Skills Builder 1 Teacher's Book sample

Dawn Watson TEACHER'S BOOK THE HAMILTON 1 READING WRITING LISTENING SPEAKING

Contents Student's Book Contents 4 Introduction to The Hamilton Skills Builder 6 1 Hi! 8 2 Family 13 3 Friends 18 4 Sports & Hobbies 22 5 At Home 27 6 Pets 32 7 Around Town 37 8 School 42 9 Food & Drink 47 10 Animals 52 11 Nature 57 12 On Holiday 62

1 Hi! Unit plan anything they don’t understand. Tell students to underline Reading: Reading a story about the Amazing the parts of the story that have the answers. Remind them to use the correct subject pronouns in their answers. Kids and answering comprehension • Students work individually to complete the task. They then questions check their answers in pairs before checking as a class. Listening:  Listening for descriptions of people • Time permitting, you may wish to ask your students some to match names to people in a extra comprehension questions (see below). picture; listening for numbers to • Once the answers have been checked, you may play the answer questions with numbers class audio or use the IWB content, and ask students to Speaking: Listening to, acting out and making follow the story in their books as they listen. a dialogue about themselves; asking and answering questions and talking Answers about people in a big picture 2 She has three best friends. (My best friends are Feather, Pronunciation: s and ʃ Writing: Writing an email to a penfriend Dash and Rocky.) describing themselves 3 She’s tall and she has long fair hair. (She’s tall and she Lead-in • Ask students to read the title of the unit and say how it has long fair hair.) relates to the photos on page 4. They may use L1. (The title is 4 He’s twelve. (Rocky is twelve ...) 'Hi!'. The photos show a girl and a boy looking at us. The boy is 5 He has cool short hair and brown eyes. (Dash has cool waving to us.) • Tell students that they are going to talk about themselves short hair and brown eyes.) in this unit. Introduce yourself to the class. Say, for example: 6 No, they aren’t. (There aren’t any books in this bag, Rocky.) Hello, my name’s ... . I have brown eyes and short brown hair. Extra comprehension questions What does Cat look like? (She has black and blue hair, and Do it right! green eyes.) • Tell students that the Do it right! boxes are there to give How old is Feather? (She’s twelve years old.) them tips and advice that will improve their skills in English How old is Dash? (He’s thirteen.) so they can do the tasks better. What is Rocky like? (He’s a big strong boy.) • Ask students to read the information in Do it right! and What’s in Rocky’s bag? (food) explain anything they don’t understand. Where is Rocky’s school bag? (It’s at home.) • Choose a student to explain the tip in his/her own words, in L1 if necessary. 1 • Stress the importance of using the correct subject • Ask students to read the instructions and check that they pronouns in their answers. Remind students that we use she understand what they have to do. Elicit that they must read for a girl and he for a boy. each of the speech bubbles, look at the photo to find the • Tell students that there is a short story or a reading text correct person and then write the letter of each person in in each unit of The Hamilton Skills Builder 1 about four the correct speech bubble. characters known as the Amazing Kids. Tell them that in the • Go over the example with the students. Ask them to say story in this unit, they will find out some information about which words in the speech bubble show that d is the correct each of the Amazing Kids. answer (tall, short fair hair, green T-shirt). • Ask students to read the instructions and check that they • Ask students to read the remaining speech bubbles and understand what they have to do. Elicit that they must read explain anything they don’t understand. the story on page 5 and answer the questions about it. Ask • Students work individually to complete the task. They then students to read the story quickly. Explain anything they check their answers in pairs before checking as a class. don’t understand. • Go over the example with the students. Ask them to Answers underline the part of the story that shows the answer. 2b 3a 4c 5f 6e (Students should underline I’m thirteen. in Cat’s speech Do it right! bubble in the first picture.) • Ask students to read the information in Do it right! and • Ask students to read the remaining questions and explain explain anything they don’t understand. 8

• Choose a student to explain the tip in his/her own words, understand what they have to do. Elicit that they must listen in L1 if necessary. carefully and answer each of the questions with a number. • Stress the importance of looking carefully at the people in • Draw their attention to the example. Play the example and the picture before they listen. Tell students that it will help then pause the recording. Ask students what information them to draw lines from the names to the correct people on the recording answers the question. (... how old are you when they listen. Jill? / I’m ten.) Point out that they can write the number as a 2 numeral or as a word. • Ask students to read the instructions and check that they • Ask students to read the remaining questions and explain understand what they have to do. Elicit that they must listen anything they don’t understand. carefully and draw lines from the names to the people. Tell • Play the rest of the recording for students. Students work them there is one extra name that they will not use, and that individually to complete the task. Play the recording again it is there to distract them, so they must listen very carefully. if necessary. Students check their answers in pairs before Read out the names for the students and have them repeat checking as a class. after you. • If necessary, revise numbers 1-20 with your students. • Draw their attention to the example. Play the example and then pause the recording. Ask students what information on Answers the recording helps to identify Nick. (That’s Nick. He has short 2 6/Six brown hair. / ... blue T-shirt?) 3 9/nine • Play the rest of the recording for students. Students work 4 5/five individually to complete the task. Play the recording again 5 13/thirteen if necessary. Students check their answers in pairs before 6 12/twelve checking as a class. Recording script 1 – Hello. Are you the girl in this picture? Answers – Yes. My name’s Jill. Lines should be drawn between: – And how old are you, Jill? Eva and the girl with the yellow T-shirt. – I’m ten. Anna and the girl with the purple T-shirt. – Ten? Ben and the boy with the orange top. – Yes! Alex and the boy with no hair. 2 – And what class are you in at school? Lucy and the girl with the red T-shirt. – Class 6. – Pardon? Recording script – I’m in Class 6. 1 – Hi! Look at this picture. 3 – And when do you go to school? – Wow! Are those people your friends? – At nine o’clock. – Yes. That’s Nick. He has short brown hair. – Nine o’clock? – The boy in the blue T-shirt? – Yes, that’s right. I walk there with my friend. – Yes, that’s right! 4 – Do you have lots of friends, Jill? 2 – Who’s that? The girl with the yellow T-shirt? – Yes, I do. – That’s Eva. She has blue eyes. – How many friends do you have? – Yes, she does. – I have five friends. 3 – And can you see Anna? – How many? – Sorry? Anna? – Five. – Yes. She’s the girl with the long hair. 5 – Is this one of your friends in the picture? – Oh! The girl with the purple T-shirt? – No! He’s my brother Dan. – Yes, that’s right. – Oh, right. How old is your brother? 4 – What’s that boy’s name? – He’s thirteen. – The boy in the orange top? That’s Ben. – Thirteen? – Right. Ben looks very happy! – Yes. – Yes, he does. 6 – I have a sister too. 5 – Who’s that? He’s wearing a green T-shirt. – Do you? What’s her name? – The person who doesn’t have any hair? – Her name’s May. She’s twelve. – Yes. – Sorry? – That’s Alex. His eyes are green. – She’s twelve. – Oh, right. 6 – And who’s that girl? She has red hair. – That’s Lucy. Her T-shirt is red too! – Yes, red is her favourite colour. 3 4 • Ask students to read the instructions and check that they • Tell students that they are going to listen to Hugo and Sue UNIT 1 9

talking about themselves. Play the recording once without 5 stopping and ask students to follow the dialogue in their • Ask students to read the instructions and check that books. Explain anything they don’t understand. they understand what they have to do. Elicit that they are • Ask students to read out the dialogue with their partners. going to change some of the words in 4 to make their own Monitor the pairs, but do not interrupt. Make a note of dialogues with their partners. any pronunciation problems to go over with the class • Ask students to look at the pink words in 4 and to say what afterwards. they would replace them with to make the dialogue true for • Ask pairs of students to act out the dialogue. Go around them. Ask them to write their words on the dialogue in 4 or the class until every pair has had a turn. Deal with any in their notebooks before they begin to speak. pronunciation problems that come up. • Students work in pairs to make their dialogues. Monitor and help with vocabulary and grammar, but do not interrupt JUST SAY IT! fluency. Make a note of any mistakes to go over with the • Explain to students that Just say it! sections help them class afterwards. pronounce words correctly in English and that there is one • Ask pairs of students to read out their dialogues. Go around in each unit. the class until every pair has had a turn. Deal with any language • Ask students to read the instructions and check that they mistakes and pronunciation problems that come up. understand what they have to do. Point out that they should pay particular attention to the sounds of the letters in pink Answers (s and ʃ). Students’ own answers • Ask students to read the words out to their partner. Do it right! Monitor the pairs, but do not interrupt. Make a note of • Ask students to read the information in Do it right! and any pronunciation problems to go over with the class explain anything they don’t understand. afterwards. • Choose a student to explain the tip in his/her own words, • Play the recording of the words and ask students to listen in L1 if necessary. and repeat. • Explain that they should talk about the person’s physical • Ask individual students to say the words. Go around the appearance and clothes when they are asked Tell me about class until every student has had a turn. Deal with any the boy/girl, etc ... . pronunciation problems that come up. 6 • 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. understand what they have to do. Elicit that they must look • Ask students to read the sentence out to their partners. at the picture and ask and answer questions about it. Monitor the pairs, but do not interrupt. Make a note of • Read Student A’s first question (How many boys are there?) any pronunciation problems to go over with the class and ask a student to read the speech bubble out. afterwards. • Ask students to read the remaining questions (both • Play the recording of the sentence and ask students to Student A’s and Student B’s) and explain anything they don’t listen and repeat. understand. • Ask individual students to read out the sentence. Go • Students work in pairs to ask and answer the questions. around the class until every student has had a turn. Deal Monitor and help with vocabulary and grammar, but do not with any pronunciation problems that come up. interrupt fluency. Make a note of any mistakes to go over with the class afterwards. Recording script • Ask individual students for their answers. Deal with any Sam language mistakes and pronunciation problems that come up. she Answers short Suggested answers: sister Student A Sue Two people are wearing hats. Sue is Sam’s sister and she is short. The boy’s hat is green. The girl’s hat is brown. Now it s your turn! She has long red hair and she’s wearing an orange T-shirt Do it right! and blue trousers/jeans. • Ask students to read the information in Do it right! and Student B explain anything they don’t understand. There are four girls. • Choose a student to explain the tip in his/her own words, There are three windows. in L1 if necessary. Four people are wearing shirts. • Explain that they should answer the question What Seven people have bags. does he/she look like? with information about the person’s He has short brown hair and he’s wearing a blue shirt and physical appearance. a grey T-shirt. 10

1 • Choose a student to explain the tip in his/her own words, • Ask students to read the instructions and check that they in L1 if necessary. understand what they have to do. Elicit that they need to • Explain that they can use too at the end of the second complete the sentences with the words in the box. sentence when they write two sentences about the same • Go over the example with the students. Ask students to topic. Ask students to find and circle too in Matt’s email. (I read the remaining words in the box and the remaining play the drums too.) sentences and explain anything they don’t understand. • Students work individually to complete the task. They then NOW READ IT AGAIN! check their answers in pairs before checking as a class. At 3 this stage, do not explain why the answers in question 3 are • Tell students that they are going to look at how Matt’s brown eyes and (long) black hair. email is organised. Explain that when we write an email, we must give different pieces of information in a logical order. Answers Tell them that when we describe ourselves, we should give 2 nine personal details like our name and age before we say what 3 brown, long, black our hobbies are. 4 England • Ask students to read the instructions and check that they 5 London understand what they have to do. Elicit that they must read 6 painting and reading Matt’s email again to find out in which paragraph he writes 7 football about the things in 1-6. Do it right! • Go over the example with the students. If necessary, • Ask students to read the information in Do it right! and tell students that there are three main paragraphs in explain anything they don’t understand. Matt’s email, and point them out. Ask students to read • Choose a student to explain the tip in his/her own words, the remaining questions and explain anything they don’t in L1 if necessary. understand. • Stress the importance of using brown (not black) for eye • Students work individually to complete the task. They then colour, and fair (not yellow) for hair colour. check their answers in pairs before checking as a class. 2 • Ask students to read the instructions and check that they Answers understand what they have to do. Elicit that they must read 2 2 Matt's email and answer the questions about it. Ask students 3 1 to read the email quickly. Explain anything they don’t 4 2 understand. 5 3 • Go over the example with the students. Ask them to 6 1 underline the part of the email that shows the answer. (Students should underline From: Matt at the top of the NOW COMPLETE THE PLAN! email, or My name’s Matt. in the first paragraph.) 4 • Ask students to read the remaining questions and explain • Explain that the best way to make sure a piece of writing is anything they don’t understand. Tell students to underline organised in a logical way is to make a plan. the parts of the email that have the answers. • Ask students to read the instructions and check that they • Students work individually to complete the task. They then understand what they have to do. Explain that there are check their answers in pairs before checking as a class. some words missing from the plan, and that they should Answers look at Matt’s email again to decide what the correct words 2 He’s ten. (I’m ten years old.) are. 3 He’s short and he has green eyes and red hair. (I’m • Ask students to read the plan and explain anything they don’t understand. short, and I have green eyes and red hair.) • Go over the example with the students. 4 He’s from Ireland. (I’m from Ireland.) • Students work individually to complete the task. They then 5 His hobbies are drawing and playing computer check their answers in pairs before checking as a class. games. (My hobbies are drawing and playing computer Answers games.) 2 old 6 He plays the drums. (I play the drums ...) 3 look Do it right! 4 live • Ask students to read the information in Do it right! and 5 hobbies explain anything they don’t understand. 6 From 5 • Ask students to read the instructions and check that they UNIT 1 11

understand what they have to do. Elicit that they have NOW WRITE YOUR OWN EMAIL! to complete Alice’s email with the words in the box. Ask • Ask students to read the instructions and check that they students to read the email quickly. Explain anything they understand what they have to do. Elicit that they have to don’t understand. write their own email to a penfriend. Tell them to follow the • Go over the example with the students. Explain that they plan in 4, and to use Matt’s and Alice’s emails to help them. should read the words before and after each gap carefully to • Assign as homework or, if time permits, ask students to help them decide what should go in each gap. Ask students write their emails in class and check them before the end of to read the remaining words in the box and explain anything the lesson. Deal with any mistakes that come up. they don’t understand. • Students work individually to complete the task. They then Answers check their answers in pairs before checking as a class. Students’ own answers • Once answers have been checked, ask students to read Model answer Alice’s email again and tell you if she has followed the plan Hi! in 4. (She has.) My name’s Nick. I’m ten years old. I’m tall, and I have brown eyes and short dark hair. I’m from Greece. I live in Answers Athens. 2 years old My hobbies are playing computer games and watching 3 I have TV. I play chess too. 4 I’m from Write soon and tell me all about yourself. 5 I live in From, 6 My hobbies are Nick 12

THE HAMILTON 1 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 1 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 1 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. ● e xtra 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 1 consists of: The Hamilton Skills Builder 1 Student’s Book The Hamilton Skills Builder 1 Teacher’s Book The Hamilton Skills Builder 1 Audio The Hamilton Skills Builder 1 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