Skills Builder 3 Teacher's Book sample

Dawn Watson TEACHER'S BOOK THE HAMILTON 3 READING WRITING LISTENING SPEAKING

Contents Student's Book Contents 4 Introduction to The Hamilton Skills Builder 6 1 Fashion 8 2 Fame 13 3 Helping People 18 4 Be a volunteer! 23 5 Travel 28 6 On The Road 33 7 Technology 38 8 Communication 43 9 What's cooking? 48 10 All About Food 53 11 Animals In Danger 58 12 Pollution 63

1 Fashion Unit plan • Go over the example with the students. Ask them to Reading: Reading a story about the Amazing underline the part of the story that shows the answer. Kids shopping for party clothes (Students should underline ... a party on Saturday. They’ve and circling the correct words to decided to go shopping for new clothes for the party. in the complete sentences caption on the first picture.) Point out that Friday is wrong Listening: Listening for descriptions and because the Amazing Kids are shopping for clothes on positions of people, and activities, to Friday, but they want the clothes for the party on Saturday. match names to people in a picture; • Ask students to read the remaining sentences and explain listening for information in a long anything they don’t understand. Tell students to underline dialogue to tick the correct pictures the parts of the story that have the answers. Remind them to Speaking: Asking and answering questions be careful of distractors in the questions. about fashion and clothes from a • Students work individually to complete the task. They then list; talking about the differences in check their answers in pairs before checking as a class. appearance, colour and size between • Time permitting, you may wish to ask your students some two pictures extra comprehension questions (see below). Pronunciation: əbl • Once the answers have been checked, you may play the Writing: Writing an email giving advice class audio or use the IWB content, and ask students to follow the story in their books as they listen. LEAD-IN Answers • Ask students to read the title of the unit and say how it 2 six (Cat: It’s already five o’clock and I have to be at the relates to the photos on page 4. They may use L1. (The title is ‘Fashion’. The photos show people wearing fashionable dentist in an hour.) clothes.) 3 Green (Dash: It also has green on it – and that’s my • Tell students that they are going to talk about clothes and fashion in this unit. Say something about fashion, favourite colour!) for example: Some people think it’s important to wear 4 belt (Dash: ... the belt is horrible too! I like the dress with fashionable clothes, but I think it’s more important that you feel comfortable. the cat on it. You should get that one.) 5 Dash (Dash: Mum has just sent me a text to come home for dinner, so I have to leave ...) 6 fashionable (Ha ha! I think we look fashionable!) Do it right! Extra comprehension questions • Tell/Remind students that the Do it right! boxes are there Where are Rocky and Feather at the beginning of the to give them tips and advice that will improve their skills in story? (They’re at basketball practice.) English so they can do the tasks better. Why does Dash like the orange T-shirt? (because he hasn’t • Ask students to read the information in Do it right! and worn an orange T-shirt before and he thinks it’s a good idea explain anything they don’t understand. to wear something different (and it has green on it, which is • Choose a student to explain the tip in his/her own words, his favourite colour)) in L1 if necessary. Which dress does Dash say Cat should buy? (the one with • Stress the importance of reading the story carefully to the cat on it) find the correct answers, and of avoiding being tricked by Where will Feather and Rocky see Dash and Cat? (They’ll distractors. see them at the party.) What does Feather not believe? (She doesn’t believe that • Tell students that there is a short story or a reading text in she and Cat are wearing the same dress.) each unit of The Hamilton Skills Builder 3 about, or written by, Why is Dash not happy? (He wanted to look different, but the Amazing Kids. (If students are using The Hamilton Skills he and Rocky are wearing the same clothes.) Builder for the first time, explain that there are four Amazing Kids, and that they each have a different superpower.) 1 • Ask students to read the instructions and check that they • Ask students to read the instructions and check that they understand what they have to do. Elicit that they must read understand what they have to do. Elicit that they must label the story on page 5 and then circle the correct words in the photos with the words in the box. the sentences, based on the information in the story. Ask students to read the story quickly. Explain anything they don’t understand. 8

• Ask students to look at the photos and tell you what each – And do you know the girl who is near him? photo shows. They may use L1. – The girl who’s buying a coat? Yes, she’s his sister. • Go over the example with the students. Ask students to – She’s wearing a nice T-shirt. read the remaining words in the box and explain anything – She is, isn’t she? Her name’s Holly. they don’t understand. – And the man with fair hair is called George. • Check pronunciation by saying each of the words in the – The man with the white T-shirt? box to the students and asking them to repeat after you. – Yes. He’s worked here for a long time. Correct where necessary. – Oh, right. • Students work individually to complete the task. They then – Do you know the woman who’s talking to those boys? check their answers in pairs before checking as a class. – The boys who are looking at belts? – Yes, she looks friendly. Answers – That’s Helen. She is friendly. 2 handbag – And I know the boy with the blue T-shirt. 3 bracelet – The boy who has a pair of jeans? 4 ring – No, he’s wearing a blue shirt. The other boy. His 5 coat 6 earrings name’s David. 7 belt – Oh, right. 8 jewellery – Do you know the girls who are looking at jewellery? Do it right! – The girls who are wearing dresses? • Ask students to read the information in Do it right! and – Yes. explain anything they don’t understand. – Well, I know one of them. She’s called Katy. I think • Choose a student to explain the tip in his/her own words, in L1 if necessary. she’s going to buy that necklace. • Stress the importance of listening carefully to the – Me too! information given about the people who are named. 2 Do it right! • Ask students to read the instructions and check that they • Ask students to read the information in Do it right! and understand what they have to do. Elicit that they must listen explain anything they don’t understand. carefully and draw lines from the names to the people. Read • Choose a student to explain the tip in his/her own words, out the names for the students and have them repeat after in L1 if necessary. you. Remind them to listen carefully to the information • Explain that the words spots and stripes are nouns, and about the people who are named. the words spotted and striped are adjectives. Go over the • Draw their attention to the example. Play the example and examples with the students. then pause the recording. Ask students what information on 3 the recording helps to identify Oliver. (The boy who has just • Ask students to read the instructions and check that they bought ... / The boy with red hair? / Yes. His name’s Oliver.) understand what they have to do. Elicit that they must listen • Play the rest of the recording for students. Students work and tick the correct boxes according to what they hear. individually to complete the task. Play the recording again • Ask students to read the questions and look at the pictures, if necessary. Students check their answers in pairs before and explain anything they don’t understand. checking as a class. • Draw their attention to the example. Play the example and Answers then pause the recording. Ask students what information on Lines should be drawn between: the recording helps to identify Picture C (Can you bring me Holly and the girl with red hair buying a coat. your T-shirts from your wardrobe?). George and the man with fair hair wearing a white T-shirt. • Play the rest of the recording for students. Students work Helen and the woman talking to the boys. individually to complete the task. Play the recording again David and the boy wearing a blue T-shirt. if necessary. Students check their answers in pairs before Katy and the girl holding a necklace. checking as a class. Recording script Answers – This is my favourite shop, Mum! 2B 3C 4B 5B 6C – I know it is! Do you know any of the people here today? – Yes, I do. The boy who has just bought something is in Recording script my class. 1 What does Sophia ask Harry to do? – The boy with red hair? – Harry! What are doing? Can you help me, please? – Yes. His name’s Oliver. – I’m doing my homework, Sophia. What do you ➥ want me to do? ➥ UNIT 1 9

– I’m choosing clothes for the fashion show at school ... • Ask students to read the questions and explain anything – I don’t know anything about fashion! they don’t understand. – Don’t worry, Harry. I know that! Can you bring me • Read the speech bubbles out as an example, or ask two students to do so. your T-shirts from your wardrobe? • Students work in pairs to ask and answer the questions. 2 Which is Harry’s favourite T-shirt? Monitor and help with vocabulary and grammar, but do not – Here you are, Sophia. Who’s going to wear my interrupt fluency. Make a note of any mistakes to go over with the class afterwards. T-shirts? • Ask different pairs of students to ask and answer one – Oh, I don’t know. One of the boys in my class. Oh, question. Go around the class until each pair has had a turn. Deal with any language mistakes and pronunciation this red and white one is nice! problems that come up. – Yes, I like striped T-shirts. But this one is my favourite! – The green one with spots? Oh, no! This blue one Answers Students’ own answers with white stripes is the nicest one. Suggested answers: 3 What does Sophia want from her mum’s jewellery box? • The last time I went shopping for clothes, I bought (a – Do you want me to bring you anything else from pair of jeans and a new coat). • I prefer (fashionable) clothes, (but they have to be my room? comfortable). – No, thanks, but can you get something from • Yes, I have! (My grandma bought me a dress one year for my birthday, and I had to wear it when we visited her!) / Mum’s jewellery box? No, I haven’t. (I choose which clothes I want to wear, and – Mum’s jewellery box? Does she know you are when I don’t like something, I don’t wear it!) • Yes, I do. (I think some people spend too much money taking her jewellery? on clothes just to be fashionable. People shouldn’t spend – Of course! And I only need one thing. everything they have on clothes.) – What’s that? A bracelet? • I don’t think the clothes people wear are important. (You – No, I want one of her rings. It has a flower on it. don’t have to have nice or fashionable clothes to be a nice 4 When is Sophia going to leave the house? person.) / I think the clothes people wear are important – Here it is. Is the fashion show tonight? (because it’s important to look good/be fashionable). – No, it’s tomorrow, but I have to take everything to JUST SAY IT! the school tonight. What time is it now? • Tell/Remind students that Just say it! sections help them – It’s a quarter past six. When do you have to be at pronounce words correctly in English and that there is one in each unit. the school? • Ask students to read the instructions and check that they – Seven o’clock. Dad’s taking me, so I don’t have to understand what they have to do. Point out that they should pay particular attention to the sound of the letters in pink (əbl). leave until a quarter to seven. • Ask students to read the words out to their partner. 5 Which teacher is helping with the fashion show? Monitor the pairs, but do not interrupt. Make a note of – Who else is going to be there? any pronunciation problems to go over with the class – Well, everyone in my class. And Miss Green, my art afterwards. • Play the recording of the words and ask students to listen teacher. She’s helping us. and repeat. – Oh, is she the one who always wears big earrings • Ask individual students to say the words. Go around the class until every student has had a turn. Deal with any and glasses? pronunciation problems that come up. – No, that’s my English teacher. Miss Green is the • Ask students to read the instructions and check that they understand what they have to do. teacher who has a big purple handbag! • Ask students to read the sentences with their partners. 6 What is Harry’s friend going to do at the fashion show? Monitor the pairs, but do not interrupt. Make a note of – Why don’t you come with me? Your friend Robert any pronunciation problems to go over with the class afterwards. is going to be there. • Play the recording of the sentences and ask students to – Oh, OK. Is he going to be in the fashion show? listen and repeat. – No! He’s doing the music. His sister Sarah in my • Ask different pairs to read out the sentences. Go around the class until every pair has had a turn. Deal with any class, and she asked him to help us. pronunciation problems that come up. – Oh, right. What’s Sarah going to do? – She’s taking photos. She’s very good! Do it right! • Ask students to read the information in Do it right! and explain anything they don’t understand. • Choose a student to explain the tip in his/her own words, in L1 if necessary. • Make sure the students know what all the adjectives mean. 4 • Ask students to read the instructions and check that they understand what they have to do. Elicit that they must ask and answer the questions about fashion and clothes with their partner. 10

Recording script 1 comfortable • Ask students to read the instructions and check that they fashionable understand what they have to do. Elicit that they should horrible write the letter of the correct photo next to each word. possible • Ask students to look at the photos and tell you what each sensible photo shows. They may use L1. Those sensible clothes are horrible! • Go over the example with the students. Ask students to Well, they aren’t fashionable, but it’s possible that they’re read the remaining words and explain anything they don’t comfortable. understand. • Check pronunciation by saying each of the words to the Do it right! students and asking them to repeat after you. Correct where • Ask students to read the information in Do it right! and necessary. explain anything they don’t understand. • Students work individually to complete the task. They then • Choose a student to explain the tip in his/her own words, check their answers in pairs before checking as a class. in L1 if necessary. • Stress the importance of looking carefully at the clothes Answers and accessories (shoes, belts, etc) which the people in the 2a 3f 4b 5c 6d picture are wearing. 5 Do it right! • Ask students to read the instructions and check that they • Ask students to read the information in Do it right! and understand what they have to do. Explain that Student As explain anything they don’t understand. should look at Picture A on page 9 and describe the different • Choose a student to explain the tip in his/her own words, people and things in it to their partners, while Student Bs in L1 if necessary. should look at Picture B on page 94, find the differences • Stress the importance of using the different phrases to and tell their partners what the differences are. Explain that sound polite when they give advice. Go over the examples Student As should describe the clothes and accessories with the students. carefully so their partners can find the differences because 2 they will only be looking at Picture B. • Ask students to read the instructions and check that they • Read the first speech bubble out as an example, or ask a understand what they have to do. Elicit that they have to student to do so. Tell students to point to the item in Picture complete Sarah’s email with the correct form of the verbs in A. Then ask students to look at Picture B on page 94. Read brackets. Ask students to read Sarah’s email quickly. Explain the second speech bubble out, or ask a different student to anything they don’t understand. do so. Tell students to point to the item in Picture B. • Go over the example with the students. Remind them to • Students work in pairs to talk about the differences. use the correct forms of the verbs in the different phrases Monitor and help with vocabulary and grammar, but do not which give advice. interrupt fluency. Make a note of any mistakes to go over • Students work individually to complete the task. They then with the class afterwards. check their answers in pairs before checking as a class. • Ask pairs of students to talk about the differences. Deal with any language mistakes and pronunciation problems Answers 4 to have that come up. 2 bringing 5 write 3 wear Answers Suggested answers: NOW READ IT AGAIN! In my picture, the girl who is singing is wearing black 3 trousers and a black T-shirt with white spots. / In my • Tell students that they are going to look at how Sarah’s picture, the girl who is singing is wearing black trousers, email is organised. If necessary, explain that when we write but her T-shirt has black and white stripes. longer pieces of writing, we must give different pieces of In my picture, the girl who’s dancing is wearing a long red information in a logical order. dress. / In my picture, her dress isn’t (very) long. • Ask students to read the instructions and check that they In my picture, the boy who’s dancing is wearing blue understand what they have to do. Elicit that they must read clothes and a yellow belt. / In my picture, his belt is green, Sarah’s email again to find out in which paragraph she does not yellow. the things in 1-6. In my picture, a girl with short hair is wearing big earrings. / • Go over the example with the students. Ask students to In my picture, she’s wearing small earrings. read the remaining questions and explain anything they In my picture, there’s a man with grey hair and glasses. / don’t understand. In my picture, the man isn’t wearing glasses. • Students work individually to complete the task. They then In my picture, there are sandwiches and juice on a table. / check their answers in pairs before checking as a class. In my picture, there’s a pizza and juice on the table. UNIT 1 11

Answers 5 3 • Go over the example with the students. Ask students to 2 4 6 1 read the remaining words in the box and explain anything 3 1 they don’t understand. Point out that the words are used to 4 4 stop the email sounding like a list. • Students work individually to complete the task. They then NOW COMPLETE THE PLAN! check their answers in pairs before checking as a class. 4 • Once answers have been checked, ask students to read • Tell/Remind students that the best way to make sure a piece Michael’s email again and tell you if he has followed the plan of writing is organised in a logical way is to make a plan. in 4. (He has.) • Ask students to read the instructions and check that they understand what they have to do. Explain/Elicit that there are Answers some words missing from the plan, and that they should look 2 also at Sarah’s email again to decide what the correct words are. 3 Apart from • Ask students to read the plan and explain anything they 4 as well don’t understand. • Go over the example with the students. NOW WRITE YOUR OWN EMAIL! • Students work individually to complete the task. They then • Ask students to read the instructions and check that they check their answers in pairs before checking as a class. understand what they have to do. Elicit that they have to write their own email giving advice. Tell them to follow the Answers plan in 4, and to use the emails in 2 and 5 to help them. 2 visiting • Assign as homework or, if time permits, ask students to 3 advice write their emails in class and check them before the end of 4 bring/take the lesson. Deal with any mistakes that come up. 5 need 6 helps Answers 7 write Students’ own answers 8 Love Model answer Dear Jack, Do it right! Thanks for your email. I’m really happy that you’re coming • Ask students to read the information in Do it right! and to visit me in the summer holidays! I know it’s difficult to explain anything they don’t understand. decide what to take with you when you go on holiday, • Choose a student to explain the tip in his/her own words, but I have some advice for you. in L1 if necessary. It isn’t always hot here in the summer, so I think you • Stress the importance of using words and phrases like also, should pack a few jumpers and trousers as well as shorts apart from, as well (as) and too so their writing doesn’t sound and T-shirts. I’m sure we’ll go out at night, so how about like a list. Ask students to find and circle examples of some bringing some smart clothes too? of the words and phrases in Sarah’s email in 2. (How about I also want to take you to an adventure park when you are bringing your swimsuit too? / I also want to show you my city ... here, so I suggest that you bring trainers and some sports / Apart from those things, ...) clothes with you. Apart from those things, it’s a good idea 5 to bring a jacket as well, because I’m sure it will rain when • Ask students to read the instructions and check that they you are here! understand what they have to do. Elicit that they must Well, I hope my advice helps you. Why don’t you write to complete Michael’s email with the words in the box. Ask me again when you know which week you’re going to be students to read the email quickly. Explain anything they here? don’t understand. Bye for now! Tom 12

THE HAMILTON 3 TEACHER'S BOOK The Hamilton Skills Builder is a new four-level skills series specially researched and written for students studying English at levels A1 to B1 of the CEFR. Each book in the series consists of 12 carefully-designed theme-based units that develop students’ reading, writing, listening and speaking skills. The Hamilton Skills Builder may be used with any course of a similar level, or independently. The Hamilton Skills Builder 3 Teacher’s Book is a complete step-by-step guide for teachers on how to make the best use of the material in the student’s book. The Hamilton Skills Builder 3 Teacher’s Book contains: ● a unit plan box at the beginning of each unit summarising the contents of the unit. ● a lead-in section in every unit which provides an introduction to each unit. ● detailed instructions for all tasks. ● the keys to all tasks. ● detailed instructions for all DO IT RIGHT! features. ● extra comprehension questions for each of the reading texts. ● t he recording script for all listening tasks. The words in the recording script which provide the correct answers to the listening tasks are underlined for easy reference and for teaching purposes. ● d etailed instructions and the recording script for all JUST SAY IT! pronunciation features. The Hamilton Skills Builder 3 consists of: The Hamilton Skills Builder 3 Student’s Book The Hamilton Skills Builder 3 Teacher’s Book The Hamilton Skills Builder 3 Class Audio The Hamilton Skills Builder 3 Interactive Whiteboard Software CEFR level The Hamilton Skills Builder 4 B1 The Hamilton Skills Builder 3 A2+ The Hamilton Skills Builder 2 A2 The Hamilton Skills Builder 1 A1 Pre-A1