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Cool Clothes!Cool Clothes!1boots \"bu·ts\

blouse \blau "s\

coat \"ko@t\

gloves \"gl´vz\

hat \"hat\

jacket \"ja-k´t\

sandals \"san-d´lz\

scarf \"ska·rf\

shorts \"sho "rts\

sunglasses \"s´n-"glas´z\

VocabularyVocabulary

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Unit 1_TBCK2.indd 4 1/11/11 12:34 PM

5Fun Park! T4B

ValueValue These / ThoseWe use these and those to indicate which objects or people we are talking about. We use these for nearby objects and those for far away ones. In contrast, we use this to talk about one object that is near us, and that to talk about one object that is far away. We can use the words before nouns or by themselves.These scarves are green.Those jackets are orange.That is my arm.

Co ol Grammar Coooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooolC l Grammar

At the beginning of the school year, if you suspect that you will encounter classroom management challenges, it is good to be more serious and formal than you might normally be. This is because some students may interpret smiling and laughing to mean that the teacher is only a friend and will not have high expectations. Allow students to get used to your expectations and as time passes, you can become less formal.

CoolTip!CoolTip!

Accepting different interests page T11

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Differentpeople are

interested in different things!

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6 Unit 7

Uni

t

Coo

l Clo

thes

!1

Coo

l Clo

thes

!

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45

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Unit 1_TBCK2.indd 6 1/11/11 12:34 PM

Cool Clothes!Cool Clothes! Wrap-up

Give a magazine to each student. Ask students to find a clothing item: sunglasses. The first student to find and hold up the correct item wins. Then have students exchange magazines. Play the game again.

Optional ActivityMaterials Old magazines, white paper

Hand out the materials. Tell students to cut out pictures of five clothing items and glue them onto the paper. Finally, tell them to label the clothing items.

OM

Pictionary Í 97

Assign page 124 as homework. Students write the vocabulary items that correspond to the pictures. Then they listen to the words on the Student’s CD and check their answers. Finally, they listen to the track again and repeat the vocabulary.

Track 97NARRATOR: Number one. Hat Number two. Shorts Number three. Sandals Number four. Blouse Number fi ve. Sunglasses Number six. Coat Number seven. Scarf Number eight. Gloves Number nine. Jacket Number ten. Boots

T5

Vocabulary Clothing Items: blouse, boots, coat, gloves, hat, jacket, sandals, scarf, shorts, sunglasses

Materials A ball, old magazines

Warm-upGreet students and introduce yourself: Good morning. I’m (Ms. Elena). Ask students: How are you? Encourage them to answer: Fine, thanks. Toss a ball to a student and ask him or her to greet the class and say his or her name: Good morning. I’m (Luis). Invite the class to ask How are you (Luis)? Have the student answer I’m fine, thanks. Next, the student should toss the ball to a classmate who repeats the activity. Continue until all students have participated.

Class Activity Vocabulary Presentation [ Í 1

Put the flashcards in order as they appear on Track 1. Hold up the first flashcard, play Track 1 and point to the sandals. Pause the track and encourage students to repeat the word, first as a class and then individually. Attach the flashcard to the board. Repeat with the rest of the flashcards. Finally, point to different flashcards and elicit the words. Leave the flashcards on the board.

Track 1NARRATOR: Number one. Sandals Number two. Hat Number three. Shorts Number four. Sunglasses Number fi ve. Blouse Number six. Scarf Number seven. Coat Number eight. Boots Number nine. Jacket Number ten. Gloves

Oral Practice]Have students open their books to page 135. Get them to cut out the pictures for Unit 1 and glue them into the corresponding spaces in the Unit Opener. After that, divide the class into pairs and have them take turns pointing to clothing items and saying their names.

Written Practice Point to a flashcard on the board and invite students to say the name of the clothing item. Write the name next to the flashcard. Repeat with the remaining flashcards. Next, have students copy the words into their notebooks. Then erase the words. Point to the flashcards to elicit the clothing items. Encourage students to spell the words.

Unit 1_TBCK2.indd 7 1/11/11 12:34 PM

CoolExpressions

CoolExpressions

CCCpEEEE pr

CCCCooCCoE pEEEExxppresEExpres

CCCCCCCCCCCCCCCCCEE

CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCEEE

2 Listen and follow along. 2

Role-play the dialogues.

1 Label the clothing items.

blouse boots coat gloves hat jacket

sandals scarf shorts sunglasses

Listen and check your answers. 1

Thank you!Thanks! You’re welcome!

sandals

Here!

1

6

2

7

3

8

4

9

5

10

hat

scarf coat boots jacket gloves

shorts sunglasses blouse

6 Unit 1

Unit 1_TBCK2.indd 8 1/11/11 12:34 PM

Cool Clothes! T6

Vocabulary Clothing Items

Functional Language Giving and Receiving Objects: Here! Thanks! Thank you! You’re welcome!

Warm-upPlay Mime It! (see page XIII) with Clothing Items vocabulary. Have students mime putting on and wearing different clothing items.

Class Activity1 Label the clothing items.

Invite students to open their books to page 6, Activity 1. Have students look at the pictures of the clothing items. Point out the example and tell students to label the rest of the pictures.

Listen and check your answers. Í 1

Play Track 1 for students to check their answers. Play the track again and pause it after each item. Students repeat the words as a class and then individually.

Track 1NARRATOR: Number one. Sandals Number two. Hat Number three. Shorts Number four. Sunglasses Number fi ve. Blouse Number six. Scarf Number seven. Coat Number eight. Boots Number nine. Jacket Number ten. Gloves

2 Listen and follow along. Í 2

Play Track 2 and have students follow the dialogue in their books. Ask Why does the boy say Thanks? Why does the girl say Thank you? What does You’re welcome mean?

Divide the class into two groups and assign each group a character from the first dialogue. Play the track again and pause it for students to repeat the expressions. Do the same with the second dialogue.

Role-play the dialogues.Divide students into pairs and have them role-play the dialogues. Then invite some pairs to role-play the dialogues for the whole class.

Wrap-upSay a letter: A. Elicit all the clothing items that have that letter in their name: coat, sunglasses, hat, jacket, sandals, scarf. Display the flashcards on the board to show the answers. Collect the flashcards and play again with a different letter.

Optional ActivityMaterials Index cards (2 per student), tape

Ask students what things they say Thank you for. Encourage them to give recent examples. Then hand out the materials. Tell them to write Thanks! or Thank you! on the front of one index card. Help them tape the index cards together along the top edge to form a greeting card. Students should draw a picture inside the card to represent why they are saying Thank you. Tell students to give their Thank you cards to the person who helped them.

OM

Assign page 4 as homework.

CoolExpressions

CoolExpressions

Unit 1_TBCK2.indd 9 1/18/11 12:34 PM

Unit 1T7

Vocabulary cat, dog, parrot, rabbit, shirt, skirt

Grammar This/That – review

Materials A variety of clothing items

Warm-upHold up an object close to you. Wait until all of the students are watching you. Say this. Take another object, hold it up, pause and again say this. Point to an object that is not close, such as a clock on the wall or a building through a window. Pause and say that. Repeat with near and distant singular objects, saying only th-. Encourage students to complete with the corresponding word: this or that.

Class Activity3 Complete the sentences with This or That.

Have students open their books to page 7, Activity 3. Read the instructions aloud. Point out the relative lengths of the arrows and tell students to complete the sentences. Get volunteers to read the sentences aloud.

4 Write what the characters are saying. Use This or That.Invite the class to look at the scenes. Ask about the cat: T: Is the cat near the boy, or far from the boy?SS: Near the boy.

Elicit the correct word: This. Do the same for the other scenes. Then divide the class into pairs. Tell them to write what the characters are saying. Elicit the first sentence as an example: This is my cat. Check answers with the class.

Wrap-upDivide the class into small groups and place the clothing items around the classroom. Some items should be near to students and others should be far from them. Have students take turns making sentences about the clothing items: That scarf is purple. Monitor and help if necessary.

Optional ActivityMaterials Half-sheets of white paper (3 per student), a stapler

Preparation Ask students to bring a photo of themselves to class.

Give each student three half-sheets of white paper. Tell them to glue their picture onto one sheet of paper.

On the board, write some sentences: This is me. This is my room. This is my sister. That is my brother. That is my cat.

Tell students to write one sentence with This or That on the front and back of each of the other pages. Then they should illustrate the sentences. Staple the pages together to form a book. When students finish, divide the class into pairs and have them present their books to each other.

OM

Assign page 5 as homework.

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3 Complete the sentences with This or That.

4 Write what the characters are saying. Use This or That.

1. is her skirt.

2. is his shirt.

1.

2.

3.

4.

1

2

3

4

This

That

This is my cat.

That's your rabbit.

That's her parrot.

This is his puppy.

7Cool Clothes!

Unit 1_TBCK2.indd 11 1/18/11 4:00 PM

Compare your answers with a friend.

1 Listen and color the clothing items. 3

These / Those

• These sunglasses are red.

• Those sunglasses are black.

Co ol Grammar GCooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo oooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooolllllllllllllll GC l GrammarThese shorts

are green. Yes!

These

2 Write These or Those.

scarves are green.

coats are gray.

jackets are orange.

gloves are purple.

Color the clothing items.

1 3

2 4

scarves are green. jackets are orange.

1 3

2 4

Those

Those These

8 Unit 1

Unit 1_TBCK2.indd 12 1/11/11 12:34 PM

Cool Clothes! T8

Vocabulary Clothing items

Grammar These/Those

Materials A scarf or blindfold, 5 bags, each with a few items in it (at least two or three items in each bag: a few pencils, a pair of shoes, etc.)

Grammar PresentationThese or ThoseThese sunglasses are red .These sunglasses are red.

Those sunglasses are black .Those sunglasses are black.

Warm-upHold up an object and say this. Repeat several times with near and distant objects, eliciting the correct word each time. Then hold up two objects, pause and say these. Invite the class to repeat the word. Hold up two other objects and elicit the word these again. Next, point to further-off objects such as cars or books. Pause and say those. Get the class to repeat the word. Write these and those on the board. Point to some objects and say a sentence: Those are cars. Invite volunteers to make similar sentences. Leave these and those on the board.

Class Activity1 Listen and color the clothing items. Í 3

Have students open their books to page 8, Activity 1. Encourage them to describe what they see in the scene. Play Track 3 and tell students to raise their left hand when they hear the word these. They should raise their right hand when they hear the word those. Play the track again and get students to color the clothing items that the girl is pointing to.

Track 3GIRL: Number one. Look, Cookie. These boots are

blue. Those boots are yellow. Number two. Those sunglasses are black. These

sunglasses are red. OK? Number three. These sandals are brown. Those

sandals are black. See? Number four. These shorts are green. Those shorts

are blue.

Compare your answers with a friend.Divide the class into pairs. Have them compare answers to check. Encourage them to imagine that they are the girl and make sentences using These or Those: These shorts are green. Those sandals are black.

After that, refer students to the Cool Grammar box. Get volunteers to read the examples aloud. Ask when we use These: To talk about objects that are nearby. Ask when we use Those: To talk about objects that are far from us. Point out that we can use These or Those before nouns. We use the plural form of the verb: are.

2 Write These or Those.Invite the class to identify the clothing items in each picture. Then have them complete the sentences with These or Those. Check answers with the class.

Color the clothing items.Tell students to color the clothing items according to the sentences. When they finish, get them to compare answers with a friend to check.

Wrap-upInvite five volunteers to the front of the room and give each of them a bag with objects in it (see Materials). Have each volunteer place the set of objects in his or her bag somewhere in the classroom. Have the other students describe the items using These or Those: Those pencils are blue. Each student who makes a correct sentence changes places with a volunteer. Note that each sentence must be correct from the point of view of the student speaking. When five sentences have been made, the new volunteers collect the items and put them in different places. Play again.

Optional ActivityPlay Dictation Race (see page XII) using sentences with These and Those.

OP

Assign page 6 as homework.

Unit 1_TBCK2.indd 13 1/18/11 12:35 PM

Unit 1

Optional ActivityMaterials Brightly colored construction paper (one sheet per student), black markers, strips of cardboard (2 per student).

Preparation Make two arrows using the colored construction paper. One arrow should be very short. The other should be long. Outline them in black and make handles using cardboard strips.

Demonstrate sentences that go with the model arrows: That is a cool schoolbag. Then distribute the materials. Tell students to make a short arrow and a long arrow. Finally, encourage them to use the arrows and make matching sentences: (long arrow) Those shoes are black.

OM

Assign page 7 as homework.

T9

Vocabulary Body Parts, Clothing Items

Grammar This, That, These, Those

Materials A blindfold

Warm-up Play Hangman (see page XII) using Clothing Items and Body Parts vocabulary.

Class Activity3 Write what the robots are saying. Use This, That, These or Those.

Invite the class to look at the scene and identify the body parts that the robots are missing. Then read the example for the first robot aloud. Next, divide the class into pairs and have them write sentences for the other robots. Check answers with the class.

4 Make a Finger Puppet.Read the instructions aloud and guide students through the steps of making their Finger Puppet shirt. When they finish, have them put their finger puppet on. Invite them to introduce their puppet to the class: This is my friend, Peter. Hello. Encourage students to invent small dialogues using their finger puppets: Good morning. How are you, Peter? Fine, thanks.

Wrap-upWrite This, That, These and Those in large circles on the board. Review when we use each word. Next, divide the class into four teams. Invite a volunteer to the front and put the blindfold on him / her. Have the volunteer touch the board to choose a word. Then each team writes true sentences using the word selected. After one minute, elicit the sentences. Teams get one point for each correct and true sentence. Play again with a new volunteer. The team with the most points at the end wins.

Unit 1_TBCK2.indd 14 1/11/11 12:34 PM

1.

2.

3.

4.

5.

That is my leg.

3 Write what the robots are saying. Use This, That, These or Those.

You need

• tape

Instructions:1. Fold a sheet of paper

and draw a T-shirt

on the front half of it.

1

3

2 4

5

4 Make a Finger Puppet.

2. Color and decorate the T-shirt.

3. Cut it out and tape the two

shapes together, front and back.

4. Draw a face on your fi nger.

5. Dress one of your fi ngers in the

T-shirt.

These are my eyes.

Those are my legs.

This is my head.

That's my arm.

9Cool Clothes!

Unit 1_TBCK2.indd 15 1/11/11 12:34 PM

1 Look and mark ( or ) the clothing items in the story.

2 Listen and follow the story. 4

Circle the answers.

1. Nigel / Tracy likes the sandals.

2. Nigel / Tracy doesn’t like the T-shirt.

3. Nigel / Tracy is going on vacation.

Look, Nigel! Nice sandals!

For my vacation? No, Tracy.

This jacket is good. Thank you!

To Alaska!

That T-shirt? No.

These pants are perfect for my vacation. Where are you going on vacation?

Look!

Those boots are OK.

Shopping for a VacationShopping for a Vacation

10 Unit 1

Unit 1_TBCK2.indd 16 1/11/11 12:34 PM

Cool Clothes! T10

Skills Development Reading

Materials A ball

Warm-upToss a ball to a volunteer. He or she has to immediately say the name of a clothing item. Then the student tosses the ball to another student and repeats the activity. If a student cannot think of a word to say the class can help. After ten clothing items have been named, change vocabulary categories. Practice other vocabulary: Pets, Food, School Objects, etc.

Class Activity1 Look and mark (✔ or ✘) the clothing items in the story.

Have students open their books to page 10, Activity 1. Elicit the names of the clothing items. Then have students look at the story below and mark the clothing items that also appear in the story with a ✔ and those that don't appear with a ✘. Check answers with the class.

2 Listen and follow the story. 4

Focus students’ attention on the story and ask them what Nigel and Tracy are doing: Shopping. Play Track 4. Invite students to follow along with the story and point to the speech bubbles as they listen.

Next, ask: Who is going on vacation? Where? What clothing items does the person buy?

Divide the class into two groups and assign each group a character from the story. Play the track again and pause for students to repeat what the characters say. Then switch roles and repeat the procedure.

Circle the answers.Point out the sentences. Tell students to look at the story again and circle the correct name in each sentence. Check answers with the class.

Wrap-upWrite two different vacation places on the board: Hawaii, Antarctica. Elicit and note the clothing items for each place: Hawaii – sandals, sunglasses, T-shirt; Antarctica – coat, boots, scarf, etc. Finally, invite the class to vote on their favorite vacation place.

Optional ActivityDivide the class into small groups. Tell them to rewrite the story using different clothing items and a different vacation place. Then have groups role-play their new story. Finally, invite groups to act out their stories for the class.

OD

Assign page 8 as homework.

Unit 1_TBCK2.indd 17 1/11/11 12:34 PM

Unit 1T11

Skills Development Reading and Writing

Materials Large strips of paper, tape

Preparation Copy the text in Activity 3 onto large strips of paper. Cut the strips in mid-sentence: My name’s / Robin. / I’m preparing the clothes for / my vacation. Look! My / bag is red. Red is / my favorite color. These / are my favorite / T-shirts. They’re / purple. / Those are / my shorts. They’re / green. And this / is my cap. It’s / yellow.

Warm-upStick the strips of paper onto one side of the board in random order. Select the first strip and read it aloud: My name’s. Stick it onto the board to begin the text. Invite a volunteer to select the next part of the text: Robin. Continue in the same way until the text is complete.

Class Activity3 Read and circle the clothing items for Robin’s vacation.

Invite the class to open their books to page 11, Activity 3. Get them to read the text and compare it with the text on the board. Make changes to the text on the board if necessary. Then have students read and circle the clothing items that Robin is taking on his vacation. Check answers with the class.

4 Describe your clothes for your next vacation.Read the instructions aloud. Then invite a volunteer to suggest a word to complete the first sentence: blue. Elicit another possible answer: black. Then have students look at the next two sentences. Write are on the board. Elicit possible clothing items to use with are: sunglasses, shorts, boots, gloves, etc. Elicit possible clothing items for the sentences with is: coat, blouse, hat, scarf, T-shirt, etc. Tell students to complete the text according to their plans for their next vacation.

Draw the clothes.Have students draw the clothing items in their text. When they finish, divide the class into pairs and encourage them to read their text and show their picture to their partner. Monitor and help if necessary.

Accepting Different interestsFocus students’ attention on the picture of the boy at the bottom of the page. Ask a volunteer to read what he says aloud. Next, ask students: What kinds of clothes do you like?

Talk about the importance of respecting other people’s choices of clothes: Do your friends like the same kinds of clothes you do?

Wrap-upSay I’m going on vacation and I'm taking my sandals. Ask a student to repeat the sentence and add a new item to the list: I’m going on vacation and I'm taking my sandals and my shorts. The next student repeats both items and adds another one. Continue like this until students cannot remember all of the items.

Optional ActivityMaterials One old magazine per group

Divide the class into groups and hand out the magazines. One student in each group chooses a clothing item from the magazine. He or she should not say or show what the item is. Then the student describes the item: It’s black. The other students look at the page the picture is from and guess the clothing item by asking questions: Is it this shirt? Is it that sweater? The student who guesses correctly chooses the next item.

OM

Assign page 9 as homework.

Unit 1_TBCK2.indd 18 1/11/11 12:34 PM

3 Read and circle the clothing items for Robin's vacation.

Draw the clothes.

4 Describe your clothes for your next vacation.

My bag is . These are my favorite

. They are .

This is my . It is .

My name’s Robin. I’m preparing the clothes for my vacation. Look! My bag is red. Red is my favorite color. These are my favorite T-shirts. They’re purple. Those are my favorite shorts. They’re green. And this is my favorite cap. It’s yellow.

Differentpeople are

interested in different things!

Answers will vary.

Answers will vary.

11Cool Clothes!

Unit 1_TBCK2.indd 19 1/11/11 12:34 PM

1 Listen and number the scenes. 5

Complete the invitation.

Thanks!When’s your birthday party?

In many countries, children normally send

written invitations.

On Thursday at 3 o'clock. Here! This is for you!

You’re welcome!

Thursday

3 o'clock

1 3 2

12 Unit 1

Unit 1_TBCK2.indd 20 1/11/11 12:34 PM

Cool Clothes! T12

Skills Development Listening and Speaking

Materials Index cards (1 per student)

Warm-upWrite Monday on the board. Elicit the next day: Tuesday. Invite a volunteer to write it on the board. Help with spelling if necessary. Continue with the rest of the days. Get students to repeat in chorus and individually.

Class Activity1 Listen and number the scenes. Í 5

Have students open their books to page 12, Activity 1. Invite them to look at the picture and say what the boy and the girl are talking about: A birthday party. Play Track 5 and tell students to number the pictures in the order that they hear them. Finally, divide the class into pairs and invite them to role-play the dialogue.

Track 5BOY: When’s your birthday party?GIRL: On Thursday at 3 o’clock. Here! This is for you!BOY: Thanks!GIRL: You’re welcome!

Complete the invitation. Ask students who is having a birthday party in Activity 1: the girl. Ask what she's giving the boy: an invitation. Then tell students to complete the invitation according to the dialogue in Activity 1. Get volunteers to write the answers on the board.

Next, focus students’ attention on the picture at the bottom of the page. Read what the clown tells the boy.

Invite students to say whether they give written invitations.

Finally, talk about birthday parties: Do you like parties? How do you celebrate them?

Wrap-up Hand out the index cards and have each student make an invitation for a birthday party. Tell them to write the day of the week, the time and the place on the invitation and decorate it with fun colors. Display the invitations around the classroom.

Optional Activity Teach students the song “Happy Birthday to You.” Sing using the names of kids with birthdays this month.Happy birthday to you,Happy birthday to you,Happy birthday dear (Memo),Happy birthday to you!

OT

Assign page 10 as homework.

Track 77NARRATOR: Number one.

JACK: Look! This is a big hat.

SUZY: Wow! My head is small.

NARRATOR: Number two

JACK: Does Suzy have black sandals?

COOL-2: No, her sandals are white. These are her sandals.

NARRATOR: Number three

SUZY: Look, Jack! This jacket is cool. I like it.

JACK: You like that jacket and l like these shorts.

NARRATOR: Number four

COOL-2: Those are big boots!

SUZY: Yeah! Those boots aren’t small.

NARRATOR: Number fi ve

JACK: Suzy, is this your scarf?

SUZY: No, it isn’t. My scarf is long and that scarf is short.

Unit 1_TBCK2.indd 21 1/18/11 12:43 PM

Unit 1T13

Skills Development Listening

Materials Index cards (1 per pair), tape

Preparation Write a color or a clothing item on each index card: red, T-shirt. Cut the word in half. Continue until each student has one half of a word.

Warm-upStick the halves of the index cards around the room in random order. Invite students to take one half and look for the student with the other half of the word. When they have formed a complete word, the pairs should stand together at the front of the room. Finally, get pairs to say their words and sit down.

Class Activity2 Listen and complete the song.

6

Have students open their books to page 13, Activity 2. Tell them to circle all of the clothing items in the song and in the box. Elicit the clothing items and help with meanings if necessary.

Play Track 6 and ask students to complete the songs using the words in the box. Play the song again and have students check their answers.

Sing “Clothes Jazz.” 6

Play Track 6 again and invite students to sing along. Repeat the song several times.

Write a new verse for the song. 7

Divide the class into groups and invite each group to complete the sentences in this new verse with different clothing items and colors. Then play Track 7 (the karaoke version of the song) and invite groups to sing their new verse. Vote for the best performance!

Wrap-upPlay Memory (see page XIII) with Clothing Items vocabulary.

Optional Activity Materials Construction paper of different colors, faces cut out from old magazines (1 per student), white paper (1 sheet per student), index cards (1 per student)

Hand out the materials and have students glue the face near the top of the sheet of white paper. Then tell them to make clothes using the construction paper.

Next, get students to write a description of their person on the index card. Collect the index cards.

Display students’ work around the room. Read some descriptions and have students identify the corresponding pictures.

OM

Assign page 11 as homework.

Track 78 NARRATOR: Those pens are black. These pens are brown. This ruler is red. That ruler is purple. These lunch boxes are yellow. Those lunch boxes are orange. That glue stick is pink. This glue stick is blue.

Unit 1_TBCK2.indd 22 1/11/11 12:34 PM

2 Listen and complete the song. 6

blouse blue blue boots coat Jazz red shorts you

Clothes Jazz

My sweater’s ,

My is black.

My scarf is ,

And so is my hat.

My T-shirt’s orange and my are, too.

My are brown,

My shoes are new.

Colors for clothes, now jazz with me.

with me, on this CD.

My is white, your jeans are .

So cool for me, so cool for !

Write a new verse for the song. 7

Colors for clothes, now jazz with me.

Jazz with me, on this CD.

My is ,

your are .

So cool for me, so cool for you!

Sing “Clothes Jazz.” 6

redcoat

blue

shorts

boots

Jazz

blouse

Answers will vary.

blue

you

13Cool Clothes!

Unit 1_TBCK2.indd 23 1/11/11 12:34 PM

Cool ReviewCool Review

14 Unit 1

1 Draw the clothing items.

Play The Clothes Game.

a blouse

a jacket

a hat

a coat

a pair of sandals

a pair of shorts

a pair of gloves.

a pair of sunglasses

a pair of boots

a scarf

in on under

Unit 1_TBCK2.indd 24 1/11/11 12:34 PM

Cool Clothes! T14

Materials A box, a toy, dice (1 die per group)

Warm-up Put the box and the toy on a desk in front of the class. Write in, on and under on the board. Say The toy is in the box. Circle in on the board and invite a volunteer to put the toy in the box. Make sentences with the other prepositions and get new volunteers to put the toy and the box in the correct positions.

Decide on gestures to represent in, on and under. Say the words in quick succession for students to make the gestures.

Class Activity1 Draw the clothing items.

Have students open their books to page 14, Activity 1. Invite them to look at the board game. Point out the words and the colors in the box and have them identify the dots of each color in the board game. Tell them to look at number 2 and elicit the color of the dot: red. Have them look at the color code in the box and say the corresponding preposition: on. Explain that students should draw a pair of sunglasses on the table. Explain that we use a pair of to talk about items that have two parts that function together: boots, sunglasses, jeans, shorts.

Give students time to draw all the missing items using the color code. Monitor and help if necessary.

Play The Clothes Game.Divide the class into groups and hand out the dice. Tell students to take turns rolling the die and making a sentence about the clothing item: The sunglasses are on the table. If the sentence is incorrect, the student must return to the previous space. The first student in each group to reach the Finish wins.

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

Wrap-upDivide the class into pairs. Give students time to look at the board game. Encourage them to remember where the items are. Then have one student in each pair close his or her book. He or she should say where five different clothing items are. They get a point for each correct guess. Then students switch roles and play again.

Optional ActivityMaterials Gummy worms (1 per student)

Play Simon Says (see page XIII) with in, on and under: Simon says… put a gummy worm under your book.

OM

Assign page 12 as homework.

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Unit 1T15

Materials A mirror

Warm-upWrite a Clothing Item word as a mirror image on the board: boots –

jacket –

gloves –

blouse – Encourage students to identify the word. If they cannot, pass around the mirror and have students look at the board through the mirror. Elicit the word: boots. Do the same with other clothes words.

Class Activity2 Complete what the children say.

Have students open their books to page 15, Activity 2. Read the words in the box. Tell students to use the words to complete what the children say. Check answers with the class.

3 Number the sentences.Tell students to number the sentences to form a dialogue. Invite two students to read the dialogue aloud. Divide the class into pairs and encourage them to role-play the dialogue.

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

Read the tip for the class. Encourage them to say the names of the clothes they put on when they get dressed in the morning. Invite students to talk about the clothes they like to wear on the weekend.

Rto

CoolTip!

Wrap-up]Choose a volunteer to step outside of the class. Hide a flashcard from Unit 1. Ask the student to come into the classroom, find the flashcard and say where it is: It's in the schoolbag. If the student has trouble finding the flashcard, the class can help by saying hot and cold to indicate the correct location. Repeat the activity with other volunteers.

Optional ActivityMaterials Candy (1 piece per student), a container

Take a piece of candy from the container and give it to a student. Say Here. Encourage the student to say Thanks or Thank you. Then give him or her the container. He or she should give the next student a piece of candy, practicing the same dialogue. Continue until all students have a piece of candy.

OM

Assign page 13 as homework.

boots

gloves

blouse

jacket

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15Cool Clothes!

CoolTip!CoolTip!

Good job! You’ve fi nished

Unit 1.

BE COOL! When you get dressed in the morning, say the names of the clothes.

4 Read the sentences and color the corresponding stars.

I can name ten new clothing items.

I can use this, these, that and those.

I can say Thank you and You’re welcome.

2 Complete what the children say.

That This These Those

3 Number the sentences.

is a blouse.

is a sweater.

Yes, it is. Thanks!

Sam, this is your notebook.

You’re welcome.

are pants.

are sandals.

stars.

e

you and u You re

This These

That Those

2

1

3

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