Amazing English 3_Teacher's book

TEACHER’S BOOK



Contents 4-5 6-21 Student’s Book Contents 22-27 Introduction 28-44 Welcome 45-60 In Fashion 61-76 Helping Others 77-92 On The Road 93-108 Communication & Technology 109-125 Fantastic Food 126-152 153-156 Protecting the Environment 157-159 Extra Tasks For Early Finishers 160-166 Extra Tasks For Early Finishers Key 167-174 Songsheets 175-184 Episode Worksheets 185-188 Student’s Book Recording Script 189-192 Workbook Key Test Book Key Test Book Recording Script

In Fashion Opener (SB pages 10-11) Answers Students’ own answers • Ask students to read the title of the unit and say how it relates to the pictures. They may use L1, but Top Tip they should try to answer in English. (The title is ‘In Fashion’. The main picture shows fashionable girls who Make the most of the material in the Opener have been shopping, and the pictures on page 11 show by using it to build on students’ vocabulary. All different scenes of people with clothes.) language on the page should be known from previous classes, and students will use it throughout A the unit. Suggest that students/Remind students • Ask students to read the instructions and check that to keep a vocabulary notebook to write down new they understand what they have to do. Elicit that they words, and to look at it regularly for revision. need to talk about the pictures using the words in the boxes. • Read out the unit summary. Point out/Remind • Ask students to read the words in the boxes and students that in each unit there are four lessons explain anything they don’t understand. Check followed by a Skills Building lesson. Tell them that pronunciation by saying each of the words to the in the Skills Building lesson, they will develop their students and asking them to repeat after you. Correct listening, speaking and writing skills. These five where necessary. lessons are the main part of each unit. Following the • Remind students that we use the present continuous Skills Building lesson there is also a Review, a CLIL to talk about what is happening in a photo. page, a Culture page, and an episode of the ongoing • Students discuss in pairs before discussing as a story. Two units also have a song. class. Monitor and help with vocabulary and grammar if necessary. Make a note of any mistakes to go over Lesson 1 (SB pages 12-13) with the class afterwards. Reading: texts, responding to statements with R Answers Students’ own answers for Right, W for Wrong or DS for Doesn’t Suggested answers: Main picture: The girls are walking along a nice say street. They have been shopping. I think they have bought lots of clothes because they have lots of Values: sharing with your friends bags. They have probably spent a lot of money, but they look happy. Vocabulary: clothes and accessories: belt, earrings, Picture 2: This girl is taking a selfie. She is in a clothes shop. I think she’s pleased because she has necklace, pocket, ring, scarf, tie, found something which she wants to buy. Picture 3: These girls are packing a pink suitcase. trainers, uniform; fashion-related The girl who is standing up looks bored, but the other girl looks happy. I think she is excited because words: accessories, headphones, hip it’s her suitcase, and she is the one who is going somewhere! hop, shopping centre, style, teenagers Picture 4: This boy is looking at his shoes, and he is holding different shoes. I think he is unhappy Grammar: present simple and present continuous; because he can’t decide which shoes to wear. stative verbs; see and think B • Ask students to read the instructions and check that Listening: writing words in gaps they understand what they have to do. Elicit that they have to talk about how they feel about fashion and Speaking: talking about the clothes you wear to shopping for clothes using the words in the box. • Make sure students understand the meaning of the school words before they do the task. Ask individual students to tell you what the words mean. Students may use READING L1. Continue until all the words have been explained. • Students discuss in pairs before discussing as a Background information class. Monitor and help with vocabulary and grammar School uniforms are worn in more than 90% of if necessary. When students are ready, ask individual schools in England. Each school decides its own students to tell the class about how they feel about uniform, and the head teacher can discipline fashion and shopping for clothes. Continue until every students for not wearing it. Parents have to buy student has had a turn. Make a note of any mistakes their child’s school uniform, and a uniform can be to go over with the class afterwards. quite expensive. Parents who can’t afford to buy their child’s school uniform may be able to get 28 financial help, either from the local council or from their child’s school. A • Ask students to look at the pictures and ask them what the people are wearing. They may use L1 if necessary, but they should try to answer in English. • Ask students to read the instructions and check that they understand what they have to do. Elicit

that the words they need to find are in the texts. VALUES Check pronunciation by saying each of the words to the students and asking them to repeat after you. • Tell/Remind students about the meaning of values. Correct where necessary. Tell students they may use Tell/Remind them that values are the beliefs that L1 to explain the meaning of the words, but that they influence our behaviour and way of life. Use L1 if should try to answer in English. You may also use L1 necessary. when giving the answers to the task, but only if it is • Read out the text in the box and explain anything absolutely necessary. students don’t understand. • Ask students to skim the texts and look for the • Ask students to discuss the question in pairs. They words. Explain to them that they do not need to read may use L1, but they should try to answer in English. in detail at this stage as they will have the opportunity Monitor and help with vocabulary, but do not interrupt to do so later. Explain anything they don’t understand. fluency. Make a note of any mistakes to go over with • Students work individually to complete the task. the class afterwards. They then check their answers in pairs before checking • Ask individual students to tell the class why it is as a class. important to share things with their friends. Tell them they may use L1, but only if it is absolutely necessary. Answers baggy: fitting loosely; not tight Amazing fact! comfortable: good to wear, use, sit on, etc copy: do something in the same way as someone Read out the information. Explain it in L1 if necessary. else Ask students if the fact surprises them. Tell them that either: used after negative phrases to say that a these shoes are still worn by some schoolchildren in feeling or situation is similar to one which you have the UK when they do PE, but they do now have left already talked about and right shoes! get dressed: put on clothes rarely: not very often VOCABULARY shout: say something in a loud voice; speak loudly/angrily to someone A teen: (also teenage) relating to or intended for • Ask students to read the instructions and check that teenagers (young people between the ages of 13 they understand what they have to do. Elicit that they and 19) have to match the words with the correct pictures. • Ask students to look at the pictures and tell you B what they can see in each one. They may use L1 if • Ask students to read the instructions and check that necessary. they understand what they have to do. Elicit that they • Ask students to read the words and explain anything must read the texts, in detail this time, and then write R they don’t understand. for ‘Right’ if the statement is true according to the texts, • Check pronunciation by saying each of the words W for ‘Wrong’ if the statement is not true according to to the students and asking them to repeat after you. the texts, or DS for ‘Doesn’t say’ if the information in Correct where necessary. the statement is not mentioned in the texts. • Students work individually to complete the task. • Ask students to read the statements and explain They then check their answers in pairs before checking anything they don’t understand. as a class. • Students work individually to complete the task. Tell them to underline the parts of the texts that have the Answers answers. They then check their answers in pairs before 1b 2h 3g 4c 5i 6d 7a 8e 9f checking as a class. • Once the answers have been checked, you may B play the Class Audio or use the IWB content, and ask • Ask students to read the instructions and check that students to follow the text in their books as they listen. they understand what they have to do. Elicit that they need to complete the sentences with the nouns in the Answers box. 1R (When someone wears shoes which aren’t • Explain that all the nouns are in the texts in Reading, and that they should find the words in the texts cool, everyone laughs.) because by reading in context, they might be able to 2R (Even my little brother is starting to wear understand what the words mean. • Check pronunciation by saying each of the nouns clothes like mine!) in the box to the students and asking them to repeat 3DS (She talks about wearing lots of accessories after you. Correct where necessary. • Ask students to read the sentences and explain including bracelets in answer to the question anything they don’t understand. ‘What are you wearing tonight?’, but she only • Students work individually to complete the task. means wearing a school uniform to school.) They then check their answers in pairs before checking 4W (Mum says my best friend and I look like as a class. sisters when we get dressed to go out!) 5R (Liam: My friends and I wear the same kind Answers 4 headphones of clothes. Tina: Sometimes my friends and 1 hip hop 5 accessories I borrow each other’s clothes. Mum says my 2 shopping centre 6 style best friend and I look like sisters when we get 3 Teenagers dressed to go out!) 6W (Liam: My mum shouts, ‘You can’t go out like that!’ She doesn’t like my clothes, ... Tina: Parents don’t always like our clothes, but we rarely like their clothes either!) UNIT 1 29

Extension activity • Ask students to read the email and explain anything they don’t understand. Ask students to talk to their partner about the • Remind them to think about stative verbs, and to clothes and accessories they like and don’t like. remember the different meanings of see and think. Refer them to the grammar theory and the tables on Extra Task (for early finishers) page 118 to help them if necessary. See photocopiable material on page 128. • Students work individually to complete the task. They then check their answers in pairs before checking GRAMMAR as a class. See Unit 1 Lesson 1 in Amazing English 3 Grammar for Answers 6 are seeing further explanation, example sentences and tasks. 1 am enjoying 7 wants 2 am staying 8 am thinking Present simple and present continuous 3 belongs to 9 am not • Explain to students that they are going to revise the 4 Do you remember 10 do you think present simple and the present continuous. Ask them 5 are going what they remember about when we use each tense. Don’t correct or add to what they say at this stage. Extension activity • Read through the grammar theory for the present simple and the present continuous with the class Ask students to write two sentences using the verb and ask them to tell you what they did and didn’t see and two sentences using the verb think. For remember, and what new information there is (we can each of the verbs, one sentence must be about use the present simple to talk about timetabled and a state and the other sentence must be about programmed events in the future). Ask students to an action. Monitor and help with vocabulary and tell you which example talks about a timetabled and grammar if necessary. Make a note of any mistakes programmed event in the future (The fashion show to go over with the class afterwards. Deal with any starts at eight o’clock on Friday.), then ask them language mistakes and pronunciation problems that to give you their own examples of timetabled and come up. programmed events in the future. • Ask students to identify the use of the present simple Extra Task (for early finishers) in the other example (things we often do), and ask See photocopiable material on page 128. them to give examples of the other uses of the present simple (general truths and permanent situations). Do LISTENING the same with the examples of the present continuous (things that are happening now: Are your friends • Ask students to read the instructions and check that getting dressed to go out?; plans for the future: They they understand what they have to do. Elicit that they are going to a hip hop concert this weekend.). Ask will hear two friends talking about school uniforms and them to give you their own examples of things that are that they need to complete the gaps in the form with happening for a short time or are temporary. the correct words. • Refer students to the tables and the spelling rules on • Ask students to read the information about school page 118 of their Student’s Book. uniforms and explain anything they don’t understand. • Play the recording for students. If necessary, pause Stative verbs after each segment to give students enough time • Explain to students that they are also going to revise to write their answers. Students work individually stative verbs. Ask them if they remember what is special to complete the task. Play the recording again if about stative verbs, and what stative verbs can describe. necessary. Students check their answers in pairs Don’t correct or add to what they say at this stage. before checking as a class. • Read through the grammar theory for stative verbs with the class and ask them to tell you what they did Answers 5 jacket and didn’t remember. 1 grey 6 trainers 2 jeans 7 rings See and think 3 white • Read through the grammar theory for see and think 4 tie with the class. Explain that, although see and think are stative verbs, we can use them with the present See the recording script with justification underlined on continuous, but they have different meanings. Make page 167. sure they understand the difference in meanings (see describing a state = use your eyes; see describing an SPEAKING action = have an appointment/meeting with; think describing a state = have an opinion; think describing • Ask students to read the instructions and check that an action = consider). they understand what they have to do. Elicit that they • Ask students to look back at the texts in Reading must ask and answer the questions about the clothes and to find and underline an example of see or think (I they wear to school. think clothes show what kind of person you are.). Ask • Ask students to read the questions and explain them if think is used as a state or an action (a state). anything they don’t understand. • Read the speech bubble out as an example, or ask a • Ask students to read the instructions and check that student to do so. they understand what they have to do. Elicit that they • Students work in pairs to ask and answer the need to decide each time if the present simple or the questions about the clothes they wear to school. present continuous is correct. 30

Monitor and help with vocabulary, but do not interrupt the questions. Encourage them to write complete fluency. Make a note of any mistakes to go over with sentences for their answers. the class afterwards. Deal with any language mistakes • Ask students to read the questions and explain and pronunciation problems that come up. anything they don’t understand. • Students work individually to complete the task. Tell Answers them to underline the parts of the article that have the Students’ own answers answers. They then check their answers in pairs before checking as a class. Top Tip • Once the answers have been checked, you may play the Class Audio or use the IWB content, and ask When students do tasks which require them to students to follow the text in their books as they listen. talk about their world and experiences, encourage them to compare themselves to people in other Answers countries. For example, in this lesson they could 1 They are made of plastic and metal. be encouraged to find out what students in other 2 Many teachers didn’t like fidget spinners. countries wear to school. 3 They needed the Pokémon Go app on their Lesson 2 (SB pages 14-15) phones. 4 It was popular in the 1980s. Reading: article, answering questions 5 You turn it until each side has nine squares of Vocabulary: verbs: appear, begin, cost, download, the same colour. train; toy trend-related words: card, 6 The fidget spinner is the newest craze. craze, digital camera, mobile, MP3 player, pocket money, trick Amazing fact! Grammar: past simple and past continuous; used to Speaking: talking about crazes Read out the information. Explain it in L1 if necessary. Writing: writing a paragraph about the craze in Tell students that Feliks Zemdegs from Australia Speaking solved the Rubik’s Cube in a competition in Melbourne, Australia in May 2018. Ask them if they have ever tried READING to solve it, or if they would like to try. A VOCABULARY • Ask students to look at the pictures and to tell you if they know what any of the games are (fidget spinner, A Pokémon Go and a Rubik’s Cube), and if so, if they • Ask students to read the instructions and check have ever played any of them. Tell students they may that they understand what they have to do. Explain use L1. that they have to match the verbs with the correct • Ask students to read the instructions and check that meanings. they understand what they have to do. Explain that • Explain that all the verbs are in the article in the words they need to find are in the article. Check Reading, and that they should find the verbs in the pronunciation by saying each of the words to the article because reading them in context will help them students and asking them to repeat after you. Correct match them with the correct meanings. Point out to where necessary. students that begin is an irregular verb and that the • Ask students to skim the article to look for the past tense is used in the article. words. Explain to them that they do not need to read • Ask students to read the verbs and the meanings, in detail at this stage as they will have the opportunity and explain anything they don’t understand. to do so later. Explain anything they don’t understand. • Check pronunciation by saying each of the verbs • Students work individually to complete the task. to the students and asking them to repeat after you. They then check their answers in pairs before checking Correct where necessary. as a class. • Students work individually to complete the task. They then check their answers in pairs before checking Answers as a class. coloured: having a particular colour or different colours Answers cube: an object like a box with six square sides 1c 2a 3b 4e 5d which are all the same size side: a flat surface of an object B simple: easy to do (or understand) • Ask students to read the instructions and check that square: a shape with four straight sides of equal they understand what they have to do. Elicit that they length need to complete the sentences with the nouns in the trend: something new which becomes popular box. • Ask students to read the nouns in the box and B explain anything they don’t understand. • Ask students to read the instructions and check that • Check pronunciation by saying each of the nouns they understand what they have to do. Elicit that they in the box to the students and asking them to repeat must read the article, in detail this time, and answer after you. Correct where necessary. • Ask students to read the sentences and explain anything they don’t understand. • Students work individually to complete the task. They then check their answers in pairs before checking as a class. UNIT 1 31

Answers 5 MP3 player is (we can use there used to be to talk about past 1 card 6 pocket money situations). Ask students to look back at the article in 2 craze 7 digital camera Reading again and to find and underline the example 3 mobile of used to (It used to be very popular, but now 4 trick people have forgotten about it.). • Refer students to the table on page 118 of their Extension activity Student’s Book, and remind them that in the negative and the question, we use use to, not used to. Ask students to work in pairs. They must choose one of the nouns from B and describe it, and their A partner must guess the noun. Tell them to use • Ask students to read the instructions and check that these structures: they understand what they have to do. Elicit that they You (listen to music on) this. need to use the correct form of the past simple or the Is it a(n) (MP3 player)? past continuous to complete the sentences, questions (Yes, it is. / No, it isn’t.) and short answers. • Ask students to read the sentences and explain Extra Task (for early finishers) anything they don’t understand. See photocopiable material on page 128. • Refer them to the grammar theory, the tables on page 118, and the irregular verb list on pages 121-122 GRAMMAR to help them if necessary. • Students work individually to complete the task. See Unit 1 Lesson 2 in Amazing English 3 Grammar for They then check their answers in pairs before checking further explanation, example sentences and tasks. as a class. Past simple and past continuous Answers • Explain to students that they are going to revise 1 fell over, were running the past simple and the past continuous. Ask them 2 Did Dad solve, did what they remember about when we use each tense 3 played, didn’t play (past simple: to talk about things that happened in 4 were watching, were cleaning the past, things that we often did in the past, things 5 weren’t studying that happened one after the other in the past, and 6 turned on, downloaded, started situations which existed in the past; past continuous: 7 wasn’t talking, saw to talk about things that were happening at a 8 Did the cube have, did, didn’t have particular time in the past, to talk about two or more things that were happening at the same time in the B past, and to set the scene of a story). Don’t correct or • Ask students to read the instructions and check that add to what they say at this stage. they understand what they have to do. Elicit that they • Read through the grammar theory for the past need to look back at A and decide in which sentences simple and the past continuous with the class, but stop they could use used to. Refer them to the grammar before the section on using the past simple and the theory to help them if necessary. past continuous in the same sentence. Ask students to • Students work individually to complete the task. tell you what they did and didn’t remember. They then check their answers in pairs before checking • Ask students if they remember when we use the past as a class. simple and the past continuous in the same sentence (to show that one short action in the past interrupted Answers another longer action in the past, or happened during 3 & 8. (We can use used to in the first gap in 6 as another longer action in the past). Read through well, but then we would use the bare infinitive in the the grammar theory for using the past simple and other gaps in the sentence.) the past continuous in the same sentence, and time expressions. Extra Task (for early finishers) • Ask students to look back at the article in Reading See photocopiable material on page 129. and to find and underline a sentence which uses the past simple and the past continuous (The Pokémon SPEAKING appeared on their phone screens while they were walking.). Ask them to rewrite the sentence using • Ask students to read the instructions and check that when (They were walking when the Pokémon they understand what they have to do. Elicit that first appeared on their phone screens.). they need to think of a craze and complete the table • Refer students to the tables and the spelling rules on with information about it, and then they need to talk page 118, and the irregular verb list on pages 121-122 about the craze with their partner. of their Student’s Book. • Ask students to read the headings in the table and explain anything they don’t understand. Used to • Read the speech bubble out as an example, or ask a • Tell students that they are also going to revise used student to do so. to. Ask them what they remember about when we use • Students work individually to complete the table, used to. Don’t correct or add to what they say at this then in pairs to talk about the craze. Monitor and help stage. with vocabulary and grammar, but do not interrupt • Read through the grammar theory for used to with fluency. Make a note of any mistakes to go over with the class and ask them to tell you what they did and the class afterwards. didn’t remember, and what new information there 32

• Ask individual students to tell the class about their A craze, and continue around the class until each student • Ask students to look at the picture of the girl and to has had a turn. Deal with any language mistakes and describe her in detail (She has long green hair, she’s pronunciation problems that come up. wearing a white hat, dark sunglasses, a black jacket, a white T-shirt and pink trousers.). Tell students they Answers must not use L1. Students’ own answers • Ask students to read the instructions and check that they understand what they have to do. Elicit that Extension activity the words they need to find are in the blog. Check pronunciation by saying each of the words to the If time permits, have a class discussion about the students and asking them to repeat after you. Correct different crazes they talked about in Speaking, and where necessary. have a vote to see which craze was the best. • Ask students to skim the blog and look for the words. Explain to them that they do not need to read in detail WRITING at this stage as they will have the opportunity to do so later. Explain anything they don’t understand. • Ask students to read the instructions and check that • Students work individually to complete the task. they understand what they have to do. Elicit that they They then check their answers in pairs before checking need to write a paragraph about the craze which they as a class. chose in Speaking. • Assign as homework or, if time permits, ask students Answers to write their paragraphs in class and check them afterwards: after something else that you have before the end of the lesson. Deal with any mistakes already done/talked about that come up. film: make a film or video of something or someone shampoo: a liquid that you use to wash your hair Answers YouTuber: a person who puts their videos on Students’ own answers YouTube Example answer: One craze that everyone used to love was called B a ‘Furby’. My Furby was white, and it was called • Ask students to read the instructions and check that Snowball. Furbies were made of plastic and metal, they understand what they have to do. Elicit that they and they were furry. Furbies used to cost around must read the blog, in detail this time, and then write $35. My mum gave me my Furby for my birthday the correct person’s initial(s) next to each statement, one year. When I got my Furby, it spoke the Furby according to what the blog says. language, but later it started to speak English! • Ask students to read the statements and explain Furbies went to sleep and woke up when they anything they don’t understand. wanted to, and they used to get hungry too! You • Students work individually to complete the task. Tell had to put your finger in its mouth to feed it! You students to underline the parts of the blog that have can still buy Furbies today. the answers. 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 Reading: blog, responding to statements with ask students to follow the text in their books as they people’s initials listen. Vocabulary: nouns: channel, dollar, feelings, Answers superstar, the Net, video; celebrity- 1R (... his parents film his reviews nearly every related words: audience, celebrity, film star, pop star, show day.) 2DM (His videos show Minecraft players new ways Grammar: defining and non-defining relative clauses Listening: deciding if statements are true or false to improve their game.) Speaking: talking about videos and YouTube 3Z (In her videos, she talks about her world.; She READING is like a big sister who tells us her secrets, ...; She talks about her health problems, ...) Background information 4DM (Dan became the richest YouTuber in 2017, YouTubers, also known as YouTube personalities or when he earned about £12 million from his celebrities are Internet celebrities and videographers Minecraft videos.) who have gained popularity from their videos on the 5R (... he loved watching toy review videos, and video-sharing website, YouTube. Some YouTubers he asked his parents to film him talking about have corporate sponsors who pay for products to be toys too.) included in their video clips or for the production of 6R (Ryan, who is from the United States, ...) online advertisements. YouTubers have become an important source of information and entertainment Amazing fact! for young people today. They have a big influence on what young people think and buy. Read out the information. Explain it in L1 if necessary. Ask students if the fact surprises them. Tell them that one billion hours per day are spent watching videos on YouTube. Ask them how much time they spend watching YouTube videos. UNIT 1 33

VOCABULARY and which. Ask them to look at the sentences on the board with who and which and to rewrite the sentences A using that. • Ask students to read the instructions and check that • Read through the grammar theory on non-defining they understand what they have to do. Explain that relative clauses. Explain that these clauses are they must look in the blog in Reading to find the words separated from the rest of the sentence by commas for the descriptions and then complete the letters in because they give extra information, and that the the words. Tell them that by reading in context, they sentences make sense without the relative clauses. will be able to find the words. Ask students to look at the first example sentence, • Ask students to read the descriptions and explain and say: Videos are often very funny. Videos are short anything they don’t understand. films. Do the same for the other examples (My dad • Students work individually to complete the task. is forty years old. He comes from the USA. / Canada They then check their answers in pairs before checking is a big country. The Weeknd lives in Canada.). Point as a class. out that we can’t use that instead of who and which in • Once answers have been checked, check non-defining clauses. pronunciation by saying each of the words to the • Ask students to look back at the paragraph about students and asking them to repeat after you. Correct Zoella in the blog in Reading and to find and underline where necessary. examples of defining and non-defining relative clauses (Zoella, whose full name is Zoe Elizabeth Suggs, Answers 4 feelings lives in Brighton, England.; She shows us the book 1 superstar 5 channel which she is taking with her on a plane, the 2 video 6 dollar shampoo that she uses, ...; She is like a big sister 3 the Net who tells us her secrets, ...). Ask them which one is an example of a non-defining relative clause (Zoella, B whose full name is Zoe Elizabeth Suggs, lives in • Ask students to read the instructions and check that Brighton, England.). they understand what they have to do. Elicit that they need to complete the paragraph with the nouns in the A box. • Ask students to read the instructions and check that • Check pronunciation by saying each of the nouns they understand what they have to do. Explain that in the box to the students and asking them to repeat they need to use the words in the box to complete the after you. Correct where necessary. sentences, and to add commas if the sentence has a • Ask students to read the paragraph and explain non-defining relative clause. Remind them that anything they don’t understand. non-defining relative clauses give extra information. • Students work individually to complete the task. Point out that they need to use two of the words twice. They then check their answers in pairs before checking • Ask students to read the sentences and explain as a class. anything they don’t understand. • Refer them to the grammar theory to help them if Answers 4 film star necessary. 1 show 5 celebrity • Students work individually to complete the task. 2 audience They then check their answers in pairs before checking 3 pop star as a class. Extra Task (for early finishers) Answers See photocopiable material on page 129. 1 which 2 Dan Middleton, who is a YouTuber, is very rich. GRAMMAR 3 Last Friday, when we travelled to Hollywood, we See Unit 1 Lesson 3 in Amazing English 3 Grammar for met a film star. further explanation, example sentences and tasks. 4 Chance the Rapper, whose full name is Chancelor Jonathan Bennett, is a hip hop singer. 5 where 6 who 7 Emails, which are like letters, are usually short. Defining and non-defining relative clauses B • Write the words who, whose, which, where and when • Ask students to read the instructions and check that on the board. Ask students if they can remember they understand what they have to do. Elicit that they why we use these in relative clauses (to give more need to look back at A and decide in which sentences information about a noun in a sentence). they could use that. Refer them to the grammar theory • Read through the grammar theory with the class, but to help them if necessary. stop before the section on defining relative clauses. • Students work individually to complete the task. Ask students to give you other examples using the They then check their answers in pairs before checking relative pronouns and adverbs on the board. Write as a class. their sentences on the board. • Explain to students that there are two different kinds Answers of relative clauses; defining and non-defining. Explain 1, 6 that they already know the first kind, and read through the grammar theory on defining relative clauses, but stop before the section on non-defining relative clauses. Point out that we can use that instead of who 34

Extension activity Lesson 4 (SB pages 18-19) Ask students to work in pairs. Tell them to write two Reading: webpage, completing a text with sentences about their partner, one using a defining the correct missing sentences relative clause and one using a non-defining relative clause. (For example, George, who is 13 years old, Vocabulary: verbs: act, concentrate, follow, is very tall. Basketball is a sport that he is very grow up, include, play, suppose; good at.) Monitor and help with vocabulary and adjectives: attractive, glad, grammar. Make a note of any mistakes to go over pleasant, slim, well known with the class afterwards. Ask different pairs to read out one of their sets of sentences. Deal with any Grammar: passive I (present simple and past language mistakes and pronunciation problems that simple) come up. Pronunciation: /əʊ/ and /ɒ/ Extra Task (for early finishers) Speaking: asking and answering questions to See photocopiable material on page 129. find information LISTENING Writing: writing a paragraph about one of • Ask students to read the instructions and check the celebrities in Speaking that they understand what they have to do. Elicit that they must listen and decide if the statements READING are true or false according to what they hear on the recording. Background information • Ask students to read the statements and explain UNICEF Goodwill ambassadors all share a anything they don’t understand. commitment to improving the lives of children all • Play the recording for students. Students work over the world. Celebrities get a lot of attention, so individually to complete the task. Play the recording they are in a position to focus the world’s eyes on again if necessary. Students check their answers in the needs of children, both in their own countries pairs before checking as a class. and abroad. They use their talents and fame to raise money and advocate for children. They Answers support UNICEF’s mission to ensure every child’s 1F 2F 3T 4F 5T 6T right to health, education, equality and protection. UNICEF was the first of many causes to enlist the help of celebrities. Danny Kaye, a famous American actor, singer, dancer and comedian, became the first UNICEF ambassador in 1954. See the recording script with justification underlined on A page 167. • Ask students to read the title of the webpage and look at the picture, and tell you if they know anything Extension activity about Selena Gomez. (She’s an American singer and actor.) They may use L1 if necessary, but they should Ask students to correct the false sentences in try to answer in English. Listening. Play the recording again if necessary. • Ask students to read the instructions and check that (1 Fifty thousand people watch May’s videos. 2 It’s they understand what they have to do. Explain that difficult to change your channel’s name. 4 You don’t the words they need to find are in the webpage. Check have to buy anything expensive.) pronunciation by saying each of the words to the students and asking them to repeat after you. Correct SPEAKING where necessary. • Ask students to skim the webpage to look for the • Ask students to read the instructions and check that words. Explain to them that they do not need to read they understand what they have to do. Elicit that they in detail at this stage as they will have the opportunity must ask and answer the questions about videos and to do so later. Explain anything they don’t understand. YouTube. • 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. • Read the speech bubble out as an example, or ask a student to do so. Answers • Students work in pairs to ask and answer the questions about videos and YouTube. Monitor and Instagram: a social networking website where help with vocabulary, but do not interrupt fluency. Make a note of any mistakes to go over with the class people can share photographs and short videos afterwards. Deal with any language mistakes and pronunciation problems that come up. like: a small sign on a social networking site which Answers shows that someone likes something Students’ own answers magical power: the ability to do magic role: an actor’s part in a film, etc so what: used to say in a slightly rude way that what someone has said is not important or does not matter UNICEF ambassador: (also UNICEF Goodwill Ambassador) a celebrity who uses his/her fame and talent to help UNICEF in their work to protect, ➥ UNIT 1 35

educate and keep children healthy • Check pronunciation by saying each of the verbs in was born: began his/her life the box to the students and asking them to repeat wizard: a man (usually) who can do magic after you. Correct where necessary. • Ask students to read the sentences and explain B anything they don’t understand. • Ask students to read the instructions and check that • Students work individually to complete the task. they understand what they have to do. Elicit that they They then check their answers in pairs before checking must read the webpage, in detail this time, and decide as a class. which sentence goes into each gap. • Ask students to read the sentences and explain Answers 5 concentrate anything they don’t understand. Explain that the two 1 suppose 6 act extra sentences are there to trick them, so they must 2 follow 7 grow up look very carefully for the correct answers. 3 play • Tell students to read carefully before and after 4 include the gaps as they will find the clues they need there. Students work individually to complete the task. They B then check their answers in pairs before checking as a • Ask students to read the instructions and check class. that they understand what they have to do. Elicit that • Once the answers have been checked, you may they have to match the meanings with the correct play the Class Audio or use the IWB content, and ask adjectives. students to follow the text in their books as they listen. • Check pronunciation by saying each of the adjectives to the students and asking them to repeat after you. Answers Correct where necessary. 1c The word it in sentence c refers to one of her • Ask students to read the meanings and explain anything they don’t understand. well-known songs in the sentence before the • Students work individually to complete the task. gap. They then check their answers in pairs before checking 2a Sentence a explains what Selena had to do in as a class. Point out that well known is used without the TV show she was in. This follows logically a hyphen here because it is not followed by a noun, from the sentence before the gap, which tells us but it is used with a hyphen in the text because it is who the main star of the show was. The words followed by a noun (well-known songs). She and him in sentence a refer to Selena and Barney. Answers 3f Sentence f fits because it tells us more about 1b 2d 3c 4a 5e The Wizards of Waverly Place. We know from the text that the series was about a family of Top Tip wizards and sentence f tells us that Selena had two brothers. Sentence f also says they were in Encourage students to make separate sections in a competition, and the sentence after the gap their vocabulary notebook for different parts of tells us what that competition was for: they all speech. For example, in this lesson they can write wanted to become the next family wizard! down the verbs they learnt in Vocabulary A as well 4e The sentence before the gap says that Selena as the adjectives from Vocabulary B. Remind them also became popular for her singing and that they should look at their vocabulary notebook sentence e refers to the fact that She sang regularly for revision. some of the songs in the series (The Wizards of Waverly Place). She refers back to Selena. Extra Task (for early finishers) 5d Sentence d fits here because after the gap we See photocopiable material on page 130. learn another piece of information about Selena, which is the more mentioned in sentence d. Amazing fact! GRAMMAR Read out the information. Make sure that students See Unit 1 Lesson 4 in Amazing English 3 Grammar for understand, but try to avoid using L1 if possible. Ask further explanation, example sentences and tasks. students if they have seen the films, or the TV series. (Selena Gomez is not the voice of Mavis in the TV Passive I series.) • Explain to students that they are going to revise the present simple passive and the past simple passive in VOCABULARY this lesson. Ask them what they remember about when we use the passive, and how we make the passive. A Don’t correct or add to what they say at this stage. • Ask students to read the instructions and check that • Read through the grammar theory with the class, but they understand what they have to do. Elicit that they stop before the section on changing active sentences need to complete the sentences with the verbs in the into passive sentences, and ask them to tell you what box. they did and didn’t remember. • Explain that all the verbs are in the webpage in • Ask students to give you one example for each form Reading, and that they should find the words in the of the present simple passive (affirmative, negative webpage because by reading in context, they might be and question), and one for each form of the past able to understand what the words mean. simple passive. 36

• Ask students to look back at the webpage in Reading Answers and to find and underline examples of the past simple passive (Then she was given perhaps her most The two different sounds are /əʊ/ and /ɒ/. important role in a series ...; She was also chosen to be a UNICEF ambassador when she was still a B teenager!). • Ask students to read the instructions and check that • Read through the grammar theory on changing they understand what they have to do. active sentences into passive sentences with the • Students work individually to complete the task. class. Write two active sentences on the board, one They then check their answers in pairs before listening for the present simple and one for the past simple, for to the recording to check their answers. example, Lots of people love this song. / The author wrote this book in 2017. Ask students to change the Answers sentences into the passive (This song is loved by lots grow /əʊ/: role, show, well known of people. / This book was written (by the author) in job /ɒ/: on, photographer, Rocky 2017.). • Refer students to the table on page 118, and the SPEAKING irregular verb list on pages 121-122 of their Student’s Book. • Ask students to read the instructions and check that they understand what they have to do. Explain • Ask students to read the instructions and check that that Student A has information about Celebrity 1 and they understand what they have to do. Elicit that they Student B has information about Celebrity 2, and that need to write the sentences in the passive in their they have to use the information given on the cards to notebook. ask and answer questions about the celebrities. • Ask students to read the sentences and explain • Refer Student As to Card A on page 123 of their anything they don’t understand. Student’s Book, and Student Bs to Card C on page • Refer them to the grammar theory, the table on page 125. 118, and the irregular verb list on pages 121-122 to • Read the speech bubbles out as examples, or ask help them if necessary. two students to do so. Point out that the first bubble • Students work individually to complete the task. uses a complete question to ask about the first thing They then check their answers in pairs before checking on the card (name). as a class. • Students work in pairs to ask and answer questions about Celebrity 1. Monitor and help with vocabulary, Answers but do not interrupt fluency. Make a note of any 1 The concert was watched by teenagers all over mistakes to go over with the class afterwards. Ask different pairs of students to ask and answer one the country. question about Celebrity 1. Deal with any language 2 Is your brother taught by Mr Miller? mistakes and pronunciation problems that come up. 3 You and Joan were asked to concentrate by the • Repeat the procedure for Celebrity 2 with Card B on page 123 and Card D on page 125. teacher. 4 This show is preferred by people everywhere. Answers 5 I’m not followed by a lot of my fans. Students’ own answers 6 Were we made famous by these two roles? Example questions and answers: 7 They weren’t chosen to act in the film by Tim. Celebrity 1: 8 Taylor Swift is included on this list of famous What is the celebrity’s name? / His name is Cole Sprouse. singers. What is his job? / He’s an actor. When was he born? / He was born on the fourth of Extension activity August 1992. Where did he grow up? / He grew up in California, Ask students to tell the class about a TV show they USA. like using the present simple and the past simple What/Which role and/or show is he well known for? / passive. Encourage them to tell the class when it is He’s well known for his role as Cody in ‘The Suite shown, which channel it is shown on, who the show Life of Zack and Cody.’ is watched by, etc. Celebrity 2: What is the celebrity’s name? / Her name is Extra Task (for early finishers) Zendaya. See photocopiable material on page 130. What is her job? / She’s an actor and a singer. When was she born? / She was born on the first of JUST SAY it! September 1996. Where did she grow up? / She grew up in California, • Remind/Tell students that Just say it! sections help USA. them pronounce words correctly in English and that What/Which role and/or show is she well known there is one in each unit. for? / She’s well known for her role as Rocky Blue in ‘Shake It Up!’. A • Ask students to read the instructions and check that they understand what they have to do. • Ask students to read the words out to their partner. • Students work in pairs to complete the task. UNIT 1 37

Extension activity • Ask students to read the instructions and check that they understand what they have to do. Elicit that they Ask students to make cards like the ones in must write the adjectives in the correct order. Point out Speaking about a different celebrity. Students that they need to add a or an to some of them. Refer then work in pairs to ask and answer about their them to the grammar theory for help if necessary. celebrities. • Ask students to read through the task and explain anything they don’t understand. WRITING • Students work individually to complete the task. They then check their answers in pairs before checking • Ask students to read the instructions and check that as a class. they understand what they have to do. Elicit that they need to write a paragraph about one of the celebrities Answers in Speaking. 1 enormous old silver • Assign as homework or, if time permits, ask students 2 a beautiful small glass to write their paragraphs in class and check them 3 horrible orange paper before the end of the lesson. Deal with any mistakes 4 a cool red American that come up. 5 a pleasant young English 6 a brown plastic digital Answers Students’ own answers Extension activity Example answers: Celebrity 1: Ask students to write four sentences about different Celebrity 1’s name is Cole Sprouse. He’s an actor. things in the classroom using three adjectives in He was born on the fourth of August 1992. He grew each sentence. Monitor and help with vocabulary up in California in the USA. He’s well known for his and grammar if necessary. Make sure you check role as Cody in ‘The Suite Life of Zack and Cody’. every student’s work. When students are ready, ask Celebrity 2: them to read out one or two of their sentences. Celebrity 2’s name is Zendaya. She’s an actor and a singer. She was born on the first of September 1996. Extra Task (for early finishers) She grew up in California in the USA. She’s well See photocopiable material on page 131. known for her role as Rocky Blue in ‘Shake It Up!’. LISTENING Skills Building (SB pages 20-21) it right! Grammar: order of adjectives Listening: realising speakers will talk about all the • Remind/Tell students that the Do it right! boxes are in the Student’s Book to give them tips and advice that pictures before listening carefully to will improve their skills in English so they can do the match favourite things to people tasks better. Speaking: forming questions correctly from prompts • Ask students to read the information in Do it right! Writing: using informal language; writing an email and explain anything they don’t understand. to thank someone • Choose a student to explain the tip in his/her own words, in L1 if necessary. GRAMMAR • Stress the importance of listening carefully to everything the speakers say before matching the See Unit 1 Lesson 5 in Amazing English 3 Grammar for pictures. further explanation, example sentences and tasks. A Order of adjectives • Ask students to read the instructions and check that • Ask students to tell you what adjectives are (words they understand what they have to do. Elicit that they which describe someone or something), and read have to tick the picture which shows what Robert did through the grammar theory with the class. Point out not buy. that we use adjectives in a certain order when there • Play the recording for students. Students work is more than one of them, and make sure students individually to complete the task. Play the recording understand the meaning of each of the headings in again if necessary. Students check their answers in the table. You may use L1 if necessary to make the pairs before checking as a class. meanings clearer to students. • Write the following adjectives on the board and ask Answer students to tell you what kind of adjective each one is: B pink (colour) interesting (opinion) See the recording script with justification underlined on British (origin) page 167. wide (shape) shopping (type) B paper (material) • Ask students to read the instructions and check that new (age) they understand what they have to do. Remind them tiny (size) that they will hear about all of the pictures. 38

• Ask students to look at the example. Play the • Stress the importance of using informal language in example and then pause the recording. Ask students emails and letters to friends and family. what information on the recording helps to identify her parents and Picture E as correct (My new smartphone A – my parents gave it to me for my birthday.). • Ask students to read the instructions and check that • Play the recording for students. Students work they understand what they have to do. Explain to individually to complete the task. Play the recording students that they have to match the informal words again if necessary. Students check their answers in and phrases with the more neutral/formal words and pairs before checking as a class. phrases. • Ask students to read the words and phrases and Answers B explain anything they don’t understand. her sister F • Students work individually to complete the task. her uncle A They then check their answers in pairs before checking her aunt H as a class. her brother D her grandma Answers 1d 2c 3a 4b 5f 6e See the recording script with justification underlined on B pages 167-168. • Ask students to read the instructions and check that they understand what they have to do. Elicit that they SPEAKING need to complete the email with the informal words and phrases in the box. it right! • Ask students to read the words and phrases in the box, and the email and explain anything they don’t • Ask students to read the information in Do it right! understand. and explain anything they don’t understand. • Students work individually to complete the task. • Choose a student to explain the tip in his/her own Students check their answers in pairs before checking words, in L1 if necessary. as a class. • Stress the importance of knowing how to make different kinds of questions correctly. Answers 5 ages 1 Hi 6 been up to • Ask students to read the instructions and check that 2 How’s it 7 See you they understand what they have to do. 3 Thanks a lot • Ask students to read the question prompts and the 4 cool phrases in the box for asking questions, and explain anything they don’t understand. C • Read the speech bubbles out as examples, or ask • Ask students to read the instructions and check that two students to do so. they understand what they have to do. Elicit that they • Students work in pairs to ask and answer about their need to write an email to a friend, thanking him or her favourite things. Monitor and help with vocabulary and for a birthday present like the example in B. Remind grammar, but do not interrupt fluency. Make a note of them to use informal language. Explain that the plan any mistakes to go over with the class afterwards. will help them with the content of their emails, and • Ask each pair to ask and answer questions about go through it with them. Explain anything they don’t one of their favourite things. Go around the class until understand. every pair has had a turn. Deal with any language • Remind students to check their work when they mistakes and pronunciation problems that come up. finish. • Assign the task for homework. Answers Students’ own answers Answers Suggested questions: Students’ own answers What is your favourite thing? Model answer What colour is it? Hi Peter! What is it made of? How’s it going? Thanks a lot for the T-shirt – black Who was it/Where is it from? is my favourite colour and it looks cool with my new Is/Was it expensive? trousers. I had a party for my birthday and I got lots of WRITING presents. Mum and Dad gave me a fantastic digital camera. Now I don’t have to use my phone to take it right! photos all the time! My aunt and uncle gave me money which was great. I’m going to spend it on • Ask students to read the information in Do it right! new trainers. and explain anything they don’t understand. What have you been up to? I haven’t seen you for • Choose a student to explain the tip in his/her own ages! It’d be great to see you. Why don’t we meet words, in L1 if necessary. at the weekend? • Make sure students know what informal language is. Bye for now! Explain that it is the kind of language people use when George they are talking or writing to friends and family. UNIT 1 39

Review 1 (SB pages 22-23) Lessons 2 & 4: verbs • Revise the verbs (act, appear, begin, concentrate, Revision cost, download, follow, grow up, include, play, • Remind/Tell students that there will be a review at suppose, train). Write them on the board. Then choose the end of each unit in Amazing English. Tell them that verbs at random and ask individual students to give Review 1 revises the material they saw in Unit 1. you sentences using them. Continue until all the verbs • Explain to students that they can ask you for help have been covered and all students have had a turn. with the questions or refer back to the relevant sections of the unit if they’re not sure about an answer. Lesson 3: nouns Stress that the Review section is not a test. • Revise the nouns (channel, dollar, feelings, • Decide how the review will be carried out. Students superstar, the Net, video) by writing them on the could do the vocabulary items first and then correct board and then asking the questions. Ask students to them before going on to the grammar, or they could do answer the questions with the words from the board. all the items together and correct them at the end. What’s a short film called? (video) What’s the money in the USA called? (dollar) Vocabulary Revision What’s another word for the Internet? (the Net) What’s the word for the thing that shows TV Lesson 1: clothes and accessories programmes? (channel) • Revise the clothes and accessories (belt, earrings, What’s another word for a really famous person? necklace, pocket, ring, scarf, tie, trainers, uniform). (superstar) Write them on the board and ask students which words What’s the word for the way we feel? (feelings) match the following descriptions. Some students have to wear this to school. (uniform) Lesson 3: celebrity-related words You put things in this. (pocket) • Revise the celebrity-related words (audience, You wear this on your trousers. (belt) celebrity, film star, pop star, show). Write them on the You wear this around your neck to keep it warm. (scarf) board and then write the following gapped sentences You wear this around your neck with a shirt. (tie) on the board and ask students to complete them with You wear these on your feet, sometimes to play a the correct words. sport. (trainers) That actor was a famous ____ a long time ago. (film This is a kind of jewellery which you wear around your star) neck. (necklace) Be quiet! I’m watching my favourite ____. (show) This is a kind of jewellery which you wear on your The ____ really enjoyed the film. (audience) finger. (ring) He’s my favourite ____; I love all his songs. (pop star) These are a kind of jewellery which you wear on your Almost anyone can be a(n) ____ these days. (celebrity) ears. (earrings) Lesson 4: adjectives Lesson 1: fashion-related words • Revise the adjectives (attractive, glad, pleasant, • Revise the fashion-related words (accessories, slim, well known). Write them on the board. Choose headphones, hip hop, shopping centre, style, one at a time and ask individual students to tell you teenagers). Write them on the board. Then choose what it means, and to give you a sentence using the words at random and ask students to provide adjective. descriptions in English for them (similar to the ones in the previous section). Continue until all the words have Grammar Revision been covered. Lesson 1: present simple and present continuous; Lesson 2: toy trend-related words stative verbs; see and think • Revise the toy trend-related words (card, craze, • Ask students to tell you when we use the present digital camera, mobile, MP3 player, pocket money, simple (for general truths, things we often do, trick) by writing sentence halves on the board and permanent situations, and timetabled and programmed asking students to match them. events in the future), and the present continuous 1st column: (for things that are happening now, things that are You can have this Pokémon card happening for a short time or are temporary, and for I thought the fidget spinner craze plans for the future). You don’t need a digital camera • Ask students to name some stative verbs (for I love listening to music example, belong to, know, love, remember, want), and I’m saving my pocket money elicit that the verbs see and think can be used in both My best friend knows how to do the present simple and the present continuous, but 2nd column: that the meaning changes. on my MP3 player. • Write the following gapped sentences and verbs on was silly. the board and ask students to complete them with the to buy new headphones. correct tense. lots of great tricks. Lots of young people [want] to become celebrities. if you have a good camera on your mobile. (want) because I have lots of them. The TV show [doesn’t start] at seven o’clock. (not (You can have this Pokémon card because I have lots start) of them. / I thought the fidget spinner craze was silly. ‘[Does he like] his new mobile?’ ‘Yes, [he does].’ (he / You don’t need a digital camera if you have a good / like) camera on your mobile. / I love listening to music on I [am seeing] my best friend tomorrow. (see) my MP3 player. / I’m saving my pocket money to buy [Are you watching] TV at the moment? (you / watch) new headphones. / My best friend knows how to do Jenny [doesn’t think] that singer is very good. (not lots of great tricks.) think) 40

Lesson 2: past simple and past continuous; used to People of all ages like this video. (This video is liked by • Ask students to tell you when we use the past simple people of all ages.) (for things that happened in the past, things that we They wrote this song in 1981. (This song was written often did in the past, things that happened one after in 1981.) the other in the past, and situations which existed Does this celebrity earn lots of money? (Is lots of in the past), the past continuous (things that were money earned by this celebrity?) happening at a particular time in the past, two or more This shop doesn’t sell accessories. (Accessories aren’t things that were happening at the same time in the sold in/by this shop.) past, and to set the scene of a story), and used to (for That channel didn’t show films last year. (Films weren’t things we often did in the past, but that we don’t do shown on/by this channel last year.) now, for situations and states that were true in the Did students at this school wear uniforms ten years past, but that aren’t true now). ago? (Were uniforms worn by students at this school • Write the following prompts on the board and ask ten years ago?) students to write sentences using the past simple or the past continuous. Skills Building: order of adjectives my parents not wear uniforms / when / they go to • Revise order of adjectives. Write the different kinds school (My parents didn’t wear uniforms when they of adjectives (opinion, size, age, shape, colour, origin, went to school.) material, type) in order on the board. Ask individual I / buy a necklace for my sister / at the shopping students to tell you what the different kinds of centre last week (I bought a necklace for my sister at adjectives mean and to give you an example. Continue the shopping centre last week.) until every student has had a turn and every kind of Bob see his favourite pop star / while / he walk in the adjective has been covered. city centre yesterday (Bob saw his favourite pop star • Ask students to think of sentences using three of the while he was walking in the city centre yesterday.) examples on the board. Make sure students use the you dream about your favourite film star / when / the adjectives in the correct order. teacher ask you a question / ? (Were you dreaming about your favourite film star when the teacher asked • Students are now ready to do Review 1. you a question?) • Set a time limit and let students know every so my aunt solve the Rubik’s Cube / in ten seconds (My often how much time they have left to complete the aunt solved the Rubik’s Cube in ten seconds.) questions. • Ask students in which of the sentences we can use • Tell students to answer every question. When used to. (the first one and the last one) checking their answers, make a note of any problem areas in vocabulary and grammar they still have. Lesson 3: defining and non-defining relative Assign some time to deal with these areas. clauses • Revise defining and non-defining relative clauses Answers by reading out the descriptions (Defining relative Vocabulary clauses: give essential information about someone or A something. They aren’t separated from the rest of the 1P 2T 3T 4P 5T 6P 7T 8P 9T 10T sentence with commas. We can use that instead of who and which; Non-defining relative clauses: give B extra information about someone or something. We 1 audience, video, channel separate them from the main part of the sentence 2 shopping centre, trainers, ties, ring with commas. We cannot use that instead of who and 3 cost, download, mobile, dollar, pocket money which), and asking students to tell you which one is which. C • Write the following gapped sentences on the board 1 headphones and ask students to complete them with the correct 2 pleasant relative pronouns or adverbs, and to add commas 3 craze where necessary. 4 concentrate Scarves ____ are very popular in the winter keep your 5 suppose neck warm. (which, commas after Scarves and winter) She’s the girl ____ makes her own YouTube videos. D (who/that, no commas) 1 feelings This is the cinema ____ my brother works. (where, no 2 the Net commas) 3 necklace My best friend ____ sister is a pop singer gets me 4 digital camera tickets for her concerts. (whose, commas after friend 5 accessories and singer) That’s the film ____ made my favourite actor famous. Grammar ➥ (which/that, no commas) A John ____ loves taking photos has a fantastic digital 1 are lying, are wearing camera. (who, commas after John and photos) 2 am thinking, am not 3 Is that boy using, is Lesson 4: passive I 4 Do you always get dressed, do • Revise the present simple passive and the past 5 am not buying simple passive. Write the following active sentences on 6 Do your children like, don’t the board and ask students to rewrite the sentences 7 opens in the passive in their notebook. When they are ready, 8 Is Tina going, isn’t ask individual students to read out their sentences. UNIT 1 41

B use it together! 1 used to spend, did they, did they use to solve 2 Did he enjoy, he did, had • Tell students they will also have a text to complete 3 did you do, left, went, dialled after every review. Explain to them that the text will 4 was, was playing, saw use language and grammar from the unit, and it will 5 didn’t use to learn, saw, were practising be on the same topic as the unit. • Ask students to read the instructions and check that C they understand what they have to do. Explain that 1 where they should read the whole text before choosing the 2 which/that answers which fill the gaps correctly. 3 Last month, when they visited Leeds, they went • Ask students to read the text and the options, and explain anything they don’t understand. to the new shopping centre. • Students work individually to complete the task. 4 Jaden Smith, whose father is Will Smith, is an Students check their answers in pairs before checking as a class. American celebrity. 5 who/that Answers 6 which/that 1B 2C 3B 4C 5A 6B 7 MP3 players, which are a kind of small gadget, Students are now ready to do Quiz 1 in Amazing aren’t very popular these days. English 3 Test Book. 8 My grandpa, who is very kind, gives me pocket CLIL (SB page 24) money every week. Art and Design D • CLIL stands for Content and Language Integrated 1 Were you asked, were Learning and refers to teaching school subjects such 2 weren’t used as art and design, social science, sport, STEM, food 3 are often chosen science and environmental science to students through 4 was created a foreign language. 5 was made • Remind students that the CLIL feature follows every 6 Is he taught, isn’t review, and that its aim is to teach both the sorts of 7 isn’t invited subjects they have at school and English. 8 am helped • Draw students’ attention to the topic of the CLIL lesson. Ask them if they do this subject at school. Ask E them if it’s an important subject, and to explain why or 1 comfortable new wool why not. 2 attractive young American 3 grey metal electric A 4 cool black English • Ask students to read the instructions and check that 5 big old gold they understand what they have to do. Explain that 6 pretty tiny silver they will label the pictures with the words in the boxes. 7 horrible purple plastic Then they will listen and check their answers. 8 amazing long red • Ask students to read the words in the boxes and explain anything they don’t understand. watch this! • Check pronunciation by saying each of the words in the boxes to the students and asking them to repeat • Tell/Remind students they will watch a short video after you. Correct where necessary. after every review. Explain to them that the video will • Students work individually to complete the task. use language from the unit and be on the same topic They then check their answers in pairs before listening as the unit. to the recording to check their answers. • Ask students to read the question and explain • Point out the Be careful! note and go over it with the anything they don’t understand. students. • Play the video. Students work individually to complete the task. Play the video again if necessary. Students check their answers in pairs before checking as a class. Answer clothes, toys, music, films and TV shows • Once the answer has been checked, ask students the Answers following questions: 1 silk/cotton, striped, collar Where do you go to buy clothes? 2 leather, plain, zip Do you wear clothes like the people in the video? 3 cotton, spotted, sleeve Have you ever bought clothes or accessories for your 4 fleece, floral, pocket friends or family? 5 wool, checked, button What music, films and TV shows are in fashion at the moment? See the recording script with justification underlined on page 168. Answers Students’ own answers 42

B B • Ask students to read the instructions and check • Ask students to read the instructions and check that that they understand what they have to do. Elicit that they understand what they have to do. Elicit that they they must complete the table with information about must read the paragraphs 1-4 and match photos a-d to their favourite clothes. Tell them that they can use the the correct paragraphs. words in the box, or their own ideas. • Tell students not to worry about new words at this • Students work individually to complete the task. stage as they should still be able to find the answers. • Students work individually to complete the task. Tell Answers them to underline the parts of the paragraphs that Students’ own answers have the answers. They then check their answers in pairs before checking as a class. C • Ask students to read the instructions and check Answers that they understand what they have to do. Read the 1b (A kimono is long and it’s usually made of silk. speech bubbles out as examples, or ask two students to do so. Point out that they should mention what the The patterns on kimonos ...) clothes are made of, their patterns and any parts they 2a (A sari is a long piece of cotton or silk which is have, as well as saying when they wear them. • Students work in pairs to talk about their favourite wrapped around the body; Saris come in lots of clothes. Monitor and help with vocabulary, but do not different colours and patterns.) interrupt fluency. Make a note of any mistakes to go 3c (A poncho is like a jacket without sleeves or a over with the class afterwards. collar. Ponchos are usually red, and the pattern …; Peruvian men also wear a woollen hat which Answers covers the ears ...) Students’ own answers 4d (... clogs are traditional shoes that people used to wear; Clogs are made of wood, ...) PROJECT C • Ask students to read the instructions and check that • Remind/Tell students that they will complete a they understand what they have to do. Elicit that they project after every CLIL lesson. must label the photos a-d with the correct names of • Ask students to read the instructions and check the traditional clothing which are in bold in B. that they understand what they have to do. Tell them • Students work individually to complete the task. they can present their project in different ways. They They then check their answers in pairs before checking may like to present their results in a graph showing as a class. students favourite clothes, the most popular materials and patterns, or they may wish to write a few Answers c poncho sentences about each student they surveyed. a saris d clogs • Tell them to decorate their work as it will be b kimonos displayed on the classroom walls. • Give students time to ask their classmates about D their favourite clothes materials and patterns, and to • Ask students to read the instructions and check that record the information. they understand what they have to do. Elicit that they • Assign the presentation of the information for must write the names of the traditional clothing from B homework. on the map in A, under the correct country. • Students work individually to complete the task. Culture (SB page 25) They then check their answers in pairs before checking as a class. Traditional clothing around the world • Once the answers have been checked, you may • Remind/Tell students there is a Culture page in every play the Class Audio or use the IWB content, and ask unit of Amazing English, and that they will learn about students to follow the text in their books as they listen. different cultures and customs around the world. • Draw students’ attention to the topic of the Culture Answers iii poncho lesson. Ask them if they know of any traditional i clogs iv saris clothing around the world, in L1 if necessary. ii kimonos A E • Ask students to read the instructions and check that • Ask students to read the instructions and check that they understand what they have to do. they understand what they have to do. • Check pronunciation by saying each of the countries to • Ask students to read the questions and explain the students and asking them to repeat after you. Correct anything they don’t understand. where necessary. Explain anything they don’t understand. • Students work in pairs to ask and answer the • Students work individually to complete the task and questions. Monitor and help with vocabulary and then check their answers in pairs before checking as a grammar, but do not interrupt fluency. Make a note of class. any mistakes to go over with the class afterwards. Ask individual students for their answers. Deal with any Answers iii Peru language mistakes and pronunciation problems that i the Netherlands iv India come up. ii Japan UNIT 1 43

Answers Before the episode Students’ own answers • Ask students to read the instructions and check that they understand what they have to do. Ask students take it home! to read the words in the box and the sentences, and explain anything they don’t understand. • Explain to students that they can tell their family • Ask students to work in pairs to do the task to what they have learnt in their Culture lesson. encourage discussion. Tell them to look very carefully • Ask students to read the instructions and check that at the pictures in their books to find the answers. they understand what they have to do. Elicit that they Check answers as a class. need to tell their family about the traditional clothing from the different countries, say which one they would Answers 4 laptop wear and explain why. 1 families 5 dance 2 Grandpa 6 tie The Amazing Kids (SB pages 26-27) 3 earrings Episode 1: School Open Day • Play the whole episode without interruption before • Remind students that there is an episode of the students do any more tasks on the worksheet. Ask ongoing story at the end of every unit of Amazing students to watch or listen to the episode carefully. English. • Regardless of whether you are using the Class Audio During the episode or the IWB content, follow these instructions. • Ask students to look at the task so they can work out what information they need to find when they watch or • Ask students to look at the first frame on page 26 listen to the episode for the second time. of their Student’s Book and to work in pairs. Tell them • Play the whole episode without interruption again to identify the characters they know. (Students who and ask students to watch it or follow it in their books. haven’t done Amazing English before should be able • Give students a few minutes to complete the task to identify Cat, Feather, Dash and Rocky, as they and ask them to check their answers with a partner. appeared in the Welcome unit. Students who have If necessary, play the episode again and ask students done Amazing English 1 & 2 should also be able to to complete any unanswered items, before checking identify Kick Kid, Tall Boy, Jackie Jump and Grandpa. answers as a class. Students who have done Amazing English Grammar 1 & 2 will also be able to identify Cat’s mum, Dash’s Answers mum and Rocky’s mum.) 1R (The caption says: The students are showing • Ask students to suggest what might be happening. • Make sure each student has a photocopy of The their projects to their teachers and families.) Amazing Kids Episode 1 Worksheet that can be found 2DS (Grandpa says: Well done, Cat!, but he doesn’t on page 161. say that he knows how to solve it.) What do you remember? 3R (Miss Star says: I love them too.) • Ask students to work in pairs to do the task to 4W (His project is about amazing blogs.) encourage discussion. Tell them the questions are 5R (Rocky says: My first fitness trend is hip hop about The Amazing Kids! section in the Welcome unit. Explain anything they don’t understand. Check dancing. Please watch., and then he starts answers as a class. dancing.) 6DS (It doesn’t say who they are.) 7R (Frank False says: We told you, Mr Top. You must close the Amazing School.) 8W (Cat says: Close the school! What is happening?) Answers After the episode 1 Feather • Ask students to discuss the questions in pairs, before 2 Rocky discussing as a class. Students may need to use L1. 3 Cat 4 Dash Answers 5 They were at school. Students’ own answers 44