Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Stuart Cochrane
NEW
s
s
a
P
Trinity
Teachers Book
Trinity Grades
ISE 0
3-4
Internet: www.blackcat-cideb.com
email: info@blackcat-cideb.com
Editors: Maria Grazia Donati
Book and cover design: Maura Santini
Page layout: Veronica Paganin
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Picture research: Alice Graziotin
Art Director: Nadia Maestri
Picture Credits
Cideb Archive
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Reprint
Year
I
2011
II
2012
III
2013
IV
2014
V
2015
VI
2016
GRADE 3
Contents
Procedures file
Diagnostic test
11
13
Writing file 1
Review units 1-3
15
16
17
UNIT 5 Jobs
19
UNIT 6 Weather
22
Writing file 2
Review units 4-6
GRADE 4
24
25
UNIT 7 Holidays
26
UNIT 8 Shopping
28
UNIT 9 Food
30
Writing file 3
Review units 7-9
32
33
34
36
38
Writing file 4
Review units 10-12
39
40
Recording scripts
41
Procedures file
Listening task
Stage 4
Stage 5
Now elicit answers from students. If all students agree
on an answer to a question, and it is the correct
answer, confirm that its correct. However, where there
is disagreement on the correct answer, write all the
possible answers that students give you for that
question on the board, put a big question mark next
to them, and tell students that, in a minute, youll
replay that part of the recording so that they can listen
again. Finish eliciting answers for all the questions in
the task, then go back to the answers that are in doubt
and, one at a time, replay the relevant parts of the
recording, repeatedly if necessary, until all students
agree on the correct answer. At this point, you can rub
out the other possible answers on the board, leaving
only the correct one for that question.
Stage 6
You could play the recording one last time, now that
students have all the answers, so that they can listen
with a new level of understanding. You will have to
decide whether its appropriate to do this, or not; it
could be that, if students have had to listen
repeatedly to various parts of the recording in Stage
5 in order to agree on answers, they wont be very
enthusiastic about listening yet another time.
Procedures file
Brainstorming vocabulary and ideas
Speaking tasks
Procedures file
Stage 1
Stage 4
Stage 2
Give students the chance to prepare for what theyre
going to talk about. For fluency-type speaking tasks,
students will usually be preparing alone. Set a time
limit, e.g., five minutes, and encourage them to make
notes to organise their thoughts and to help them
with what theyre going to say, but not to write a
script. Make it clear that, during this preparation
phase, they can consult you about vocabulary they
need, etc., but that during the speaking phase that
will follow, they cant. While they are preparing, you
should circulate, helping and answering questions as
necessary.
Stage 3
Students now perform the speaking phase. Explain
that you will be listening to them during this phase,
but you will not be answering questions. Emphasise
that the aim here is for them to practise speaking
fluently, without interrupting their flow to ask about
how to say something. While they are speaking,
monitor and make notes about any aspects that you
think they do particularly well, and also any aspects
that could be improved, including grammar and
vocabulary mistakes that you hear. If students try and
ask you for help while you are monitoring, tell them
that you will help them afterwards, but, for the
moment, they should try and say it in a different way.
Make sure that learners are not simply reading the
notes that they made in the preparation stage. In
some cases, it is better for learners to close their
notebooks altogether once they are ready to speak.
When they are approaching the end of this phase,
start writing the points you have noted up on the
board. Put them in two columns, perhaps headed by
a smiling face for the points for praise and an
unsmiling/frowning face for the points for
improvement.
Stage 5
Now give students an opportunity to ask you about
things they may have realised they didnt know how
to say when they were doing the speaking phase.
Answer these queries and write the words/phrases
they want to know on the board.
Stage 6
Now get students to repeat the speaking phase
(Stage 3 above) with a different partner/s. The aim of
repeating this phase is that, after the correction and
query phases (Stages 4 and 5 above), they have a
chance to improve their performance in the task.
Trinity Takeaway
At the end of each unit, the Trinity Takeaway sections
provide the students with useful examiner/candidate
language for the exam. Its important that you point
out to learners that they mustnt memorise the minidialogues, but use them as examples of the type of
conversation they will have with the examiner.
There is also a section a the end of the book with
further examples of examiner/candidate language,
which are recorded.
After listening, you can:
ask students to read the mini-dialogues out loud
to practise question/answer intonation
ask students to write similar mini-dialogues using
different vocabulary from the unit.
Pronunciation Prof
In the SB a character presents the pronunciation activity
which is connected to the grammar and vocabulary
in the unit. At this level, it is useful to focus on a few
sounds, to establish the basics of good pronunciation.
All pronunciation exercises are recorded.
Diagnostic test
Guidance for teachers
The test should be done in class. Any number of students can take the test at the same time.
Photocopy the Diagnostic test answer sheet and give one to each student. Students select their answers from the
options given on pages 8-9 of their coursebooks. The CD should be played without interruption.
It is important to understand that the Diagnostic test is not a precision instrument. It will help you in deciding
whether particular students are in a position to start preparing for a Grade 3 or Grade 4 examination. It will help
you in the sense that it tests listening comprehension and receptive knowledge of appropriate responses to
questions. However, to this information you must add your own knowledge of the students speaking skills, and
additionally for ISE I, their productive writing skills and their reading skills. The test is designed to determine
whether students are ready to start preparing for a specific examination not whether they are ready to take it.
When assessing students readiness, you, as the teacher, must also add your knowledge of the individual student
in terms of her/his application, motivation and normal rate of progress.
The questions are distributed as follows:
Questions 1 20 relate to the Grade 3 syllabus.
Questions 21 40 relate to the Grade 4 syllabus.
ANSWERS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
C
A
B
B
B
B
A
A
A
C
A
B
C
C
B
B
17
18
19
20
21
22
23
24
B
A
C
A
C
A
A
C
25
26
27
28
29
30
31
32
B
A
C
B
A
B
C
C
33
34
35
36
37
38
39
40
A
B
C
C
B
B
C
A
When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the
following:
Speaking skills
Reading skills
Writing skills
Motivation
Application
Interpretation of scores
10 or less
indicates that a student who starts preparing for a Grade 3 examination still needs to study most of
the language functions and lexis before attempting the interview.
11 21
indicates that students know some of the grammar and vocabulary for Grade 3 and the teacher
could spend more time on phonology and communication skills.
22 29
indicates that a student is probably ready to start preparing for a Grade 4 examination.
over 30
indicates that a student has a good grasp of the language areas for Grade 4 and the teacher can
focus more preparation time on Topic preparation and pronunciation.
Diagnostic test
Diagnostic test answer sheet
As you listen to the examiner on the recording, choose the best answer from A, B and C in your coursebook. Put a
circle around your choices on this sheet.
Question
Question
21
22
23
24
25
26
27
28
29
10
30
11
31
12
32
13
33
14
34
15
35
16
36
17
37
18
38
19
39
20
40
PHOTOCOPIABLE
2011 Black Cat Publishing
UNIT 1
Grammar
Functions
Vocabulary
Advice to candidates
b
SUGGESTED PROCEDURE:
Before listening, ask learners to guess answers based
on their own experience. Then listen to check.
ANSWERS 1 have breakfast; seven oclock / 2 go to
school; eight oclock / 3 watch TV; seven oclock /
4 go to bed; nine oclock
c
SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to speak
to B first and then swap roles. Follow the suggested
procedure for roleplays in the Procedures file.
Follow up: students say if their routine was same or
different to their partner.
ANSWERS Open answers
2a page 9
SUGGESTED PROCEDURE:
See if students can give the correct time without
using the prompts first. Then ask them to complete
b
ANSWERS D twenty past four; four twenty /
E twenty-five past six; six twenty-five / F twenty-five
to eight; seven thirty-five
3a page 9
SUGGESTED PROCEDURE:
Introduce this by getting learners to look at the
photo of Kelvin. Ask them where they think he lives
and what his daily life is like. See also Procedures File
for listening task ideas.
ANSWERS 1 T / 2 T / 3 T / 4 F / 5 F / 6 F
b
SUGGESTED PROCEDURE:
Get students to read through the prompt questions
comparing Kelvin with themselves. Give them a few
minutes to think about their answers, then put
learners into pairs. First A asks and B answers, then
swap roles. Finally, bring the whole class together to
elicit answers and share ideas.
ANSWERS Open answers
4a page 9
SUGGESTED PROCEDURE:
Once learners have completed this and youve checked
answers, you could ask learners if they know other
activities which collocate with go and play.
GRADE 3
do
have
play
a shower
breakfast
card
tennis
football
chess
b
SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to speak
to B first and then swap roles. Teacher tells the class
what s/he does at the weekend.
page 10
SUGGESTED PROCEDURE:
Focus learners attention on the photo of the girl
playing piano. Elicit from the class who she is, what she
does, whats special about her and what they think her
daily routine is. You could write these questions on the
board. Ask learners to read through the text quickly
ignoring the gaps in order to answer the questions
you put on the board. Elicit answers to your questions,
then ask learners to work alone completing the gaps.
Does Cindy think its nice to be famous?
ANSWERS 1 is / 2 travels / 3 goes / 4 makes / 5 starts /
6 arrives / 7 have / 8 doesnt watch / 9 plays / 10 likes /
11 like / 12 want
3a page 11
ANSWERS 1 F / 2 L / 3 L / 4 F / 5 R / 6 R
be
I
positive
negative
questions
4a page 11
am (m)
1 am not
(m not)
Am I...?
SUGGESTED PROCEDURE:
he/she/it
2 is
we/you/
they
are
3 are
not
(arent)
Are they...?
positive
negative
questions
like
4 do
not
(dont) like
Do I like...?
he/she/it
5 likes
does not
(doesnt)
like
Does she
like...?
we/you/
they
like
6 do not
(dont) like
Do they
like...?
(s)
other verbs
b
ANSWERS
Partly open ended, but the correct form of be must
be used: 1 is... / 2 am... / 3 are... / 4 is...
10
SUGGESTED PROCEDURE:
Learners may need to use their notebook for this
activity. Give them five minutes to write down their
examples you can go round the class checking that
learners examples are good ones for the three uses.
Then divide the class into pairs, A & B, and ask A to
speak to B first and then swap roles.
b
ANSWERS 1 C / 2 A / 3 E / 4 B / 5 D / 6 G / 7 F / 8 H
SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to ask five
questions first and B to answer. Then swap roles, with
B asking five different questions from a).
ANSWERS Open answers
UNIT 2
Local places
Trinity subject area
Grammar
Prepositions of movements
Prepositions of place
Functions
Vocabulary
Pronunciation
Advice to candidates
2a page 13
SUGGESTED PROCEDURE:
1a page 12
SUGGESTED PROCEDURE:
With closed books, elicit words for places and facilities
in the local area from the class. Put their ideas on the
board. See Procedures file for brainstorming.
Then ask learners to open their books and do
exercise 1a). Get them to compare answers in pairs
before going through answers with the whole class.
Once youve done this, you could go back to the list
you wrote on the board and compare words learners
thought of with those in the book.
ANSWERS
1 hospital / 2 bakery / 3 petrol station / 4 theatre /
5 library / 6 sports centre / 7 railway station / 8 town
hall / 9 museum / 10 shops / 11 church / 12 bus stop /
13 park / 14 post office / 15 school / 16 hotel /
17 town square
b
SUGGESTED PROCEDURE:
Divide the class into groups of 3 or 4 for this activity,
with one member of each group taking notes. After 3
or 4 minutes discussion in groups, get the group
secretary to feedback to the class. Note their top five
lists on the board. You could finish off with a class
vote to find the top 3 most important places. See
Procedures file for speaking task procedures.
ANSWERS Open answers
b
SUGGESTED PROCEDURE:
Dont go through the answers with learners until they
have heard the audio again.
ANSWERS 1 turn left / 2 Go along / 3 turn right /
4 past / 5 first turning / 6 opposite
c
SUGGESTED PROCEDURE:
Follow the suggested procedure for 1a) above
although you shouldnt need to help with L1 work
this time.
ANSWERS Shes going to the post office.
11
GRADE 3
2a and b page 15
page 13
SUGGESTED PROCEDURE:
SUGGESTED PROCEDURE:
ANSWERS 1 c / 2 h / 3 g / 4 b / 5 a / 6 e / 7 d / 8 f
ANSWERS
Speaker 1 D
Speaker 2 A
Speaker 5 F
Speaker 3 B
Speaker 6 D
b
ANSWERS
Speaker 1
Speaker 4
Speaker 2
Speaker 5
ANSWERS
Some have more than one correct answer.
1 over, across / 2 opposite / 3 down / 4 between /
5 behind / 6 past / 7 along, down / 8 through
Speaker 3
Speaker 6
3a page 15
SUGGESTED PROCEDURE:
Prepositions
of place
Prepositions
of movement
between
over
in front of
near
opposite
under
across
to
over
through
from
down
along
past
up
under
Follow up
Ask learners to write their own example sentences
for the prepositions in their notebooks. In pairs, get
learners to ask each other where things are in the
classroom or the school or about their journey to
school each day. Make sure theyre using the
prepositions correctly. Walk around the class
monitoring for problems. Feedback on what you
heard at the end.
12
Speaker 4 E
c
ANSWERS 1 c / 2 d / 3 a / 4 b / 5 e
b
ANSWERS
1 Are there theatres or cinemas near where you live? /
2 Is your school close to your home? / 3 What are you
favourite places near where you live? / 4 Do you like
the place where you live? / 5 What dont you like about
the place where you live?
c
SUGGESTED PROCEDURE:
As for exercise 1a) above, monitor and provide
feedback.
ANSWERS Open answers
UNIT 3
Dates to remember
Trinity subject area
Grammar
Prepositions of time
Present Simple questions
Functions
Vocabulary
Advice to candidates
1a and b page 16
ANSWERS
Spoken
SUGGESTED PROCEDURE:
This activity will have more meaning if learners know
a few things about these people. You could begin by
handing out a photocopy of page (or using an IWB)
with the names covered, and elicit the names from
learners.
Follow up with a few simple questions, like What
do/did they do? or Where are/were they from? Then
go into the listening activity. Make sure that learners
know they only have to match the photos with the
years they dont need to write down other details, yet.
It may be a good idea to have learners do this in pairs
in their notebook first, and then to write the correct
dates and months in the spaces provided when you
go through it together with the class.
page 16
ANSWERS 1 c / 2 e / 3 d / 4 a / 5 b
3a page 17
SUGGESTED PROCEDURE:
ANSWERS : 1 / 4 / 5 / 6
ANSWERS
1 H William Shakespeare: 23rd of April, 1564
2 C David Beckham: 2nd of May 1975
c
SUGGESTED PROCEDURE:
Bring learners attention to the first Focus box. Read
the examples out to learners. Its a good idea to drill
these with the whole class before they do in c) in
b
SUGGESTED PROCEDURE:
Make sure that learners have read through the table
before they listen and understand the kind of
information that is required in each column. On first
listening, pause the audio after each chunk of
information to allow learners time to note down
answers. Once youve checked answers with the class,
play the audio again, uninterrupted.
13
GRADE 3
Date
Time
1 The
3rd
2 8.00
Strangers in concert
October
Venue
The Mill House
p.m.
The Liverpool
Philharmonic Orchestra
3 Beethovens
Rosa
11.00 a.m.
Swan Lake
5 22nd
7 8.45
p.m.
4a and b page 17
SUGGESTED PROCEDURE:
Divide the group into pairs, A & B. Let B ask first and then swap roles. The grids in the students book for this activity
are only a template learners may need to copy them into their notebooks to have enough space for notes.
ANSWERS Open answers
in
on
June
Monday
the morning
my birthday
the afternoon
at
the evening
8.30
Christmas
midday
ANSWERS 1 on / 2 in / 3 at / 4 in / 5 at / 6 on
2a page 18
3a page 19
ANSWERS
SUGGESTED PROCEDURE:
be
Who
etc.
she
ready?
Are
they
Spanish?
2 are
you?
Is
Other verbs
Question word do/does + subject + verb
14
lunchtime
the weekend
etc.
Do
they
play
tennis?
3 Does
he
like
music?
Where
do
they
live?
Why
4 does
she
love
Maths?
How
5 do
make
coffee?
ANSWERS
1 What time do you get up on Monday mornings? /
2 What is your favourite day of the week? / 3 Do you
get up early on Saturday? / 4 What do you do on
Sunday afternoons? / 5 When is your birthday? /
6 When do you have English lessons?
WRITING FILE 1
4a page 19
SUGGESTED PROCEDURE:
Remind learners of the overall format of the exam
and why it will help them to know it. Refer them to
the information about the exam that can be found
earlier in this book. If your class is preparing for Grade
3, point out that the prepared topic phase is only for
Grade 4. Now do the listening task.
conversation
b
ANSWERS A 5 / B 1 / C 3 / D not needed / E 2 / F 4 /
G not needed
b
SUGGESTED PROCEDURE:
Before learners begin speaking, ask them to write
one likely question for each stage. Go round the class
and ask them to read one of their questions, from any
stage at random. Check for grammar (word order and
auxiliary verbs) and elicit from the rest of the class
which stage the question relates to. After a few
examples like this, let learners go into the pair work.
ANSWERS Open answers
b
ANSWERS 1 into / 2 along / 3 left / 4 past / 5 right /
6 favourite
15
GRADE 3
ANSWERS
a come / b do / c get / d go / e go / f have / g have /
h take / i wake / j brush
ANSWERS
1 Have you got any sisters? (d)
b
ANSWERS
Open answers
page 22
2a page 22
16
4a page 23
ANSWERS
1 wake, get / 2 has / 3 dont / 4 past, to / 5 doesnt /
6 takes / 7 doesnt / 8 at / 9 past / 10 does / 11 dont /
12 play
ANSWERS
1 post office / 2 bus stop / 3 theatre / 4 library /
5 hotel / 6 bakery / 7 shoe shop, shop / 8 hospital
ANSWERS
Open answers
ANSWERS
1 Excuse / 2 tell / 3 along, down / 4 Turn / 5 across /
6 along, down / 7 right / 8 through, across / 9 past /
10 opposite
UNIT 4
A place to study
Trinity subject area
Place of study
Grammar
Functions
Vocabulary
School subject
Different places to study
Advice to candidates
SUGGESTED PROCEDURE:
SUGGESTED PROCEDURE:
Again, when you go through the answers with
learners, ask them to tell you what they heard that
helped them find the answer.
ANSWERS S Speaker 1 / S Speaker 2 / U Speaker 3 /
S Speaker 4 / U Speaker 5 / S Speaker 6
ANSWERS 1 E / 2 A / 3 D / 4 C / 5 B
2a page 25
SUGGESTED PROCEDURE:
SUGGESTED PROCEDURE:
b
SUGGESTED PROCEDURE:
Before they listen, you could ask them to look
through the list of subjects and say which they like
and which they dont. Are these subjects all taught at
their school? See Procedures file for more ideas. Play
the audio once. Give learners a moment to compare
answers with their partner. If necessary, play once
more and check answers.
ANSWERS 1 K / 2 6 / 3 6 / 4 6 / 5 K / 6 6 / 7 6
17
GRADE 3
SUGGESTED PROCEDURE:
d
SUGGESTED PROCEDURE:
Get learners to write their timetable for a typical
school Monday in their notebooks. They dont have
to include everything, only the subjects that are
suggested here (their favourite, their least favourite,
an interesting subject etc.). Divide the class into pairs.
Give each partner about 2 minutes before swapping
roles. Make sure they understand that they should
use the connectors practised in 2c). Monitor and
provide feedback at the end. Watch out for errors
with connectors and telling the time.
ANSWERS Open answers
c and d
SUGGESTED PROCEDURE:
Give students time to write their own examples in
their notebooks. Go round checking what learners
are writing and helping as necessary. Before going on
to d), youll need to introduce the interrogative form
of can, pointing out the change in word order. Ask
students to close their notebooks and try to do to d)
from memory.
ANSWERS Open answers
page 27
SUGGESTED PROCEDURE:
Ask learners to read through the paragraph first
without filling the gaps. Check for general
comprehension. Now ask learners to read through
again and complete the gaps.
ANSWERS 1 go / 2 takes / 3 eat / 4 have / 5 makes /
6 study / 7 finish / 8 watch / 9 listens / 10 go
3a page 27
SUGGESTED PROCEDURE:
18
ANSWERS 1 b / 2 a / 3 b / 4 a / 5 a
SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to speak
to B first and then swap roles. Monitor and provide
feedback at the end
UNIT 5
Jobs
Trinity subject area
Jobs
Grammar
Functions
Vocabulary
Pronunciation
Contractions
Advice to candidates
Describing pictures
2a page 29
SUGGESTED PROCEDURE:
1a page 28
SUGGESTED PROCEDURE:
Begin with closed books. Brainstorm words for jobs
that learners know. Write their ideas on the board.
Now ask learners to open their books and see if any
of the pictures relate to jobs that were mentioned
during the brainstorming session.
Now allow students time to work through the
matching exercise alone before checking altogether.
Remember the focus is on the vocabulary for jobs;
you dont necessarily need to teach the words for the
objects shown they are not essential for the exam
but learners will probably want to know these also.
ANSWERS
1D/2H/3E/4B/5A/6G/7C/8F
b
SUGGESTED PROCEDURE:
Explain that the silhouettes just show men and
women, but arent supposed to give any indication of
the job they do. For that, they have to listen. You may
want to give some of the key vocabulary mentioned
in the tape script, but mixed up (i.e. not in the order
given), on the board in order to help learners guess
what the jobs are. Or during feedback, elicit from
learners the words they heard which helped them
understand the job each speaker does.
ANSWERS
1 journalist / 2 nurse / 3 waitress / 4 builder /
5 teacher / 6 fire-fighter
school
shop
cleaner
cook
manager
nurse
secretary
surgeon
doctor
cleaner
cook
secretary
head teacher
teacher
nurse
cleaner
manager
shop assistant
other jobs
caretaker
other jobs
security guard
other jobs
security guard
caretaker
b
SUGGESTED PROCEDURE:
Ask learners to draw up a similar table to that in a) in
their notebooks. They should work in pairs. Again,
allow time for pairs to report back to the class on
what they chose and why.
POSSIBLE ANSWERS
restaurant hotel
office
factory
chef
cook
cleaner
manager
waiter /
waitress
secretary
manager
cleaner
workers
secretary
manager
cleaner
workers
manager
cleaner
chef
waiter /
waitress
receptionist
19
GRADE 3
UNIT 5 Jobs
c and d
SUGGESTED PROCEDURE:
SUGGESTED PROCEDURE:
ANSWERS
Good: well-paid, interesting, easy, exciting.
Follow up
3a page 29
SUGGESTED PROCEDURE:
Show learners the photo and ask them to guess what
job Lindsay might do before they listen. After
listening, elicit from learners the language they heard
that helped them find the answer.
ANSWERS Journalist
b
ANSWERS 1 T / 2 F / 3 T / 4 F / 5 T
c
SUGGESTED PROCEDURE:
Allow learners a few minutes to discuss this in pairs
before feeding back to the rest of the class. Remind
learners of the useful expressions for likes and dislikes.
ANSWERS Open answers
20
ANSWERS
+ verb + ing
subject
+ be
am / m
writing
He/She/It
1 is
2 s
3 writing
We/You/they
4 are
/ 5 re
6 writing
c
SUGGESTED PROCEDURE:
Learners should close their book. Brainstorm ideas for
things that journalists have to do everyday. Now ask
learners to open their book and see if the photos at
the bottom of page 30 match any of the ideas they
came up with. Now learners can do c) individually
before going through it together in class.
ANSWERS 1 B / 2 C / 3 F / 4 E / 5 A / 6 D
d
SUGGESTED PROCEDURE:
Remind students that we use Present Continuous to
describe actions taking place at the time of speaking.
ANSWERS
1 Shes using a computer.
2 Shes talking to her boss.
3 Shes travelling.
4 Shes interviewing someone.
5 Shes taking photos.
6 Shes writing.
UNIT 5 Jobs
2
page 31
SUGGESTED PROCEDURE:
SUGGESTED PROCEDURE:
ANSWERS
Accept contracted or full forms.
page 31
SUGGESTED PROCEDURE:
ANSWERS 1 d / 2 c / 3 e / 4 a / 5 b
4a page 31
SUGGESTED PROCEDURE:
Get learners to look at the photos and elicit from
them what jobs the people do. Then play the audio
for learners to answer the question. Elicit from
learners what they heard that helped them answer.
ANSWERS D
c
SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to be the
examiner and ask the questions while B plays the
candidate. Give them about 2 minutes before they
swap roles. Go round the class monitoring and
provide feedback at the end.
ANSWERS Open answers
21
GRADE 3
UNIT 6
Weather
Trinity subject area
Weather
Grammar
Functions
Vocabulary
Pronunciation
Advice to candidates
b
SUGGESTED PROCEDURE:
Listen once, then ask pairs to discuss, then listen
again to check.
ANSWERS
1E/2F/3H/4B/5G/6D/7C/8A
page 32
SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to ask B
first and then swap roles. Note that this is a good
opportunity for learners to practise language from
previous units: Present Simple and Continuous,
can/cant, vocabulary for free time activities etc.
ANSWERS
Open answers
3a page 33
SUGGESTED PROCEDURE:
Explain to learners that they are going to hear three
different people talking about the weather. Each
person mentions the weather at two different times.
22
b
SUGGESTED PROCEDURE:
Make sure you give learners time to read through the
questions before you play the audio again. Check for
understanding of the questions before starting the
audio. Pause after each relevant chunk of information
in the audio to allow learners time to process what
theyre hearing and answer carefully. When you go
through the answers with learners, ask them to try to
explain their choice.
ANSWERS
1T/2F/3T/4F
page 33
SUGGESTED PROCEDURE:
Before you get learners to complete this exercise, you
may need to remind them how to form the Present
Continuous. Remind them that Present Continuous is
used to describe things happening at the time of
speaking, including changing conditions like the
weather.
ANSWERS
1 is blowing / 2 s raining / 3 s snowing / 4 s pouring /
5 is shining
UNIT 6 Weather
Lesson B Grammar & Practice
page 35
SUGGESTED PROCEDURE:
1a page 34
SUGGESTED PROCEDURE:
Ask students to close their books. Read out the
sentences. Write them on the board and ask students
what the words in bold mean (in their L1 if you have
a monolingual class). Now go back to the book and
let students complete the table.
ANSWERS
affirmative /
negative
I
He
She
It
We
You
They
was / 1 wasnt
3 were
/ werent
questions
2 Do
/ Does
4 Do
I?
he?
she?
it?
we?
you?
they?
b
ANSWERS
1 was / 2 were / 3 wasnt / 4 werent / 5 Were /
6 wasnt / 7 were / 8 Was
c
ANSWERS
The voice goes up.
ANSWERS
1 a / 2 d / 3 h (or a) / 4 e (or g) / 5 g (or a) / 6 c / 7 b /
8f
4a page 35
SUGGESTED PROCEDURE:
While students are writing their sentences, go round
and monitor what they are writing. At this stage you
can insist more on correct question formation. It can
be a good idea to get learners to peer correct by
swapping each others question list and checking for
grammatical accuracy. However, dont spend too
much time on this. This emphasis is on speaking, and
you need to get learners to speak as much as possible.
ANSWERS
Open answers
SUGGESTED PROCEDURE:
ANSWERS
Open answers
page 35
SUGGESTED PROCEDURE:
Some students may be tempted to write notes down
in their book, but discourage this. At this point you
want to encourage speaking and listening to each
other rather than writing. Half a minute is plenty of
time for learners to think about what they want to
say, then divide the class into pairs (A & B). Ask B to
ask A first and then swap roles. Monitor and provide
feedback at the end.
Divide the class into pairs (A & B). Ask B to ask A first
and then swap roles. Give each partner three to four
minutes before swapping in order to get through a
reasonable number of questions. Monitor and
provide feedback at the end.
ANSWERS
Open answers
ANSWERS
Open answers
23
GRADE 3
WRITING FILE 2
Task 1 Reading into writing task
1a page 36
ANSWERS
Dear Chai,
ANSWERS
Id like to be a Maths teacher or a German teacher. Im
not sure. I like maths and I can speak German quite
well. My Maths teacher is Mrs Rigby. Shes very helpful
and kind. Id like to do her job. My mum was a German
teacher years ago. I think she is a good teacher.
Liam
SAMPLE ANSWERS
Nurses do a very important job. They work in
hospitals and they help look after patients. Its hard
work because they work many hours. They often start
work early in the morning or work through the night.
Nurses check patients and give their medicine.
Nurses are important because they help patients
keep comfortable and get better. Doctors know what
patients need, but nurses help the patients every day.
When I leave school, Im going to be a nurse.
24
6a page 39
page 38
ANSWERS
POSSIBLE ANSWERS
1
S
2
G
T
E
O
4
J O U R N A
G
M
5
R
Y
F
A
6
P
B
H
Y
8
W
9
S C I E 10N
N
U
D
R
Y
S
E
2
L
R
U
F
I S T
R
E E Z I N G
F
I L D E R
G
7
H I S T O R Y
T
E
R
Its raining.
Shes talking on the telephone.
page 38
page 38
ANSWERS 1 b / 2 c / 3 a / 4 b / 5 c
page 39
5a page 39
Its snowing.
b
ANSWERS Open answers
25
GRADE 4
UNIT 7
Holidays
Trinity subject area
Holidays
Grammar
Functions
Vocabulary
Types of holiday
Expressions of past time
Pronunciation
Advice to candidates
d
SUGGESTED PROCEDURE:
1a page 40
SUGGESTED PROCEDURE:
You could introduce this unit with a simple brainstorm
session with closed books to gather as many travel
and holiday related words that learners know already.
Then open books to do this activity.
ANSWERS
A camping holiday / B cruise / C beach holiday /
D sightseeing tour
2a page 41
SUGGESTED PROCEDURE:
b
SUGGESTED PROCEDURE:
After checking answers, ask students what words
they heard that helped them choose.
ANSWERS
1C/2B/3D/4A
c
ANSWERS
Types of holiday
Accommodation
26
adventure holiday
beach holiday
sightseeing tour
mountain holiday
safari
bed and breakfast
friends/family home
caravan
hotel
tent
b
SUGGESTED PROCEDURE:
Make sure learners read through and understand the
questions before listening. Ask learners to try and
predict answers, and then listen to confirm their
UNIT 7 Holidays
predictions. As you play the audio, pause after
chunks of information that relate to questions. When
you check though, ask learners to give reasons for
their answers.
ANSWERS 1 a / 2 b / 3 c
2a and b page 43
3a and b page 41
SUGGESTED PROCEDURE:
Refer learners to the Focus box. You could give further
examples from the previous listening task and put
them on the board:
We came back from Corfu yesterday.
About ten years ago we went camping.
We went there last month.
ANSWERS
Open answers
SUGGESTED PROCEDURE:
You can help learners appreciate the difference
between the /t/ and /d/ sounds by getting them to
say the sounds while resting the tips of their fingers
on their throat. They should be able to feel the
vibration of their vocal chords when saying the
voiced /d/ sound.
ANSWERS
Group 1 /t/
Group 2 /d/
Group 3 /id/
booked
arrived
ended
cooked
loved
needed
packed
played
visited
stopped
travelled
waited
3a page 43
ANSWERS
1 Dont / 2 Do / 3 Dont / 4 Dont / 5 Do
b
ANSWERS
2 who I went with
1 destination
Main points to
discuss about
my topic
3 what I did
1a page 42
SUGGESTED PROCEDURE:
Refer learners to the grammar explanation box at the
top of the page before they attempt the exercise. Ask
learners to read through the paragraph about the
holiday once without worrying about the gaps.
Check for general comprehension of the text. Then
ask learners to work individually on the text remind
them that they will need the auxiliary do in order to
form the negative.
page 43
SUGGESTED PROCEDURE:
Before pair work, you could build a mind map on the
board with the whole class making suggestions.
Follow up with a similar task on a different topic.
ANSWERS
Open answers
ANSWERS
1 was / 2 didnt want / 3 wanted / 4 decided /
5 camped / 6 liked / 7 didnt like / 8 rained
27
GRADE 4
UNIT 8
Shopping
Trinity subject area
Shopping
Grammar
Functions
Making comparisons
Expressing contrast using but
Vocabulary
Pronunciation
Weak forms
Advice to candidates
c
SUGGESTED PROCEDURE:
1a page 44
SUGGESTED PROCEDURE:
With closed books, elicit from learners any types of
shops they can name in English (and in L1 for
monolingual classes). Then open books to do the
matching exercise. With younger learners, you may
need to explain what receipts are and why we use
them.
ANSWERS 1 B / 2 C / 3 D / 4 A / 5 F / 6 E
b
SUGGESTED PROCEDURE:
Once pairs have worked on this, do feedback with
whole class, writing their ideas on the board
randomly. Then get the class to put the words once
more into categories not necessarily under the
heading of types of shop but other categories e.g.
food, clothing, expensive, cheap etc.
POSSIBLE ANSWERS
Florists: bunches of flowers; pot plants; flower pots;
roses; cactus
Greengrocers: vegetables; potatoes; cabbage;
onions; fruit; apples; oranges; bananas
Butchers: chicken; beef; lamb; steak; turkey
Newsagents: newspapers; magazines; pens; pencils;
sweets
Boutique / Clothes shop: dresses; trousers; jackets;
coats; shoes
Hair dressers: cut; wash; style; dye; perm
28
2a page 45
SUGGESTED PROCEDURE:
Ask students to do the matching exercise individually,
then compare with a partner before checking with
the whole class.
ANSWERS A supermarket / B Internet shopping /
C street market / D department store / E shopping
centre / F high street shops
b
SUGGESTED PROCEDURE:
Explain to learners that they will hear the audio twice.
The first time they should simply identify the kind of
shopping the speakers are talking about. What words
did they hear that helped them decide?
Before listening the second time, check that learners
understand whats meant in this context by price,
quality, choice and friendliness. Whats most important
for them when they go shopping? Can they think of
synonyms for these words? Then play the audio and
do the exercise.
UNIT 8 Shopping
ANSWERS
What
clothes E / music M / food C
Where
Why
page 45
SUGGESTED PROCEDURE:
You might need to explain to some learners that they
need to refer to the shopping bags at the bottom of the
page. Point out to learners that these are only
suggestions, though they can use their own ideas, too.
Encourage the use of the conjunctions but and
because (see Focus boxes). As with all pair work,
monitor for problems and provide feedback at the end.
ANSWERS Open answers
c
ANSWERS Open answers
page 47
SUGGESTED PROCEDURE:
b
SUGGESTED PROCEDURE:
See Procedures file for structured practice of particular
forms. This might seem like quite a complicated task
for some learners, so it is best to take them through it
stage by stage. First, ask learners just to read what
the two people are saying. Ask them simple
questions to check comprehension e.g.
What kind of shop are they talking about?
Which shop has lots of customers?
If necessary, you can write on the board other prompts
to help students to use all the adjectives in the box.
Supersaver:
Oh look! Heres a dress like the one that Beyonc wore
on TV last night.
The staff are so nice and polite here!
Its got eight floors and twelve departments!
This place is huge! Wow!
Hanleys:
These blouses and skirts are so old-fashioned!
The staff are so rude!
page 47
page 47
SUGGESTED PROCEDURE:
As this kind of organising ideas may be new to
students, it may be worth going through another
example together as a whole class activity before
learners do it individually.
Choose a topic and build a mind map on the board,
eliciting suggestions from the class. If youre short of
class time, the first part of this task could be done at
home, so that learners are ready to speak when they
next come to class.
As with all pair work, divide the class into pairs. Get A
to ask B, then after three to four minutes tell them to
swap roles. Monitor and provide feedback at the end.
ANSWERS Open answers
29
GRADE 4
UNIT 9
Food
Trinity subject area
Food
Grammar
Functions
Vocabulary
Advice to candidates
b
SUGGESTED PROCEDURE:
ANSWERS
fruit
vegetables
pears
a mango
a coconut
potatoes
garlic
onions
carrots
a lettuce
a steak
lamb chops
a whole salmon
Other words
strawberries
pineapple
Other words
peas
beans
dairy products
other
cheese
a carton of yoghurt
salt
pepper
a packet of flour
a bottle of vinegar
Other words
cream
milk
Other words
oil
herbs
spices
c
SUGGESTED PROCEDURE:
This activity provides some practise with past forms.
you may need to refresh their memories of regular
and irregular forms before proceeding. Alternatively,
let them work first and feedback after the task on any
errors with past forms that you hear.
ANSWERS Open answers
30
Other words
beef burger
cod
UNIT 9 Food
2a page 49
4a page 49
SUGGESTED PROCEDURE:
b
SUGGESTED PROCEDURE:
Organise this as for other pair work activities. Remind
students that but is a weak form.
ANSWERS Open answers
Ice cream
Glass of chicken soup
Mixed Salad
Dessert
1a page 50
Drinks
Mushrooms in garlic
A loaf of chocolate cake
Fresh apple pie and cream
Bottle of water (still or sparkling)
Carton of orange juice
Chicken and potatoes
Fizzy drinks
b
SUGGESTED PROCEDURE:
Before letting students try this pair work activity, you
may want to give an example yourself, choosing a
student to work with you as the waiter/waitress.
Divide up the class into A and B, A as the customer.
Give students about four minutes before swapping
roles. Monitor and provide feedback.
SUGGESTED PROCEDURE:
You need to focus learners attention on the examples
given here from the listening. One way to do this is to
ask learners to close their books. Write these sentences
on the board, but with the nouns missing. e.g.
Some people like thicker...
Theyre sweeter...
Theyre the tastiest...
3a page 49
ANSWERS Pizza
b
SUGGESTED PROCEDURE:
Before listening a second time, ask learners to read
through the items in the list. What would they
choose to use if they were making a pizza? What can
they remember from the first listening? Now play the
audio a second time and check.
ANSWERS
flour / salt / water / tomato sauce / red onions / small
mushrooms / cheese
b
ANSWERS 1 colder, coldest / 2 worse, worst /
3 healthier, healthiest / 4 more delicious, most
delicious / 5 more disgusting, most disgusting /
6 hot, hottest
c
SUGGESTED PROCEDURE:
Do an example together with the class so learners
have a clearer idea of what they have to do. Remind
them that the adjectives in the word pool are only
suggestions. Divide the class into pairs or groups of
31
GRADE 4
2a page 51
SUGGESTED PROCEDURE:
Begin this by getting learners to do the activity in
reverse: learners read through the answers and think
of the questions that might prompt them. Now play
the audio. Pause after each question to give students
time to decide. When you go through again to check,
make sure you ask learners to explain the reason for
their choices.
ANSWERS 1 b / 2 c / 3 b / 4 a / 5 b / 6 c
b
Give them a few minutes to write down five questions
based on the ideas in the diagram, or others they can
think of. They shouldnt spend too much time writing,
but this is a good opportunity to check their ability to
form questions correctly: remember that candidates
have to ask the examiner one question.
ANSWERS Open answers
WRITING FILE 3
Task 1 Reading into writing task
1a page 52
Open ended discussion
b
ANSWERS 1 visited / 2 walked / 3 lived / 4 dont live /
5 played / 6 were / 7 rented / 8 sailed / 9 liked /
10 didnt rain
c and d
SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to ask five
questions first and B to answer. The partner asking
the questions should also be marking the
performance of the student answering. Ask learners
to be fair and not too critical, but to be honest, too.
To make this work, it might be best to split up usual
partners and get learners to work with someone new.
At the end, get feedback from the learners who
played the examiner and discuss how students can
improve their performance. All of this will help raise
learners awareness of how others understand them
when they speak English. See Procedures file for
Exam practice tasks.
ANSWERS Open answers
b
POSSIBLE ANSWERS
Mum and I were on our holiday together. I really
wanted to buy a souvenir, so we went together to the
shops. I found a beautiful big book, but Mum saw a
little toy dolphin. It was much cheaper than the book,
and it was a lot nicer. Mum bought it and we went
together to a caf. I had an ice cream and mum drank
a cup of tea. It was time for us to pay the bill. Mum
looked in her bag. Oh no! she cried loudly. My
purse. (now 75 words)
32
ANSWERS 1 c / 2 b / 3 c / 4 a
5
6
page 55
page 55
page 55
ANSWERS 1 d / 2 a / 3 b / 4 e / 5 c
page 54
page 54
ANSWERS
Hi Suzie,
We arrived in Athens two days before ago but our
holiday didnt started start well. We doesnt didnt
like our hotel. It was awful. We changes changed
hotel yesterday. Its more good better. Athens is
great. Its biger bigger and more exciting than our
small town in Hungary. This morning we walk walked
to The Acropolis. The view is fantastic up there. I loved
it, but Marcus didnt enjoyed enjoy it. He cant
standing stand high places. Were going to eat now.
The food is tasty, but most more expensive than I
expected. How was your trip back to England? Good I
hope.
Take care
Jan
page 54
POSSIBLE ANSWERS
1 Milk is nicer than juice. / Juice is nicer than milk.
2 Vegetables are tastier than sweets. / Sweets are
tastier than vegetables.
3 Sightseeing is more interesting than camping. /
Camping is more interesting that sightseeing.
4 Beach holidays are better than mountain holidays. /
Mountain holidays are better than beach holidays.
5 Watching TV is more fun than shopping. /
Shopping is more fun than watching TV.
6 Street markets are cheaper than supermarkets. /
Supermarkets are cheaper than street markets.
33
GRADE 4
UNIT 10
Grammar
Functions
Vocabulary
Advice to candidates
Topic presentation: how the examiner uses the Topic form questions
3a page 57
SUGGESTED PROCEDURE:
1a page 56
ANSWERS A shopping / B eating / C walking the
dog / D playing football / E fishing / F gardening /
G jogging / H chatting
b
ANSWERS 1 B / 2 F / 3 A / 4 E / 5 G / 6 H / 7 D / 8 C
ANSWERS
do
have
go to
a party
the gardening
go for
a picnic
a football match
the shopping
a walk
SUGGESTED PROCEDURE:
As with all pair work, divide the class into pairs. Get A
to ask B, then after three to four minutes tell them to
swap roles. Monitor and provide feedback at the end.
Encourage learners to use conjunctions but and
because. Before they start, provide them with a
model of both these connecting words, reminding
them that they are usually weak forms: because is
often mispronounced by learners, who lengthen the
second syllable.
d
ANSWERS Open answers
2a page 57
ANSWERS 1 winter / 2 spring / 3 summer /
4 autumn
34
b
SUGGESTED PROCEDURE:
always
usually
often
SUGGESTED PROCEDURE:
SUGGESTED PROCEDURE:
4 Things I like
ANSWERS
1 It seldom snows In England.
2 They usually go out with friends on Saturday
evening.
3 What I do
Main points
to discuss
about my topic
2 My colleagues
d
SUGGESTED PROCEDURE:
3a and b page 59
SUGGESTED PROCEDURE:
If youre short on class time, part a) could be prepared
for homework so that students go straight into b)
next time.
2a page 59
ANSWERS 1 sports / 2 Thursday / 3 three / 4 takes
money
35
GRADE 4
UNIT 11
Grammar
Adverbs of manner
Adverbial phrases of frequency: every day, once a week...
Functions
Vocabulary
Advice to candidates
1a page 60
e
ANSWERS Open answers
Quiz
If you have time, you could do this quick team quiz
with your class.
ANSWERS
Suggested extra words in brackets. Tell students
there is one word they dont need.
d
SUGGESTED PROCEDURE:
Divide the class into groups of 3or 4 and make this a
team race. At the end, ask learners if they can think of
other things to add to the lists.
ANSWERS
play: basketball; CDs; computer; games; football;
music; volleyball; tennis; the piano
collect: CDs; comics; computer; games; model planes;
stamps
36
Extra activity
Quiz answers: 1 a / 2 c / 3 b / 4 c / 5 a / 6 b
SUGGESTED PROCEDURE:
2a page 61
SUGGESTED PROCEDURE:
Tell learners that they are going to hear 3 children
talking about their hobbies. Ask them to look at the
questions. Have a quick whole-class brainstorming
session, eliciting words related to the hobbies
mentioned. Now play the listening through once.
ANSWERS 1 Craig: playing the piano /
2 Alice: football / 3 Adam: sailing
page 63
3a page 63
ANSWERS 1 c / 2 d / 3 e / 4 a / 5 h / 6 f / 7 g / 8 b
SUGGESTED PROCEDURE:
SUGGESTED PROCEDURE:
Ask learners to read through the questions. Remind
them what these time phrases mean and ask them if
they can think of any others. The time phrases in the
second question (once a week etc.) may be new to
some learners, so elicit from the class what they think
these phrases mean. You could ask them for
synonymous expressions for example, once a week
could be every Monday or at the weekend as these
are used in the audio. Now play through the audio
and let learners answer. When you check, pause the
audio at the relevant section and ask learners what
they heard that helped them make their choice.
ANSWERS 1 a four years ago; b six months ago;
c five years ago / 2 a every day; b once a week; c once
a week (every weekend)
page 61
c and d
SUGGESTED PROCEDURE:
By now, learners should have decided upon a special
topic to prepare for the interview. Try to encourage
students originality when preparing their questions.
Dont let them settle for the first, most obvious
questions that occur to them. If they have prepared a
mind map for their topic (see unit 7 page 43 of the
students book), then they should refer to this to help
them make more interesting questions. For the last
few pair work activities in the book, try to get students
to work with classmates they havent yet worked with.
Divide the class into pairs, A & B, and ask A to speak to B
first and then swap roles after about 3 or 4 minutes.
Monitor and provide feedback at the end.
ANSWERS Open answers
37
GRADE 4
UNIT 12
Grammar
Functions
Vocabulary
Advice to candidates
b
SUGGESTED PROCEDURE:
After playing, ask learners to recall words or phrases
that helped them decide.
ANSWERS 1 A cleaner / 2 A nurse / 3 A head
teacher / 4 A teacher / 5 A caretaker
c
ANSWERS Open answers
d
SUGGESTED PROCEDURE:
This is quite a difficult task, but sometimes it is
necessary to stretch learners a little more. Dont let it
go on too long. Give an example to show them the
kind of relationships they should be thinking about,
e.g. Maths is important for a business woman
because she deals with money, costs and wages.
38
2a and b page 65
SUGGESTED PROCEDURE:
Dont forget that this is supposed to be a
communication activity. Learners should not be
going through this questionnaire alone, but
responding as their partner asks them questions.
ANSWERS Open answers
3a page 65
SUGGESTED PROCEDURE:
Elicit from the class very briefly what the photos
show and whats happening. Then play the audio
through once. Ask learners what they heard that
helped them make their choice.
ANSWERS Photo A F / Photo B C / Photo C L /
Photo D Not mentioned / Photo E Not mentioned /
Photo F Not mentioned
b
SUGGESTED PROCEDURE:
Remind students that they should be using present
continuous to describe actions in the photo, e.g.
They are flying and present simple describe personal
qualities, e.g. They are calm and quick thinking.
ANSWERS Open answers
page 66
ANSWERS
affirmative (short form)
am (m)
am not (m not)
He/She/It
1 is (2 s)
3 is
We/You/They
4 are (5 re)
not (isnt)
are not
going to + infinitive
going to teach.
(6 arent)
2a page 66
ANSWERS 1 B / 2 A / 3 B / 4 B / 5 A
ANSWERS
Excuse me. I didnt catch what you said.
b
SUGGESTED PROCEDURE:
This focuses on the predictions use of going to. Point
out that there are verbs in the top box and nouns in
the bottom that all relate to the photos on page 65.
POSSIBLE ANSWERS
Hes going to climb down the building.
Theyre going to do and experiment.
Hes going to put out the fire.
Theyre going to land the plane.
Shes going to interview someone.
Theyre going to take the patient to hospital.
4a page 67
ANSWERS Open answers
b
ANSWERS Open answers
SUGGESTED PROCEDURE:
WRITING FILE 4
3a page 67
SUGGESTED PROCEDURE:
Point out that it is perfectly normal not to understand
someone or hear them well even when we speak in
our first language it often happens. What learners need
to know is how to cope in these situations. This exercise
practises useful phrases for getting clarification.
You could do work on appropriate intonation of these
phrases correct intonation can make all the difference
between a polite request and sounding rude. Use the
audio as a model, or provide a model yourself, and get
learners to repeat using the same intonation. Practise
with choral drilling with different groups of learners
(girls and boys / left and right side of the class etc.)
ANSWERS a 8 / b 5 / c 12 / d 1 / e 3 / f 6 / g 2 / h 4 /
i 9 / j 11 / k 10 / l 7
Hi Mariana
Im so happy you are going to come next weekend. I
always enjoy your visits. Ive got lots of plans! On
Saturday were going to go skating. Can you skate? I
skate very badly! But dont worry. Were going to have
lessons. Bring a jumper because its cold there.
On Sunday were going to go swimming at Water fun,
so bring your swimming costume. We can go on the
Rapids. I cant wait!
Take care
Helen
ANSWERS a 3 / b 2 / c 1
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GRADE 4
1a page 69
Open ended discussion
b
ANSWERS
Saturday 28th of July
I had my first sailing lesson. It was great fun. My
friend Amlan and I went to the sailing club.
There were ten other children in the class. Our
teacher is Yiannis and hes very nice. First we learned
how to wear life jackets. Thats really important.
Then we learned how to put the sails up and down.
Its easy! Tomorrow were going to try real sailing in
little boats. I cant wait.
page 70
ANSWERS
1
2
Y
R A 3C Q E T
A
O
4
5
S C R E E N
H
6
7
H
S N O R K E L
8
N E T
O
O
L
L
D
M
9
F L I P P E R S
E
10
B A T
2 page 70
3a page 70
ANSWERS 1 c / 2 c / 3 a / 4 c
b
ANSWERS Open answers
page 71
page 71
6a page 71
ANSWERS 1 He isnt going to write an email. Hes
going to answer the phone. / 2 He isnt going to go
skiing. Hes going to go swimming. / 3 They arent
going to watch TV. Theyre going to cook dinner.
b
ANSWERS Open answers
40
Contents
Recording scripts
2
Diagnostic Test
1 Hello, how are you?
2 Can you play the guitar?
3 How do you come to school?
4 When do you go swimming?
5 Where exactly do you live?
6 What was the weather like yesterday?
7 Can you tell me the way to the station, please?
8 What are you doing at the moment?
9 What languages can you speak?
10 How can I get to the supermarket?
11 When do you watch television?
12 Why is it so cold?
13 Why are you late?
14 When is your birthday and your brothers?
15 What is that teacher doing?
16 Can you tell me where the football stadium is,
please?
17 Which cinema do you go to?
18 In which month were you born?
19 What does you mother do?
20 Do you live near the school?
21 Did you go on holiday last year?
22 Are you going to meet your friends next Saturday?
23 How often do you shop for cloths?
24 Do you usually drink sparkling water with your
meals?
25 Did you go to school yesterday?
26 Choose the best question from your answer sheet.
27 Are you going to play tennis this weekend?
28 How often do you visit your grandparents?
29 Do you often go to the shopping centre?
30 Choose the best question from your answer sheet.
31 Did you play any sport last weekend?
32 What are you going to eat tonight?
33 Do you enjoy meeting your friends at the
weekends?
34 Did you have a good time on holiday?
35 Choose the best question from your answer sheet.
36 Are you going to visit any other countries?
37 How often do you go shopping?
38 Do you usually work at the weekend?
39 What do you like doing on the beach?
40 Was this test easy?
1
2
3
4
5
6
7
8
A
B
C
D
E
F
G
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Recording scripts
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42
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2
3
4
5
6
7
8
10
1
2
3
4
5
6
7
8
12
Recording scripts
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1
2
3
4
5
6
14
1
2
3
4
5
6
7
8
9
10
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43
Recording scripts
19
23
1 Sounds of a keyboard.
2 Girl: I think the Venice film festival will be a good
story to cover.
Man: Yes, Id like you to go there and I think...
3 A landing airplane.
4 Girl: So, Johnny. Tell me about your next movie.
5 The clicking sound of a camera.
6 The sound of writing on paper and turning pages.
21
a
b
c
d
e
22
44
Recording scripts
27
1
2
3
4
5
6
Group 1 /t/
finished
Group 2 /d/
enjoyed
Group 3 /id/
started
28
32
Group 1
packed
booked
cooked
stopped
Group 2
loved
played
arrived
travelled
Group 3
visited
waited
ended
needed
33
Point 1
Examiner: So, youre going to tell me about your
winter holiday, Pierre?
Boy: Yes, thats right.
Examiner: Where did you go, exactly?
Boy: Well, we went for ten days to a place near Drama
in Greece and it was...
Point 2
Examiner: And who did you go with?
Boy: I went with my family.
Examiner: How many people was that?
Boy: Well, there was me, my mum and dad and then I
have two...
Point 3
Examiner: What did you do there?
Boy: Umm... most of the day we skied.
Examiner: Are you a good skier?
Boy: No, not really. But I dont fall over too often. I
had some lessons...
Point 4
Examiner: What did you like most about your
holiday?
Boy: Oh the skiing. I love skiing, and also the
mountains. Im always happy in the mountains.
Examiner: Was the food good?
Boy: Oh, not so good, actually, because there was
only one...
45
Recording scripts
34
37
1
2
3
4
5
6
36
46
First you need to make the bread. You need some flour,
salt and water. Mix them in a big bowl. Then take the
mixture and roll it out make sure its very thin. Some
people like thicker bread. I hate that. I always make the
thinnest bread I can make. Next, add the tomato
sauce, and then add onions I use red onions because
theyre sweeter than white onions. Im not very keen
on white onions. I usually add mushrooms, too. I use
the smallest mushrooms I can find, because theyre the
tastiest. Finally, add the cheese. Mozzarella, of course
thats the best! But I dont buy the most expensive
Mozzarella I get the cheapest in the supermarket. Its
good enough. Now, its ready to go in the oven. Bake it
at 200 degrees for about 20 minutes.
38
1
2
3
4
5
6
39
Recording scripts
8 Woman: Come on Jack. Come here boy. No, Jack,
no! Dont chase the rabbits jack. Come back here.
Jack!
40
1
2
3
4
5
6
7
8
Underwater bubbles.
A cricket ball.
People rollerskating.
People playing tennis.
A videogame.
A person fishing with a rod.
Seagulls crying.
Checkmate. I win!
44
47
Recording scripts
d Um... I suppose its U2. I really love their music. I
always listen to it in the car.
e Yes, actually I play the guitar very well. I play with
friends at the weekends.
f No, I dont, but my son collects stamps. Hes got
thousands of stamps from all over the world.
g Um... I think I know one called Tomb Raider,
although Ive never played it. I use computers a
lot, but I dont play games very often.
h Yes there is. Its about fifteen minutes away from
my house, and I swim there every Saturday.
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