool Language
Cool Language
Now direct students’ attention to the Cool
Language box. Present and model the
question: Where’s the library? Elicit when we
use it: To ask about the location of a place.
Finally present and model the answer.
Optional Activity
Materials: Index cards (5 per student),
coloured pencils.
Tell students to fold their index cards in half
so that they stand up.Tell them to draw one
of the places on the front of a folded index
card. On the other side, they should draw a
different place. Have them do the same with
the rest of the index cards, and then stand
them all up in whatever arrangement they
like, to make a town.Then have students
tell a friend about the position of one
of the buildings: The library's next to the
supermarket. Monitor and check. Encourage
students to take their buildings home to build
their town again and practice describing the
locations.
Optional Activity
Materials:
Values: Helping people find
their way
Explain that you can help people a lot by
explaining where some places are or by
giving them directions. Encourage students to
comment on any time they needed or offered
help finding places. In addition, point out that
it is important to say I don’t know if you do not
know the locations or directions. Guessing can
cause more difficulty for the person who needs
help.
4 Complete the dialogues.
Now tell children to read about Jill and
Connor helping people find places in their
town.Ask them to complete the dialogues.To
check answers, invite some pairs to read the
dialogues aloud.
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.
Ask students to work in pairs and ask and
answer about the locations of some places
that appear on the map on page 20.They can
use the dialogues in the previous exercises as
models.
Answer Key
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Materials: construction paper, index cards cut
in half, small styrofoam balls cut in half, wooden
sticks

35
Around town
Unit
2
materials mentioned above to make a map.Ask
students to draw a map on the construction
paper and signs of places on each half of an
index card.Then they glue a wooden stick to
the back of each index card and insert the
sticks into the styrofoam balls to make signs.Tell
children to put the signs on the map.When they
finish the maps, they should take turns asking
about the location of different places: Excuse
me, where’s the library? It’s between the hospital
and the supermarket. Monitor and help as
needed.
Wrap-up
Divide the class into two teams and get them
to form two lines facing the board. Play Chinese
Whispers with sentences about locations.
Whisper a sentence to the ear of the first
student in each line: The library is between the
supermarket and the park.These students then
turn and whisper what they heard into the ears
of the students behind them.The whisper is
passed on until it reaches the last students at
the end of the lines.Then they say what they
heard aloud.
volunteers to write the answers on the board.
Answer Key
1 Answer the questions.
1. between the hospital and the ice cream
parlour; 2. It’s next to the fire station. 3. It’s next
to the internet café. 4. It’s on the corner.
Answer Key
1 Look at the map and circle the correct
option.
1. near; 2. opposite; 3. isn’t; 4. next to; 5. aren’t
2 Look at Connor's town and write about it.
Use these words and phrases.
SB pages 22 and 23
Objectives
• To revise and classify vocabulary in this unit.
• To make questions about jobs and answer
them.
• To answer about the location of places.
• To read short texts.
• To read for specific information.
Language:
• What’s your job? I’m a (dentist).
• What do you do? I (fix teeth).
• Where do you work? I work in a (hospital).
• How do you go to work? I go by (bus).
• Do you like your job? Yes, I do. / No, I don’t.
• There’s / isn’t a (library) next to (restaurant).
• There are some (squares) but there aren’t
any (big parks).
Vocabulary:
• Jobs
• Places in a town
• Means of transport
• Adjectives: interesting, far away, comfortable,
big

36 Unit 2
Warm-up
Play Odd One Out with the class. Dictate six
words: library, restaurant, supermarket, bicycle,
fire station, hospital. After students write the
words, encourage them to circle the word
that does not fit the same category as the
others. Check answers with the class and
invite students to justify their answers: library,
restaurant, supermarket, fire station, hospital
are places in a town. Bicycle is a means of
transport. Repeat the procedure several times.
1 Classify these words.
Now, ask students to write the words in the box
under the correct category.Tell students to
compare their answers with their partners to
check. Finally, have some volunteers read the
words aloud.
Answer Key
Places in a town: library, cyber café, fire
station, supermarket, hospital
Jobs: nurse, firefighter, chef
Means of transport: bus, underground, bicycle,
motorcycle
2 Unscramble the questions.Think of a job
and answer them.
Tell children to order the words to form
questions and then answer them with their
own ideas. Invite some students to share their
Answer Key
1. What’s your job? 2. What do you do? 3. Do
you like your job? 4. Where do you work?
5. How do you go to work?
3 Answer the questions.
Ask children to look at the pictures and answer
the questions.To check, have some students
read the answers aloud.
Answer Key
1. It’s opposite; 2. It’s behind the supermarket.
3. It’s next to the ice cream parlour.
4 Read about these two people.Are their
jobs simple? Why? Why not?
Direct students’ attention to the pictures and
ask them questions: What are their jobs? Where
do they work? Do you like these jobs? Read
the instruction aloud and ask them to read the
texts silently. When they finish, discuss the ideas
with the class.
5 Write Ted, Matt or Ted and Matt.
Now tell students to read the sentences about
the texts and identify the person they refer to.
To check the answers, ask some volunteers to
read the sentences and names aloud.
Answer Key
1. Matt; 2. Ted and Matt; 3. Ted; 4. Matt; 5. Ted;
6. Matt
Wrap-up
Play Mystery Identities with jobs. Write
vocabulary items on index cards and attach
a card to each student’s back. Have students
stand up and ask each other questions
about the names on their backs to help them
discover identities: S1: Is my job risky? S2:Yes. S1:
Am I a firefighter? S2:Yes! Students who know
their identities should tell you their identity: I'm
a firefighter. Remove the student's card and
have him or her sit down. Play until all of the
students are sitting in their seats.

37
Around town
Unit
2
Answer Key
1 Write three words for each of these
categories.
Jobs: firefighter, librarian, nurse, chef, dentist,
waitress
Means of transport: train, underground, bus,
bicycle, motorcycle, car
Places in town: supermarket, hospital, fire
station, park, square, library, ice cream parlour,
café
2 Read the texts and correct the sentences.
1. My job is interesting. 2. I go to my interviews
by car. / I drive. 3. I work in many places.
4. We go to work by motorcycle. 5. We serve
food and drinks in a restaurant. 6. We don’t live
near our workplace.

38 Cool Review 1
Cool
Review
Review
1
SB pages 24, 25, 26 and 27
Warm-up
On 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
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

39
Cool Review 1
Cool
Review
Review
Review
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 Town
Project 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
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
Wrap-up
Materials: 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.

40 Unit 3
Unit
3 Cool clothes
SB pages 28 and 29
Objectives
• To introduce vocabulary related to clothes.
• To describe physical appearance and
personality traits.
• To ask and answer about people’s clothes.
• To describe one’s favourite clothes.
Language:
• She's got (long dark hair) and (black eyes).
• (She)’s very (sociable and hard-working) but
(she) is (a bit quiet).
• What’s (he) / (she) wearing? He / She’s
wearing (a red T-shirt) and (jeans).
• What are you wearing? I’m wearing (a white
dress).
Vocabulary:
• Clothes: trousers,T-shirt, dress, shoes, shirt,
trainers, socks, blouse, skirt, jeans
• Accesories: cap, glasses
• Personality adjectives: intelligent, tidy, lazy,
friendly, quiet, sociable, nice, messy
Warm-up
Show children pictures of items of clothes to
introduce the vocabulary in this lesson.As
you do this, express your likes or dislikes and
ask students for their opinions: This is a dress.
I like long dresses. Do you like dresses? As you
mention the items of clothing, stick the pictures
on the board and write the names next to
them.
1 Read and write the names of the items of
clothes.Then listen and check.
Invite students to read the text and write the
names of the items of clothes. Check that
students understand the meaning of trendy.
Tell them to work in pairs and compare their
answers.Then play track 17 to check answers.
Finally, ask questions: What are your favourite
colthes? Do you like the accessory in the
shop?, etc.
Track 17 Í
Speaker: Number one. Skirt
Number two. Dress
Number three.T-shirt
Number four.Trousers
Number five. Shirt
Number six. Shoes
Number seven. Socks
Number eight.Trainers
Number nine. 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.
Have a volunteer read aloud what Jill says
and ask the class: Where are Jill’s friends?
Encourage them to describe the children and
their clothes. Now tell children they will listen
to Jill describing her friends. Play the audio
CD more than once for students to identify
the children and write their names. Invite
some students to read their answers aloud to
check.Then play track 18 again, two or three
times, for children to match the names with
the descriptions of their personality. Check the

41
Cool clothes
Unit
3
Track 18 Í
Jill: I love my Art lessons! I can use different
paints to create my own designs.This is a
picture of my classmates.
Max has got short brown hair. He’s a bit lazy at
school. He’s wearing a light blue T-shirt and blue
trousers. His trainers are blue too.
Cindy has got long dark hair and black eyes.
She’s very intelligent and tidy. Her desk is always
in order. She’s wearing an orange T-shirt and a
brown skirt. She’s got orange shoes on.
Mike has got short dark hair and black eyes.
He’s wearing a red T-shirt, blue jeans and green
trainers. He’s new at school and he’s very
friendly.
Beth is very sociable and nice too. She’s got
long blonde hair. She’s wearing a yellow T-shirt,
a purple shirt, blue shorts and orange socks.
She’s got white shoes on.
Oliver has got short curly hair. He’s very tidy and
intelligent but he’s a bit quiet. He’s wearing a
yellow shirt and green shorts. He’s got brown
trainers on. He’s got glasses too.
Answer Key
1. Oliver, d; 2. Max, b; 3. Cindy, a; 4. Mike, c;
5. Beth, e
Cool Language
Cool Language
Now direct students’ attention to the Cool
Language box. Read the examples aloud
and explain that these adjectives are
used for describing personality traits. Invite
students to find synonyms and antonyms
in exercise 2: messy-tidy, nice-friendly, etc.
Encourage students to use adjectives to
describe their personality.
3 Answer the questions about Jill’s
classmates.
Tell students they have to look at the pictures
of Jill’s friends to answer the questions. Read
the first question and answer as an example
and answer the second question with the
class. Direct students’ attention to the Cool
Grammar box and read the sentences.Analyse
the structures and elicit the use of be wearing:
to describe the clothes a person has on. Ask
students to work in pairs and answer the rest of
the questions.To ckeck, invite some volunteers
to read their answers.
Answer Key
1. No, they aren’t.
2. She’s wearing an orange T-shirt and a
brown skirt. She’s got orange shoes on.
3. She’s wearing a yellow T-shirt, a purple shirt,
blue shorts and orange socks. She’s got
white shoes on.
4. He’s wearing a red T-shirt, blue jeans and
green trainers.
5. He’s wearing a yellow shirt and green shorts.
He’s got brown trainers on. He’s got glasses
too.
4 Draw yourself in your favourite clothes
and write a description.
Ask students to draw themselves wearing
their favourite clothes and then complete
the paragraph with their description. Invite
volunteers to describe their drawings.
Answer Key
Students’ own answers.
5 Ask your friend about the clothes he /
she's wearing and draw a picture of him /
her.
Divide the class into pairs.Tell students to take
turns to ask and answer questions about their
clothes.They should draw the clothes that their
friend describes.
Answer Key

42 Unit 3
Optional Activity
Materials: Old magazines with pictures of
ítems of clothes
Divide the class into groups of three.Ask
students to find a specific item of clothing:
Find a red dress. The first group to find the
item and show it to you can ask the rest of the
class to find another item in the magazines.
Optional Activity
Materials:
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Materials: construction paper, magazines, a
glue stick
materials mentioned above to make a T-shirt
closet. Tell the class to fold the construction
paper and draw a T-shirt on it.Ask them to
colour the T-shirt and cut it out. Then they cut
out pictures of clothes from the magazines
and glue them inside their closet. When they're
finished, tell them to label the clothing items.
Divide the class into pairs and have them talk
about their T-shirt closet:There are seven pairs
of socks.They’re black, brown, and blue.
Wrap-up
Divide the class into groups of four. Hand out
magazines, construction paper, and index
cards.Ask students to cut out pictures of three
different people and glue them onto the
construction paper.Then have them invent
names for the models and write what they
are wearing on the index cards. Next, groups
exchange their work and glue the index cards
below the correct pictures. Finally, check
volunteers to read the questions and answers
aloud.
Answer Key
Write the questions and circle the correct
answer.
1. What are they wearing? They’re wearing
dresses. 2. What’s he wearing? He’s wearing
a T-shirt and jeans. 3. What are you wearing?
I’m wearing casual clothes and I’ve got a cap.
4. What’s she wearing? She’s wearing classic
clothes. She’s got earrings. 5. What are you
wearing? We’re wearing shoes.
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. This is Claire. She’s very nice but she’s shy.
She’s got blonde hair and blue eyes. She’s
wearing a pink sweater, jeans and pink
shoes. She’s got a trendy style.
2. This is Simon. He’s sociable and messy. He’s
got wavy black hair and black eyes. He’s
got a classic style. He’s wearing a black
shirt, brown trousers and white trainers.
3 Complete the information about you and
write your description.

43
Cool clothes
Unit
3
SB pages 30 and 31
Objectives
• To identify accessories.
• To ask and answer about possessions.
• To describe an accessory.
Language:
• Whose (watch) is this / that? It’s Connor’s.
• Whose (earrings) are these / those? They’re
Jill’s.
• Whose (scarf) is this? It’s my / your / his / her
(scarf).
• Whose (headband) is that? It’s our / their
(headband).
Vocabulary:
• Accessories: ring, bag, necklace, earrings,
scarf, hairband, watch, bracelet, belt
Warm-up
Draw a woman on one sheet of poster paper
and a man on another.The pictures should be
large enough for all of the students to see. Cut
out pictures of accessories from magazines
or draw the items on construction paper and
cut them out. Put the cutouts into an envelope.
Display the picture of the woman and the
picture of the man and ask students to name
them: (Anna) and (Mark). Then take a picture
of an accessory out of the envelope and tape
it to the corresponding person. Write the name
of the accessory on the board. Invite volunteers
to choose and tape other items to the pictures.
Leave the pictures with their names on the
board.
1 Label the accessories.Then listen and
check.
Divide the class into pairs and have them
follow the lines and label the pictures.
Encourage them to check the spelling of
words. Play the audio CD to check answers
with the class.
Track 19 Í
Speaker: One. Hairband
Two. Rings
Three. Bracelet
Four. Scarf
Five. Watch
Six. Bag
Seven. Necklace
Answer Key
1. hairband; 2. rings; 3. bracelet; 4. scarf;
5. watch; 6. bag; 7. necklace
2 Listen and follow along.
Direct students’ attention to the pictures and
ask them to describe the situation: The girl finds
a watch and gives it to the boy. Play track 20
and have students follow along in their books.
Track 20 Í
Girl: Whose watch is this?
Boy 1: It’s Willy’s!
Girl: Here you are!
Boy 2: Thanks!
Now draw students’ attention to the Cool
Grammar box. Read the examples aloud and
encourage students to explain when we use
this / these and that / those.Then focus on
the question word Whose and elicit its use:
To ask about the owner of something. Ask
students about the structure of the answer:
We add ’s at the end of a name to express
that this person is the owner. Point to different
objects and ask students about their owners:
Whose schoolbag is that? Whose pencils are
those?, etc.
Cool Grammar
Cool Grammar

44 Unit 3
3 Act out similar dialogues. Use these cues.
Divide the class into pairs and have them
act out similar dialogues.They should use the
objects in the pictures and the names given for
their owners. Monitor and help as needed.
Answer Key
Optional Activity
Take several objects that belong to different
students and put them on your desk. Divide
the class into pairs. Have students ask and
answer who owns the objects: Whose book is
that? It’s Ann’s.
Optional Activity
Take
4 Complete the dialogues using the words
from the box.Then listen and check.
Direct students’ attention to the sign: Lost and
Found. Explain that many places like schools,
shopping centres and other shops have a Lost
and Found to keep all objects that people lose
in the building. People can ask about their lost
object at this place.Ask where the children
in the picture are: At summer camp. Then
students read the dialogues and complete
them using the words in the box. Play track 21
for students to check their answers. Invite four
volunteers to read the text aloud and elicit the
names of the objects that the people lost: a
ball, a watch.
Track 21 Í
Girl 1: Hi! Is this your ball?
Boy 1: No, it isn’t, Jackie. It’s their ball.
Boy 2: Yes, that’s our ball, Jackie.Thanks.
Girl 2: Whose watch is this?
Girl 1: It’s my watch! Thanks!
Answer Key
1. ball; 2. isn’t; 3. Thanks; 4. Whose; 5. watch
Values: Being honest and
returning lost things
Ask a volunteer to read what Connor says to
the class.Ask students if they have ever lost
something. Encourage several students to
comment.Then ask if a person found the item
and gave it back. Invite students to say why it
is good to give lost things back to their owners:
You feel sad when you lose something.You feel
happy to have it again.
Refer students to the Cool Grammar box.
Have some volunteers read the examples
aloud.Write my, your, his, her, our and their
in a list on the board. Explain that these are
possessive adjectives. We use them to show
who something belongs to. Write I, you, he,
she, we and they next to the corresponding
words.
Cool Grammar
Cool Grammar
5 Complete the questions with this, that,
these or those.Answer using possessive
adjectives.
Ask a volunteer to read the example sentences
aloud and tell students to pay attention to the
hands pointing at the objects when completing
the questions. Invite some children to read the
Answer Key
1. this; 2. these, are their; 3. those,Those are her
earrings; 4. that;That’s their ball.
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Cool Mini Project
Materials: construction paper, electrical tape
materials to make a Cool bracelet. Ask them
to draw a bracelet on a white sheet of paper
and cut it out.Then they glue it onto the
construction paper and cut it out again. Tell
them to wrap the band around their wrist to

45
Cool clothes
Unit
3
check the size of the bracelet and cut it. Next,
they wrap short strips of electrical tape onto
the band to decorate it. Finally, have them tape
both ends of the bracelet and put it on their
wrist. Write stripes, zigzags and spots and draw
the meaning of each on the board. Encourage
students to describe their bracelets to a friend.
Wrap-up
Divide the class into four teams and have
them stand in lines in front of the board. Give
a marker to the first two students in each line.
Say a sentence with a possessive adjective:
Is this your bracelet? The first pair of students
to write the sentence correctly on the board
earns a point for their team. Continue with
other sentences.The team with the most points
at the end of the game wins.
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. Whose cap is this? It’s Finn’s.
3. Whose scarf is this? It’s Kate’s. 4. Whose
watch is this? It’s Bill’s.
SB pages 32 and 33
Objectives
• To revise possessive adjectives.
• To introduce possessive pronouns.
• To identify the owners of clothes and
accessories.
• To describe fashion styles.
• To ask and answer about possession.
• To write about favourite clothes and
accessories.
Language:
• Is that your / her / his (hat)? ) Yes, it is. / No, it
isn’t.
• Are these your / our / their (caps)? Yes, they
are. / No, they aren’t.
• Whose (hat) is this / that? It’s mine / yours /
his / hers.
• Whose (shoes) are these / those? They’re
ours / theirs.
• This (belt) is hers / his / mine.
• Those (skirts) aren’t ours / yours / theirs.
• Vicky's bags are very (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-up
Write Fashion in a circle on the board. Draw a
line out from the circle and elicit vocabulary
related to accessories: tie, headband, ring, etc.
Write them in a circle at the end of the line.
Draw another line out from the centre and
elicit the names of items of clothes: trousers,
jeans, shirt, blouse, skirt,T-shirt, etc. Help with
meaning as needed. Elicit the names of other
accessories students know and write them
at the end of a third line: sunglasses, glasses,
boots, gloves, etc. Encourage students to look
at previous pages in the unit to find more
words. Leave the mind map on the board.

46 Unit 3
1 Read and complete the dialogues.
Now tell children to look at the picture in
exercise 1 on page 32 and ask them to identify
the accessories and items of clothes.Then
students read the dialogues and complete
them with the corresponding words. Invite some
pairs to read the dialogues to check.
Answer Key
1. my; 2. our; 3. your; 4. her; 5. my
Direct children’s attention to the Cool
Grammar box.Ask volunteers to read the
sentences in the box aloud, pointing to
different students to convey meaning. Use
this time to assess learning: When do we use
whose? To ask about the owner of things. You
can copy a Possessive Pronouns chart on the
board if necessary.
Possessive Pronouns
I → mine
You → yours
He → his
She → hers
It → its
We → ours
You → yours
They → theirs
Whose skirt is this? — It’s hers.The cap is ours.
Cool Grammar
Cool Grammar
2 Circle the correct option.
Tell children to read the sentences and choose
the correct possessive pronoun.To check, invite
some volunteers to read their answers aloud.
Answer Key
1. theirs; 2. his; 3. hers; 4. yours; 5. mine
Optional Activity
Tell students they will play 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: People:
1.Alice; 2. John; 3. I; 4.You; 5. My friend and I;
6.Anna and Sam; Objects: 1. jeans; 2. belt; 3.
headband; 4. watch; 5. trainers: 6.T-shirts.
Divide the class into small groups. Roll the
dice and tell what the numbers are. Explain to
students that they have to replace the names
with the corresponding possessive pronouns:
Alice, watch – This watch is hers. 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.
Optional Activity
Tell
3 Complete with a possessive pronoun.
Then listen and check.
Read what Connor says aloud and invite children
to identify the pictures.Have them complete
the text with possessive pronouns.Then play
the audio CD to check answers. Finally ask
comprehension questions: Who is shy? Has
Connor got expensive clothes? Whose bags are
colourful? Do the children like sports?,etc.
Track 22 Í
Connor: My friends and I like different types of
clothes.That T-shirt is mine. I like comfortable
clothes. Chris is shy and he’s got classic clothes.
These brown shoes are his. Jim is very modern
and his clothes are very expensive.This smart
watch is his.Vicky and Penny love fashion.These
trendy accessories are theirs.Vicky’s bags are
very colorful.This bag is hers. Penny has got a lot
of earrings.Those are hers.We are very different
but we all like sports.These trainers are ours.
Answer Key
1. mine; 2. his; 3. his; 4. theirs; 5. hers; 6. hers;
7. ours

47
Cool clothes
Unit
3
4 Ask and answer questions about Connor
and his friends' items.
Divide the class in pairs and ask some
volunteers to read the example dialogue
aloud.Then students ask and answer about
the owners of the objects in exercise 3.
Answer Key
5 Draw clothes and accessories that you
and your friends like.Then complete the
text using some of these phrases.
Encourage students to draw their favourite items of
clothes and accessories and include their friends’
preferences as well.Then they should complete the
descriptions with their ideas and using the phrases
from the box.When they finish,ask some children
to share their ideas with the class.
Answer Key
Values: Being tolerant and
accepting different interests
Ask students: What kind of clothes do you like?
Talk about the importance of respecting other
people’s choices of clothes: Do your friends like
the same kind of clothes you do?
Wrap-up
Stand facing the board and use your finger
or a magic wand to draw the letters of words
related to clothes and accessories in the air.
Get students to guess the word. Play the game
several times.Then encourage volunteers to
write the words in the air for the class to guess.
Answer Key
1 Rewrite the sentences using possessive
pronouns.
1. hers; 2. This bag is hers. 3. This tie is John’s.
4. These hats are theirs.
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
• To recognize numbers.
• To ask and answer about prices.
• To give opinions about clothes and their cost.
Language:
• Can I help you? / Yes, please.
• How much is (that) (shirt)? It’s (24 euros).
• How much are (those) (trainers)? They’re (98
pounds).
• (It’s) / (They’re) (expensive) / (cheap).
Vocabulary:
• Numbers: 20 to 100
• Clothes and accessories
• Adjectives: cheap, expensive, trendy
Warm-up
Write the numbers from one to ten on the board
and get a volunteer to read them aloud. Erase
them and write the numbers in tens from ten to
one hundred: 10, 20, 30, 40, 50, 60, etc. Say the
numbers aloud.Then write a mixed number: 25.
Invite a volunteer to say the number.Write it on
the board in word form: twenty-five. Do the same
with other mixed numbers.

48 Unit 3
1 Read and colour the correct numbers.
Ask students to look at the first set of number
balloons. Say one hundred. Tell students to
show a friend the correct balloon.Then get
them to colour it. Do the same with the next set
of number balloons.After that, have students
read and colour the correct numbers. Check
answers by getting volunteers to write the
correct numbers on the board.
Answer Key
1. 100; 2. 92; 3. 74; 4. 60; 5. 86
2 Listen and write the number for each box.
Direct students’ attention to the picture and
elicit the name of the vehicle: lorry. Explain that
it is a delivery lorry.Ask what is in the boxes:
clothes and accessories. Elicit the names
of the items: belts, hats, sweaters, shirts and
T-shirts. Then play track 23 and tell students
to listen and point to the appropriate box as
they hear each item. Play the track again and
have students write the numbers of items in
the squares. Finally, play the track and pause
it before each number. Elicit the number and
continue the track to confirm the answer.
Track 23 Í
Man 1: Good morning. I’ve got a delivery of
clothes for you.
Man 2: Great. What have you got?
Man 1: Let’s see… I’ve got sweaters, belts, hats,
coats and T-shirts.
Man 2: Ok, um…, how many sweaters are there?
Man 1: There are 60 sweaters.
Man 2: Ok, and how many belts?
Man 1: There are 74 belts.
Man 2: 74 belts… Ok. Now, hats. How many hats
have you got?
Man 1: Hats? Let’s see… 86 hats.
Man 2: Ok, 86 hats… and how many coats?
Man 1: 92 coats.
Man 2: 92… and finally, how many T-shirts?
Man 1: 100 T-shirts, and that’s everything.
Man 2: Great.Thanks!
Answer Key
(From top to bottom, left to right) Belts: 74;
Hats: 86 Sweaters: 60; Coats: 92; T-shirts: 100
Optional Activity
Materials: Index cards (1 per student).
Write the numbers from zero to nine on
the index cards with one number on each
card. Hand out the index cards. Encourage
students to combine numbers with a friend
and say the new number aloud: 83 (eighty-
three). Have them try again with a new friend.
Monitor and help if necessary.
Optional Activity
Materials:
3 Listen and write the prices.
Ask students to look at the pictures and ask:
Where are the people? Tell them to identify
the clothes and accessories.Then have two
volunteers read the first dialogue aloud. Explain
they will listen to the audio CD and have to
write the prices they hear. Play track 24 one
time for students to complete. Play it one more
time so that they can check the answers. Invite
some pairs to read the dialogues aloud.
Track 24 Í
Speaker: One
Man 1: Can I help you?
Man 2: Yes, please. How much is that hat?
Man 1: It’s 30 euros.
Man 2: It’s cheap.
Speaker: Two
Woman 1: Can I help you?
Woman 2: Yes, please. How much are these
gloves?
Woman 1: They’re 20 euros.
Speaker: Three
Woman 1: Can I help you?
Woman 2: Yes, please. How much are those
shoes?
Woman 1: They’re 95 euros.
Woman 2: I really love them but they’re expensive.

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