Amazing English 1_Teacher's book

TEACHER’S BOOK



Contents 4-5 6-21 Student’s Book Contents 22-26 Introduction 27-42 Welcome 43-57 Family & Friends Sports & Hobbies 58-72 Home 73-87 School 88-102 Food & Drink 103-117 Nature 118-136 Extra Tasks For Early Finishers 137-139 Extra Tasks For Early Finishers Key 140-146 Songsheets 147-153 Episode Worksheets 154-159 Recording Script 160-168 Workbook Key 169-171 Test Book Key



Family & Friends Opener (SB pages 10-11) Top Tip • Ask students to read the title of the unit and say Make the most of the material in the Opener how it relates to the pictures. They may use L1. (The by using it to build on students’ vocabulary. All title is ‘Family & Friends’. The main picture shows a language on the page should be known from family, and the pictures on page 11 show friends and primary classes. Suggest that students keep a families.) vocabulary notebook to write down new words, and to look at it regularly for revision. A • Ask students to read the instructions and check that • Read out the unit summary and explain any unknown they understand what they have to do. Elicit that they vocabulary. Point out that in each unit there are four need to decide if the people in the pictures are family lessons followed by a Skills Building lesson. Tell them or friends. that in the Skills Building lesson, they will develop • Students discuss in pairs before discussing as a their listening, speaking and writing skills. These five class. Monitor and help with vocabulary and grammar lessons are the main part of each unit. Following the if necessary. Make a note of any mistakes to go over Skills Building lesson there is also a Review and Song, with the class afterwards. a CLIL page, a Culture page, and an episode of the ongoing story. Ask students what they are looking Answers forward to doing in this unit. Students’ own answers Suggested answers: main picture, family; picture 2, Lesson 1 (SB pages 12-13) friends; picture 3, family; picture 4, family Reading: text, answering questions with yes B or no • Ask students to read the instructions and check that they understand what they have to do. Elicit that they Vocabulary: family members: daughter, father, have to talk about the pictures using the words in the grandchildren, grandfather, boxes. grandmother, grandparents, mother, • Make sure students understand the meaning of the parents, son; adjectives: clever, cute, words before they undertake the task. Write the words pretty, short, tall, thin from the first box on the board. Ask individual students to tell you what the words mean. Students may use Grammar: subject pronouns, to be (affirmative) L1. Continue until all the words from the remaining Listening: looking carefully at people in a picture boxes have been explained. • Tell students to use there is and there are, and other before listening to match names to language from the Welcome unit. them • Students discuss in pairs before discussing as a Speaking: talking about family class. Monitor and help with vocabulary and grammar if necessary. When students are ready, ask individual READING students to describe the pictures. Continue until every student has had a turn. Make a note of any mistakes Background information to go over with the class afterwards. The text is about David and Victoria Beckham, and their family. David and Victoria have four children – Answers Brooklyn, Romeo, Cruz and Harper. David Beckham Students’ own answers is a well-known former football player, who played Suggested answers for Manchester United, Preston North End, Real Main picture: This is a family. There is a grandma Madrid, AC Milan, LA Galaxy, Paris Saint-Germain, and a grandpa, and a mum and a dad. There are and the England national team. Victoria Adams – as two children, one boy and one girl. They are happy. she was then known – was a member of the hugely Picture 2: There are three girls and two boys. They successful pop group, The Spice Girls. In the group, are friends. It’s summer (and they are outside). she was known as Posh Spice. After her marriage, They are young and happy. she became a fashion designer. Picture 3: This is a family. There is a mother and a father, and there are two children. It’s winter (and A they are outside). They are happy. • Ask students to look at the picture of the family and Picture 4: This is a family. There is a mother, a to tell you if they recognise the man or the woman. father and a child. The child is a girl. They are • Ask students to read the instructions and check that happy. (They are outside.) There are lots of they understand what they have to do. Elicit that the beautiful flowers. words they need to find are in the speech bubble. Check pronunciation by saying each of the words to the students and asking them to repeat after you. Correct where necessary. Tell students they may use L1 to explain the meaning of the words. You may also use L1 when giving the answers to the task. UNIT 1 27

• Ask students to skim the text and look for the words. Amazing fact! Explain to them that they do not need to read in detail at this stage as they will have the opportunity to do so Read out the information. Explain it in L1 if necessary. later. Ask students if they know which band Victoria • Students work individually to complete the task. Beckham (then known as Victoria Adams) was a pop They then check their answers in pairs before checking singer in (The Spice Girls). Tell them that The Spice as a class. Girls were very famous around the world and that Victoria became a fashion designer after she left the Answers band. You may like to find a picture of The Spice Girls aunt: your mother’s or father’s sister to show your students or play one of their biggest hits family tree: a drawing or a diagram that contains for students to listen to. the names of everyone in a family and shows the relationship between them VOCABULARY famous: known by many people footballer: someone who plays football, especially as A a job • Ask students to read the instructions and check that newspaper: something you read to find out what is they understand what they have to do. going on in your country and around the world • Ask students to read the words in the box. Explain too: also, in addition that the words mean the same as the words in items 1-8. Explain anything they don’t understand. B • Check pronunciation by saying each of the words • Ask students to read the instructions and check in the box to the students and asking them to repeat that they understand what they have to do. Elicit that after you. Correct where necessary. they must read the text, in detail this time, and then • Students work individually to complete the task. answer the questions with ‘yes’ if the statement is true They then check their answers in pairs before checking or ‘no’ if the statement is not true, according to the as a class. text. • Ask students to read the questions and explain Answers anything they don’t understand. 1 mother • Students work individually to complete the task. Tell 2 father them to underline the parts of the text that have the 3 grandmother answers. They then check their answers in pairs before 4 grandfather checking as a class. 5 parents • Once the answers have been checked, you may 6 son, daughter play the Class audio or use the IWB content, and ask 7 grandparents students to follow the text in their books as they listen. 8 grandchildren Answers B 1 yes (David and Sandra ... They have three • Ask students to read the instructions and check that they understand what they have to do. Elicit that children, Lynne, David and Joanne.) they need to look at the pictures and complete the 2 yes (They have three children, Lynne, David and sentences with the words in the box. • Ask students to read the words in the box and the Joanne. They are brother and sisters.) sentences and explain anything they don’t understand. 3 no (Lynne and Joanne are my aunts ... Victoria • Check pronunciation by saying each of the words in the box to the students and asking them to repeat and David are my parents.) after you. Correct where necessary. 4 yes (Victoria and David are my parents ... They • Students work individually to complete the task. They then check their answers in pairs before checking have three sons and a daughter.) as a class. 5 yes (I’m Romeo Beckham … They have three sons and a daughter. Brooklyn and Cruz are my brothers.) 6 no (Harper is my sister.) C Answers 4 pretty • Ask students to read the instructions and check that 1 cute 5 thin they understand what they have to do. Explain that 2 tall 6 clever they must write the words under the correct pictures in 3 short the family tree. • Make sure students understand what the words in Extra Task (for early finishers) the box mean before they attempt the task. Ask them See photocopiable material on page 119. to explain what they mean, using L1 if necessary. • Students work individually to complete the task. GRAMMAR They then check their answers in pairs before checking as a class. See Unit 1 Lesson 1 in the Grammar Book for further explanation, example sentences and tasks. Answers From top to bottom, left to right: Subject pronouns grandpa, grandma • Read through the grammar theory with the class. aunt, aunt, dad, mum • Write the subject pronouns on the board and ask brother, (me), brother, sister students to tell you the equivalents in their language. 28

• Ask students to look back at the text in Reading and Extension activity to find and underline examples of subject pronouns. Tell them four different subject pronouns are used in Ask students to write their own sentences about the text (I’m Romeo, They’re happy, He’s a footballer, people and things in the classroom practising She is clever). subject pronouns and the verb to be. Monitor and • Ask individual students to tell you what the other help with vocabulary and grammar if necessary. subject pronouns are. When students are ready, ask them to read out their sentences. A • Ask students to read the instructions and check that Extra Task (for early finishers) they understand what they have to do. See photocopiable material on page 119. • Ask students to read the sentences and explain anything they don’t understand. LISTENING • Elicit that they need to circle the correct subject pronoun. Point out that by reading the preceding • Ask students to read the instructions and check that information in each item, they will be able to they understand what they have to do. Elicit that they determine which pronoun is required. Refer them to must look at the picture while they listen and write the the grammar theory for help if necessary. names. • Students work individually to complete the task. • Check pronunciation by saying each of the names They then check their answers in pairs before checking in the box to the students and asking them to repeat as a class. after you. Correct where necessary. • Play the recording for students. Students work Answers individually to complete the task. Play the recording 1 You again if necessary. Students check their answers in 2 They pairs before checking as a class. 3 She 4 It Answers 5 You 1 Harry 6 We 2 Kim 3 Tony To be (affirmative) 4 Ann • Read through the grammar theory with the class. 5 Jack • Write the examples from the theory on the board in the correct order, with line spaces between them See the recording script with justification underlined on for students to complete the remaining subject page 154. pronoun + be combinations. Encourage students to provide example sentences for the missing subject SPEAKING pronouns and tell them to use the full forms, not the contractions. • Ask students to read the instructions and check I am Tom. that they understand what they have to do. Read the ____ speech bubbles out as examples, or ask two students ____ to do so. ____ • Students work in pairs to talk about their families. It is a cute cat. • Monitor and help with vocabulary, but do not ____ interrupt fluency. Make a note of any mistakes to go ____ over with the class afterwards. They are my parents. • Ask individual students to tell the class about their families and continue around the class until each • Ask individual students to write the contracted forms student has had a turn. next to the sentences above. Continue until all forms • Deal with any language mistakes and pronunciation have been completed. problems that come up. B Answers • Ask students to read the instructions and check that Students’ own answers they understand what they have to do. • Ask students to read the sentences and explain Top Tip anything they don’t understand. • Refer them to the grammar theory for help if Exploit material that you have already seen in the necessary. unit. In this lesson, for example, after students • Students work individually to complete the have completed the Speaking activity, ask them sentences. They then check their answers in pairs to look at the picture of the family on page 10 and before checking as a class. come up with a description using imaginary names and adjectives to describe each member of the Answers 5 is family. 1 are 6 are 2 is 7 am 3 is 8 are 4 are UNIT 1 29

Lesson 2 (SB pages 14-15) Amazing fact! Reading: dialogue, deciding who says what Read out the information. Explain it in L1 if necessary. Vocabulary: adjectives: fat, funny, hungry, naughty, Ask students if they or someone they know is a twin. Explain that there are identical and non-identical thirsty; simple verb collocations: Come twins. Ask them if Greg and Brad are identical or on!, go home, play games (on sb), say non-identical (identical) and to explain why (they look sorry, talk to sb exactly the same). Grammar: to be (negative, questions, short answers) VOCABULARY Speaking: identifying the odd one out (pictures) and giving reasons A Writing: writing sentences about the pictures in • Ask students to read the instructions and check Speaking that they understand what they have to do. Elicit that they need to look at the pictures and complete the READING sentences with the words in the box. • Ask students to read the words in the box. Explain A that the words are adjectives and tell them that we • Ask students to look at the picture of the two boys use adjectives to describe people, animals or things. and to tell you what they think their relationship is • Check pronunciation by saying each of the words (They are brothers/twins). Tell students they may use in the box to the students and asking them to repeat L1. after you. Correct where necessary. • Ask students to read the instructions and check that • Students work individually to complete the task. they understand what they have to do. Explain that They then check their answers in pairs before checking the words they need to find are in the text preceding as a class. the dialogue and in the dialogue. Check pronunciation by saying each of the words to the students and asking Answers them to repeat after you. Correct where necessary. 1 hungry • Ask students to skim the text and the dialogue to 2 naughty look for the words. Explain to them that they do not 3 funny need to read in detail at this stage as they will have 4 thirsty the opportunity to do so later. Explain anything they 5 fat don’t understand. • Students work individually to complete the task. Extension activity They then check their answers in pairs before checking as a class. If time permits, revise the adjectives with your students. Write the words on the board. Say each Answers one out loud and have students repeat after you. homework: schoolwork that a student does at home Then mime each adjective and ask students to tell lunch: a meal eaten in the middle of the day you the word. sometimes: occasionally, not all of the time twins: two children born during the same birth B • Ask students to read the instructions and check that B they understand what they have to do. Explain that the • Ask students to read the instructions and check that words in the box are all verbs, and remind students they understand what they have to do. Elicit that they that verbs are ‘doing’ words and we use them to talk must read the text and the dialogue, in detail this time, about actions or states. and then answer the questions about who says what. • Ask students to read the words in the box and the • Ask students to read the sentences and explain sentences and explain anything they don’t understand. anything they don’t understand. • Tell students that the verbs combine with the words • Students work individually to complete the task. in the sentences to form phrases. They then check their answers in pairs before checking • Students work individually to complete the task. as a class. They then check their answers in pairs before checking • Once the answers have been checked, you may as a class. play the Class audio or use the IWB content, and ask • Check pronunciation by saying each of the students to follow the text in their books as they listen. collocations to the students and asking them to repeat after you (play games, talk to, come on, say sorry, go Answers home). Correct where necessary. 1T 2B 3G 4T 5T 6B Answers Extension activity 1 play 2 talk Have students work in groups of three to perform 3 Come the dialogue. They can change roles and perform 4 Say it again until each student has played every role. 5 go Remind them to stress the words in italic to give emphasis. When all the groups have finished, ask Extra Task (for early finishers) one to perform the dialogue for the class. See photocopiable material on page 119. 30

GRAMMAR • Ask students to read the questions and explain anything they don’t understand. See Unit 1 Lesson 2 in the Grammar Book for further • Tell them to read the questions carefully in order to explanation, example sentences and tasks. choose the correct answer. • Refer them to the grammar theory for help if To be (negative, questions, short answers) necessary. • Draw the following table on the board. Encourage • Students work individually to complete the task. students to tell you the affirmative forms of subject They then check their answers in pairs before checking pronoun + to be, or ask individual students to write as a class. them in the table in the first column. Leave the other columns blank for students to complete, but write in Answers the headings. 1 Yes, she is. 2 Yes, it is. +- ? 3 No, they aren’t. Am I …? 4 Yes, you are. I am / I’m I am not / ’m not Are you …? 5 No, I’m not. Is he …? 6 No, we aren’t. You are / You’re You are not / aren’t Is she …? 7 Yes, you are. Is it …? 8 No, he isn’t. He is / He’s He is not / isn’t Are we …? Are you …? Extension activity She is / She’s She is not / isn’t Are they …? Students work with a partner. They ask each other It is / It’s It is not / isn’t questions and answer them using short answers. Monitor and help with vocabulary and grammar, We are / We’re We are not / aren’t but do not interrupt fluency. Make a note of any mistakes to go over with the class afterwards. You are / You’re You are not / aren’t Extra Task (for early finishers) They are / They’re They are not / aren’t See photocopiable material on page 119. Short answers SPEAKING Yes, I am. / No, I’m not. • Ask students to read the instructions and check that they understand what they have to do. Explain Yes, you are. / No, you aren’t. that there are two parts to the task. First, they must determine which picture is different and then they Yes, he is. / No, he isn’t. need to explain why it is different to the others by using the words in the box. Yes, she is. / No, she isn’t. • Make sure students remember what the words in the box mean. Ask individual students to explain their Yes, it is. / No, it isn’t. meaning, in L1 if necessary. • Go over the example with your students. Tell them Yes, we are. / No, we aren’t. they should use the negative form of to be, just as in the example. Yes, you are. / No, you aren’t. • Students work in pairs to talk about the pictures. Monitor and help with vocabulary, but do not interrupt Yes, they are. / No, they aren’t. fluency. Make a note of any mistakes to go over with the class afterwards. Ask individual students for • Read through the grammar theory for the negative their answers. Deal with any language mistakes and form with the class. Ask a student to come to the pronunciation problems that come up. board and complete the column for negative forms, with the full and contracted form. Do the same with Answers different students for the question form, and for the 1c This cat/It isn’t cute. short answers. 2b This boy/He isn’t thirsty. • Ask individual students to give you negative 3c This girl/She isn’t naughty. sentences or questions with short answers. WRITING A • Ask students to read the instructions and check that • Ask students to read the instructions and check they understand what they have to do. Refer them to that they understand what they have to do. Elicit that the grammar theory to help them if necessary. they need to write sentences about the pictures in the • Ask students to read the sentences and explain Speaking task. anything they don’t understand. • Assign as homework or, if time permits, ask students • Elicit that they need to write the correct contracted to write their sentences in class and check them before form. Tell them to read the sentences carefully and to the end of the lesson. Deal with any mistakes that pay attention to the information before and after the come up. gaps. • Students work individually to complete the task. UNIT 1 31 They then check their answers in pairs before checking as a class. Answers 5 aren’t 1 aren’t 6 isn’t 2 isn’t 7 isn’t 3 aren’t 8 aren’t 4 ’m not B • Ask students to read the instructions and check that they understand what they have to do.

Answers • Ask students to read the sentences and explain Students’ own answers. Students can write the anything they don’t understand. answers to the Speaking task, or write other • Tell students to underline the parts of the webpage sentences about the pictures. For example, There that have the answers. are two tall boys. This boy is thirsty. These girls are • Students work individually to complete the task. naughty. They then check their answers in pairs before checking as a class. Lesson 3 (SB pages 16-17) • Once the answers have been checked, you may play the Class audio or use the IWB content, and ask Reading: webpage, circling the correct words students to follow the text in their books as they listen. Values: being a good friend Answers 1 chimp (The chimp’s name is Anjana.) Vocabulary: adjectives: boring, busy, famous, lucky, 2 two (... two white baby tigers, Mitra and Shiva.) 3 lucky (The baby tigers are lucky.) special 4 morning (I go to my best friend’s house in the Grammar: possessive adjectives, possessive ’s morning. We make cakes and then we have lunch.) Listening: writing words and numbers in gaps 5 special (My best friend is special ...) Speaking: talking about best friends, using complete sentences when answering questions READING VALUES Background information • Explain the meaning of values to your students. Two new-born white tiger cubs had to be separated Tell them values are the beliefs that influence our from their mother after their sanctuary flooded behaviour and way of life. Use L1 if necessary. during a hurricane. A chimpanzee named Anjana • Read out the text in the box and explain anything began caring for the cubs and became their students don’t understand. surrogate mother. She fed them from a bottle and • Ask students to discuss the question in pairs. lay down with them, just like a mother. Anjana has They may use L1 if they wish. Monitor and help with also looked after leopards, lions and orangutans. A vocabulary, but do not interrupt fluency. Make a note human animal keeper, China York, showed Anjana of any mistakes to go over with the class afterwards. how to care for the animals. Monkeys are very good • Ask individual students to tell the class what they at copying behaviour, so Anjana quickly learnt to do think makes a good friend. Tell them they may use L1. what China did. Amazing fact! A • Ask students to describe the pictures and to say how Read out the information. Explain it in L1 if necessary. they make them feel. Ask them if the fact surprises them. Ask them if they • Ask students to read the instructions and check that know of any other examples of different animals being they understand what they have to do. Elicit that the friends. If time permits and you have the necessary words they need to find are in the webpage. Check equipment, you might like to show your class one of pronunciation by saying each of the words to the the many videos available online of animal friends. students and asking them to repeat after you. Correct where necessary. VOCABULARY • Ask students to skim the webpage and look for the words. Explain to them that they do not need to read • Ask students to read the instructions and check that in detail at this stage as they will have the opportunity they understand what they have to do. to do so later. Explain anything they don’t understand. • Ask students to read the words in the box. Elicit that • Students work individually to complete the task. the words are adjectives and that they are used to They then check their answers in pairs before checking describe people, animals or things. as a class. • Check pronunciation by saying each of the words in the box to the students and asking them to repeat Answers after you. Correct where necessary. chimp: short for chimpanzee, an ape that lives in • Ask students to read the sentences and explain Africa anything they don’t understand. like: in the same way that, the same as • Students work individually to complete the task. look after: to care for or be responsible for someone They then check their answers in pairs before checking or something as a class. place: a particular position somewhere together: with another person or people Answers 1 famous B 2 boring • Ask students to read the instructions and check that 3 special they understand what they have to do. Elicit that they 4 lucky must read the webpage, in detail this time, and then 5 busy circle the correct words in the sentences, based on the information in the webpage. Extra Task (for early finishers) See photocopiable material on page 120. 32

GRAMMAR • Read out the following sentences and ask students to write the second of each pair in the correct column, See Unit 1 Lesson 3 in the Grammar Book for further depending on whether the noun is singular, regular explanation, example sentences and tasks. plural or irregular plural. Read the second sentence of each pair slowly and clearly, with emphasis. Possessive adjectives There are two men. The men’s eyes are blue. • Read through the grammar theory with the class. There are three girls. The girls’ houses are big. • Write the following sentence on the board: I am a This is my friend. My friend’s brother is funny. teacher and you are my students. Ask students to tell you which words are subject pronouns (I, you). Ask B them what my means. Tell them they can answer in L1 • Ask students to read the instructions and check that if necessary. Tell them my is a possessive adjective. they understand what they have to do. • Ask students to look back at the text in Reading • Ask students to read the sentences and explain and to find and underline examples of possessive anything they don’t understand. adjectives. Tell them two different possessive • Refer them to the grammar theory for help if adjectives are used in the texts (my best friend’s necessary. house / my best friend, her house). Remind them that • Students work individually to complete the task. a possessive adjective comes before a noun. They then check their answers in pairs before checking • Point out the Be careful! note. Write it’s, its, you’re, as a class. your, he’s, his on the board. Go through the words one by one and ask individual students to give you Answers sentences using the words. Write the sentences on 1 girls’ the board and make sure students understand the 2 Ben’s differences in form and meaning. 3 twins’ • Ask individual students to give you sentences using 4 boys’ the possessive adjectives. 5 sister’s A Extension activity • Ask students to read the instructions and check that they understand what they have to do. Elicit that the Ask students to write two of their own sentences words in bold are wrong. about their fellow students, using possessive ’s. • Ask students to read the sentences and explain Monitor and help with vocabulary and grammar if anything they don’t understand. necessary. Make sure you check every student’s • Point out that by reading the information before the work. When students are ready, ask them to read possessive adjective they will be able to work out the out their sentences. correct answer. Refer them to the grammar theory for help if necessary. Extra Task (for early finishers) • Tell them they will need to use all of the possessive See photocopiable material on page 120. adjectives. • Students work individually to complete the task. LISTENING They then check their answers in pairs before checking as a class. • Ask students to read the instructions and check that they understand what they have to do. Elicit that they Answers 5 my must complete the gaps. 1 Your 6 your • Tell students they must write one word only in each 2 Their 7 His gap. 3 Its 8 her • Ask students to read the information about a best 4 Our friend and explain anything they don’t understand. • Ask students to look at each item and predict what Possessive ’s kind of word they will need to complete the gap (1 a • Introduce possessive ’s. Write the following sentence person’s name, 2 a number, 3 a word to describe hair, from the reading text on the board: I go to my best 4 a place name, 5 an adjective to describe someone or friend’s house in the morning. Ask students if the something). house belongs to Mandy or to her best friend/grandma. • Play the recording for students. Students work Explain that ’s after a noun shows us who or what individually to complete the task. Play the recording owns something. again if necessary. Students check their answers in • Read through the grammar theory with the class. pairs before checking as a class. • Point out the Be careful! note. Tell students that cats is a regular plural noun, but women is an irregular Answers plural noun, and that all irregular plural nouns use ’s 1 Julia to show possession, not ’ as in the case of cats’. Ask 2 13/thirteen students for examples of irregular plural nouns and 3 black write them on the board (eg children, feet, fish, sheep, 4 park men, people, mice). 5 old • Write the three examples from the theory on the board See the recording script with justification underlined on in a table. Ask students to copy it in their notebooks. page 154. The cat’s tail The cats’ tails The women’s UNIT 1 33 is short. are short. dresses are red. My friend’s The girls’ houses The men’s eyes brother is funny. are big. are blue.

SPEAKING pronunciation by saying each of the words to the students and asking them to repeat after you. Correct • Ask students to read the instructions and check that where necessary. they understand what they have to do. • Ask students to skim the article to look for the • Ask students to read the questions and explain words. Explain to them that they do not need to read anything they don’t understand. in detail at this stage as they will have the opportunity • Read the speech bubbles out as examples, or ask to do so later. Explain anything they don’t understand. two students to do so. Point out that the second • Students work individually to complete the task. speaker uses a complete sentence in answer to the They then check their answers in pairs before checking question asked. as a class. • Students work in pairs to ask and answer about their best friends. Monitor and help with vocabulary, but do Answers not interrupt fluency. Make a note of any mistakes to biggest: bigger than all others go over with the class afterwards. expensive: costing a lot of money • Ask individual students to tell the class about their full: holding as much or as many as possible; having best friend and continue around the class until each no empty space student has had a turn. Deal with any language minibus: a small bus mistakes and pronunciation problems that come up. trolley: a large metal basket on wheels, used for carrying items in a supermarket Answers work: an activity that requires a lot of effort Students’ own answers youngest: younger than all others Top Tip B • Ask students to read the instructions and check that Use the material in Listening and Speaking for a they understand what they have to do. Elicit that they project. Ask students to write their own fact file must read the article, in detail this time, and then about their best friend, as in the Listening task. answer the questions about it. They should decorate the page and add a photo • Ask students to read the questions and explain if they wish. You can display their work in the anything they don’t understand. classroom. • Tell students to underline the parts of the article that have the answers. Lesson 4 (SB pages 18-19) • Students work individually to complete the task. They then check their answers in pairs before checking Reading: article, answering questions as a class. • Once the answers have been checked, you may Vocabulary: words related to family members: play the Class audio or use the IWB content, and ask students to follow the text in their books as they listen. aunt, baby, cousin, grown-up, uncle; Answers physical characteristics: beard, curly, 1 Phoebe is the youngest child. (Their youngest dark, fair, moustache, straight child is a baby. Her name is Phoebe.) 2 There are eight sons. (She is a beautiful baby Grammar: possessive pronouns, Whose? girl with eight brothers ...) Pronunciation: the letter c 3 Four children are grown-ups. (Two sisters and Speaking: asking and answering questions two brothers are grown-ups.) 4 Yes, she is. (Sophie’s brothers and sisters are about a picture using Whose …? and uncles and aunts!) possessive pronouns 5 Yes, there are. (Every week there are 125 pairs Writing: writing sentences about the picture of dirty socks!) in Speaking READING Background information Extension activity The Radford family consists of parents Noel and Sue, and their 18 children. In March 2017 it Ask students to work in pairs and to discuss other was announced that Sue was pregnant again. things that might be a lot of work for the Radford The Radfords have appeared on a documentary family (eg cooking a meal for the whole family, television programme about their unusually large cleaning the house, etc). Monitor and help with family, which is believed to be the largest in Britain. vocabulary and grammar, but do not interrupt The family owns and operates a bakery, Radford’s fluency. Make a note of any mistakes to go over Pie Company, where many of the members work. with the class afterwards. Have a class discussion about the problems very large families have. A • Ask students to look at the family in the picture and Amazing fact! tell you what they think is amazing about it (It’s a very big family.). Read out the information. Explain it in L1 if necessary. • Ask students to read the instructions and check that Ask students how much bread, cereal, milk or juice they understand what they have to do. Explain that they think their own families use every day. the words they need to find are in the article. Check 34

VOCABULARY Extra Task (for early finishers) See photocopiable material on page 120. A • Ask students to read the instructions and check that GRAMMAR they understand what they have to do. Elicit that they need to complete the sentences with the words in the See Unit 1 Lesson 4 in the Grammar Book for further box. explanation, example sentences and tasks. • Tell students that all the words are from the article in Reading. Explain that if they don’t know what some of Possessive pronouns the words mean, they can work out their meanings by • Replicate the table from page 19 on the board. looking at them in context in the article. Revise subject pronouns by asking individual students • Check pronunciation by saying each of the words for example sentences. Make sure every student has a in the box to the students and asking them to repeat turn and that all of the subject pronouns are used. after you. Correct where necessary. • Give students an example of a possessive pronoun in • Ask students to read the sentences and explain use. Pick up your book and say, This is my book. Then anything they don’t understand. say, It’s mine. Write both sentences on the board. • Students work individually to complete the task. Explain to students that mine takes the place of my They then check their answers in pairs before checking book. as a class. • Read through the grammar theory for possessive pronouns with the class. Assign a possessive pronoun Answers to each student and have them write a sentence using 1 aunt it. When students have finished, ask them to read out 2 baby their sentences. 3 uncle 4 cousins A 5 grown-up • Ask students to read the instructions and check that they understand what they have to do. B • Ask students to read the sentences and explain • Ask students to read the instructions and check that anything they don’t understand. they understand what they have to do. Explain that • Refer them to the grammar theory for help if there are stickers in their book that they will use to necessary. complete the task. • Students work individually to complete the task. • Ask students to read the sentences and explain They then check their answers in pairs before checking anything they don’t understand. as a class. • Check pronunciation by saying each of the words in bold to the students and asking them to repeat after Answers you. Correct where necessary. 1c 2f 3b 4a 5e 6d • Refer students to the back of their Student’s Book, where they will find the stickers. Whose …? • Students work individually to complete the task. • Explain to students that we use the question word They then check their answers in pairs before checking whose to ask about possession. If necessary, and if as a class. there is a direct equivalent, you may use L1 to explain this. Answers • Read through the grammar theory for Whose …? with the class. Point out the structure whose + noun + to Extension activity be + this/that/these/those. Point out too the answer to the question using a possessive pronoun (It’s mine), Write the words straight, curly, fair and dark on the but tell students they can also use possessive ’s, (eg board. Ask students to work in pairs. They must Whose pens are those? They’re Jim’s.) use the words to describe a fellow student and their partner must guess which student. Tell them to use B these structures: • Ask students to read the instructions and check that His/Her hair is … fair/dark and straight/curly. they understand what they have to do. Is it [name of student]? • Ask students to read the words and explain anything they don’t understand. • Elicit that the words are in random order and that they need to write them in the correct order. Refer them to the grammar theory for help if necessary. • Students work individually to complete the task. They then check their answers in pairs before checking as a class. Answers 1 Whose books are those? 2 Whose minibus is that? 3 Whose bike is this? 4 Whose socks are these? UNIT 1 35

Extension activity WRITING Students work in pairs. They point, ask and answer • Ask students to read the instructions and check questions about items belonging to their partner that they understand what they have to do. Elicit that and fellow students. they need to write sentences about the picture in the Speaking task. Extra Task (for early finishers) • Assign as homework or, if time permits, ask students See photocopiable material on page 121. to write their sentences in class and check them before the end of the lesson. JUST SAY it! • Deal with any mistakes that come up. • Explain to students that Just say it! sections help Answers them pronounce words correctly in English and that Students’ own answers, but suggested answers: there is one in each unit. It’s their kite. It’s her baby. A It’s his watch. • Ask students to read the instructions and check that They’re his toys. they understand what they have to do. It’s their football. • Ask students to read the words out to their partner. • Students work in pairs to complete the task. Skills Building (SB pages 20-21) Answers Grammar: prepositions of place The two different sounds are /k/ and /s/. Listening: looking carefully at people in a picture B before listening to match names to them • Ask students to read the instructions and check that Speaking: using complete sentences when answering they understand what they have to do. • Students work individually to complete the task. questions They then check their answers in pairs before listening Writing: checking written work for spelling to the recording to check their answers. mistakes; writing a paragraph about Answers yourself and your family music /k/: second, car, Mac, clever Grace /s/: Lucy, nice, pencil, sentence GRAMMAR SPEAKING See Unit 1 Lesson 5 in the Grammar Book for further explanation, example sentences and tasks. • Ask students to read the instructions and check that they understand what they have to do. Elicit that they Prepositions of Place must ask and answer questions about the items above • Explain to students that we use prepositions of place the main picture. to tell us where a person or thing is. • Make sure students know the names of the items in • Point to an item on your desk and say, My (book/ the small pictures. Ask individual students to say the pen/etc) is on the table. Emphasise the word on. Then words (baby, football, watch, toy cars, kite). point to two students who are sitting side by side and • Read the speech bubbles out as examples, or ask say, for example, Nick is next to Vicky. Emphasise the two students to do so. Tell them to point to the owner/ phrase next to. owners of the kite in their books. • Read through the grammar theory with the class. You • Students work in pairs to talk about the pictures. may use L1 if necessary to make the meanings clearer Monitor and help with vocabulary, but do not interrupt to students. Say the preposition in English and ask fluency. Make a note of any mistakes to go over with students to tell you its equivalent in L1. the class afterwards. • Explain that we use the question word where to ask • Ask pairs of students for their answers. about place. Write the question and answer structures • Deal with any language mistakes and pronunciation on the board: problems that come up. Where + to be + (possessive adjective) noun? subject pronoun/noun + to be + preposition of place + Answers noun. Whose baby is it? It’s hers. Whose football is it? It’s theirs. • Ask students to read the instructions and check that Whose watch is it? It’s his. they understand what they have to do. Elicit that they Whose toy cars are they? They’re his. must look at the picture in Listening B at the bottom Whose kite is it? It’s theirs. of page 20 in their Student’s Book in order to complete the sentences. • Ask students to read the sentences and explain anything they don’t understand. • Refer them to the grammar theory for help if necessary. • Students work individually to complete the task. They then check their answers in pairs before checking as a class. 36

Answers Answers 1 in Lines should be drawn between: 2 in front of 1 Jim and boy with long hair and green T-shirt. 3 next to 2 Anna and girl with long fair hair and a blue dress. 4 behind 3 Lucy and woman with long brown hair and red 5 under 6 on T-shirt. 7 between 4 Jane and woman with short dark hair. 5 Ben and boy with black curly hair. Extra Task (for early finishers) See photocopiable material on page 121. See the recording script with justification underlined on page 154. LISTENING Extension activity it right! Ask students to write their own sentences about the • Tell students that the Do it right! boxes are in the people in the picture using prepositions of place. Student’s Book to give them tips and advice that will Monitor and help with vocabulary and grammar if improve their skills in English so they can do the tasks necessary. Make sure you check every student’s better. work. When students are ready, ask them to read • Ask students to read the information in Do it right! out their sentences. and explain anything they don’t understand. • Choose a student to explain the tip in his/her own SPEAKING words, in L1 if necessary. • Stress the importance of looking at the picture it right! carefully before they listen as they won’t have time to take it all in when the recording starts. • Ask students to read the information in Do it right! and explain anything they don’t understand. A • Choose a student to explain the tip in his/her own • Ask students to read the instructions and check words, in L1 if necessary. Read the speech bubbles out that they understand what they have to do. Elicit that as examples, or ask two students to do so. they must look at the picture in order to answer the • Stress the importance of using complete sentences questions about it correctly. to answer questions, rather than giving single-word • Tell students that before they do the task, they replies. Tell them that the use of complete sentences should work in pairs and take it in turns to point to a shows their listener that they know how to use the person in the picture and describe their clothes and language. hair, for example. • Ask students to read the questions and answers and • Ask students to read the instructions and check that explain anything they don’t understand. they understand what they have to do. • Students work individually to complete the task. • Ask students to read the questions and explain They then check their answers in pairs before checking anything they don’t understand. as a class. • Students work in pairs to ask and answer the questions. Monitor and help with vocabulary and Answers grammar, but do not interrupt fluency. Make a note of 1 blue any mistakes to go over with the class afterwards. 2 yes • Ask individual students for their answers. 3 on the table • Deal with any language mistakes and pronunciation 4 two problems that come up. 5 yes 6 curly Answers Students’ own answers B • Ask students to read the instructions and check that WRITING they understand what they have to do. Elicit that they must listen carefully and draw lines from the names it right! to the people. Tell them there is one extra name that they will not use, and that it is there to distract them, • Ask students to read the information in Do it right! so they must listen very carefully. Read out the names and explain anything they don’t understand. for the students and have them repeat after you. • Choose a student to explain the tip in his/her own • Draw their attention to the example. Play the words, in L1 if necessary. example and then pause the recording. Ask students • Stress the importance of checking their work to avoid what information on the recording helps to identify making spelling mistakes. Tell them that if they are not John (the watch Katy has given him as a present). sure how to spell a word, they should look it up before • Play the recording for students. Students work writing it. individually to complete the task. Play the recording again if necessary. Students check their answers in pairs before checking as a class. UNIT 1 37

A Review 1 (SB pages 22-23) • Ask students to read the instructions and check that they understand what they have to do. • Explain to students that there will be a review at the • Explain to students that they must put a tick in end of each unit. Tell them that Review 1 revises the the box next to the word in each pair which is spelt material they saw in Unit 1. correctly and cross out the words that are wrong. • Explain to students that they can ask you for help Tell them they can use a dictionary to help them if with the questions or refer back to the relevant necessary. sections of the unit if they’re not sure about an answer. • Students work individually to complete the task. Stress that the Review section is not a test. They then check their answers in pairs before checking • Decide how the review will be carried out. Students as a class. could do the vocabulary items first and then correct them before going on to the grammar, or they could do Answers all the items together and correct them at the end. Students should tick these words: 1 cousin Vocabulary Revision 2 their 3 happy Lessons 1 & 4: family relationships 4 daughter • Revise the words for family relationships and family 5 straight members (aunt, baby, cousin, daughter, father, Students should cross out these words: grandchildren, grandfather, grandmother, grandparents, 1 cousen grown-up, mother, parents, son, uncle) by reading out 2 thier each word and asking individual students to tell you 3 hapy what the word means, in L1 if necessary, and write it on 4 dauter the board. Check spelling as a class. 5 strait • Once all the words have been checked, ask individual students to draw their family tree on the board and tell B the class who each person in the tree is. • Ask students to read the instructions and check that they understand what they have to do. Elicit that they Lessons 1, 2 & 3: adjectives need to find and correct five spelling mistakes in the • Revise adjectives. Before the lesson, prepare word paragraph. Tell them they can use a dictionary to help cards with the adjectives from Unit 1 (Lesson 1: them if necessary. clever, cute, pretty, short, tall, thin; Lesson 2: fat, • Students work individually to complete the task. funny, hungry, naughty, thirsty; Lesson 3: boring, They then check their answers in pairs before checking busy, famous, lucky, special). Show the cards to as a class. individual students and ask them to read out the word and tell you what it means, in L1 if necessary. Answers Correct students’ pronunciation. Ask students to give too – two you examples of people, animals or things using the cirly – curly adjectives. These cards may be used for quick revision beutiful – beautiful from time to time. Prepare more adjective cards as funy – funny you work through the book. freinds – friends • Once all the adjectives have been covered, read them out in random order and have students write C them down. Students then check their answers with a • Ask students to read the instructions and check that partner before checking as a class. they understand what they have to do. Elicit that they need to write a paragraph about themselves and their Lesson 2: verb collocations family, like the example in B. • Ask students to read the questions and explain • Revise verb collocations. Write the collocations in two anything they don’t understand. Tell them that the questions will help them with the content of their columns, as below, without the words in brackets (the paragraphs. • Remind students to check their spelling when they key). Ask students to match the words in order to form finish, and to look up the spelling of any words they aren’t sure about. the collocations. Once they have done so, ask them to • Assign the task for homework. tell you what the collocations mean, or to use them in Answers Students’ own answers simple sentences. Model answer Hello! My name is Mary. I’m ten years old. There play (games) on are three children in my family – me and my two brothers, Nick and Alex. Nick is tall and thin with talk (to friends) to friends short dark hair. He is clever and funny. Alex is short and fat. He’s cute, but he’s naughty too. He’s a come (on) home baby. We’re best friends. say (sorry) games go (home) sorry Lesson 4: talking about appearance • Revise the adjectives and nouns for describing appearance (beard, curly, dark, fair, moustache, straight). Read the words out one by one and have students write them in their notebooks. Check spelling as a class. Once all the words have been covered, ask individual students to come to the board and draw pictures of people you describe. a boy with curly dark hair a girl with straight fair hair a boy with straight dark hair a girl with curly fair hair a man with a beard a man with a moustache 38

Grammar Revision This is our classroom. It’s our / ours. (ours) That is your school. It’s you / yours. (yours) Lesson 1: subject pronouns & to be (affirmative) This is my friends’ house. It’s their / theirs. (theirs) • Write the subject pronouns on the board in the • Write whose on the board and ask students to tell correct order (I, you, he, she, it, we, you, they). Ask you when we use it, in L1 if necessary (to ask about students to copy the words in their notebooks. Ask possession). students to tell or show you what the words mean. • Write the following structures on the board: • Write am, is, are on the board and ask students to Whose + noun + is + this/that? write the correct form of the verb next to each subject Whose + noun + are + these/those? pronoun. Tell them to write both the long form and the • Tell students to answer your questions using contracted form. possessive ’s. Point to a student’s bag and say, Whose • Check answers by asking individual students to tell bag is that? (It’s Nick’s.). Tell students to work with a you the correct pronoun + verb. partner to ask and answer questions using whose. • Ask students to give you simple sentences using the correct pronouns and affirmative form of to be (eg I’m Skills Building: prepositions of place twelve, He’s a boy, You’re a teacher, We’re students, • Write the prepositions of place on the board (behind, etc). Go around the class until every student has had between, in, in front of, next to, on, under). Ask a turn and every combination of pronoun + to be has individual students to tell you what they mean and to been covered. Write an example of each on the board. give an example with students in the classroom, eg Vicky Leave the examples on the board. is behind Tom. Continue until every student has had a turn and every preposition of place has been covered. Lesson 2: to be (negative, questions, short • Ask students to work in pairs. They must ask and answers) answer questions with where, eg Where is your bag? • Point to one of the example sentences with to be on It’s under my desk. the board and ask individual students to say it using the correct negative form of to be. Write it on the • Students are now ready to do Review 1. board next to the affirmative sentence. Continue until • Set a time limit and let students know every so often all the examples have been covered. how much time they have left to complete the questions. • Write Am I …? Are you …? Is he / she / it …? Are we • Tell students to answer every question. When / you / they …? on the board. Ask students to tell you checking their answers, make a note of any problem the short answers, both affirmative and negative, and areas in vocabulary and grammar they still have. write them on the board. Ask individual students to Assign some time to deal with these areas. ask you or their classmates’ questions. Tell students to reply using the short forms. Answers 6 parents Vocabulary 7 mother Lesson 3: possessive adjectives; possessive ’s A 8 aunt • Write the subject pronouns on the board in a column. 1 father 9 grandchild Ask individual students to tell you the possessive 2 uncle 10 son, daughter adjective for each pronoun. Write them on the board. 3 grandfather • Ask students to point to items in the classroom and 4 grandparents 4 tall say who they belong to. Tell them to use this, that, 5 grandmother 5 thin these and those. Read out the following examples to 6 dark get them started (eg That is your book. / This is our B classroom. / These are my pens. etc). 1 pretty 3 busy • Before you begin, revise irregular plural nouns. Write 2 straight 4 lucky one woman / two women on the board and ask for 3 naughty some more examples. 4 Come • Write ’s on the board and ask students to tell you C 5 talk when we use it, in L1 if necessary. 1 hungry • Write the following sentences on the board. Ask 2 famous 5 She students to copy them in their notebooks and write ’ or 6 You ’s in the correct place. D 7 They There are three boys. The boys bikes are blue. (The 1 play 8 He boys’ …) 2 go That girl is nice. The girls name is Cathy. (The girl’s …) 3 say 5 is ➥ Look! Those mens beards are red! (Those mens’ …) 6 aren’t • Check answers as a class then ask students to write Grammar 7 Are three of their own sentences using possessive ’s. A 8 ’m not/am not 1 You Lesson 4: possessive pronouns; Whose ...? 2 We • Write the possessive adjectives on the board in 3 It a column. Ask individual students to tell you the 4 I possessive pronoun for each adjective. Write them on the board. B • Write the following sentences on the board and ask 1 am students to tell you which word is correct. The answers 2 are are given in brackets. 3 isn’t That is my game. It’s my / mine. (mine) 4 isn’t That is your book. It’s your / yours. (yours) This is Ben’s phone. It’s he / his. (his) Is that Jane’s cat? No, it isn’t her / hers. (hers) UNIT 1 39

C 5 cats’ Students are now ready to do Quiz 1 in the Test 1 Our 6 Whose Book. 2 Where 7 Alice’s 3 hers 8 theirs CLIL (SB page 24) 4 my Maths D • CLIL stands for Content and Language Integrated 1b 2a 3a 4b 5a 6b 7a Learning and refers to teaching school subjects such as maths, music, computer studies, food science and watch this! geography to students through a foreign language. • Tell students that the CLIL feature follows every • Tell students they will watch a short video after every review, and that its aim is to teach both the sorts of review. Explain to them that the video will use language subjects they have at school and English. from the unit and be on the same topic as the unit. • Draw students’ attention to the topic of the CLIL • Ask students to read the question and explain lesson. Ask them if they like maths. anything they don’t understand. • Tell them that they only need to write down the different A kinds of families, not the members of the families. • Ask students to read the instructions and check that • Play the video. Students work individually to they understand what they have to do. Elicit that they complete the task. Play the video again if necessary. must say the numbers in English. Students check their answers in pairs before checking • Point out that when we write numbers, we often use as a class. a hyphen. • Read out the numbers one by one and have students Answers repeat after you. Different kinds of families: famous, very famous, big • Ask students to work in pairs. One student points to (with lots of children), small (with only one or two a number and the other student must say the number children) in English. • Encourage them to try saying numbers within 31-99, as they did with numbers 21-29. • Once the answers have been checked, ask students Answers the following questions: Students’ own answers Which family in the video is like your own? Can you think of other famous families? B Do you know a family with lots of children? • Ask students to read the instructions and check that When do you see your grandparents/aunts/uncles/cousins? they understand what they have to do. Elicit that they must write the numbers in English. Answers • Go around the class and have individual students say Students’ own answers the numbers they can see in the photos. • Remind them to use a hyphen, if necessary, when Song (SB page 23) they write the numbers. • Students work individually to complete the task and • Remind students that they will hear and sing a song then check their answers in pairs before checking as a after every review. Tell them that the song in this unit class. is about families. Please follow the procedure outlined in the Welcome unit on page 26 of this teacher’s book. Answers 1 twenty-one Answers 5 yours 2 fifty-three A 6 your 3 one hundred 1 our 7 our 4 eighty-six 2 our 8 our 5 seventy-five 3 yours 6 thirty-two 4 your 7 forty-seven 8 sixty-eight B 7 fathers 9 ninety-nine 1 uncles 8 sisters 2 cousins 9 uncles C 3 fathers 10 daughters • Ask students to read the instructions and check that 4 grandparents 11 Cousins they understand what they have to do. Elicit that they 5 sisters 12 grandparents must complete the table with the names and ages of 6 daughters their family members. • Students work individually to complete the task. C Answers Students should cross out these words: Students’ own answers 1 fun 3 boring 2 old 4 young 40

D them to underline the parts of the texts that have the • Point out the Be careful! note. Make sure students answers. They then check their answers in pairs before know the different pronunciation for teens and checking as a class. multiples of ten. Practise by writing the numbers in • Once the answers have been checked, you may pairs on the board (ie 13, 30; 15, 50; 18, 80; etc) and play the Class audio or use the IWB content, and ask asking individual students to say the pairs of numbers. students to follow the text in their books as they listen. • Ask students to read the instructions and check that they understand what they have to do. Read the Answers speech bubbles out as examples, or ask two students 1F (Fairy bread is bread with butter and coloured to do so. • Students work in pairs to talk about their family sprinkles.) members and their ages. Monitor and help with 2T (There are sweets inside the piñata.) vocabulary and grammar, but do not interrupt fluency. 3T (One bump is for one year.; Sometimes there is Make a note of any mistakes to go over with the class afterwards. an extra bump for good luck.) 4F (The Swedish flag is blue and yellow ...) Answers 5F (... people eat a long-life noodle on their Students’ own answers birthday.) PROJECT C • Tell students that they will complete a project after • Ask students to read the instructions and check that every CLIL lesson. they understand what they have to do. Ask them if • Ask students to read the instructions and check that they are familiar with the Happy Birthday song. they understand what they have to do. Refer them to • Play the song for students and have them sing along. page 12 and Romeo Beckham’s family tree. • Tell them to decorate their work as it will be D displayed on the classroom walls. • Ask students to read the instructions and check that • Assign the task for homework. they understand what they have to do. • Ask students to read the questions and explain Culture (SB page 25) anything they don’t understand. • Students work in pairs to ask and answer the Birthdays around the world questions. Monitor and help with vocabulary and • Tell students there is a Culture page in every unit, grammar, but do not interrupt fluency. Make a note of and that they will learn about different cultures and any mistakes to go over with the class afterwards. customs around the world. • Ask individual students for their answers. • Draw students’ attention to the topic of the Culture • Deal with any language mistakes and pronunciation lesson. Ask them how they celebrate their birthdays, in problems that come up. L1 if necessary. Answers Students’ own answers A take it home! • Ask students to read the instructions and check that they understand what they have to do. • Explain to students that they can tell their family • Check pronunciation by saying each of the countries what they have learnt in their Culture lesson. to the students and asking them to repeat after you. • Ask students to read the instructions and check that Correct where necessary. Explain anything they don’t they understand what they have to do. understand. • Elicit that they need to tell their family about the • Tell students that there will be words they don’t know birthday celebration they think is the best of those in the texts, but not to worry about them as they won’t they read about in the lesson. prevent comprehension. • Ask students to skim the texts and look for the The Amazing Kids (SB pages 26-27) names of the countries. Explain to them that they do not need to read in detail at this stage as they will Episode 1: Back to school have the opportunity to do so later. • Remind students that there is an episode of the • Students work individually to complete the task. ongoing story at the end of every unit. They then check their answers in pairs before checking • Regardless of whether you are using the IWB or the as a class. Class Audio, follow these instructions. Answers • Ask students if they remember the names of the Students should tick: amazing kids they met in the Welcome unit and write Britain, China, Sweden, Australia, Mexico them on the board. Refer students back to pages 8 and 9 of their Student’s Book if they can’t remember B (Rocky, Dash, Feather, Cat). Explain that the story will • Ask students to read the instructions and check that follow their adventures. they understand what they have to do. • Ask students to look at pages 26 and 27 of their • Ask students to read the sentences and explain Student’s Book and to work in pairs. Tell them to find anything they don’t understand. and point to each of the main characters in the story • Students work individually to complete the task. Tell UNIT 1 41

and to say their names (This is Dash. This is Cat. This • Play the whole episode without interruption before is Rocky. This is Feather.). They can take turns in their students do any more tasks on the worksheet. Ask pairs to point or to say the name. students to watch or listen to the episode carefully. • Ask students to suggest what might be happening. • Make sure each student has a photocopy of The During the episode Amazing Kids Episode 1 Worksheet that can be found • Ask students to look at the task so they can work out on page 148. what information they need to find when they watch or listen to the episode for the second time. What do you remember? • Play the whole episode without interruption again • Ask students to work in pairs to do the task to and ask students to watch it or follow it in their books. encourage discussion. Tell them the questions are • Give students a few minutes to complete the task about the Meet the Amazing Kids section in the and ask them to check their answers with a partner. Welcome unit. Explain anything they don’t understand. If necessary, play the episode again and ask students Check answers as a class. to complete any unanswered items, before checking answers as a class. Answers 1 Dash Answers 2 Rocky 1 Dash 3 Cat 2 Rocky 4 Feather 3 thin 4 an ugly Before the episode 5 naughty • Ask students to read the instructions and check that they understand what they have to do. Ask students After the episode to read the sentence halves and explain anything they • Assign the roles of Rocky, Dash, Feather, Cat, Tall don’t understand. Boy and the Ugly Man to different students and ask • Ask students to work in pairs to do the task to them to read the story out loud. Time permitting, encourage discussion. Tell them to look very carefully repeat until all students have had a turn. at the pictures in their books to find the answers. • Explain any vocabulary students don’t know and Students then check their answers in pairs before correct their pronunciation where necessary. checking as a class. • Ask students to discuss the questions in pairs, before discussing as a class. Students may need to use L1. Answers Answers 1e 2a 3b 4c 5d Students’ own answers 42



TEACHER’S BOOK Amazing English is an exciting new four-level course especially researched and written for young learners. Each level is of a manageable length and can be completed in one academic year. Amazing English 1 Teacher’s Book accompanies Amazing English 1 Student’s Book. Lesson by lesson, it provides everything the teacher needs to make best use of the material in Amazing English 1 Student’s Book. Amazing English 1 Teacher’s Book contains clear lesson plans with detailed instructions and the key to all tasks from Amazing English 1 Student’s Book. background information on some of the reading texts, amazing facts and other texts that refer to real things. suggestions for extension activities and teaching tips. the recording script with justification underlined for the listening tasks included in Amazing English 1 Student’s Book. photocopiable tasks for use with students who finish early in class, as a way of revising prior to a test, or as extra practice of the vocabulary and grammar in Amazing English 1 Student’s Book. photocopiable songsheets for the songs which appear in each unit of Amazing English 1 Student’s Book. photocopiable worksheets for each episode of the ongoing story, The Amazing Kids. the keys for Amazing English 1 Workbook and Amazing English 1 Test Book. Amazing English 1, a complete package for beginner students: Amazing English 1 Student’s Book Amazing English 1 Workbook Amazing English 1 Grammar Amazing English 1 Test Book Amazing English 1 e-book Amazing English 1 Teacher’s Book Amazing English 1 Class Audio CDs Amazing English 1 Interactive Whiteboard Software