New English File Elementary Coolers

1A
As they did in PRONUNCIATION f for Food, Travel, and Communication, get your
students in groups to brainstorm words they already know in English in two or more
of these categories: Sport, Music, Clothes, Jobs, Family. Give a time limit of five
minutes for them to think of three words for each category. They’ll probably be
surprised by how many words they can think of, and this will give them confidence.
Some of these words will come up again in later lessons.

1B
Write the alphabet in capital letters on the board:
A
B
C
D
E
etc.

Brainstorm with the class one country for each letter of the alphabet (there isn’t a
country that begins with X). If you have a bit more time, students could do this in
groups and feed back their ideas. Give a time limit of e.g. three minutes. The group
with most countries wins. Some countries may be spelt the same in your students’
language, but the pronunciation is probably different – make sure students can
pronounce the countries correctly, with the correct stress.

Possible answers:
Argentina Nigeria
Brazil Oman
Chile Portugal
Denmark Qatar
Egypt Romania
France Syria
Germany Turkey
Hungary Uruguay
Italy Vietnam
Japan Wales
Kenya Yemen
Latvia Zimbabwe
Mexico

1C
Bring in some magazine pictures of other famous people (politicians, sports people,
singers, etc.), and repeat part 6 of the lesson for more practice.

1D
Play ‘Hangman’ with common objects from the Vocabulary Bank on page 142 (see
page 20 of the Teacher’s Book for instructions). Be in charge of the first game
yourself, and then get different students to come up to the board and take over.
2A
Read out these sentences. Students say if they are true or false for their country, or
for another country they know, e.g. a neighbouring country.
People drink a lot of tea.
People eat a lot of food from other countries.
Most people read the newspaper every day.
Most people don’t smoke.
People eat a lot of fast food.
People watch a lot of TV.
Most people have a sandwich for lunch.
People don’t do a lot of exercise.
People talk to each other on the bus.
Cars stop on zebra crossings.

2B
Give a quick dictation with these six sentences:
I speak English, French, and Spanish.
I don’t speak any languages.
I have a Mercedes.
I don’t read the newspaper.
I have a terrible diet.
I drink a lot of coffee.
Check answers on the board, then ask students if they think the sentences are about
Natasha or Darren.

2C
This is a spelling challenge (students learnt the alphabet in English in lesson 1C).
Spell a job from the Vocabulary Bank at natural speed. Spell it correctly (N-U-R-S-E)
or incorrectly (N-U-R-S). Students have to say ‘right’ or ‘wrong’ – if they say ‘wrong’
they have to spell it correctly themselves. Make sure you do this quickly, and don’t let
students write anything down.

2D
Get your class to brainstorm famous people and write them on the board – they
could be footballers, sports people, celebrities, politicians, actors, singers… about 20
is enough. Then each student draws on a piece of paper something that belongs to
one of the famous people. Collect the pieces of paper, and show them one by one to
the class. Ask first ‘What is it?’ and teach the word if necessary. Then ask ‘Whose is
it?’ The class has to say e.g. ‘It’s Andre Agassi’s tennis racket.’
3A
Divide the class into two, three, or four teams, and play ‘Define the word’ with 20
adjectives from the Vocabulary Bank on page 146. You give a definition, and the first
team to say the adjective wins a point. The team with the most points is the winner.
Definitions:
It’s the opposite of beautiful. (ugly).
An elephant is very ________. (big)
It’s the opposite of long. (short)
A motorbike is ________. (fast)
It’s the opposite of white. (black)
Mount Everest (or the name of a local mountain) is very ________. (high)
A Ferrari is ________. (expensive)
(Name of famous actress) is very ________. (beautiful)
It’s the opposite of safe. (dangerous)
English is very ________. (easy)
The Sahara desert is ________. (dry)
It’s a colour and a fruit. (orange)
It’s the opposite of old. (new or young)
It’s the other opposite of old. (young or new)
It’s the colour of Hugh Grant’s tie on page 22. (blue)
It’s the opposite of fast. (slow)
It’s the opposite of expensive. (cheap)
Someone who has no money is ________. (poor)
It’s the opposite of full. (empty)
(Name of famous rich person) is very ________. (rich)

3B
Build up a sentence round the class. Start by saying ‘Every day I get up.’ The next
student has to add something, for example ‘Every day I get up and I have a shower.’
The next student adds something else, for example ‘Every day I get up, I have a
shower, and I have breakfast’. Keep going round the class for as long as you can.
Finish by getting the whole class to repeat the sentence together. Start the next class
by seeing if they can still remember it.

3C
Write on the board:
Always. Usually. Sometimes. Hardly ever. Never.
The class ask you questions with ‘How often…?’ which they think you will give one of
these answers to, e.g. ‘How often do you get up early?’ ‘Sometimes.’
When you give one of the answers, rub out that answer on the board. Keep going till
you’ve said each answer.
The students do the same in pairs.

3D
Give students a ‘books-closed’ memory test on festivals. Give them a minute to re-
read the information about the three festivals. Then read out the following
descriptions. Students have to shout out whenever you make a mistake (these are
highlighted in bold, with the correct answer in brackets) and give the correct
information from memory.
The Tomatina festival takes place on the last Tuesday (Wednesday) of October
(August) in Buñol, Italy (Spain). The ‘tomato battle’ starts at 10 (11) o’clock in the
morning, and continues for five (two) hours. During the Tomatina 25,000 (35,000)
people throw 125,000 kilos of tomatoes!

In January (the exact date changes every year) you can go to Ivrea in Scotland
(Italy) and take part in the Carnevale d’Ivrea, where people throw money (oranges)
at each other. If you don’t want people to throw an orange at you, you have to wear a
green tie (red hat)!

Thailand has a Water Festival (Songkran) every March (April) to celebrate the New
Year. It starts on 30th (13th) April and lasts for two weeks (days). People throw
water at each other all day but not at night (and also at night).
4A
Divide the class into two teams. Get a student up to the board and show him / her
one of the actions on page 149 of the Student’s Book, e.g. buy a newspaper. He /
She has one minute to draw it on the board while the rest of his / her team tries to
guess what it is. If they guess correctly within one minute, show the student another
action. After one minute exactly they must stop drawing and sit down. The a student
from the other group comes up. Show him / her the action the first student was trying
to draw, and give him / her one minute to continue. If his / her team guess the action,
then show a new action, etc. The winning team is the one with the most correct
guesses after three minutes of drawing for each team.
Alternatively you could do this with miming instead of drawing.

4B
Students individually look at the Vocabulary Banks on pages 142 and 149. They
write six sentences – three starting with I love… and three starting with I hate… Do
this yourself too. The read one of your sentences, but leave out I love or I hate, e.g.
‘___________ swimming.’ The class has to guess whether you love or hate
swimming. Do this with all your sentences. Then students continue in pairs.

4C
Students in groups could write a five-line love story like the one in PRONUNCIATION
b. They should use vocabulary and phrases from the lesson. It’s up to them whether
their story is happy or sad.
Get the groups to read out their stories (either now or at the beginning of the next
class – they could finish them for homework), and vote on the best one.

4D
Divide the class into teams of three students. Tell the class that you’re going to
dictate 30 words. One person in each group should write them down as you say
them, on a large piece of paper so the other two students can see. When a word has
the same vowel sound as a previous word, they must raise a hand and say the two
words – if they’re right their group gets a point. All the groups then cross those two
words off their lists.
The 30 words are:
mine
door
book
in
do
four (same sound as door)
eight
drive (same sound as mine)
black
speak
cook (same sound as book)
you (same sound as do)
start
nurse
hot
rich (same sound as in)
safe (same sound as eight)
bus
house
work (same sound as nurse)
see (same sound as speak)
tell
brown (same sound as house)
dance (same sound as start)
old
long (same sound as hot)
red (same sound as tell)
phone (same sound as old)
young (same sound as bus)
have (same sound as black)
5A
Give your class a history quiz about famous people – you could divide them into
teams and make it competitive if you want. They have to write down the answers,
which you can go through at the end – one point for each correct answer. If you want
to make the quiz easier you could give students multiple choice options.
These are suggested questions. You may want to think of your own questions that
are more relevant to your students’ knowledge and interest.
1 In which country was Ludwig van Beethoven born? Germany, Austria, or
Switzerland? (Germany)
2 Which American city was Michael Jordan born in? Los Angeles, Chicago, or
New York? (New York)
3 Which country was Van Gogh from? Belgium, Holland, or Germany?
(Holland)
4 What was the name of the first man on the moon? Buzz Aldrin, Neil
Armstrong, or Louis Armstrong? (Neil Armstrong)
5 Who was the first president of the USA? George Washington, Abraham
Lincoln, or Thomas Jefferson? (George Washington)
6 Which modern artist was born in Malaga in Spain in 1881? Picasso, Dali, or
Miro? (Picasso)
7 When did Elizabeth II become Queen of the United Kingdom? 1948, 1950, or
1952? (1952)
8 Where was Madonna born? Michigan, Texas, or California? (Michigan)
9 What was Shakespeare’s wife’s name? Mary, Jane, or Anne? (Anne)
10 Where were the 2000 Olympic Games? Atlanta, Sydney, or Barcelona?
(Sydney)

5B
Give your class a geography quiz (so that they never have an experience like Emma
and Raoul). Name cities, and they name the country – help with pronunciation where
necessary. You could divide them into teams and do this as a quiz, maybe with
dictionaries to help them with spelling.
Vancouver Canada
Athens Greece
Osaka Japan
Baghdad Iraq
Naples Italy
São Paulo Brazil
Dublin Ireland
Prague the Czech Republic
St Petersburg Russia
Bangkok Thailand
Ankara Turkey
Teheran Iran
Kuala Lumpur Malaysia
Melbourne Australia
San Diego the United States
Caracas Venezuela
Cairo Egypt
Porto Portugal
Cape Town South Africa
Berlin Germany
5C
If you have a class from the same city or town, ask students to vote for some of
these things:
their favourite restaurant
their favourite bar
their favourite cinema / theatre
their favourite nearby beach / village / national park
their favourite clothes shop
etc.
Encourage them to try to explain their choice if they disagree.

5D
Get students individually to choose three irregular verbs from the list on pages 154–
155. They then write one past simple sentence for each verb, but with a gap
(___________) instead of the verb. Then they swap and complete each other’s
sentences.
6A
Divide the class into two teams. Get a student up to the board and show him / her
one of the things in the house on page 151 of the Student’s Book. He / She has one
minute to draw it on the board while the rest of his / her team tries to guess what it is.
If they guess correctly within one minute, show the student another thing in the
house. After one minute exactly they must stop drawing and sit down. The a student
from the other group comes up. Show him / her the thing the first student was trying
to draw, and give him / her one minute to continue. If his / her team guess the thing,
then show a new thing, etc. The winning team is the one with the most correct
guesses after three minutes of drawing for each team.

6B
Give students a ‘books-closed’ memory test on Stephen Bleach’s experience. Give
them a minute to re-read the text on page 67. Then read out the following version.
Students have to shout out whenever you make a mistake (these are highlighted in
bold, with the correct answer in brackets) and give the correct information from
memory.
I arrived at Gosforth Hall early in the morning (late in the evening). It was a very
dark night but I could see there was a supermarket (church with a cemetery) next to
the hotel. I checked in, and the receptionist gave me the some money (the key) and
showed me to my room.
I left my things in the room and came downstairs. There were a lot of guests
(weren’t many guests). There were only three including me. I sat in the dining room
(sitting room) and I talked to the manager, Sara Daniels, about her hotel. I had a
drink and then at 10.00 (12.00) I went upstairs to my room.
Room 11 was on the second floor (top floor). I opened the door and turned on the
light. It was a very small room (big room), quite old, and yes, it was a bit spooky.
There was an old television on a table – but there wasn’t a remote control. I turned
on the TV. There was a football game (film) on. I was happy to see that it wasn’t a
horror film. I decided to watch the film and to have the light on all night. But I was
tired after my long journey and after two minutes (half an hour) I went to sleep.

6C
Give students these sentence beginnings. In groups they try to write down three
endings for each sentence. (Possible answers in brackets.)
He’s playing _________ (the guitar, chess, football)
They’re having _________ (a party, breakfast, dinner)
She’s reading _________ (a book, a newspaper, a magazine)
I’m doing _________ (my homework, housework, exercise)
He’s drinking _________ (a cup of coffee, a beer, a glass of water)
They’re waiting for _________ (the bus, a taxi, the train)

6D
Ask students to re-read the three white panels of practical information about the
London Eye. Then, in groups, they write similar information for a tourist attraction in
their town, without naming the attraction. One group then reads its information, and
the other groups identify the attraction.
7A
Build up a sentence round the class. Start by saying ‘I ate an apple yesterday.’ The
next student has to add something, for example ‘I ate an apple and a biscuit
yesterday.’ The next student adds something else, for example ‘I ate an apple, a
biscuit, and some ice cream yesterday.’ Keep going round the class till someone
forgets the sequence. Then play again with ‘I drank…’

7B
Play ‘Hangman’ with words from the lesson (see page 20 of the Teacher’s Book for
instructions). Be in charge of the first game yourself, and then get different students
to come up to the board and take over.
Possible words:
healthy
temperature
contain
water
sweat
litre
boring
scientist

7C
Read out some going to sentences about your holiday plans. Students have to say
where you’re going.
Possible sentences:
I’m going to see the Eiffel Tower. (Paris)
I’m going to dance samba. (Brazil)
I’m going to see kangaroos. (Australia)
I’m going to eat spaghetti and pizza. (Italy)
I’m going to visit the Niagara Falls. (Canada or the United States)
I’m going to drink whisky. (Scotland)
I’m going to see the Pyramids. (Egypt)
I’m going to visit Red Square. (Moscow)
I’m going to visit Buckingham Palace. (London)
I’m going to speak Swahili. (Anywhere in East Africa)
Then get students to choose a place and write a sentence. They then read
sentences and guess destinations in groups or open class.

7D
Play listenings 7.11–7.15 again, pausing at the points marked a in the tapescript
below. See if students can remember what comes next, then continue to play the
tape and see if they were right.

It’s written in the cards

‘Come in,’ said a voice. Jane Ross opened the door and went into a small room.
There was a man sitting behind a table.
‘Good afternoon,’ said Jane. ‘I want to see Madame Yolanda, the fortune teller.’
‘Madame Yolanda isn’t here today,’ said the man. ‘But don’t worry. a I’m going to tell
you about your future. What questions do you want to ask?’ Jane looked at the
fortune teller. She couldn’t see him very well because the room was very dark.
‘Well,’ she said, ‘I have a problem a with my boyfriend. We argue all the time. I don’t
think he loves me. I want to know if we’re going to stay together.’
‘Please choose five cards, but don’t look at them.’
Jane took five cards. The fortune teller put them on the table face down. He turned
over the first card.
‘Ah, this is a good card. This means you’re going to be very lucky.’
‘But am I going to stay with my boyfriend?’ Jane asked.
‘Maybe,’ said the fortune teller. ‘We need to look at the other cards first.’
He turned over a the second card.
‘Mmm, a house. A new house. You’re going to move, very soon, to another country.’
‘But my boyfriend works here. He can’t a move to another country.’
‘Let’s look at the next card,’ said the fortune teller. He turned over the third card.
‘A heart. You’re going to a fall in love.’
‘Who with?’ asked Jane.
‘Let me concentrate. I can see a tall man. He’s very attractive.’
‘Oh, that’s Jim,’ said Jane.
‘Who’s Jim? Your boyfriend?’
‘No. Jim’s a man I met at a party last month. He’s an actor, and he says he’s in love
with me. It was his idea a for me to come to Madame Yolanda.’
‘Well, the card says that you’re going to fall in love with him.’
‘Are you sure?’ asked Jane. ‘But what about my boyfriend?’
‘Let’s look at the fourth card,’ said the fortune teller.
The fortune teller turned over a card with two rings.
‘Now I can see everything clearly. You are going to leave your boyfriend and go
away with the other man, to another country. You are going a to get married.’
‘Married? But am I going to be happy with him?’
‘You’re going to be very happy.’
Jane looked at her watch. ‘Oh no, look at the time. I’m going to be late.’
She stood up, left a £50 note on the table, and a ran out of the room.
The fortune teller stood up. He turned on the light. At that moment an old woman
came in. ‘So, what happened?’ she asked.
‘She believed everything,’ said Jim. ‘I told you, a I’m a very good actor!’
He gave the woman £100.
‘That’s Jane’s £50 and another £50 from me. Thanks very much, Madame Yolanda.
Goodbye.’
Madame Yolanda took the money. The fifth card was still on the table, face down.
She turned it over. It was the ship. She looked at it for four or five seconds and then
she said: a
‘Young man! Don’t travel with that girl – you’re going to…’
But the room was empty.
8A
Write some pairs of words on the board. Students in pairs have to say or write
sentences comparing the two things.
Possible pairs:
VWs BMWs
French food British food
the Earth the moon
cats dogs
coffee tea
travelling by car travelling by bus
English (your students, first language)

8B
Say the names of places from the lesson. Students have to make superlative
sentences about the places from memory.
Tokyo (It’s the noisiest capital city in the world.)
Tokyo again (It’s the biggest capital city in the world.)
Tokyo again! (It’s the most expensive capital city in the world.)
New Delhi (It’s the most crowded capital city in the world.)
La Paz (It’s the highest capital city in the world.)
Mali (It’s the hottest country in the world.)
Cairo (It’s the driest capital city in the world.)
Yakutia (It’s the coldest place city in the world.)
Oslo (It’s the safest capital city in the world.)
Include some of the places your students mentioned in section 5 SPEAKING.

8C
Students work individually and write down three things they think their partner would
like to do and three things they think they wouldn’t like to do. In pairs, they then read
out the sentences to each other, e.g. ‘I think you’d like to go to the United States on
holiday’, or ‘I don’t think you’d like to drive a Ferrari.’ (not ‘I think you wouldn’t like to
drive a Ferrari’).
Their partner says if the guesses are right or wrong.

8D
With books closed, read out these sentences, all taken from the three texts in the
lesson. Students have to say Los Angeles, Tokyo, or Japan.

People drive quite slowly. (Los Angeles)

People are shy and polite and they speak very quietly. (Tokyo)
When I first came to live here there weren’t any McDonald’s but now they are
everywhere. (Milan)
People don’t go out much because they work very hard. (Los Angeles)
People drive carefully. (Tokyo)
They are very elegant and wear very stylish clothes. (Milan)
You can walk safely in the city late at night. (Tokyo)
It’s normal to work twelve hours a day and people usually only have one or two
week’s holiday. (Los Angeles)
They love food here. (Milan)
Work is the most important thing here, more important than family and social life.
People are really nice here. (Los Angeles)
It is easy to see who are the British people here. (Milan)
The shop assistants are very helpful. (Los Angeles)
You can leave things in your car and nobody steals them. (Tokyo)
It’s impossible to find where you want to go. (Tokyo)
People use their cars for everything. (Los Angeles)
Traffic lights are difficult to see. (Tokyo)
You never see people walking in the street. (Los Angeles)
Everybody dresses well, but especially the men. (Milan)
People here are in love with their cars and they drive very fast. (Milan)
9A
This is the same game as in 3B and 7A.
Build up a sentence round the class. Start by saying ‘I’ve been to (name of country or
city, e.g. France).’ The next student has to add something, for example ‘I’ve been to
France and Germany.’ The next student adds something else, for example ‘I’ve been
to France, Germany, and Italy.’ Keep going round the class for as long as you can.
Finish by getting the whole class to repeat the sentence together.
Start the next class by seeing if they can still remember the places.

9B
Put students in groups. One student in each group draws three large circles on a
piece of paper, labelled as follows:

/O;/ brought /V/ come /e/ felt

Dictate 15 infinitives. The groups have to write the past participle in the correct circle
according to the vowel sound.
Infinitives:
drink
think
meet
read
sing
wear
buy
say
spend
ring
catch
leave
send
run
sleep