Unit City Places! - waidev2.comrichmond-elt/files/CoolKids4TBsample.pdf · T31 Unit 3 Vocabulary...

Unit

T28A

City Places!City Places!

bakery /"ba@-k“´-‘re@/

bank /"baNk/

bookstore /"buk-stor/

candy store /"kan-de@ stor/

drugstore /"dr´g-stor/

movie theater /"mu·-ve@ "the@-´-t´r/

museum /myu-"ze@-´m/

pet shop /"pet sha·p/

police station /p´-"le@s "sta@-sh´n/

toy store /"toi stor/

VocabularyVocabulary

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unit 3- N4-TBCK1.indd 4 7/30/10 11:47 AM

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Make sure students understand your instructions before they do an activity. Give clear and short instructions. Then ask a volunteer to explain what they are supposed to do.

CoolTip!CoolTip!

Was / wereWe use the past simple of the verb to be to talk about a past situation.I was at home yesterday.They were at the bank at nine.

To make the negative form, we add not to the verb (was not = wasn’t and were not = weren’t.)Tic wasn’t in the bakery.They weren’t at the police station.

To make Wh Questions, we put the question word before was / were.Where was Oliver at eleven?When were they in the museum?

Co ol Grammar Coooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo ooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooolC l Grammar

Hearing Suggestions page T30

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It’s good to hear your friend’s suggestions.suggestioons.

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City Places!City Places! Written Practice

Display the flashcards on the board and number them according to the book. Motivate volunteers to go to the front. Say a number and ask the class to spell the corresponding word for the student at the front. Finally, ask students to write the new words in their notebooks.T: FiveSs: B-a-n-k

Wrap-upTell students they will be playing Hide and Seek using places from the Unit Opener. Divide the class into pairs. In their notebooks, have students write the name of a place in the city where they are hiding, without their partner seeing it: toy store. Then they should ask questions to find out where their partners are.S1: Are you in the bank?S2: No, I’m not.S1: Are you in the toy store?S2: Yes, I am. (showing the written place)

Optional ActivityWrite City on the board and elicit places you can find there. Write the places on the board.

In their notebooks, students draw some squares to resemble the blocks in a city. Then have them draw and label some of the places on the board.

Divide the class into pairs. Have students take turns comparing their cities: In my city, there’s a drugstore next to the bank. In your city, the drugstore is behind the movie theater.

OW

Pictionary Í 103

Assign page 126 as homework. Students write the vocabulary words in order according to the pictures. Then they listen to Track 103 on the Student’s CD and check their answers. Finally, students listen to the track again and repeat the words.

Track 103NARRATOR: One. Bookstore Two. Museum Three. Police station Four. Drugstore Five. Bank Six. Movie theater Seven. Candy store Eight. Pet shop Nine. Toy store Ten. Bakery

T29

Vocabulary City Places: bakery, bank, bookstore, candy store, drugstore, movie theater, museum, pet shop, police station, toy store

Warm-upPlay Word Chain (see page XIII) using the following:B-R-E-A-D-B-I-R-D-C-A-N-D-Y-B-O-O-K-T-O-Y-S.

Have students open their books to the Unit Opener. Read the title aloud. Ask students to find the items from the board inside the different buildings in the picture.

Class Activity Vocabulary Presentation [ Í 15

Elicit one place by asking what you can do there: Where can I go if I want to (learn about dinosaurs)? Display the flashcard of the (museum). Play Track 15 to model the word and have students repeat chorally and then individually. Repeat the procedure with the rest of the cards.

Shuffle the flashcards. Turn one over and show it to the class for a second. Encourage students to name the corresponding place. Repeat the procedure with the remaining flashcards.

Track 15NARRATOR: One. Museum Two. Drugstore Three. Toy store Four. Police station Five. Bank Six. Movie theater Seven. Pet shop Eight. Candy store Nine. Bookstore Ten. Bakery

Oral Practice]Have students open their books to page 137 and tell them to cut out the pictures. Have students glue the cutouts on the Unit Opener while you tape the flashcards around the classroom. Play Track 15 and ask students to point to the correct flashcard and repeat the places. Finally, say the numbers and have a volunteer name the corresponding places.T: OneS1: MuseumT: TwoS2: Drugstore

Divide the class into pairs. Have one student say a word and the other point to the corresponding picture; then have them exchange roles.


30 Unit 3

CoolExpressions

CoolExpressions

CCopEEExp

CCoCCoE pEEExpresEExpres

CCCCCCCCCCCCCCE

CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCEE

1 Label the pictures.

3 Underline the options to make different dialogues.

2 Listen and mark ( ) the correct suggestion. 16

Listen and check your answers. 15

pet shop police station movie theater bank toy store museum candy store drugstore bookstore bakery

Practice the dialogues with a friend.

A: Hey, what’s wrong?B: I’m lost / I need money / My stomach hurts.A: Why don’t you go to the bank / call the doctor / go to the police station?B: Good idea, thanks.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

museum

We’re so bored!

It’s good to hear your friend’s suggestions.

I’m late!1 2✓

✓

drugstore

movie theater pet shop candy store bookstore bakery

toy store police station bank


City Places! T30

Vocabulary City Places

Functional Language Giving Advice: What’s wrong? Why don’t you…?

Warm-upHold up a flashcard and say a word. If the word is the same as the item on the card, ask students to clap their hands once. If the word and the flashcard item are different, they must keep silent.

Class Activity1 Label the pictures.

Have students open their books to page 30, Activity 1.Point to the first picture, the dinosaur fossil, and elicit that it can be found at a museum. Check what the other objects are. Ask students to look at the words in the box and label the pictures. Have students complete the activity on their own.

Listen and check your answers. Í 15

Play Track 15. Have students check their answers as they listen to the track. Divide the class into pairs and have students ask each other questions about the pictures and the places in the city.S1: Where can you buy books?S2: At the bookstore.

2 Listen and mark (✓) the correct suggestion. Í 16

Focus students’ attention on both scenes. Ask questions about the pictures: Why is the man worried in the first picture? What are the two pictures next to him? What do the boys say in the second picture? What choices are there next to them?

Track 16NARRATOR: OneDAD: Oh, no! It’s seven fi fty already! I’m late!DAUGHTER: Why don’t you take a taxi?DAD: Good idea, thank you!DAUGHTER: You’re welcome!NARRATOR: TwoTEENAGER 1: We’re so bored!MOM: Why don’t you go to the movie theater?TEENAGER 2: Cool idea, thanks.

Explain that in both scenes there is a problem and two possible solutions. Play Track 16 and have students listen and mark the correct suggestion. Elicit what the expression is to make a suggestion and write it on the board: Why don’t you…? Ask students what the suggestion is in the first scene. Motivate students to answer using the expression on the board. Elicit the second answer.

Hearing SuggestionsAsk a volunteer to read COOL-4’s speech. Write I didn’t do homework on the board. Elicit some suggestions to solve the problem and write them on the board too. Add other suggestions that are negative: Copy the homework. Say you are sick. and so on. Encourage the class to identify the negative suggestions. Help students reflect that they can be given suggestions but that in the end they have to decide what is good for them.

Wrap-upPlay Categories (see page XII) with Places and Objects using the words from Activity 1.

Optional ActivityMaterials Index cards

Preparation Problem Cards (one set per group): Write one problem on each index card: I’m hungry. / I lost my friend’s book. / I’m bored. / I’m sad.

Divide the class into groups of four. Distribute Problem Cards. Have students take a card for their classmates to give suggestions. Motivate students to use the expressions on the board. Invite volunteers to share their suggestions to solve the problems.

OM

Assign page 24 as homework.

CoolExpressions

CoolExpressions

3 Underline the options to make different dialogues.

Explain to students that in the activity there are different alternatives. Ask students to underline one problem and one solution.

Practice the dialogues with a friend.Divide the class into pairs. Encourage students to role-play the dialogue using body language. Then have them switch roles with the options selected by the other student. Invite some volunteers to act out the dialogue for the class.


Unit 3T31

Vocabulary City Places, twins

Grammar At seven James and Oliver were at the movie theater. I was at home yesterday.

Materials Small pieces of paper

Preparation Time Cards (one set per pair): Write one time on each piece of paper: 9:00, 9:30, 11:00, 11:30, 12:30, 7:00.

Grammar PresentationWas / were

I / He / She / It was at the museum. You / We / They were at the pet shop.

He was at the bakery. We were at the bank.

Warm-upBrainstorm what students know about Harry Potter. Write the information on the board.

Class Activity4 Listen to the report and write who was in each place. Í 17

Have students open their books to page 31, Activity 4, and identify the places in the map. Then ask Who are the twins in the picture? Explain that they played the Weasley twins in the Harry Potter movies.

Tell students that they will hear about a day in the life of the Phelps twins. Play Track 17 for students to identify their names: James and Oliver. Then play the track again and have students write the corresponding letters in the boxes. Check answers.

Track 17NARRATOR: A Day in the Life of... WOMAN: Good morning, Keith. What’s new this

week?MAN: Do you remember James and Oliver Phelps?WOMAN: Sure! They are the Weasley twins in the

Harry Potter movies.MAN: Exactly! Well, let me tell you where they

were yesterday.WOMAN: Where were they?MAN: At 9:00 a.m. they were at the bank.Then at 9:30 the twins were at the museum. WOMAN: And then?MAN: At 11:00 James was at the bakery and

Oliver was at the candy store. WOMAN: When were the twins together again?MAN: Later, at eleven thirty, they were at

the pet shop. WOMAN: Oh, OK. And then? Where were the twins?MAN: At twelve thirty, Oliver was at home, with a

headache and James was at the drugstore buying medicine.

WOMAN: Poor Oliver!MAN: Yes, but I think he was better later on

because they were at the movie theater at 7:00 p.m. They…

Listen again and write what time the twins were at each place.

Play Track 17 for students to write what time James and Oliver were at each place. Check answers and model the sentences for choral repetition: Yesterday at seven James and Oliver were at the movie theater.

Say where the Phelps twins were yesterday.Divide the class into pairs. Distribute Time Cards (see Preparation.) Students take turns picking up a card for their partner to say the corresponding sentence. S1: Seven (reading the card)S2: At seven James and Oliver were at the movie theater.

Elicit the pronouns used with was and were as you copy them on the board. Encourage students to write one sentence per pronoun: Yesterday Maria and Eddie were at school. Linda was at the candy store in the morning.

Refer students to the Cool Grammar box. Read the first sentence aloud and check comprehension: T: Am I at home now?Ss: No, yesterday you were at home.

Repeat the procedure with the remaining sentences.

Ask questions and answer them.Say Where, eleven. Encourage students to ask the corresponding question: Where was Oliver at eleven? Invite a volunteer to answer: He was at the candy store.

Divide the class into pairs. Have students ask and answer questions about the twins’ day.

Wrap-upPlay Hangman (see page XII) using different city places.

Optional ActivityExplain to students that you will say a pronoun. If it is followed by was, they have to stand up, and if it is followed by were, they remain seated. Then invite volunteers to create a sentence with those words: They were at the bank on Tuesday afternoon.

OE



31City Places!

Ask questions and answer them.

Was / were

• I was at home yesterday.

• At nine she was at the museum.

• They were at the bank on Monday morning.

Co ol GrammarC Cooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo ooooooooooooooooooooooooooooooooooooooooolC l Grammar

Where was Oliver at eleven?

They were at the bank at nine.

He was at the candy store. When were James and Oliver

at the bank?

Seven. At seven James and Oliver were at the

movie theater.

4 Listen to the report and write who was in each place. 17

Listen again and write what time the twins were at each place.

Say where the Phelps twins were yesterday.

J = James

O = Oliver

B = both

B

7:00

9:00

B

B

B

J

J

O

11:00

11:00 9:30

12:30

11:30


32 Unit 3

1 Where were the actors last week? Write sentences about them.

Was / were

• Where was John this morning?

• When were they at the museum?

Co ol GrammarC Cooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo ooooooooooooooooooooooooooooooooooooooooooooolC l Grammar2 Ask a friend these questions.

1. Where were you this morning?2. Where were your parents on Sunday morning?3. Where was your best friend on Saturday afternoon? 4. Where was your teacher yesterday?

Write questions with where or when.

1.

2.

3.

4.

Emma was in the supermarket on Thursday.

1. He was at the museum.

2. On Monday.

3. He was at the toy store.

4. On Thursday.

Where was Ralph on Tuesday?

Daniel and Robbie were in the bookstore on Monday. Ralph was in the museum on Tuesday. Rupert was in the toy store on Wednesday.

When were Daniel and Robbie at the bookstore? Where was Rupert on Wednesday? When was Emma at the supermarket?


City Places! T32

Vocabulary City Places, supermarket

Grammar Where was he this morning? When were you at the bakery?

Grammar PresentationWas / were

• Wh Questions

Where was I / he / she / it on Friday? were you / we / they yesterday?

When was I / he / she / it at the bank? were you / we / they in the museum?

Where was she on Thursday? When were they at the bookstore?

Warm-upWrite on the board I spy with my little eye something beginning with (B). Ask students what it could be: A book, a board, a backpack, etc.

Divide the class into pairs. Have students open their books to the Unit Opener and choose an object from the picture. Ask them to say the phrase on the board and the first letter of the object they chose so that their partners can guess.

Class Activity1 Where were the actors last week? Write sentences about them.

Have students open their books to page 32, Activity 1. Ask who the actors are and if they know what characters they were in the Harry Potter films. Direct students’ attention to Emma. Ask students to follow the line and tell you where she was on Thursday: Emma was in the supermarket on Thursday. Students complete the activity on their own. Check answers with the class.

Write questions with where or when.Write on the board Robbie was at the bank on Monday. Elicit the question for that answer: When was Robbie at the bank? Now underline the word bank and elicit the question: Where was Robbie on Monday?

Ask students to underline the words that refer to time or place in the answers. Encourage students to use those words to write the corresponding questions. Check answers with the class.

2 Ask a friend these questions.Divide the class into pairs. Have students ask each other the questions from the activity. Invite students to write the answers in their notebooks. Elicit some answers. S1: Where were you this morning?S2: I was at home.

Refer students to the Cool Grammar box. Invite volunteers to read the questions aloud as you write them on the board. Elicit how to form questions with was / were: First, we use when or where, then was or were, next the person, and finally the complement.

Wrap-upPlay Scrambled Sentences (see page XIII) using the following questions:1. yesterday / were / you / where / ?2. candy store / when / ? / the / Paul / at / was 3. at / was / Kim / the / museum / When / ?4. afternoon / ? / Eva / on / Rita / were / and / Friday / where

Key 1. Where were you yesterday? 2. When was Paul at the candy store? 3. When was Kim at the museum? 4. Where were Eva and Rita on Friday afternoon?

Optional ActivityWrite the following sentences on the board:1. Mark was at the bank.2. On Friday Mark and Tom were at the drugstore.3. Luke and I were at the bookstore.4. At eleven Gina was at the pet store.

In their notebooks, students write the questions to the answers on the board.

Check answers. Divide the class into pairs. Have one student read one of the answers for the other student to ask the question. Invite students to exchange roles.

OW



Unit 3

Match the two parts of the sentences.Ask students to read the text again. Have them match the two parts of the sentences. Check answers with the class.

Write on the board Toc was at the toy store. They were at the police station. Ask students to correct the sentences in their notebooks using the Cool Grammar box to check. Ask students when to use wasn’t and weren’t: When we want to express the negative form of was / were.

4 Make a Tic, Tac, and Toc Cartoon Story with a friend.Encourage the class to describe Tic, Tac, and Toc: They are naughty. Elicit some people that may know the pets: Rupert’s family and neighbors, Emma, Daniel.

Divide the class into pairs. Distribute strips of construction paper. Have students follow the instructions to make their story. Suggest using different characters and settings. Remind students to use speech bubbles to write the dialogues. Monitor and help if necessary. Have three pairs work together and show their stories.

Wrap-upAsk students to write one false and two true sentences using wasn’t or weren’t and city places: My mom wasn’t at the bakery this morning.

Divide the class into small groups. Have students read their sentences for their classmates to guess the false sentence.

Optional ActivityWrite the following sentences on the board:1. Yesterday ____ Sunday and I ____ at school.2. I can’t fi nd my keys. They _____ in my bag and

they _____ on the table.3. Our teacher _____ here yesterday, but another

teacher ____.4. My friends and I ____ at Lucy’s party, but Mike

____ there.

Have students write the complete sentences in their notebooks. Check answers with the class.

Key 1. was, wasn’t; 2. weren’t, weren’t; 3. wasn’t, was; 4. were, wasn’t

OW


T33

Vocabulary naughty

Grammar Toc wasn’t at the toy store. They weren´t at the police station.

Materials Strips of construction paper (one per pair)

Grammar PresentationWasn’t / weren't

I / He / She / It wasn’t in the museum. in the movie theater.

I wasn’t at home. She wasn’t at the drugstore.

You / We / They weren’t in the bookstore. in the pet store.

You weren’t in the bakery. They weren’t at the toy store.

Warm-up Have students open their books to the Unit Opener. Give students two minutes to try to remember as many details as possible. Have students close their books. Ask the following questions: How many cars were there? Where was the woman robot? Where was the man? Where were Lyz, COOL-4, and Paul?

Class Activity3 Read and follow along. Í 18

Have students open their books to page 33, Activity 3. Encourage them to predict what happens in the story without reading the text. Play Track 18 and have students follow along in their books. Check if their predictions were correct.

Act out the story.Divide the class into groups of five. Ask students to take turns acting out different characters. Invite some volunteers to act out the story for the class.

Copy the following chart on the board:

Tic Tac Toc Tic, Tac, and Toc

movie theater yes no no

bakery

toy store

police station

museum

Have students copy the chart in their notebooks. Tell them to fill in the chart based on the story. Have pairs check their answers. Elicit and model the negative sentences: Tac and Toc weren’t in the movie theater.

Divide the class into pairs. Have students name a place from the story for their partner to say a negative sentence.S1: BakeryS2: Tic wasn’t in the bakery.


33City Places!

Rupert has three strange pets: Tic, Tac, and Toc. He’s worried because they are lost...

1. Tic was at the police station.

2. Tic, Tac, and Toc were at the bakery.

3. Tic wasn’t at the movie theater at eleven.

4. Tic, Tac, and Toc weren’t at the museum.

5. Tic wasn’t at the toy store in the morning.

Match the two parts of the sentences.

Act out the story.

4 Make a Tic, Tac, and Toc Cartoon Story with a friend.

1

Co ol Grammar

– Hello, Tom. Are my pets here?– No, Rupert. Tic was here at eleven,

but Tac and Toc weren’t here today.

– Hi, Anna. Are my pets here?– Tac and Toc were here in the

morning, but Tic wasn’t with them.

– Hi, Al. Are my pets here?– Hmm. Tic wasn’t here. Tac wasn’t

here. Toc wasn’t here. Your pets weren’t here today. Sorry.

– Your pets were at the museum half an hour ago. Go and check. – Oh, no!

CCCC mmaWasn’t / weren’t

• Toc wasn’t at the toy store.

• They weren’t at the police station.

Co ol Grammaro o Cooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo ooooooooooooooooooooooooooooooooooooooooooolC l Grammar

You need

• a strip of construction

paper

Instructions

1. Divide the strip into three sections.

2. Draw a scene from the story in each section.

3. Write the dialogues.

4. Show your story to some friends.

3 Read and follow along. 18

35

24


34 Unit 3

1 Discuss with a friend.

1. Where can you see dinosaurs?2. Do you like them? Why or why not?

Label the pictures.

2 Find the words in the text and underline them. 19

neck lizard horns meat eaters wings plant eaters teeth jaws

Meet the Celebrities of the Dinosaur World

Pterodactyls These are Pterodactyls. Scientists classify them as flying reptiles and not as dinosaurs. Their wings were very long and very strong. They were meat eaters.

TriceratopsTriceratops was about twice the size of a rhinoc-eros. Its legs were short. Can you see the three horns on its face? Two long horns were above its eyes, and one short horn was on its nose.

BrachiosaurusThis is a Brachiosaurus. It was very tall. It was very heavy, too. Its neck was very long. A Brachiosaurus wasn’t aggressive or dangerous.

Dino WorldDino World

34 UnitUnit 33

Label the pictures.

Meet the Celebrities of the Dinosaur WorldMeet the Celebrities of the Dinosaur World

TriceratopsTriceratops was about twice the size of a rhinoc-eros. Its legs were short. Can you see the three horns on its face? Two long horns were above its eyes, and one short horn was on its nose.

BrachiosaurusThis is a Brachiosaurus. It was very tall. It was very heavy, too. Its neck was very long. A Brachiosaurus wasn’t aggressive or dangerous.

Pterodactyls These are Pterodactyls. Scientists classify them as flying reptiles and not as dinosaurs. Their wings were very long and very strong. They were meat eaters.

We all like dinosaurs. We see them everywhere. We buy them at toy stores as stuffed animals or action figures. We see them in movies, museums, books, and magazines. The word dinosaur means “terrible lizard.” Of course, dinosaurs weren’t lizards, and many of them weren’t terrible. In fact, most dinosaurs were plant-eaters, or herbivores. Only some were meat-eaters, or carnivores. Dinosaurs weren’t very intelligent. They were only as intelligent as chickens.

Imagine you are walking in a forest. You

turn around and suddenly you see one of them! What do you do?

Tyrannosaurus RexThis is the king of all dinosaurs–the terrible Tyrannosaurus Rex. It was very big. Its jaws were very strong, and its teeth were very sharp. It was very fast and very dangerous. It was very ugly, too.

teeth lizard horns plant eater

jaws wings neck meat eater


City Places! T34

Vocabulary Dinosaurs: bone, carnivore, herbivore, horn, jaw, lizard, meat eater, plant eater, wing Adjectives: sharp, stuffed

Skills Development Reading

Warm-upRead the sentences below and have students guess the animal described: I was very big. My teeth were big. Some people think I was a monster.

Key A dinosaur

Class Activity1 Discuss with a friend.

Divide the class into pairs. Ask students to open their books to page 34, Activity 1. Have them discuss their answers. Invite volunteers to share their points of view.

2 Find the words in the text and underline them. Í 19

Read the title of the text aloud: Dino World. Ask students to focus on the pictures of the dinosaurs and have students describe them: The Tyrannosaurus Rex has big teeth.

Copy the chart below on the board.

DinosaurWhat We

KnowNew

Information

Tyrannosaurus Rex

Triceratops

Brachiosaurus

Pterodactyls

Divide the class into small groups. Have students copy the chart in their notebooks and fill in what they know.

Ask students to read the text to underline the words in the box. Check. Then tell students to fill in the other column of the chart with the information they remember. Finally, play Track 19 and invite students to follow the text and check their chart.

Label the pictures.Direct students’ attention to the first picture and elicit what it is: teeth. Students label the remaining pictures using the words from the box. Check answers.

Wrap-upPlay Disappearing Text (see page XII) using some sentences from the text: The Brachiosaurus was very ____. It wasn’t _______ or dangerous.

Optional ActivityPlay Tongue Twisters (see page XIII) using the following:

A dinosaur stops by a mallWhere people are tiny and small.“Now why do you thinkI am really extinct?”The dinosaur asks in a hall.

OP



Unit 3T35

Skills Development Reading and Writing

Warm-upPlay Expanding Sentences (see page XII) with the word Brachiosaurus.

Class Activity3 Read “Dino World” again and mark the sentences T for true or F for false.

Have students open their books to page 35, Activity 3.Read the sentences aloud for students to mark them true or false. Invite students to read the text again and check their answers.

4 Read the description and draw the Coolfoursaurus.Tell students there is a special dinosaur called Coolfoursaurus. Encourage them to describe what they think this dinosaur looks like.

Read the description in the book aloud and encourage students to underline the parts of the body. Have students draw the Coolfoursaurus, making sure it has all the characteristics mentioned in the text. Divide the class into small groups. Have students compare their pictures.

5 Look at the dinosaur and describe it.Have students focus on the picture of the dinosaur. Elicit words that describe it and write them on the board: carnivore, teeth, wings, tail, jaw, dangerous. Have students make up a name for their dinosaur. Then encourage them to describe it in their books. Suggest using the text in Activity 4 as a model.

Divide the class into pairs. Have students compare their descriptions. Invite volunteers to read their description aloud for the rest of the class.

Wrap-upExplain to students that the name of every dinosaur means something. Write the following information on the board:saurus = lizard tyranno = tyrant rex = kingbrachio = arm dino = terrible bronto = thunderveloci = speed tri = three raptor = thiefgnathus = jaw anuro = tail cerat = horn

Elicit what Tyrannosaurus Rex means: King of the tyrant lizards.

Divide the class into small groups. Encourage students to invent a name for a dinosaur: Trianurosaurus. Then have them illustrate their dinosaur and write a short description on a separate sheet of paper. Display students’ work around the classroom.

Optional ActivitySay something you found interesting in the lesson: It’s interesting to know the meaning of dinosaur names. Encourage volunteers to share what they found interesting or fun in the lesson.

OS



35City Places!

3 Read “Dino World” again and mark the sentences T for true or F for false.

4 Read the description and draw the Coolfoursaurus.

This is

.

1. We can see dinosaurs in movies.

2. Dinosaurs were lizards.

3. All dinosaurs were meat eaters.

4. Dinosaurs weren’t intelligent.

5. A Brachiosaurus was very dangerous.

6. Pterodactyls weren’t plant eaters.

7. A Tyrannosaurus Rex wasn’t slow.

5 Look at the dinosaur and describe it.

This is a

Coolfoursaurus.

It was thin and its

wings were yellow.

Its head wasn’t big

and its eyes weren’t

blue. A Coolfoursaurus

was little, but it was

very dangerous.

It was a meat eater.

TFFTFTT

Students draw dinosauraccordingly.

Answers will vary.


36 Unit 3

1 Talk about the pictures.

2 Draw a Before and After Strip.

Describe your friend’s strip.

Yesterday Today Last Friday Today

TodayYesterdayNowThis morning

NowOne hour ago

1

2

4

5

3

Yesterday she was a princess. Today

she is a frog.

Drawings and time references will vary.


City Places! T36

Skills Development Speaking

Materials Relaxing music CD

Warm-upPlay How Many Things Can You Think of That...? (see page XII) with these endings: are expensive? are delicious? are green? run fast?

Class Activity1 Talk about the pictures.

Have students open their books to page 36, Activity 1. Go through each situation and elicit what the problem is: In picture one, the girl is sick. Then invite a volunteer to say what happened to the princess: Yesterday she was a princess. Today she is a frog. Help students notice that there are different time expressions in the pictures.

Divide the class into pairs. Have students take turns describing the pictures. Remind them to use the time reference in each picture. Suggest using the example in the book as a model. Check descriptions with the class.

2 Draw a Before and After Strip. Elicit some examples of situations that can change: Last year my uncle was a student. Today he is a doctor.

Have students write a time reference in the past and another in the present in the blanks. Then tell them to draw the corresponding changes in a situation. Monitor and help if necessary.

Describe your friend’s strip.Divide the class into pairs. Have students exchange their books. Ask them to describe their classmate’s strip using the time expressions given. Then students say if their classmates guessed their situation. Invite volunteers to show their work to the rest of the class.

Wrap-up Show one flashcard. Ask students to match the place with one of the pictures from Activity 1.

T: (Candy store) – COOL-4 was at the candy store this morning.

Optional Activity Copy the sentences below on the board.When I was six years old, __________.I was _______ and my friends were __________.I wasn’t ___________.Today I am _____ years old.I am _______ and my friends are _________.I am not _________.

Play the music CD. Help students remember when they were six years old. Ask what was different then: their hair, clothes, friends, height. Have students complete the sentences. Divide the class into small groups to share their answers.Invite volunteers to share in what ways they have changed.

O


Track 83NARRATOR: This is Danny, a pizza deliverer. He had

a very busy day yesterday...At seven in the morning, Danny wasn’t at the museum. He was at the bank. At nine, Danny was at the bookstore. At ten o’clock, he was at the museum. At one, Danny was hungry. He was at the restaurant. At three, Danny was at the drugstore. Finally, at fi ve, he was at home, watching his favorite TV show.


Unit 3T37

Vocabulary Verbs: bark, chase, chew, gobbleAdjectives: naughty, rude Nouns: paw, print

Skills Development Listening

Warm-upBuild a Crossword (see page XII) beginning with the word dogs.

Class Activity

3 Unscramble the fi rst line of the verses. ÍHave students open their books to page 37, Activity 3. Focus students’ attention on the pictures of the dogs around the text. Read the title of the song and ask students what the dogs are doing: A dog is chasing a bird. Tell them to scan the lyrics to describe what the dogs do. Present unfamiliar vocabulary.

Elicit the basic elements in a sentence and write them on the board: Subject + verb + complement. Then write was / the / cat / in / garden / the. Invite students to help you write the words in the correct order: The cat was in the garden. Divide the class into pairs. Ask students to unscramble the sentences.


Play Track 20 and have students check their sentences. Elicit the answers and write them on the board. Play the song again if necessary.

Sing “Naughty Dogs.”Divide the class into groups A and B. Play Track 20. Encourage group A to sing the song, while group B uses their body language to convey meaning. Then have students switch roles. Finally, invite the class to sing the song.

Correct the sentences.Read the first sentence aloud and ask students what is wrong with it. Then invite a volunteer to read the correct sentence. Have students correct the sentences. Encourage them to refer to the song if necessary. Check answers with the class.

Wrap-upHave students close their books. Write the following on the board:They like chasing ___ and frightening ___.They ___ all day and gobble their ___.They weren’t next ___ scaring the ___.

Divide the class into pairs. Have students complete the sentences in their notebooks. Explain that the sentences are from the song. Check answers.

Key birds, frogs, bark, food, door, cat

Optional Activity Copy the columns below on the board.

1. bark a) to eat making noise2. chase b) the foot of an animal3. chew c) offensive4. gobble d) the sound of a dog5. naughty e) mark made by pressure6. rude f) disobedient7. paw g) to follow rapidly8. print h) to masticate

Divide the class into pairs. Have students match the numbers with the corresponding letters. Check answers with the class.

Key 1. d, 2. g, 3. h, 4. a, 5. f, 6. c, 7. b, 8. e

Optional Ask students to illustrate fi ve words in their notebooks or in their Cool Vocabulary Scrapbook (see Cool Tip! page T27.)

OC



InsertarPag. student's

37City Places!

3 Unscramble the fi rst line of the verses.

Correct the sentences.


1. Penny and Pat don’t bark all day.

2. Penny and Pat are nice and polite.

3. The dogs were at home yesterday at seven.

4. Penny and Pat were at the pet store.

5. The dogs weren’t at the butcher’s.

6. Their owner was happy with them.

Penny and Pat bark all day.

dogs. / naughty / two / and / are / Pat / Penny

They like chasing birds and frightening frogs.They bark all day and gobble their food.Yes, Penny and Pat are very rude.

o’clock, / And / morning / seven / at / yesterday

My dogs weren’t at home—Oh! What a shock!Where was Penny and where was Pat?They weren’t next door scaring the cat.

ten, / dogs / bakery / at / at / weren’t / the / My

But their paw prints were, and then, and then…They weren’t at the toy store or outside the bank, andThey weren’t at the pet shop or at the taxi stand.

I / and / three, / am / now, / butcher’s / at / it’s / the / past / half

And on the steps of the shop, what do I see?Penny and Pat are chewing a bone.Home! You naughty dogs. Home! Home! Home!

Naught y Dogs

Sing “Naughty Dogs.”

Penny and Pat are two naughty dogs.

And yesterday morning at seven o’clock,

My dogs weren’t at the bakery at ten,

I am at the butcher’s now, and it’s half past three,

Penny and Pat are very rude. They weren’t at home yesterday at seven.

They weren’t at the pet store. The dogs were at the butcher’s. Their owner wasn’t happy with them.


Cool ReviewCool Review

38 Unit 33838 Unit Unit 33

1 Play Four in a Row with a friend.

= write = say = respond

Where? drugstore wasn’t was toy store

were

were was Where?

Where?

wasn’t

was

I want a chocolate. weren’t were were Where?

weren’t

home Where?

weren’t I’m lost. was

wasn’t

wasn’t wasn’t was weren’t weren’t Where?

weren’t wereI needsome

medicine.

wasn’t wereI want a puppy.


City Places! T38

Materials Flashcards from Units 1–3

Preparation Odd-One-Out Sets: Form different sets of five flashcards. Include four that belong to the same lexical group and one that does not.

Warm-up Tell students that you are going to name different objects. Explain that they are going to write down both the item and where they can find it. Do an example with the class: Bread – Bakery. Pause after naming each object: book, lollipop, fish, money, popcorn. Check answers with the class.

Key Book – bookstore, lollipop – candy store, fish – pet store, money – bank, popcorn – movie theater

Class Activity1 Play Four in a Row with a friend.

Divide the class into pairs. Have students open their books to page 38. Direct students’ attention to the symbols and then to the first circle. Elicit what the symbol means: Write a sentence with Where? Explain that the objective of the game is to get four circles of their own color in a row on the board. Tell students that they can color a circle only if their answer is correct. Monitor and help if necessary.

See Resource CD-ROM, Tests 3a & 3b.

Wrap-upTake an Odd-One-Out Set (see Preparation.) Hold up each card and have students name the item. When you show the card that is not in the same category, encourage students to say Odd one out! Repeat the procedure with the remaining sets.

Optional ActivityHave students open their books to the Unit Opener. Ask them to write a riddle about something they see in the picture: In this place you can learn about history (museum). Divide the class into small groups. Have students read their riddles for their classmates to guess. Invite volunteers to share their riddles with the rest of the class.

OH



Unit 3T39

Materials Index cards

Preparation Problem Cards (one set per pair): Write one of the following problems on each card: I’m angry. I can’t find my dog. I’m sick. I don’t like vegetables.

Warm-upPlay Spelling Bee (see page XIII) with the words bakery, bookstore, drugstore, museum, pet shop, toy store.

Class Activity2 Solve the wordsearch.

Have students open their books to page 39, Activity 2. Read the sentences for volunteers to identify the places. Have students solve the wordsearch. Check answers with the class.

3 Look at the table and complete the sentences with was(n’t) or were(n’t).Direct students’ attention to the table. Focus on the heading and ask what time it is and who the characters are: It’s twelve o’clock. They’re Paul and Lyz. Then say two o’clock, Lyz. Encourage a volunteer to say the corresponding sentence: At two o’clock, Lyz was at the museum. Have students look at the table and complete the sentences. Check answers with the class.

4 Read the sentences and color the corresponding stars.Read the sentences aloud and check comprehension. Have students reflect on their abilities and color the corresponding stars.

Divide the class into pairs. Encourage students to help each other to evaluate their abilities.S1: I can name eight city places.S2: Show me.S1: Bookstore, drugstore…

Elicit a story students remember well: Cinderella. Write introduction, climax, and end on the board. Ask students to identify each part in the story. Explain that characters are presented in the introduction, the climax may be a problem to solve, and the end comes when the problem is solved.

Read the Cool Tip! aloud. Ask students to think about one story they want to write. Tell them to note some ideas about what the characters do in the introduction, climax, and end.

Divide the class into pairs. Encourage students to share their story plans. Motivate them to contribute some ideas to their classmates’ stories. Then tell students to plan how to illustrate their story. If time allows, distribute paper for students to write and illustrate their stories. Encourage students to exchange their work throughout the month.

ECo

CoolTip!

Wrap-up]Divide the class into pairs. Distribute Problem Cards (see Preparation.) Tell students to take one card and ask for suggestions to solve their problem. Encourage students to give their ideas using Why don’t you...? Invite volunteers to read different problems for the class to give suggestions.

Optional ActivityMaterials Fake money or monopoly money ($100 per group)

Divide the class into small groups and distribute money. Tell students that you will sell correct and incorrect sentences. Explain that you will give a minimum price and that each team can offer more money to get the sentence. Explain that each group should decide what to buy, and that the objective is to buy correct sentences only. Read the sentences below.1. Where was Rupert on Friday?2. What’s the matter?3. Why don’t you eat something?4. When were James and Tim yesterday?5. John was in the supermarket on Saturday.6. Allan was here but Peter weren’t.7. The Triceratops’ legs was short.

Conduct the auction in a fun way. T: Five dollars for sentence number one. Who gives more? S1: Seven dollarsS2: Fifteen dollars!T: One, two, three! Sentence 1 goes to (the Smarts)!

Write down each sentence when it’s sold and the buyer’s name next to it. Then check with the class which sentences are correct or incorrect. Motivate students to explain why the sentences are not correct. The winner is the team that bought the most correct sentences.

Key 1, 2, 3, and 5 are correct.

OM



39City Places!

3 Look at the table and complete the sentences with was(n’t) or were(n’t).

2 Solve the wordsearch.

1. You can see a movie here. 2. You can buy cakes here. 3. You can get a teddy bear here. 4. You can get money here. 5. You can buy medicine here. 6. You can see paintings here. 7. You can fi nd police offi cers here. 8. You can get a kitten here. 9. You can buy lollipops here.10. You can buy books here.

R M O V I E T H E A T E RF B O T O Y S T O R E Y PL A C G K A Q B K P J M EZ K B O O K S T O R E U TH E J R I A N D Q H E S SB R C A N D Y S T O R E HA Y G U N N O P Y V G U ON V D R U G S T O R E M PK Y B A Q N P S H C U B MP O L I C E S T A T I O N

4 Read the sentences and color the corresponding stars.

I can name eight city places.

I can give suggestions.

I can make sentences using was, were, wasn’t, and weren’t.

I can ask and answer questions using was and were.

1. At one, Paul at the bakery.

2. At one, Lyz at the bookstore.

3. At two, Lyz and Paul at the movie theater.

4. At two, Lyz and Paul at the museum.

5. At three, Lyz at the candy store.

6. At three, Lyz and Paul at the drugstore.

City City

Be a COOL AUTHOR. Write and illustrate your own stories. Exchange them with your friends and read them at home!

CoolTip!CoolTip!

Wow! You’ve fi nished Unit 3!

wasn’t was

was

weren’t

weren’t

were


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