Skills Builder_3_Student's book

Dawn Watson STUDENT'S BOOK Jane Luke THE HAMILTON 3 READING WRITING LISTENING SPEAKING

Contents UNIT Reading Listening 1 Fashion Reading a story about the Amazing Listening for descriptions and positions of people, and activities Kids shopping for party clothes • Draw lines to match names to people in a picture. pages 4-11 • C ircle the correct words to complete Listening for information in a long dialogue sentences. • Tick the correct pictures. 2 Fame Reading an article about Dash’s Listening for colours, prepositions, words and other information pages 12-19 favourite actor • Colour objects in a picture and write two words. • Answer multiple-choice questions. Listening for names and places 3 Helping • Match family members to pictures. People Reading a story about the Amazing Listening for numbers and other information pages 20-27 Kids helping Mr Porter • Write words and numbers in gaps on a form. • Answer comprehension questions. Listening for information in a long dialogue 4 Be a • Tick the correct pictures. volunteer! Reading a leaflet about Listening for descriptions and positions of people, and activities pages 28-35 volunteering holidays • Draw lines to match names to people in a picture. • A nswer questions with the correct Listening for names and activities 5 Travel initials. • Match names to pictures. pages 36-43 Reading a story about the Amazing Listening for numbers, spelling of a word and other information Kids’ ski trip • Write words and numbers in gaps on a form. 6 On The Road • C omplete sentences with words from Listening for information in a long dialogue the text. • Tick the correct pictures. pages 44-51 Reading texts about unusual Listening for colours, prepositions, words and other information 7 Technology transport • Colour objects in a picture and write two words. • C omplete the texts with missing Listening for kinds of transport and places pages 52-59 sentences. • Match kinds of transport to pictures. 8 Reading a story about Rocky’s new Listening for descriptions and positions of people, and activities drone • Draw lines to match names to people in a picture. Communication • C ircle the correct words to complete Listening for information about people and gadgets sentences. • Tick the correct pictures. pages 60-65 Reading Feather’s email from Rome Listening for information in a monologue 9 What,s • Answer multiple-choice questions. • Write words and numbers in gaps on a form. cooking ? Listening for names and kinds of communication • Match names to kinds of communication. pages 66-73 Reading a story about a surprise Listening for colours, prepositions, words and other information 10 All About dinner for Rocky • Colour objects in a picture and write two words. Food • A nswer questions with the correct Listening for information in monologues and dialogues initials. • Answer multiple-choice questions. pages 74-79 Reading texts about food choices Listening for information in a monologue 11 Animals In • Answer comprehension questions. • Write words and numbers in gaps on a form. Danger Listening for information in a long dialogue • Answer multiple-choice questions. pages 80-87 Reading a story about the Amazing Listening for names and animals 12 Pollution Kids’ trip to see puffins • Match names to animals. • C omplete sentences with words from Listening for information in monologues and dialogues pages 88-93 the text. • Answer multiple-choice questions. Reading Rocky’s fact sheet about Listening for information in a monologue pollution • Write words and numbers in gaps on a form. • C omplete the text with missing Listening for information in a long dialogue sentences. • Answer multiple-choice questions. Speaking materials pages 94-99 Speaking bank page 100 Writing bank pages 101-111 2

Speaking Pronunciation: Writing əbl Asking and answering questions about fashion and clothes Giving advice • Ask and answer questions from a list. • Write an email giving Describing differences in appearance, colour and size advice. • Talk about the differences between two pictures. Pronunciation: Describing your favourite Asking and answering questions about fame intonation in celebrity • Ask and answer questions from a list. Describing pictures to tell a story about a famous person. questions • Write an article. • Talk about pictures to tell a story. Pronunciation: Writing about helping Asking and answering questions about helping people e others • Ask and answer questions from a list. • Write a story. Asking and answering questions using question prompts • Ask and answer questions about two people. Pronunciation: Applying for a place on a ʊd volunteering holiday Asking and answering questions about volunteering • Write a letter of • Ask and answer questions from a list. Pronunciation: application. Describing differences in appearance, colour, number and activities ɜː • Talk about the differences between two pictures. Asking for information • W rite an email asking for Asking and answering questions about travel information. • Ask and answer questions from a list. Asking and answering questions using question prompts Pronunciation: Writing a story beginning • Ask and answer questions about two trips. tə with a given sentence • Write a story. Asking and answering questions about journeys • Ask and answer questions from a list. Pronunciation: Complaining about a Describing pictures to tell a story about a trip to a station. ɔː gadget • Talk about pictures to tell a story. • Write a letter of complaint. Asking and answering questions about gadgets and technology Pronunciation: Writing about advantages • Ask and answer questions from a list. and disadvantages Describing differences in appearance, colour, position and activities ʃ(ə)n • Talk about the differences between two pictures. • Write an essay. Discussing pictures on a topic Pronunciation: Writing about a book you • Talking about pictures of different kinds of communication. have read Asking and answering questions about communication ʃ and ʒ • Ask and answer questions from a list. • Write a book review. Asking and answering questions about food and cooking Pronunciation: Writing about a food • Ask and answer questions from a list. əʊ and aʊ problem Asking and answering questions using question prompts • Write an essay. • Ask and answer questions about two restaurants. Pronunciation: Writing about a group Discussing pictures on a topic uː and ʌ that helps animals in • Talking about pictures of different kinds of food and drink. danger Asking and answering questions about food Pronunciation: • Write a leaflet. • Ask and answer questions from a list. s and z Writing about a kind of Asking and answering questions about animals in danger pollution • Ask and answer questions from a list. • Write an article. Describing pictures to tell a story about otters. • Talk about pictures to tell a story. Discussing pictures on a topic • Talking about pictures of different activities that reduce pollution. Asking and answering questions about pollution • Ask and answer questions from a list. Contents 3

1 Fashion Read the short story and circle the correct words. ctaqthhruTaeeehtfseucitsrolileDoyrurnasteoseorc.edtfAioiaintnfnddtstieshrwtnthereiedagtrci.ecstxRhotorterar,tracebi!dstcuotattrhaiswetniosintswerndxe’ttrs. 1 The Amazing Kids want new clothes to wear on Friday / Saturday. 2 Cat has to see the dentist at five / six o’clock. 3 Green / Orange is the colour that Dash likes best. 4 Dash doesn’t think Cat should get the dress with the cat / belt. 5 Cat / Dash has to go home for a meal. 6 Rocky is happy because their clothes are different / fashionable. 4

1 It’s Friday afternoon after school. The Amazing Kids 2 This T-shirt is cool. Yes, I do. It’s great! I haven’t are going to a party on Saturday. They’ve decided to go shopping for new clothes for the party. Do you like it, Dash? worn an orange T-shirt before, and it’s a good idea Rocky and Feather are still Oh dear. It’s already five to wear something different. at basketball practice, so o’clock and I have to be at It also has green on it – and they’re going to be late. the dentist in an hour. Let’s that’s my favourite colour! go in and look around. OK. 3 How about one of I think the pink dress is horrible, 4 Sorry we’re late. We’ve already bought some clothes. these dresses for me? and the belt is horrible too! Are we going to I have to go to the dentist, Which one is nicer? I like the dress with the cat on it. shop here? so I can’t come in with you. You should get that one. Mum has just sent me a text to come home for dinner, so I have to leave too. Sorry! It’s OK. See you tomorrow at the party! 5 On Saturday evening I don’t believe it! Oh no! Rocky! I wanted to look different! Ha ha! I think we look fashionable! 5

1 1 Label the photos with these words. belt bracelet coat earrings handbag jewellery necklace ring 1 234 necklace 5678 2 Listen and draw lines. Holly David Emma Oliver Do it right! There are ten people in the ipsasoyiithcosrxtetaueaunainldrwalretomiaai,olfbbleanootonsht,uundeottlsymyomtwohh,phoueebaassawuyttertill people. Helen George Katy 6

3 Listen and tick (✔) the box. 1 What does Sophia ask Harry to do? A B C✔ Do it right! 2 Which is Harry’s favourite T-shirt? ssWtproiepttecedda,ntosutdrsieepsescsproaibtnsed, TThwheiestesheswscoaolhorcceitkkthsesse.psas:orpetotbtesld.ue A B C 3 What does Sophia want from her mum’s jewellery box? These socks have blue and white Thesesstoarrcipekess.st.riped A B C 4 When is Sophia going to leave the house? A B C 5 Which teacher is helping with the fashion show? A B C 6 What is Harry’s friend going to do at the fashion show? A B C UNIT 1 7

1 4 Work with your partner to ask and WcowhmeenfwowereatDart,absowlmlkeeaa,irbctftaoansuarhtnuiditsoghecenhaaakdsbtijunel!daecl,to.isvfeecnslosliitkbheeles, answer these questions about fashion and clothes. • When you go shopping for clothes, who do you go with? • W hat did you buy the last time you went shopping for clothes? • Do you prefer fashionable clothes or sensible clothes? Just say it! • Have you ever had to wear horrible clothes? Read these words. • Do you think it’s possible to spend too much money comfortable on clothes? fashionable horrible • How important are the clothes people wear? possible sensible When you go shopping for I usually go shopping for Now listen to the words. clothes, who do you go with? clothes with my friends, but I sometimes go with my mum. Now read these sentences. Those sensible clothes are horrible! Well, they aren’t fashionable, but it’s possible that they’re comfortable. Now listen to the sentences. 8

5 W ork with a partner to find the differences between two pictures. Student A should look at Picture A below. Student B should look at Picture B on page 94. In my picture, a woman In my picture, the Do it right! with a pink coat is woman is wearing a dlWoifofhkeercnetahnyrecoeeufpsuehlbolayepvtalewet tetaohereentacwtlwlkoeaoathbrpieonisucgtwt.uthrheiecsh, coming into the room. pink dress. Picture A UNIT 1 9

1 1 cap e d 2 gloves e 1 Match. 3 jumper 4 scarf f a 5 swimsuit b 6 trainers c 2 Read Sarah’s email and complete it gTIihvteehriaendkavriyecoeHduI.iotfSW’fwssoehm/rhaoeuWyeunsgtledoohdpofato/hhnttdIrehD’aaseticsubodmeoygoesorgaruaiwueerttectesbbtotqcrrrfutiaboinheninrrggasmgiutntiiyshnogoeyogntfoyutst!oyuo,rhoauessbunorwrvdruiseinnwsmmrdgbwias:mpyiukmooeistluusis?turuietris.etww?thhiemantswyuoietu. with the correct form of the verbs in brackets. From: Sarah To: Clare Dear Clare, Thanks for your email. I’m so happy that you’re coming to stay with me in the holidays! I know it’s difficult to decide what to take with you when you go on holiday, but I have some advice for you. It’s very hot here in the summer, so I think you should 1 pack (pack) lots of T-shirts and shorts. How about 2 (bring) your swimsuit too? I live near the beach, and I’m sure you want to go swimming! I also want to show you my city when you are here. The best way to see it is on foot, so I suggest that you 3 (wear) trainers when we are walking around. Apart from those things, it’s a good idea 4 (have) a cap and sunglasses with you for the sun. Well, I hope my advice helps you. Why don’t you 5 (write) to me again when you know when you’re going to arrive? Love, Sarah 10

Now read it again! Now complete the plan! 3 Read Sarah’s email again and write the 4 N ow complete the plan with the correct words. correct numbers. In which paragraph does Sarah: PLAN 1 give some advice about what Clare Email giving advice should take with her? 2 Beginning: Dear (name of person I am writing to), 2 say she hopes her advice helps Clare? Paragraph 1: 1 Thank the person for their 3 say what she thinks about Clare email. Say what I think about the person visiting her? 2 me, and say that 4 ask Clare to write to her again? I have some 3 . 5 give some advice about other Paragraph 2: Give some advice about what the person things Clare will need? should 4 . 6 thank Clare for her email? Paragraph 3: Give some advice about other things the person will 5 . Paragraph 4: Say that I hope my advice 6 . Ask the person 5 R ead Michael’s email and complete it to 7 to me again. with these words. Ending: 8 , / Bye for now! (my name) also apart from as well too From: Michael To: Robert timopfpropiWhoeorcsmsahroeDotse,saeuononansouwtdsflritekiiwwlonitekgfreueoiaitlvsrrlliaeemns(ioglwdagais,idtsotfaih)o.forpedenatrass,ne!nrdaintt’ntt’sd Dear Robert, Thanks for your email. I’m very happy that you’re coming to visit me in the spring! I know it isn’t easy to decide what to take with you when you go on holiday, but I have some advice for you. The weather is usually quite cold here in the spring, so I think it’s a good idea to bring a few jumpers and trousers (not shorts). What about packing some boots 1 too ? I live in the countryside, so I’m sure you’ll need them! I 2 want to take you to my grandparents’ village. It’s up in the mountains, so I suggest that you remember to bring a scarf and gloves with you. 3 those things, why don’t you Now write bring a hat with you 4 ? I’m sure you’ll wear it! your own EMAIL! Well, I hope my advice is helpful. Write an email Why don’t you send me another giving advice. Use email when you know the dates the plan in 4 and you’re going to be here? the emails in 2 and Bye for now! 5 to help you. Michael UNIT 1 11

THE HAMILTON 3 STUDENT'S BOOK The Hamilton Skills Builder is a new four-level skills series specially researched and written for students studying English at levels A1 to B1 of the CEFR. Each book in the series consists of 12 carefully-designed theme-based units that develop students’ reading, writing, listening and speaking skills. The Hamilton Skills Builder may be used with any course of a similar level, or independently. Key features of The Hamilton Skills Builder 3: ● a variety of reading texts featuring the Amazing Kids characters with level-appropriate task types that ensure students learn to read for different purposes ● p re-listening and pre-writing tasks that introduce useful theme-based vocabulary ● a variety of listening and speaking tasks, including tasks that appear in the Cambridge English: Young Learners A2 Flyers test and the A2 Key for Schools exam ● a step-by-step approach to writing, including model compositions, writing plans and guided writing tasks ● a JUST SAY IT! feature in each unit that focuses on one aspect of English pronunciation that students often have difficulty with ● D O IT RIGHT! features in reading, writing, listening and speaking sections that clarify the focus of the skill being practised, or give students useful tips on correct English usage The Hamilton Skills Builder 3 consists of: The Hamilton Skills Builder 3 Student’s Book The Hamilton Skills Builder 3 Teacher’s Book The Hamilton Skills Builder 3 Class Audio The Hamilton Skills Builder 3 Interactive Whiteboard Software CEFR level The Hamilton Skills Builder 4 B1 The Hamilton Skills Builder 3 A2+ The Hamilton Skills Builder 2 A2 The Hamilton Skills Builder 1 A1 Pre-A1