New Pass Trinity Grades 3 4 Teacher S Book

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:22 Pagina 1
Stuart Cochrane
NEW
Pass
Trinity Teachers Book
Trinity Grades
ISE 0
3-4
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Editors: Maria Grazia Donati

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Picture Credits
Cideb Archive
2011 Black Cat Publishing, Genoa, London
First edition: February 2011
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to insert the appropriate acknowledgement in any subsequent edition of this publication.
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Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, Turin
Reprint I II III IV V VI
Year 2011 2012 2013 2014 2015 2016
Contents
Procedures file 4
Diagnostic test 7
GRADE 3
UNIT 1 Home life and free time 9
UNIT 2 Local places 11
UNIT 3 Dates to remember 13

Writing file 1 15
Review units 1-3 16
UNIT 4 A place to study 17
UNIT 5 Jobs 19
UNIT 6 Weather 22
Writing file 2 24
Review units 4-6 25
GRADE 4
UNIT 7 Holidays 26
UNIT 8 Shopping 28
UNIT 9 Food 30
Writing file 3 32
Review units 7-9 33
UNIT 10 At the weekend and through the year 34
UNIT 11 Sports and hobbies 36
UNIT 12 School and work 38

Writing file 4 39
Review units 10-12 40
Recording scripts 41
3
Procedures file
Listening task Stage 4
Remember that there is no formal listening test in the Play the recording a first time. If you judge that most
Trinity Grades 3 and 4 exam. The listening practice in students have managed to hear a good proportion of
the this book is here for three main reasons: the answers, get them to compare their answers in
to provide examples of target language (grammar, pairs, then play the recording again and get them to
vocabulary and functions) in context. These check with their partner a second time. However, if
examples are usually highlighted in the Grammar you think that, after the first time, a lot of students
& Practice section that follows havent managed to hear most of the answers (look
out for blank faces!), then play it a second time before
to give learners a chance to hear typical exam
they check answers in pairs, then play it a third time,
conversations
and let them compare again in pairs after this.
to provide practice in this skill.
Stage 5
Its important that you point out to learners that they
dont need to worry too much about the listening Now elicit answers from students. If all students agree
since it will not be formally tested in the exam at this on an answer to a question, and it is the correct
level. answer, confirm that its correct. However, where there
is disagreement on the correct answer, write all the
Stage 1 possible answers that students give you for that
If theres a picture to illustrate the topic, elicit question on the board, put a big question mark next
information from your students which will help to them, and tell students that, in a minute, youll
prepare them for what theyre going to listen to, e.g. replay that part of the recording so that they can listen
in Unit 1, page 9, the photo of Kelvin can be used as a again. Finish eliciting answers for all the questions in
prompt to ask student who the boy might be, where the task, then go back to the answers that are in doubt
he lives and what kind of life he leads. and, one at a time, replay the relevant parts of the
recording, repeatedly if necessary, until all students
Stage 2
agree on the correct answer. At this point, you can rub
Tell students what kind of conversation theyre going out the other possible answers on the board, leaving
to be listening to, e.g. a candidate and examiner only the correct one for that question.
talking about the candidates topic, or a radio
presenter talking about the local entertainment Stage 6
events. You could play the recording one last time, now that
students have all the answers, so that they can listen
Stage 3
with a new level of understanding. You will have to
Before students listen, go through the task/s they decide whether its appropriate to do this, or not; it
have to do while listening, using the following could be that, if students have had to listen
procedure. repeatedly to various parts of the recording in Stage
1 Get students to read the instructions. 5 in order to agree on answers, they wont be very
2 Ask students to volunteer to tell you what they enthusiastic about listening yet another time.
have to do; this could be in the students first
language (L1) if you are teaching in a mono-
lingual environment and you speak the L1
yourself.
3 Select a student who you are reasonably sure will
have understood what to do, and ask her/him to
explain to the class.
4 Check that she/he gives the correct instructions!
Give further clarification yourself, if necessary.
5 Give students a further chance to ask questions
about what they have to do, or the meaning of
vocabulary items in the task/s.
4
Procedures file
Brainstorming vocabulary and ideas Speaking tasks

Brainstorming is a good way to introduce an activity, Generally encourage learners to speak as much
and is of ten suggested in the procedures for each English as they can, although at this level it is
unit in this book. The advantages of starting an unrealistic to expect learners not to resort to their L1
activity with a brainstorming session are: when they need explanation and help. However,
it helps to get learners focussed on the topic of there will be times that you will need to insist on
the task to follow it helps learners revive English only, especially during speaking tasks. There
vocabulary that they know, but havent used are three types of speaking task in the book:
recently 1 Structured practice of particular language
it provides a chance for peer teaching i.e. forms or vocabulary
working in groups, students will share words and These usually follow vocabulary and grammar
expressions with each other focus sections of the book. During this kind of
it gives you a chance to see what your learners speaking practice, it is important that learners are
know and what knowledge gaps exist actually using the target structure or vocabulary in
it demonstrates a way for learners to approach order to achieve the task. You will need to monitor
their learning and (by your writing their ideas on to make sure this is the case. If not, encourage
the board) how to organise their learning. learners to use the new language. Equally, dont
insist on correcting other errors at this stage; the
Stage 1
important thing is to get the target structure
Give students a specified time limit to think together correct.
(in pairs or small groups) and to make a list of all the
vocabulary they can connected with the subject in 2 Freer speaking practice
hand. Make it clear that they should also be prepared This kind of speaking task doesnt requite learners
to provide an explanation about what the to use any particular structure. Learners will talk
word/phrase means. Encourage learners to explain to about topics which are typical exam topics, but
each other in their group what words mean if they they are free to use the language they think
are new to other members of the group. necessary. These tasks are intended to encourage
fluency, so theres no need to insist on complete
Stage 2
accuracy while they are completing the task.
Now ask students to tell you their words/phrases
from Stage 1. Write them up on the board as they do 3 Exam practice
so. Its important, here, that, if students are not These provide a chance for learners to practise
familiar with a word/phrase that another student answering typical exam questions. Each task
gives, they ask about the meaning; when this arises, focuses on a certain stage of the interview, and on
the student who gives the word/phrase in question a particular skill or exam technique. The aim of this
should also try and explain it obviously, if she/he kind of practice is to help your learners to become
has difficulty doing this, you will need to help. As you more familiar with what the interview entails and
write on the board, demons t rate different ways of to help them prepare for likely questions. Its
organising ideas visually. For example, you could put important that this kind of practice is followed up
simple column headings or draw a mind map. with a feedback phase. This can be peer feedback
Stage 3 which learners give to each other, plus more
general feedback from you on things that you
If there are target vocabulary items that need to be
noticed while monitoring.
introduced, e.g. because later tasks depend on them,
and they didnt come up in Stage 2, introduce them The procedure suggested on page 6 applied mainly
now yourself. How you do this will depend on the to the fluency focussed practice mentioned above
vocabulary itself, e.g. some items will be best (types 2 and 3), but may occasionally also apply to
introduced through pictures, others by explaining type 1.
the meaning and eliciting from students the
word/phrase.
5
Procedures file
Stage 1 Stage 4
Start off by giving a model yourself of what students When students have finished Stage 3, ask them if
have to do, for example, where they have to tell one they noticed anything that they themselves or their
another about their own personal experiences in partner did particularly well and get them to tell the
relation to the subject, tell them about a relevant class (in this way, they are reflecting on their own
experience that you have had. You could choose a performance and that of their peers). After this, go
reliable student from the class to go through the through the points for praise that you wrote on the
activity with you before the rest of the class start. board, followed by the points for improvement. Dont
mention which student/s made the individual
Stage 2
mistakes; instead, elicit the correct version from all
Give students the chance to prepare for what theyre the students and correct it on the board.
going to talk about. For fluency-type speaking tasks,
students will usually be preparing alone. Set a time Stage 5
limit, e.g., five minutes, and encourage them to make Now give students an opportunity to ask you about
notes to organise their thoughts and to help them things they may have realised they didnt know how
with what theyre going to say, but not to write a to say when they were doing the speaking phase.
script. Make it clear that, during this preparation Answer these queries and write the words/phrases
phase, they can consult you about vocabulary they they want to know on the board.
need, etc., but that during the speaking phase that
Stage 6
will follow, they cant. While they are preparing, you
should circulate, helping and answering questions as Now get students to repeat the speaking phase
necessary. (Stage 3 above) with a different partner/s. The aim of
repeating this phase is that, after the correction and
Stage 3 query phases (Stages 4 and 5 above), they have a
Students now perform the speaking phase. Explain chance to improve their performance in the task.
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 Trinity Takeaway
fluently, without interrupting their flow to ask about At the end of each unit, the Trinity Takeaway sections
how to say something. While they are speaking, provide the students with useful examiner/candidate
monitor and make notes about any aspects that you language for the exam. Its important that you point
think they do particularly well, and also any aspects out to learners that they mustnt memorise the mini-
that could be improved, including grammar and dialogues, but use them as examples of the type of
vocabulary mistakes that you hear. If students try and conversation they will have with the examiner.
ask you for help while you are monitoring, tell them There is also a section a the end of the book with
that you will help them afterwards, but, for the further examples of examiner/candidate language,
moment, they should try and say it in a different way. which are recorded.
Make sure that learners are not simply reading the After listening, you can:
notes that they made in the preparation stage. In ask students to read the mini-dialogues out loud
some cases, it is better for learners to close their to practise question/answer intonation
notebooks altogether once they are ready to speak.
ask students to write similar mini-dialogues using
When they are approaching the end of this phase,
different vocabulary from the unit.
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 Pronunciation Prof
unsmiling/frowning face for the points for
In the SB a character presents the pronunciation activity
improvement.
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.
6
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 C 9 A 17 B 25 B 33 A
2 A 10 C 18 A 26 A 34 B
3 B 11 A 19 C 27 C 35 C
4 B 12 B 20 A 28 B 36 C
5 B 13 C 21 C 29 A 37 B
6 B 14 C 22 A 30 B 38 B
7 A 15 B 23 A 31 C 39 C
8 A 16 B 24 C 32 C 40 A
When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the
following:
Speaking skills General learning rate
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.
7
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
1 A B C 21 A B C
2 A B C 22 A B C
3 A B C 23 A B C
4 A B C 24 A B C
5 A B C 25 A B C
6 A B C 26 A B C
7 A B C 27 A B C
8 A B C 28 A B C
9 A B C 29 A B C
10 A B C 30 A B C
11 A B C 31 A B C
12 A B C 32 A B C
13 A B C 33 A B C
14 A B C 34 A B C
15 A B C 35 A B C
16 A B C 36 A B C
17 A B C 37 A B C
18 A B C 38 A B C
19 A B C 39 A B C
20 A B C 40 A B C
PHOTOCOPIABLE
2011 Black Cat Publishing
8
UNIT 1
Home life and free time
Trinity subject area Home life & free time
Grammar Present Simple to talk about routines and facts
Functions Describing daily routines and events
Expressing likes and dislikes
Vocabulary Members of the family/Free time activities/What time...
Advice to candidates Typical questions: family and daily life
Lesson A Words & Ideas with the prompts in the phrase pool. Follow up with
a drill to practise the two ways of saying the time
1a page 8 using a large clock / pictures on the board etc.
SUGGESTED PROCEDURE: ANSWERS A a quarter to three; three forty-five /
Give student s a few minutes to do this matching B a quarter past two; two fifteen / C half past two;
activity on their own, then go through the exercise two thirty
with the class, eliciting answers from individual
learners. You could ask students for other daily b
activities they could add to the list for example: get ANSWERS D twenty past four; four twenty /
up, have lunch, etc. E twenty-five past six; six twenty-five / F twenty-five
ANSWERS 1 J / 2 G / 3 L / 4 C / 5 K / 6 D / 7 A / 8 I / to eight; seven thirty-five
9 F / 10 E / 11 B / 12 H
3a page 9
b SUGGESTED PROCEDURE:
SUGGESTED PROCEDURE: Introduce this by getting learners to look at the
photo of Kelvin. Ask them where they think he lives
Before listening, ask learners to guess answers based
and what his daily life is like. See also Procedures File
on their own experience. Then listen to check.
for listening task ideas.
ANSWERS 1 have breakfast; seven oclock / 2 go to
ANSWERS 1 T / 2 T / 3 T / 4 F / 5 F / 6 F
school; eight oclock / 3 watch TV; seven oclock /
4 go to bed; nine oclock b
SUGGESTED PROCEDURE:
c
Get students to read through the prompt questions
comparing Kelvin with themselves. Give them a few
Divide the class into pairs, A & B, and ask A to speak minutes to think about their answers, then put
to B first and then swap roles. Follow the suggested learners into pairs. First A asks and B answers, then
procedure for roleplays in the Procedures file. swap roles. Finally, bring the whole class together to
Follow up: students say if their routine was same or elicit answers and share ideas.
different to their partner.
ANSWERS Open answers
4a page 9
2a page 9 SUGGESTED PROCEDURE:
SUGGESTED PROCEDURE: Once learners have completed this and youve checked
See if students can give the correct time without answers, you could ask learners if they know other
using the prompts first. Then ask them to complete activities which collocate with go and play.
9
UNIT 1 Home life and free time

GRADE 3
Some other examples are: Go horse riding, skiing, 2 page 10

shopping. Play board games, musical instruments, SUGGESTED PROCEDURE:
computer games
Focus learners attention on the photo of the girl
ANSWERS playing piano. Elicit from the class who she is, what she
go do have play does, whats special about her and what they think her
for a picnic homework a shower card daily routine is. You could write these questions on the
skating the breakfast tennis board. Ask learners to read through the text quickly
for a walk shopping football ignoring the gaps in order to answer the questions
swimming chess 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?
b
ANSWERS 1 is / 2 travels / 3 goes / 4 makes / 5 starts /
6 arrives / 7 have / 8 doesnt watch / 9 plays / 10 likes /
Divide the class into pairs, A & B, and ask A to speak 11 like / 12 want
to B first and then swap roles. Teacher tells the class
what s/he does at the weekend. 3a page 11
ANSWERS Open answers ANSWERS 1 F / 2 L / 3 L / 4 F / 5 R / 6 R
Learners may need to use their notebook for this
activity. Give them five minutes to write down their
Lesson B Grammar & Practice examples you can go round the class checking that
learners examples are good ones for the three uses.
1a page 10 Then divide the class into pairs, A & B, and ask A to
speak to B first and then swap roles.
ANSWERS
be
positive negative questions 4a page 11
I am (m) 1 am not Am I...? SUGGESTED PROCEDURE:
(m not) There are a number of possible ways to finish these
he/she/it 2 is (s) is not (isnt) Is he...? questions (see below). Give students a few minutes
3 are working in pairs to write down two possible ways for
we/you/ are not Are they...?
each in their notebooks. Elicit a few examples, and
they (arent)
correct learners where they have problems with word
order and using auxiliary verbs. Now ask learners to
other verbs
listen to the audio and write down the questions they
positive negative questions hear in the space provided in the Students Book.
I like 4 donot Do I like...?
ANSWERS 1 name / 2 are you / 3 are you from /
(dont) like
4 any brothers and sisters / 5 do you start school
he/she/it 5 likes does not Does she every day / 6 you get home from school / 7 in your
(doesnt) like...? free time / 8 do you like
like
we/you/ like 6 do not Do they b
they (dont) like like...? ANSWERS 1 C / 2 A / 3 E / 4 B / 5 D / 6 G / 7 F / 8 H
c SUGGESTED PROCEDURE:
b
Divide the class into pairs, A & B, and ask A to ask five
ANSWERS questions first and B to answer. Then swap roles, with
Partly open ended, but the correct form of be must B asking five different questions from a).
be used: 1 is... / 2 am... / 3 are... / 4 is...
10
UNIT 2
Local places
Trinity subject area Places in the local area
Grammar Prepositions of movements
Prepositions of place
Functions Giving directions, describing your local area
Local facilities
Vocabulary Expressions for giving directions
Linking words
Pronunciation Stress in sentences and questions
Advice to candidates Giving directions using a map
Describing your local area
Lesson A Words & Ideas 2a page 13

1a page 12 Some learners find giving and understanding
SUGGESTED PROCEDURE: directions difficult even in their first language. For
With closed books, elicit words for places and facilities this reason, you may want to introduce this activity
in the local area from the class. Put their ideas on the in learners first language (for monolingual groups).
board. See Procedures file for brainstorming. Give learners a chance to become familiar with the
Then ask learners to open their books and do map by asking them to find places and following
exercise 1a). Get them to compare answers in pairs directions in their L1 first. After a few minutes, they
before going through answers with the whole class. should be familiar enough with the map to be able
Once youve done this, you could go back to the list to start this listening task. While listening, pause the
you wrote on the board and compare words learners audio after each chunk of information to allow
thought of with those in the book. learners time to follow the instructions. At the end,
once they have found the answer, you can play the
ANSWERS
whole audio uninterrupted.
1 hospital / 2 bakery / 3 petrol station / 4 theatre /
5 library / 6 sports centre / 7 railway station / 8 town ANSWERS Katerina wants to go to the station.
hall / 9 museum / 10 shops / 11 church / 12 bus stop /
13 park / 14 post office / 15 school / 16 hotel /
b
17 town square
Dont go through the answers with learners until they
b have heard the audio again.
SUGGESTED PROCEDURE: ANSWERS 1 turn left / 2 Go along / 3 turn right /
Divide the class into groups of 3 or 4 for this activity, 4 past / 5 first turning / 6 opposite
with one member of each group taking notes. After 3
or 4 minutes discussion in groups, get the group c
secretary to feedback to the class. Note their top five SUGGESTED PROCEDURE:
lists on the board. You could finish off with a class Follow the suggested procedure for 1a) above
vote to find the top 3 most important places. See although you shouldnt need to help with L1 work
Procedures file for speaking task procedures. this time.
ANSWERS Open answers ANSWERS Shes going to the post office.
11
UNIT 2 Local places

GRADE 3
3 page 13 2a and b page 15

SUGGESTED PROCEDURE: SUGGESTED PROCEDURE:
This concept may seem a little odd or difficult to It is worth spending some time before going into this
some learners at first, so provide a few simple listening task explaining that there are many different
examples of sentence stress using the same system ways of saying the same thing. Elicit from learners
on the board before doing this exercise. Follow up how they might ask for help from someone, and why
with a drill exercise or by getting students to make a some ways of asking are better than others. A general
similar exercise of their own. discussion about how politeness can be expressed
ANSWERS 1 c / 2 h / 3 g / 4 b / 5 a / 6 e / 7 d / 8 f (choice of words, intonation, grammar) will also help
them understand the point of this activity.
ANSWERS
Speaker 1 D Speaker 4 E
Speaker 2 A Speaker 5 F
Lesson B Grammar & Practice Speaker 3 B Speaker 6 D
1a page 14 b
ANSWERS 1 behind / 2 along / 3 down / 4 opposite /
ANSWERS
5 across / 6 near
Speaker 1 Speaker 4
b Speaker 2 Speaker 5
ANSWERS Speaker 3 Speaker 6
Some have more than one correct answer.
1 over, across / 2 opposite / 3 down / 4 between / c
5 behind / 6 past / 7 along, down / 8 through ANSWERS 1 c / 2 d / 3 a / 4 b / 5 e
c 3a page 15
ANSWERS Some words can go in both groups. SUGGESTED PROCEDURE:
To ensure that both partners get enough time to
Prepositions Prepositions
speak, give students about 2 minutes before swapping
of place of movement
roles. They should swap when you give the signal.
between across While students are working in pairs on this activity, go
over to round the class monitoring. Give feedback at the end
in front of over on some of the common errors you heard.
near through
opposite from ANSWERS Open answers
under down
along
b
past ANSWERS
up 1 Are there theatres or cinemas near where you live? /
under 2 Is your school close to your home? / 3 What are you
favourite places near where you live? / 4 Do you like
Follow up the place where you live? / 5 What dont you like about
Ask learners to write their own example sentences the place where you live?
for the prepositions in their notebooks. In pairs, get
learners to ask each other where things are in the c
classroom or the school or about their journey to SUGGESTED PROCEDURE:
school each day. Make sure theyre using the As for exercise 1a) above, monitor and provide
prepositions correctly. Walk around the class feedback.
monitoring for problems. Feedback on what you ANSWERS Open answers
heard at the end.
12
UNIT 3
Dates to remember
Trinity subject area Dates & times
Grammar Prepositions of time
Present Simple questions
Functions Telling the time & giving dates
Vocabulary Dates (months, years), times
Ordinal numbers up to 31st (for dates)
Advice to candidates Organisation and stages of the interview
Lesson A Words & Ideas pairs. You could prepare flash cards with other dates
and drill those too.
1a and b page 16 ANSWERS
SUGGESTED PROCEDURE: Spoken
This activity will have more meaning if learners know 1 two thousand and five
a few things about these people. You could begin by 2 nineteen ninety seven
handing out a photocopy of page (or using an IWB) 3 seventeen eighty six
with the names covered, and elicit the names from
4 nineteen eighty two
learners.
5 two thousand and one
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
2 page 16
know they only have to match the photos with the ANSWERS 1 c / 2 e / 3 d / 4 a / 5 b
years they dont need to write down other details, yet.
3a page 17
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 Its a good idea to revise some of the vocabulary for
go through it together with the class. entertainment events. Ask learners to close their
book and ask them to think of related words as they
ANSWERS
give you words, write them up on the board. Now ask
1 H William Shakespeare: 23rd of April, 1564 learners to open their books and underline the items
2 C David Beckham: 2nd of May 1975 which are in the list that they mentioned. Next, do
3 A Albert Einstein: 14th of March, 1879 the first part of the listening task.
4 D Lady Gaga: 28th of March 1986 ANSWERS : 1 / 4 / 5 / 6
5 G Maddox Jolie-Pitt: 5th of August 2001
6 B Brad Pitt : 18th of December 1963
b
7 F Queen Isabella: 22nd of April 1451
Make sure that learners have read through the table
8 E Elvis Presley: 8th of January 1935
before they listen and understand the kind of
c 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
Bring learners attention to the first Focus box. Read answers. Once youve checked answers with the class,
the examples out to learners. Its a good idea to drill play the audio again, uninterrupted.
these with the whole class before they do in c) in
13
UNIT 3 Dates to remember

GRADE 3
ANSWERS
Whats on Date Time Venue
1 The Strangers in concert 3rd October 2 8.00 p.m. The Mill House
The Liverpool 3 Beethovens 5th symphony 7.00 p.m. Saint Georges Hall
Philharmonic Orchestra
Rosa 5th and 4 12th October 11.00 a.m. The Old Vic Theatre
Swan Lake 5 22nd and 6 23rd October 7 8.45 p.m. The Royal 8 Opera House
4a and b page 17
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.
Lesson B Grammar & Practice

1a page 18
ANSWERS at lunchtime
in June on Monday
the weekend
the morning my birthday
8.30
the afternoon 1st of July 1985
Christmas
the evening
midday
b b
ANSWERS 1 on / 2 in / 3 at / 4 in / 5 at / 6 on ANSWERS 1 Is / 2 Does / 3 Are / 4 is
2a page 18 3a page 19
ANSWERS SUGGESTED PROCEDURE:
be Candidates are expected to ask the examiner at least
one question during the exam. Accuracy is important,
Question word am / is / are + subject etc.
but communicating the question is more so; the
1 Is she ready? word order of questions takes a while for many
Are they Spanish? learners to master. The aim of this exercise is to raise
Who 2 are you? awareness that word order in English questions is
important. Dont spend too much time on the rules
Other verbs of question formation, but try to teach these as
language chunks which can be reused.
Question word do/does + subject + verb etc.
Do they play tennis? ANSWERS
3 Does he like music? 1 What time do you get up on Monday mornings? /
2 What is your favourite day of the week? / 3 Do you
Where do they live?
get up early on Saturday? / 4 What do you do on
Why 4 does she love Maths? Sunday afternoons? / 5 When is your birthday? /
How 5 do I make coffee? 6 When do you have English lessons?
14
b
WRITING FILE 1
Task 1 Reading into writing task
4a page 19
1a page 20
Open ended discussion
Remind learners of the overall format of the exam
and why it will help them to know it. Refer them to b
the information about the exam that can be found
ANSWERS A 5 / B 1 / C 3 / D not needed / E 2 / F 4 /
earlier in this book. If your class is preparing for Grade
G not needed
3, point out that the prepared topic phase is only for
Grade 4. Now do the listening task.
You Turn! page 20
SAMPLE ANSWERS
greetings and getting to 1 I get home at about four thirty. I usually have a
know you A B snack and then I do my homework. We eat dinner
talking about your at six oclock and then I listen to music or read.
prepared topic 2 On Saturday morning I go swimming. On Saturday
(Grade 4 only) C G evening I meet friends.
conversation F H
3 I dont watch TV often. Sometimes I watch TV on
Sunday evenings.
end of the interview and 4 I like swimming. I swim in competitions. I also
saying goodbye B E collect CDs.
5 My favourite day is Saturday because I have fun all
day.
b
Task 2 Writing task
Before learners begin speaking, ask them to write
one likely question for each stage. Go round the class 1a page 21
and ask them to read one of their questions, from any Open ended discussion
stage at random. Check for grammar (word order and
auxiliary verbs) and elicit from the rest of the class b
which stage the question relates to. After a few ANSWERS 1 into / 2 along / 3 left / 4 past / 5 right /
examples like this, let learners go into the pair work. 6 favourite
Your Turn! page 21
SAMPLE ANSWERS
Hi Toni,
Are you visiting me next week? Thats great! Take bus
number 37 from the station. Get off the bus at before
the cinema on Manchester Road. Walk past the
cinema and turn right into Linden Grove. Thats my
street. I live at number 16.
On Saturday we can go to the park near my house.
We can play tennis. In the evening we can go to the
cinema. I cant wait.
See you soon,
Rob
15
GRADE 3
REVIEW UNITS 1-3

1a page 22 3 page 22
ANSWERS ANSWERS
a come / b do / c get / d go / e go / f have / g have / 1 Have you got any sisters? (d)
h take / i wake / j brush 2 Does your family have dinner at six oclock? (b)
3 Where do you do your homework? (a)
b
4 When is your birthday? (f)
ANSWERS
Open answers 5 What time does school start? (c)
6 When do you have English lessons? (e)
2a page 22
ANSWERS 4a page 23
1 wake, get / 2 has / 3 dont / 4 past, to / 5 doesnt / ANSWERS
6 takes / 7 doesnt / 8 at / 9 past / 10 does / 11 dont / 1 post office / 2 bus stop / 3 theatre / 4 library /
12 play 5 hotel / 6 bakery / 7 shoe shop, shop / 8 hospital
b b
ANSWERS ANSWERS
Open answers 1 Excuse / 2 tell / 3 along, down / 4 Turn / 5 across /
6 along, down / 7 right / 8 through, across / 9 past /
10 opposite
16
UNIT 4
A place to study
Trinity subject area Place of study
Grammar Can and cant. Present Simple for likes and dislikes
Linking words: first, next, finally...
Functions Talking about routines
Expressing likes and dislikes
Vocabulary School subject
Different places to study
Advice to candidates Typical questions: schools routines and ability
Lesson A Words & Ideas ANSWERS Speaker 1 b / Speaker 2 f / Speaker 3 a /

Speaker 4 e / Speaker 5 c / Speaker 6 d
1a page 24
SUGGESTED PROCEDURE: c
With closed books, try to elicit from students words SUGGESTED PROCEDURE:
for places of study and other classroom words they Again, when you go through the answers with
already know. You could write the following group learners, ask them to tell you what they heard that
headings on the board: Places to study; School helped them find the answer.
subjects; Classroom objects; Other study related ANSWERS S Speaker 1 / S Speaker 2 / U Speaker 3 /
words. S Speaker 4 / U Speaker 5 / S Speaker 6
Now get them to open their books and work alone or
in pairs on 1a). d
ANSWERS 1 E / 2 A / 3 D / 4 C / 5 B ANSWERS Open answers
b 2a page 25
Begin by telling learners that theyre going to hear six Point out to students the importance of learning a
different people, all of whom have a connection with variety of expressions for similar meanings.
education. Elicit from them the kinds of people that ANSWERS 1 I love / 2 I really like / 3 I quite like /
these might be (do a spidergram on the board while 4 I dont like / 5 I cant stand / 6 I hate
eliciting) e.g. student, school pupil, teacher, head
teacher, etc. Get student to look carefully at the list and b
make sure they understand that they dont need to SUGGESTED PROCEDURE:
worry about the boxes yet. Make sure they know what
Before they listen, you could ask them to look
the subjects are in the list. Ask them what other words
through the list of subjects and say which they like
they associate with these subjects e.g. geography
and which they dont. Are these subjects all taught at
cities, mountains, rivers etc. Play the audio and let
their school? See Procedures file for more ideas. Play
learners match. Play a second time, but this time pause
the audio once. Give learners a moment to compare
after each speaker to allow learners to check. At this
answers with their partner. If necessary, play once
stage you could check the answers with the class. Ask
more and check answers.
learners why they chose to match each speaker with
the subject what words helped them? ANSWERS 1 K / 2 6 / 3 6 / 4 6 / 5 K / 6 6 / 7 6
17
UNIT 4 A place to study

GRADE 3
c b
SUGGESTED PROCEDURE: ANSWERS 1 He can play football. / 2 She cant
Go through the words in the word pool fist. Make speak. / 3 He cant swim. / 4 They can ride bikes. /
sure learners understand their use and meaning. 5 She cant play the piano.
Get learners to complete the text alone, then play
the audio for them to check. Finally, go through the c and d
exercise together. SUGGESTED PROCEDURE:
ANSWERS 1 First / 2 After that; Then; Next / 3 Then; Give students time to write their own examples in
After that; Next / 4 after / 5 after / 6 Then; After that; their notebooks. Go round checking what learners
Next / 7 Then; After that; Next / 8 finally are writing and helping as necessary. Before going on
to d), youll need to introduce the interrogative form
d of can, pointing out the change in word order. Ask
SUGGESTED PROCEDURE: students to close their notebooks and try to do to d)
Get learners to write their timetable for a typical from memory.
school Monday in their notebooks. They dont have ANSWERS Open answers
to include everything, only the subjects that are
suggested here (their favourite, their least favourite, 2 page 27
an interesting subject etc.). Divide the class into pairs. SUGGESTED PROCEDURE:
Give each partner about 2 minutes before swapping Ask learners to read through the paragraph first
roles. Make sure they understand that they should without filling the gaps. Check for general
use the connectors practised in 2c). Monitor and comprehension. Now ask learners to read through
provide feedback at the end. Watch out for errors again and complete the gaps.
with connectors and telling the time. ANSWERS 1 go / 2 takes / 3 eat / 4 have / 5 makes /
ANSWERS Open answers 6 study / 7 finish / 8 watch / 9 listens / 10 go
3a page 27
Candidates need to ask the examiner a simple
Lesson B Grammar & Practice question. You may choose to use this exercise as a
diagnostic exercise and follow up with remedial work
1a page 26 on question forms as necessary. Alternatively,
SUGGESTED PROCEDURE: introduce with presentation of question forms before
Give learners time to read through before hearing going through the exercise.
the audio and checking answers. Once youve checked ANSWERS 1 What time do you start school? /
answers, its important that you: 2 What time is your first lesson on Tuesday? / 3 When
i) concept check for understanding of the meaning is your lunch break? / 4 What time do you get home
of can and cant from school? / 5 What lessons do you have on
ii) do pronunciation work on can and cant point Monday morning? / 6 What is your favourite lesson? /
out that can is often a weak form, whereas cant 7 Can you play music? / 8 Can you speak a foreign
is the main sentence stress: language? / 9 What lessons dont you like? / 10 Do
e.g. contrast: I can play the piano with I cant play you have homework every day?
the piano.
Listen through the audio again from 2b) on page 25 b
and ask learners if can/cant is stressed or not. Its SUGGESTED PROCEDURE:
worth spending time on pronunciation drills which Divide the class into pairs, A & B, and ask A to speak
will help with both recognition and natural to B first and then swap roles. Monitor and provide
production of these forms. feedback at the end
ANSWERS 1 b / 2 a / 3 b / 4 a / 5 a ANSWERS Open answers
18
UNIT 5
Jobs
Trinity subject area Jobs
Grammar Present Simple vs Present Continuous
Functions Describing current activities and describing photographs
Vocabulary Jobs vs works and activities for describing jobs
Pronunciation Contractions
Advice to candidates Describing pictures

1a page 28 Theres no definite answer for this exercise, but
SUGGESTED PROCEDURE: during feedback learners need to be able to explain
Begin with closed books. Brainstorm words for jobs why they put jobs where they did.
that learners know. Write their ideas on the board. ANSWERS
Now ask learners to open their books and see if any
hospital school shop
of the pictures relate to jobs that were mentioned
cleaner cleaner cleaner
during the brainstorming session.
cook cook manager
Now allow students time to work through the
manager secretary shop assistant
matching exercise alone before checking altogether.
nurse head teacher
Remember the focus is on the vocabulary for jobs; other jobs
secretary teacher
you dont necessarily need to teach the words for the surgeon nurse security guard
objects shown they are not essential for the exam doctor
but learners will probably want to know these also. other jobs
other jobs caretaker
ANSWERS
security guard
1D/2H/3E/4B/5A/6G/7C/8F
caretaker
b b
Explain that the silhouettes just show men and
Ask learners to draw up a similar table to that in a) in
women, but arent supposed to give any indication of
their notebooks. They should work in pairs. Again,
the job they do. For that, they have to listen. You may
allow time for pairs to report back to the class on
want to give some of the key vocabulary mentioned
what they chose and why.
in the tape script, but mixed up (i.e. not in the order
given), on the board in order to help learners guess POSSIBLE ANSWERS
what the jobs are. Or during feedback, elicit from restaurant hotel office factory
learners the words they heard which helped them chef manager secretary secretary
understand the job each speaker does. cook cleaner manager manager
ANSWERS cleaner chef cleaner cleaner
1 journalist / 2 nurse / 3 waitress / 4 builder / manager waiter / workers workers
5 teacher / 6 fire-fighter waiter / waitress
waitress receptionist
19
UNIT 5 Jobs
GRADE 3
c and d b
This is a good opportunity for learners to practise Ask learners to refer to the examples form a) to help
their dictionary skills. These skills are important to them complete the table. Once they have done this,
develop at this level, as they will need them focus also on the pronunciation of the contracted
throughout their language learning. Note that there form. Its worth drilling these forms with the whole
are other activities in this book which require class a few times so that they get a feel for it.
dictionaries, so its important that learners have a ANSWERS
good dictionary with them in class. Focus learners
attention on pronunciation as well as meaning. Once subject + be + verb + ing
they are sure of the meanings of the word in the I am / m writing
word pool, they can begin the pair work based on the He/She/It 1 is / 2 s 3 writing
table they made in their notebooks in c). Monitor and We/You/they 4 are / 5 re 6 writing
provide feedback at the end.
ANSWERS Follow up
Good: well-paid, interesting, easy, exciting. This is one possible follow up activity to practise
Bad: badly-paid, boring, difficult, tiring, dangerous. Present Continuous: ask learners to close their books
and open their notebooks only. They should listen
3a page 29 quietly to whats happening outside the classroom.
SUGGESTED PROCEDURE: Ask learners what they think is happening, for example
a car is driving past the school or someones talking
Show learners the photo and ask them to guess what
outside the classroom door.
job Lindsay might do before they listen. After
listening, elicit from learners the language they heard
c
that helped them find the answer.
ANSWERS Journalist
Learners should close their book. Brainstorm ideas for
things that journalists have to do everyday. Now ask
b
learners to open their book and see if the photos at
ANSWERS 1 T / 2 F / 3 T / 4 F / 5 T
the bottom of page 30 match any of the ideas they
came up with. Now learners can do c) individually
c before going through it together in class.
ANSWERS 1 B / 2 C / 3 F / 4 E / 5 A / 6 D
Allow learners a few minutes to discuss this in pairs
before feeding back to the rest of the class. Remind d
learners of the useful expressions for likes and dislikes.
Remind students that we use Present Continuous to
describe actions taking place at the time of speaking.
ANSWERS
Lesson B Grammar & Practice 1 Shes using a computer.
2 Shes talking to her boss.
1a page 30 3 Shes travelling.
4 Shes interviewing someone.
Learners can do this exercise by recognising the
5 Shes taking photos.
grammatical forms, which is fine. However, as youre
going through the exercise together, ask learners 6 Shes writing.
why the form was used (refer them to the explanation
box at the top of the page).
ANSWERS 1 PS / 2 PS / 3 PC / 4 PC / 5 PS
20
UNIT 5 Jobs
2 page 31 b
This activity could be extended by asking learners to First get learners to try completing the sentences
listen for 1 minute and then report to the class whats without listening. Listen again and compare their
happening outside. answers with the audio. Go through the exercise
ANSWERS Open answers together to check.
ANSWERS
3 page 31 Accept contracted or full forms.
SUGGESTED PROCEDURE: 1 What are they doing?
This activity aims to encourage students to use the 2 They are working very hard
contracted form when they speak. Follow up with 3 One man is cooking something.
similar drills, insisting that students use the
4 The woman is cutting vegetables.
contracted forms.
5 I think shes making a salad.
ANSWERS 1 d / 2 c / 3 e / 4 a / 5 b
4a page 31 c
Divide the class into pairs, A & B, and ask A to be the
Get learners to look at the photos and elicit from
examiner and ask the questions while B plays the
them what jobs the people do. Then play the audio
candidate. Give them about 2 minutes before they
for learners to answer the question. Elicit from
swap roles. Go round the class monitoring and
learners what they heard that helped them answer.
provide feedback at the end.
ANSWERS D
21
GRADE 3
UNIT 6
Weather
Trinity subject area Weather
Grammar Present Continuous to talk about the weather (get and start)
Past Simple of the verb to be.
Functions Describing the weather and describing states in the past
Vocabulary Describing weather and temperature
Pronunciation Intonation for simple questions
Advice to candidates Preparing for discussion in the conversation phase
Lesson A Words & Ideas Ask learners to describe the weather shown in each
of the pictures. Now play the audio, pausing a little
1a page 32 after each speaker to allow learners time to answer.
SUGGESTED PROCEDURE: ANSWERS
With closed books, ask the class to brainstorm as Angela: 1 A; 2 B / Ruth: 3 B; 4 C / Mike: 5 A; 6 C
many weather related words as they can. Then open
books to do the exercise. b
ANSWERS
A8/B4/C7/D6/E1/F2/G5/H3 Make sure you give learners time to read through the
questions before you play the audio again. Check for
b understanding of the questions before starting the
SUGGESTED PROCEDURE: audio. Pause after each relevant chunk of information
in the audio to allow learners time to process what
Listen once, then ask pairs to discuss, then listen
theyre hearing and answer carefully. When you go
again to check.
through the answers with learners, ask them to try to
ANSWERS explain their choice.
1E/2F/3H/4B/5G/6D/7C/8A
ANSWERS
1T/2F/3T/4F
2 page 32
SUGGESTED PROCEDURE: 4 page 33
Divide the class into pairs, A & B, and ask A to ask B SUGGESTED PROCEDURE:
first and then swap roles. Note that this is a good
Before you get learners to complete this exercise, you
opportunity for learners to practise language from
may need to remind them how to form the Present
previous units: Present Simple and Continuous,
Continuous. Remind them that Present Continuous is
can/cant, vocabulary for free time activities etc.
used to describe things happening at the time of
ANSWERS speaking, including changing conditions like the
Open answers weather.
ANSWERS
3a page 33 1 is blowing / 2 s raining / 3 s snowing / 4 s pouring /
5 is shining
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
UNIT 6 Weather
Lesson B Grammar & Practice 3 page 35
1a page 34 Let learners read the advice at the top of the page
SUGGESTED PROCEDURE: first. Before they listen to the recorded questions, go
Ask students to close their books. Read out the round the class asking for learners own examples of
sentences. Write them on the board and ask students questions for each subject area. One example for
what the words in bold mean (in their L1 if you have each is enough. Dont worry too much at this stage
a monolingual class). Now go back to the book and about correct question formation. Now do the
let students complete the table. listening task and go through it together. During
ANSWERS checking, dont forget to ask learners why they chose
their answers. In some cases there may be more than
affirmative / questions one possible match.
negative
ANSWERS
I I? 1 a / 2 d / 3 h (or a) / 4 e (or g) / 5 g (or a) / 6 c / 7 b /
He was / 1 wasnt 2 Do / Does he?
8f
She she?
It it? 4a page 35
We we? SUGGESTED PROCEDURE:
You 3 were / werent 4 Do you?
While students are writing their sentences, go round
They they?
and monitor what they are writing. At this stage you
can insist more on correct question formation. It can
b be a good idea to get learners to peer correct by
ANSWERS swapping each others question list and checking for
1 was / 2 were / 3 wasnt / 4 werent / 5 Were / grammatical accuracy. However, dont spend too
6 wasnt / 7 were / 8 Was much time on this. This emphasis is on speaking, and
you need to get learners to speak as much as possible.
c ANSWERS
The voice goes up.
b
d SUGGESTED PROCEDURE:
ANSWERS Divide the class into pairs (A & B). Ask B to ask A first
Open answers and then swap roles. Give each partner three to four
minutes before swapping in order to get through a
2 page 35 reasonable number of questions. Monitor and
SUGGESTED PROCEDURE: provide feedback at the end.
Some students may be tempted to write notes down ANSWERS
in their book, but discourage this. At this point you Open answers
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.
ANSWERS
Open answers
23
GRADE 3
WRITING FILE 2
Task 1 Reading into writing task Task 2 Writing task
Open ended discussion Open ended discussion
b b
ANSWERS ANSWERS
Dear Chai, Id like to be a Maths teacher or a German teacher. Im
4
Thanks for your letter. Im glad to help. England has not sure. I like maths and I can speak German quite J
four seasons. Winter is from December to February. well. My Maths teacher is Mrs Rigby. Shes very helpful
Its very cold and wet. Sometimes it snows. Spring is and kind. Id like to do her job. My mum was a German
from March to May. The weather is sunnier than teacher years ago. I think she is a good teacher.
winter. Summer is usually quite hot. Autumn is from A teacher is a nice job. It isnt well-paid, but its
September to November. Its cold and windy. interesting. You can help children and thats very
My favourite season is summer. The days are long and important.
bright and warm. Whats the weather like in Thailand?
Write soon, You Turn! page 38
Liam SAMPLE ANSWERS
Nurses do a very important job. They work in
You Turn! page 37 hospitals and they help look after patients. Its hard
SAMPLE ANSWERS work because they work many hours. They often start
work early in the morning or work through the night.
Hi Mark,
Nurses check patients and give their medicine.
Of course I can help you. In Scotland winter is very
Nurses are important because they help patients
cold. We often have snow. People go skiing. Spring is
keep comfortable and get better. Doctors know what
quite cold and it rains a lot. Then we have summer.
patients need, but nurses help the patients every day.
Summer in Scotland isnt like summer in Australia. It
When I leave school, Im going to be a nurse.
isnt very warm, but many people go camping!
Autumn starts around September. The countryside is
full of beautiful colours. Its my favourite season. I like
walking in Autumn.
I hope that helps!
Yours,
Angus
24
REVIEW UNITS 4-6

1 page 38 6a page 39
ANSWERS POSSIBLE ANSWERS
S 1 1
2
G T
3
E O F
4
J O U R N A L I S T
G M R
5
R Y F R E E Z I N G
Theyre having a picnic.
A F
The sun is shining.
6
P B U I L D E R Shes wearing a hat.
H G Theyre eating.
7
Y H I S T O R Y 2
8
W T
9
S C I E 10N Z E
N U R
D R
Y S
E Its raining.
Shes talking on the telephone.
2 page 38
Shes holding an umbrella.
ANSWERS 1 primary / 2 subject / 3 easy / 4 Maths /
5 doctors / 6 interesting / 7 well-paid / 8 university 3
3 page 38
ANSWERS 1 b / 2 c / 3 a / 4 b / 5 c
4 page 39
ANSWERS 1 then / 2 stand / 3 is / 4 warm /
5 wasnt; was
5a page 39 Its snowing.

ANSWERS 1 Olga cant ride a horse. / 2 Olga cant Someones riding a bike.
ski. / 3 Olga can understand Maths. / 4 Olga can run Hes walking in the snow.
fast. / 5 Olga cant play the piano.
b
b ANSWERS Open answers
25
GRADE 4
UNIT 7
Holidays
Trinity subject area Holidays
Grammar Past Simple (regular and common irregular verbs)
Functions Talking about past events
Vocabulary Types of holiday
Expressions of past time
Pronunciation Past Simple endings
Advice to candidates Introduction to topic presentation: the Topic Form
Talking about your topic
Lesson A Words & Ideas d

1a page 40 Make sure that learners understand they should be
SUGGESTED PROCEDURE: making use of the vocabulary from Parts a) and c)
You could introduce this unit with a simple brainstorm while they speak. Divide the class into pairs (A & B).
session with closed books to gather as many travel Ask B to ask A first and then swap roles. Monitor and
and holiday related words that learners know already. provide feedback at the end.
Then open books to do this activity. ANSWERS
A camping holiday / B cruise / C beach holiday /
D sightseeing tour 2a page 41
b Refer learners to the Focus box before they do this
SUGGESTED PROCEDURE: listening activity. Before going into the listening, you
After checking answers, ask students what words may want to get learners to practise using these words
they heard that helped them choose. for very good and very bad by asking them to think
ANSWERS of their own examples. Alternatively, you can leave this
1C/2B/3D/4A as a follow up activity between this listening task and
exercise 3. Make sure learners have read through
c sentences 1-3 before listening. Elicit from learners
what may make a holiday terrible or wonderful.
ANSWERS
ANSWERS
Types of holiday adventure holiday
beach holiday 1 Bruno went to Corfu. It was great.
sightseeing tour 2 Clare went to Wales. It was terrible.
mountain holiday 3 Luke went to Paris. It was lovely.
safari
Accommodation bed and breakfast
b
friends/family home SUGGESTED PROCEDURE:
caravan Make sure learners read through and understand the
hotel questions before listening. Ask learners to try and
tent predict answers, and then listen to confirm their
26
UNIT 7 Holidays
predictions. As you play the audio, pause after b
chunks of information that relate to questions. When ANSWERS
you check though, ask learners to give reasons for Open answers
their answers.
ANSWERS 1 a / 2 b / 3 c 2a and b page 43
3a and b page 41 You can help learners appreciate the difference
SUGGESTED PROCEDURE: between the /t/ and /d/ sounds by getting them to
Refer learners to the Focus box. You could give further say the sounds while resting the tips of their fingers
examples from the previous listening task and put on their throat. They should be able to feel the
them on the board: vibration of their vocal chords when saying the
We came back from Corfu yesterday. voiced /d/ sound.
About ten years ago we went camping. ANSWERS
We went there last month. Group 1 /t/ Group 2 /d/ Group 3 /id/
Concept check for understanding of these words and booked arrived ended
phrases before going onto the pair work. cooked loved needed
Learners need to write brief answers to the questions packed played visited
in a) in their notebooks but make sure they are only stopped travelled waited
a sentence or two in length. They shouldnt spend
too much time writing, but get into the speaking as 3a page 43
soon as possible.
ANSWERS
Go round checking what learners are writing and 1 Dont / 2 Do / 3 Dont / 4 Dont / 5 Do
helping as necessary. Once they have written
answers, ask them to close their notebooks and get b
into pairs. Divide the class into pairs (A & B) for part
ANSWERS
b). Get B to ask A first and then swap roles. Monitor
and provide feedback at the end.
ANSWERS Open answers 2 who I went with 1 destination
Main points to
discuss about
my topic
4 what I liked most 3 what I did
1a page 42
4 page 43
Refer learners to the grammar explanation box at the SUGGESTED PROCEDURE:
top of the page before they attempt the exercise. Ask
Before pair work, you could build a mind map on the
learners to read through the paragraph about the
board with the whole class making suggestions.
holiday once without worrying about the gaps.
Follow up with a similar task on a different topic.
Check for general comprehension of the text. Then
ask learners to work individually on the text remind ANSWERS
them that they will need the auxiliary do in order to Open answers
form the negative.
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 Comparative forms of adjectives (1)
Linking words: but and because; then
Functions Making comparisons
Expressing contrast using but
Vocabulary Types of shops and places to go shopping
Pronunciation Weak forms
Advice to candidates Preparing for your topic: mind maps
Talking about your topic
Lesson A Words & Ideas c

1a page 44 Ask learners to read the Focus box. Give a few
SUGGESTED PROCEDURE: examples of your own for learners to hear. Point out
With closed books, elicit from learners any types of that but is usually a weak form. Now let learners
shops they can name in English (and in L1 for practise in pairs. Divide the class into pairs (A & B).
monolingual classes). Then open books to do the Ask B to speak first and then swap roles. Monitor and
matching exercise. With younger learners, you may provide feedback at the end.
need to explain what receipts are and why we use ANSWERS Open answers
them.
ANSWERS 1 B / 2 C / 3 D / 4 A / 5 F / 6 E 2a page 45
b Ask students to do the matching exercise individually,
SUGGESTED PROCEDURE: then compare with a partner before checking with
Once pairs have worked on this, do feedback with the whole class.
whole class, writing their ideas on the board ANSWERS A supermarket / B Internet shopping /
randomly. Then get the class to put the words once C street market / D department store / E shopping
more into categories not necessarily under the centre / F high street shops
heading of types of shop but other categories e.g.
food, clothing, expensive, cheap etc. b
POSSIBLE ANSWERS SUGGESTED PROCEDURE:
Florists: bunches of flowers; pot plants; flower pots; Explain to learners that they will hear the audio twice.
roses; cactus The first time they should simply identify the kind of
Greengrocers: vegetables; potatoes; cabbage; shopping the speakers are talking about. What words
onions; fruit; apples; oranges; bananas did they hear that helped them decide?
Butchers: chicken; beef; lamb; steak; turkey Before listening the second time, check that learners
Newsagents: newspapers; magazines; pens; pencils; understand whats meant in this context by price,
sweets quality, choice and friendliness. Whats most important
Boutique / Clothes shop: dresses; trousers; jackets; for them when they go shopping? Can they think of
coats; shoes synonyms for these words? Then play the audio and
do the exercise.
Hair dressers: cut; wash; style; dye; perm
28
UNIT 8 Shopping
ANSWERS Now ask learners to read through again and underline
all the adjectives that are used. Give an example of
What clothes E / music M / food C
how they might compare the two department stores
Where the Internet M / high street shops C; E using the comparative form. Finally, divide the class
Why price M / quality E / choice M / into pairs (A&B). Ask them to take turns comparing
friendliness C the two stores using the information given. Monitor
and provide feedback at the end.
3 page 45
SUGGESTED PROCEDURE: ANSWERS Hanleys is older than Supersaver. /
Hanleys clothes are uglier than Supersavers. /
You might need to explain to some learners that they
Supersavers clothes are more modern than Hanleys. /
need to refer to the shopping bags at the bottom of the
The staff in Supersaver are more polite. / Hanleys is
page. Point out to learners that these are only
worse than Supersaver. / Supersaver is more crowded
suggestions, though they can use their own ideas, too.
than Hanleys. / Supersaver is larger than Hanleys. /
Encourage the use of the conjunctions but and
The staff in Hanleys are ruder than in Supersaver.
because (see Focus boxes). As with all pair work,
monitor for problems and provide feedback at the end. c
ANSWERS Open answers ANSWERS Open answers
2 page 47
Follow up with choral drills to practise weak forms
Lesson B Grammar & Practice (see the Procedures file).
1a page 46 ANSWERS 1 Its black and white. / 2 Some cheese

and bread. / 3 Id like to pay with cash. / 4 A packet of
ANSWERS 1 d / 2 c / 3 b / 4 a
tea. / 5 A bottle of milk. / 6 I want to buy a shirt.
b
3 page 47
ANSWERS 1, 2 pop; rock / 3, 4, 5 the Internet ;
See Procedures file for structured practice of particular
street market; from my friends / 6, 7 I love old
forms. This might seem like quite a complicated task
for some learners, so it is best to take them through it things ; love music / 8 my grandfathers jazz
stage by stage. First, ask learners just to read what records
the two people are saying. Ask them simple
4 page 47
questions to check comprehension e.g.
What kind of shop are they talking about?
As this kind of organising ideas may be new to
Which shop has lots of customers?
students, it may be worth going through another
If necessary, you can write on the board other prompts example together as a whole class activity before
to help students to use all the adjectives in the box. learners do it individually.
Supersaver: Choose a topic and build a mind map on the board,
Oh look! Heres a dress like the one that Beyonc wore eliciting suggestions from the class. If youre short of
on TV last night. class time, the first part of this task could be done at
The staff are so nice and polite here! home, so that learners are ready to speak when they
Its got eight floors and twelve departments! next come to class.
This place is huge! Wow! As with all pair work, divide the class into pairs. Get A
Hanleys: to ask B, then after three to four minutes tell them to
These blouses and skirts are so old-fashioned! swap roles. Monitor and provide feedback at the end.
The staff are so rude! ANSWERS Open answers
The service here is terrible!
Its only got two floors. Theres not much here, is there?
29
GRADE 4
UNIT 9
Food
Trinity subject area Food
Grammar Comparative forms of adjectives (2)
Superlatives
Functions Expressing likes and dislikes
Making comparisons, ordering a meal
Vocabulary Types of food and ways of cooking
Adjectives for describing food
Expressions for likes and dislikes
Advice to candidates Listening to questions and responding appropriately
Talking about food
Lesson A Words & Ideas ANSWERS

fruit vegetables meat and fish
1a page 48
pears potatoes a steak
a mango garlic lamb chops
With closed books, do a quick class brainstorm of a coconut onions a whole salmon
food words. Then open books for the exercise. During carrots
feedback, correct any pronunciation problems which Other words Other words
a lettuce
may occur with some of these items. strawberries beef burger
pineapple Other words cod
ANSWERS
peas
1 a bottle of vinegar / 2 a coconut / 3 garlic /
beans
4 a lettuce / 5 a steak / 6 carrots / 7 a packet of flour /
8 salt / 9 pepper / 10 potatoes / 11 cheese / dairy products other
12 a bottle of milk / 13 a mango / 14 pears / 15 lamb cheese salt
chops / 16 a carton of yoghurt / 17 a whole salmon / a carton of yoghurt pepper
18 onions a packet of flour
Other words
a bottle of vinegar
cream
b
milk Other words
oil
To add a bit of fun, you could make this a team game. herbs
Divide the class into teams of up to five students. spices
Tell them they have five minutes to group the words
correctly. They can use dictionaries to help them. c
After the time has run out, check teams answers and SUGGESTED PROCEDURE:
the team to finish first with the most correct answers This activity provides some practise with past forms.
is the winner. Dont forget to check their you may need to refresh their memories of regular
pronunciation of these items. and irregular forms before proceeding. Alternatively,
let them work first and feedback after the task on any
errors with past forms that you hear.
30
UNIT 9 Food
SUGGESTED PROCEDURE: ANSWERS 1 I cant stand / 2 I dont like / 3 Im not
Point out to learners that the mistakes with the menu keen on / 4 I quite like / 5 I really like / 6 I love
are not grammatical, but to do with the vocabulary
covered already in this unit. Learners could do this b
alone at first, then compare with a partner. Then bring SUGGESTED PROCEDURE:
the whole class together for final checking. You could Organise this as for other pair work activities. Remind
follow up by getting learners to make their own students that but is a weak form.
menus with deliberately silly mistakes.
ANSWERS
Starters Ice cream
Glass of chicken soup
Mixed Salad
Main course Fruit juice
Spaghetti Bolognese Lesson B Grammar & Practice
A slice of fish and chips
Dessert Mushrooms in garlic 1a page 50
A loaf of chocolate cake SUGGESTED PROCEDURE:
Fresh apple pie and cream You need to focus learners attention on the examples
Drinks Bottle of water (still or sparkling) given here from the listening. One way to do this is to
Carton of orange juice ask learners to close their books. Write these sentences
Chicken and potatoes on the board, but with the nouns missing. e.g.
Fizzy drinks Some people like thicker...
Theyre sweeter...
b
Theyre the tastiest...
Before letting students try this pair work activity, you Ask learners if they can remember what the chef was
may want to give an example yourself, choosing a referring to with these adjectives. Then bring their
student to work with you as the waiter/waitress. attention to the adjective forms themselves. Now
Divide up the class into A and B, A as the customer. show them how the examples can help them find the
Give students about four minutes before swapping rules by completing number 1 from the table together.
roles. Monitor and provide feedback. Finally, give learners a few minutes on their own to
ANSWERS Open answers find the rules and complete the rest of the table.
ANSWERS 1 thinnest / 2 more / 3 most / 4 the
3a page 49 tastiest / 5 better / 6 best
ANSWERS Pizza
b
b ANSWERS 1 colder, coldest / 2 worse, worst /
SUGGESTED PROCEDURE: 3 healthier, healthiest / 4 more delicious, most
Before listening a second time, ask learners to read delicious / 5 more disgusting, most disgusting /
through the items in the list. What would they 6 hot, hottest
choose to use if they were making a pizza? What can
they remember from the first listening? Now play the c
audio a second time and check. SUGGESTED PROCEDURE:
ANSWERS Do an example together with the class so learners
flour / salt / water / tomato sauce / red onions / small have a clearer idea of what they have to do. Remind
mushrooms / cheese them that the adjectives in the word pool are only
suggestions. Divide the class into pairs or groups of
31
GRADE 4
three. Monitor and provide feedback at the end. You

can follow up by having a class vote on certain issues, WRITING FILE 3
such as who is the best singer or whats the most
exciting city.
1a page 52
2a page 51
SUGGESTED PROCEDURE: b
Begin this by getting learners to do the activity in ANSWERS 1 visited / 2 walked / 3 lived / 4 dont live /
reverse: learners read through the answers and think 5 played / 6 were / 7 rented / 8 sailed / 9 liked /
of the questions that might prompt them. Now play 10 didnt rain
the audio. Pause after each question to give students
time to decide. When you go through again to check, You Turn! page 53
make sure you ask learners to explain the reason for SAMPLE ANSWERS
their choices. Hi Li
ANSWERS 1 b / 2 c / 3 b / 4 a / 5 b / 6 c Im here in England with my family. Were on our
summer holiday. Yesterday we went to Yadevale Zoo.
b It was great. First we walked around the zoo and saw
Give them a few minutes to write down five questions the animals. My favourite animals were the baby
based on the ideas in the diagram, or others they can hippos. Theyre called Ping and Pong. Theyre lovely.
think of. They shouldnt spend too much time writing, After that we rented bikes and we rode around the
but this is a good opportunity to check their ability to park and then we had our picnic. It was nice day, but I
form questions correctly: remember that candidates liked best the animals.
have to ask the examiner one question. Take care,
ANSWERS Open answers Hilary
c and d
SUGGESTED PROCEDURE: Task 2 Writing task
Divide the class into pairs, A & B, and ask A to ask five 1a page 53
questions first and B to answer. The partner asking Open ended discussion
the questions should also be marking the
performance of the student answering. Ask learners b
to be fair and not too critical, but to be honest, too.
POSSIBLE ANSWERS
To make this work, it might be best to split up usual
partners and get learners to work with someone new. Mum and I were on our holiday together. I really
At the end, get feedback from the learners who wanted to buy a souvenir, so we went together to the
played the examiner and discuss how students can shops. I found a beautiful big book, but Mum saw a
improve their performance. All of this will help raise little toy dolphin. It was much cheaper than the book,
learners awareness of how others understand them and it was a lot nicer. Mum bought it and we went
when they speak English. See Procedures file for together to a caf. I had an ice cream and mum drank
Exam practice tasks. a cup of tea. It was time for us to pay the bill. Mum
looked in her bag. Oh no! she cried loudly. My
ANSWERS Open answers purse. (now 75 words)
Your Turn! page 53

SAMPLE ANSWERS
My worst ever meal
Last year my family were on holiday in London. One
day we had lunch in a restaurant. It was my worst
ever meal.
32
We chose an Italian restaurant. I like Italian food, but 4 page 55

the food in that restaurant was awful. Mum ordered ANSWERS 1 go / 2 arrived / 3 better / 4 more
lasagne. My brother and I ordered pizza. My mums expensive / 5 the healthiest
lasagne was cold and disgusting. Our pizza was burnt
and hard as rock. 5 page 55
Then we got the bill and my mum nearly fainted. 45! ANSWERS 1 c / 2 b / 3 c / 4 a
6 page 55
ANSWERS 1 d / 2 a / 3 b / 4 e / 5 c
REVIEW UNITS 7-9

1 page 54
ANSWERS 1 sightseeing, G / 2 cruise, B /
3 greengrocers, C / 4 newsagents, E / 5 supermarket,
H / 6 lettuce, D / 7 coconuts, A / 8 yoghurt, I
2 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
3 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
At the weekend & through the year
Trinity subject area Weekend and seasonal activities
Grammar Like + ing or infinitive
Adverbs of frequency: never, sometimes, seldom, often, usually
Functions Talking about daily life and free time
Vocabulary Weekend and seasonal activities
Collocations with have, go and do
Advice to candidates Topic presentation: how the examiner uses the Topic form questions

1a page 56 Before they listen, elicit from learners what words or
ANSWERS A shopping / B eating / C walking the phrases the speaker might use when talking about
dog / D playing football / E fishing / F gardening / summer or winter. When you check, ask learners
G jogging / H chatting what they heard that helped them make their choice.
ANSWERS 1 Ralph winter / 2 Antonia summer
b
ANSWERS 1 B / 2 F / 3 A / 4 E / 5 G / 6 H / 7 D / 8 C b
c Make sure learners read through and understand the
ANSWERS questions before they listen again. Pause after each
do have go for go to relevant chunk of information to allow learners time
0 a party to assimilate what they hear and decide
appropriately. When you check, ask learners what
1 the gardening
they heard that helped them make their choice.
2 a picnic
ANSWERS 1 T / 2 F / 3 F / 4 T / 5 F / 6 F
3 a football match
4 the shopping c
5 a walk SUGGESTED PROCEDURE:
As with all pair work, divide the class into pairs. Get A
d to ask B, then after three to four minutes tell them to
ANSWERS Open answers swap roles. Monitor and provide feedback at the end.
Encourage learners to use conjunctions but and
2a page 57 because. Before they start, provide them with a
ANSWERS 1 winter / 2 spring / 3 summer / model of both these connecting words, reminding
4 autumn them that they are usually weak forms: because is
often mispronounced by learners, who lengthen the
b second syllable.
34
UNIT 10 At the weekend & through the year

1a page 58
ANSWERS 1 R / 2 A / 3 R / 4 R / 5 R / 6 A always
You could follow up by playing the audio again usually
for them to check. often
sometimes
b seldom
never
ANSWERS
c b
Before learners look at the Focus box, write a few Remind students what the topic form is for and that
example sentences with these adverbs that illustrate there is an example Topic Form at the back of the
the most typical word order. With closed books, ask students book (page 78). The aim of this activity is to
learners to work in groups of three and come up with make it clear to students that the examiner can ask
rules for adverb word order based on the examples questions in any order.
you wrote on the board. Then refer learners to the
Focus box. You could add a bit of fun to the exercise
by making it a race, with students working in pairs to 4 Things I like 3 What I do
finish first. Main points
ANSWERS to discuss
1 It seldom snows In England. about my topic
2 They usually go out with friends on Saturday 1 Where and when 2 My colleagues
evening.
3 We sometimes go on holiday in winter.
4 Sometimes she goes to concerts with friends.
3a and b page 59
5 My family never watch TV. SUGGESTED PROCEDURE:
6 I am never late for school. If youre short on class time, part a) could be prepared
for homework so that students go straight into b)
d next time.
Divide the class into pairs, A & B, and ask A to ask
Provide an example question to ask one student for questions first and B to answer. Make sure B changes
the rest of the class to hear. Then divide the class into the order of the questions from the order written on
pairs, A & B, and ask A to ask five questions first and B their partners form. Monitor and provide feedback at
to answer. Monitor and provide feedback at the end. the end.
2a page 59
ANSWERS 1 sports / 2 Thursday / 3 three / 4 takes
money
35
GRADE 4
UNIT 11
Sports and hobbies
Trinity subject area Hobbies and sports
Grammar Adverbs of manner
Adverbial phrases of frequency: every day, once a week...
Functions Describing frequency and manner
Vocabulary Sports and hobbies
Collocations with go and play
Advice to candidates Asking the examiner a question
Lesson A Words & Ideas make: computer; games ( = programming); model

planes
1a page 60 listen to: CDs; music
ANSWERS A sailing / B fishing / C diving / D gaming / go: sailing; horse riding; snowboarding; swimming
E chess / F tennis / G cricket / H rollerblading
e
ANSWERS 1 diving / 2 cricket / 3 rollerblading /
4 tennis / 5 video games / 6 fishing / 7 sailing / 8 chess
Follow up with a memory game. Ask learners to close Extra activity
their books and in team recall as many activities from Quiz
the picture as they can. If you have time, you could do this quick team quiz
with your class.
c
1 Which game does not need a bat?
ANSWERS
a tennis
Suggested extra words in brackets. Tell students b cricket
there is one word they dont need. c baseball
G bat / F-B net / A sail (life jacket) / X bow / G-H pads 2 What game has kings and queens?
(ball; rollerblades) / D screen (buttons) / D console a backgammon
(buttons) / E queen (king) / C snorkel (mask) / b Monopoly
C flippers (trunks) / F racquet (net) / A yacht (rope) / c chess
H helmet (pads) / B rod (net)
3 Which instrument needs a bow?
a the piano
d
b the violin
c the guitar
Divide the class into groups of 3or 4 and make this a
4 What is a yacht?
team race. At the end, ask learners if they can think of
a a kind of ball
other things to add to the lists.
b a kind of hat for tennis
ANSWERS c a kind of sailing boat
play: basketball; CDs; computer; games; football; 5 Which sport does not need a round ball?
music; volleyball; tennis; the piano a rugby
collect: CDs; comics; computer; games; model planes; b golf
stamps c football
36
UNIT 11 Sports and hobbies

6 What computer game stars Lara Croft? c
a Raiders of the Lost Ark ANSWERS 1 late / 2 early / 3 fast / 4 well / 5 hard
b Tomb Raider
c Pac man 2 page 63
Quiz answers: 1 a / 2 c / 3 b / 4 c / 5 a / 6 b SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to speak
2a page 61 to B first and then swap roles. Its important that
SUGGESTED PROCEDURE: learners dont refer to their notebooks during the
Tell learners that they are going to hear 3 children speaking part of this activity, but just try to remember
talking about their hobbies. Ask them to look at the what they noted down.
questions. Have a quick whole-class brainstorming
session, eliciting words related to the hobbies
mentioned. Now play the listening through once. 3a page 63
ANSWERS 1 Craig: playing the piano / ANSWERS 1 c / 2 d / 3 e / 4 a / 5 h / 6 f / 7 g / 8 b
2 Alice: football / 3 Adam: sailing
b
There may be a number of possible questions, but
Ask learners to read through the questions. Remind the list below shows the most likely ones. Students
them what these time phrases mean and ask them if may need to write in their notebooks. As they write,
they can think of any others. The time phrases in the go round the class monitoring and paying particular
second question (once a week etc.) may be new to attention to word order and use of auxiliary verbs.
some learners, so elicit from the class what they think
POSSIBLE ANSWERS 1 Do you play sport? / 2 Do
these phrases mean. You could ask them for
you travel a lot? / 3 What kind of books do you like? /
synonymous expressions for example, once a week
4 Who is your favourite rock band? / 5 Can you play
could be every Monday or at the weekend as these
music? / 6 Do you collect anything? / 7 Do you like
are used in the audio. Now play through the audio
and let learners answer. When you check, pause the computer games? / 8 Is there a swimming pool near
audio at the relevant section and ask learners what your house?
they heard that helped them make their choice.
c and d
ANSWERS 1 a four years ago; b six months ago;
c five years ago / 2 a every day; b once a week; c once
By now, learners should have decided upon a special
a week (every weekend)
topic to prepare for the interview. Try to encourage
3 page 61 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
Lesson B Grammar & Practice few pair work activities in the book, try to get students
to work with classmates they havent yet worked with.
1a page 62 Divide the class into pairs, A & B, and ask A to speak to B
ANSWERS 1 well / 2 badly / 3 fast / 4 terribly / first and then swap roles after about 3 or 4 minutes.
5 slowly Monitor and provide feedback at the end.

ANSWERS 1 is riding dangerously / 2 speaks angrily /
3 raining heavily / 4 Look carefully
37
GRADE 4
UNIT 12
School and work
Trinity subject area School and work
Grammar Future with going to
Functions Making predictions, talking about future plans and intentions
Describing pictures
Vocabulary School and fields of work
Personal qualities
Advice to candidates Asking for clarifications
Describing pictures
Talking about plans and intentions
Lesson A Words & Ideas You may need to provide some extra vocabulary on
the board. As you monitor or when you get feedback,
1a page 64 make sure learners are giving reasons for their
SUGGESTED PROCEDURE: choices, using because.
With closed book, get pairs or small groups to ANSWERS Open answers
brainstorm ideas for people who work in schools and
what they do. Then open books to do the activity.
2a and b page 65
ANSWERS E empties bins. / D fixes equipment. /
B gives medicine. / A helps children learn. / D locks Dont forget that this is supposed to be a
communication activity. Learners should not be
the school. / B looks after sick children. / C makes the
going through this questionnaire alone, but
timetable. / A marks homework. / E mops floors. /
responding as their partner asks them questions.
D organises the school.
b
SUGGESTED PROCEDURE: 3a page 65
After playing, ask learners to recall words or phrases
that helped them decide. Elicit from the class very briefly what the photos
show and whats happening. Then play the audio
ANSWERS 1 A cleaner / 2 A nurse / 3 A head
through once. Ask learners what they heard that
teacher / 4 A teacher / 5 A caretaker
helped them make their choice.
c ANSWERS Photo A F / Photo B C / Photo C L /
Photo D Not mentioned / Photo E Not mentioned /
Photo F Not mentioned
d
b
This is quite a difficult task, but sometimes it is
necessary to stretch learners a little more. Dont let it Remind students that they should be using present
go on too long. Give an example to show them the continuous to describe actions in the photo, e.g.
kind of relationships they should be thinking about, They are flying and present simple describe personal
e.g. Maths is important for a business woman qualities, e.g. They are calm and quick thinking.
because she deals with money, costs and wages. ANSWERS Open answers
38
UNIT 12 School and work

1 page 66
ANSWERS
affirmative (short form) negative (short form) going to + infinitive
I am (m) am not (m not)
He/She/It 1 is (2 s) 3 is not (isnt) going to teach.
We/You/They 4 are (5 re) are not (6 arent)
2a page 66 b
ANSWERS 1 B / 2 A / 3 B / 4 B / 5 A ANSWERS
Excuse me. I didnt catch what you said.
b Im sorry, but I dont understand.
To be honest, I dont know.
This focuses on the predictions use of going to. Point
Excuse me. Im not sure what you mean.
out that there are verbs in the top box and nouns in
the bottom that all relate to the photos on page 65.
4a page 67
POSSIBLE ANSWERS ANSWERS Open answers
Hes going to climb down the building.
Theyre going to do and experiment. b
Hes going to put out the fire. ANSWERS Open answers
Theyre going to land the plane.
Shes going to interview someone.
Theyre going to take the patient to hospital.
c
SUGGESTED PROCEDURE: WRITING FILE 4
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. 1a page 68
3a page 67 b
SUGGESTED PROCEDURE: 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
Point out that it is perfectly normal not to understand
someone or hear them well even when we speak in Hi Mariana
our first language it often happens. What learners need Im so happy you are going to come next weekend. I
to know is how to cope in these situations. This exercise always enjoy your visits. Ive got lots of plans! On
practises useful phrases for getting clarification. Saturday were going to go skating. Can you skate? I
You could do work on appropriate intonation of these skate very badly! But dont worry. Were going to have
phrases correct intonation can make all the difference lessons. Bring a jumper because its cold there.
between a polite request and sounding rude. Use the On Sunday were going to go swimming at Water fun,
audio as a model, or provide a model yourself, and get so bring your swimming costume. We can go on the
learners to repeat using the same intonation. Practise Rapids. I cant wait!
with choral drilling with different groups of learners Take care
(girls and boys / left and right side of the class etc.) Helen
ANSWERS a 3 / b 2 / c 1
39
GRADE 4
You Turn! page 69

SAMPLE ANSWERS
REVIEW UNITS 10-12
Hi Omar 1 page 70
Im so happy youre going to visit me tomorrow. Ive ANSWERS
got a great idea. Sherwood Theme Park is near my
house. We can go together. We can go climbing and 1
Y 2
R A 3C Q E T
have fund on the rope swings. We can try the flying
fox, too. The weather isnt going to be very good. A O
Bring a warm coat and some good boots. Its going to 4
S C R E E N 5
H
rain a little, but were still going to have a good time.
6 7
See you tomorrow, H S N O R K E L
8
Craig N E T O O L
L D M
9
Task 2 Writing task F L I P P E R S E
10
1a page 69 B A T
2 page 70
ANSWERS 1 do / 2 a / 3 getting / 4 to buy / 5 at /
b 6 have / 7 racquet / 8 well / 9 go / 10 quickly
ANSWERS
3a page 70
Saturday 28th of July
ANSWERS 1 c / 2 c / 3 a / 4 c
I had my first sailing lesson. It was great fun. My
friend Amlan and I went to the sailing club. b
There were ten other children in the class. Our ANSWERS Open answers
teacher is Yiannis and hes very nice. First we learned
how to wear life jackets. Thats really important. 4 page 71
Then we learned how to put the sails up and down. ANSWERS 1 / 2 John plays the piano very
Its easy! Tomorrow were going to try real sailing in
well. / 3 We ran quickly to catch the bus. / 4 /
little boats. I cant wait.
5 Why are you angry with me? / 6
You Turn! page 69
5 page 71
SAMPLE ANSWERS
ANSWERS 1 I never go to school on Sunday. / 2 We
Saturday 31st July always go on holiday in winter. / 3 I am often late for
What a great day! Today I had my first skiing lesson. school. / 4 Sometimes my friends are annoying.; My
My friend Alex is having lessons with me. Today we friends are annoying sometimes. / 5 Our teacher
learned how to put on and take off our skis. That was rarely gets angry.
easy. Then we learned to stand and walk with the
skis. Finally, we went to a beginners slope. Our 6a page 71
teacher showed us stopping and turning. That wasnt ANSWERS 1 He isnt going to write an email. Hes
easy. We both fell a lot, but it was funny. Tomorrow going to answer the phone. / 2 He isnt going to go
were going to practise all day. I cant wait.
skiing. Hes going to go swimming. / 3 They arent
going to watch TV. Theyre going to cook dinner.
b
40
Recording scripts
Contents
2 3
Diagnostic Test Girl: I usually get up at quarter to seven and have
1 Hello, how are you? breakfast at seven oclock. I go to school at eight
2 Can you play the guitar? oclock in the morning. School finishes at three oclock
3 How do you come to school? in the afternoon and I go home. I have dinner and at
six oclock in the evening I usually do my homework.
4 When do you go swimming?
At seven oclock I usually watch television. I always go
5 Where exactly do you live?
to bed at nine oclock. What about you?
6 What was the weather like yesterday?
7 Can you tell me the way to the station, please? 4
8 What are you doing at the moment? Boy: My names Kelvin. I live in Zambia. Weve got a
9 What languages can you speak? house in a small village. I live with my parents and my
10 How can I get to the supermarket? sister. My mum gets up first and she wakes all the
11 When do you watch television? family. We get up very early, at six oclock. I have
12 Why is it so cold? breakfast at quarter past six and then I put on my
13 Why are you late? school uniform. I like school, but its far away. Every
morning I walk three kilometres and I get to school at
14 When is your birthday and your brothers?
seven oclock. Lessons start at seven fifteen. We have a
15 What is that teacher doing?
break at a quarter to eleven and then lessons end at a
16 Can you tell me where the football stadium is, quarter past one. I walk home again and I have lunch
please? with all my family at half past two. I do homework at
17 Which cinema do you go to? three oclock and then I play games with my brothers
18 In which month were you born? and sisters in the afternoon. Sometimes we go fishing.
19 What does you mother do? In the evening, at a quarter to eight my dad comes
20 Do you live near the school? home. Hes a fisherman. We dont watch TV in the
21 Did you go on holiday last year? evenings we havent got one! We sit together and
22 Are you going to meet your friends next Saturday? talk. We usually got to bed at ten oclock.
23 How often do you shop for cloths?
5
24 Do you usually drink sparkling water with your
meals? 1 Whats your name?
25 Did you go to school yesterday? 2 How old are you?
26 Choose the best question from your answer sheet. 3 Where are you from?
27 Are you going to play tennis this weekend? 4 Have you got any brothers or sisters?
28 How often do you visit your grandparents? 5 What time do you start school every day?
29 Do you often go to the shopping centre? 6 What do you do when you get home from school?
30 Choose the best question from your answer sheet. 7 What do you do in your free time?
31 Did you play any sport last weekend? 8 What sports do you like?
32 What are you going to eat tonight?
6
33 Do you enjoy meeting your friends at the
A Im twelve years old.
weekends?
B Yes, Ive got one brother. Hes younger than me.
34 Did you have a good time on holiday?
C Alexandra.
35 Choose the best question from your answer sheet.
D About 9.00 oclock in the morning.
36 Are you going to visit any other countries?
E Im from Barcelona.
37 How often do you go shopping?
F I play the piano and read comics.
38 Do you usually work at the weekend?
G I usually have something to eat and then start my
39 What do you like doing on the beach?
homework.
40 Was this test easy?
H I dont like football or basketball or anything like
that. I hate sport.
41
Recording scripts
7 9
Man: Oh yes, its easy to find. When you come out of 1 Turn left at the lights.
the hospital door you are on High Street. 2 Is the museum behind the school?
Woman: High Street. Okay. 3 Turn right then left.
Man: Yes. Now, turn left and Go along High Street. 4 Hi!
Woman: Along High Street. Okay. 5 Its opposite the bank.
Man: Yes. Go past the bakery and then turn right. 6 Wheres the post office?
Woman: Turn right after the bakery. Whats that 7 Take the second on the left
street called? 8 Can you see the church?
Man: Thats Library Road. When youre on Library
Road, go straight ahead. Go past the library. 10
Woman: Okay I go straight ahead, past the library. 1 Wheres the museum?
Man: Thats right. Then take the first turning on the left. 2 Excuse me, could you tell me the way to the
Woman: Oh, sorry, wait a minute. I go past the library General Hospital, please?
and then...? 3 I cant find the bus stop. Where is it?
Man: Then take the first turning on the left. Thats 4 Excuse me, do you know the way to the post office?
Lime Avenue. 5 Tell me the way to the station.
Woman: Okay Lime Avenue. 6 Could you tell me how to get to the library from
Man: Yes. Go straight ahead along Line Avenue. On here?
your left is a theatre. Its opposite the theatre.
Woman: Okay, opposite the theatre in Lime Avenue. 11
Is it far? 1 William Shakespeare: 23rd of April, 1564
Man: No, no. Its not far at all about five minutes 2 David Beckham: 2nd of May 1975
from here.
3 Albert Einstein: 14th of March, 1879
Woman: Oh good. Thanks very much.
4 Lady Gaga: 28th of March 1986
5 Maddox Jolie-Pitt: 5th of August 2001
8
6 Brad Pitt : 18th of December 1963
Man: Well, its very near the church. Do you know
7 Queen Isabella: 22nd of April 1451
where the church is?
8 Elvis Presley: 8th of January 1935
Woman: No, Im afraid I dont.
Man: Okay, well when you come out of the station
12
turn left and walk along Lime Avenue.
...and theres a lot going on in town this month. For
Woman: Turn left into Lime Avenue. Yes?
music lovers, there are two concerts. The first is on
Man: Then go straight on and at the end of the road
the 3rd of October when the Irish pop group The
turn left again. Thats Library Road.
Strangers are playing at the Mill House. Doors open
Woman: Turn left again into Library Road. at 8.00 p.m. If you like classical music, the Liverpool
Man: Go across Library Road to the other side and Philharmonic Orchestra will be playing Beethovens
then walk along for about 20 metres. Youll see a big Fifth Symphony on the 12th of October. The venue is
church on your right. Saint Georges Hall and the music starts at 7 p.m.
Woman: A big church on my right. Okay. Theatre now, and the Old Vic Theatre has a very funny
Man: Go past the church and on the right there are play for children on Saturday the 5th and Saturday the
some steps. 12th of October. Rosa is the name of the show, and it
Woman: Past the church there are some steps on the starts at 11 a.m. so wake up early. And were happy
right. Okay. to see that the State Ballet Company of Kiev is back in
Man: Thats right. Go up the steps, and its in front of town. It will be performing Swan Lake at the Royal
you. Opera House on the 22nd and 23rd of October. The
Woman: Okay. Thanks very much for your help. performance starts at 8.45 in the evening. Theres
more dancing on at the...
Man: No problem.
42
Recording scripts
4 Mum, can you help me? I cant do these sums.

13
Theyre too difficult. Oh... I hate numbers!
1 What time do you get up on Monday mornings?
5 Every afternoon I go to the campus library and
2 What is your favourite day of the week? study for four or five hours. This week Im studying
3 Do you get up early on Saturday? the First World War.
4 What do you do on Sunday afternoons? 6 I dont really like it very much, but on Monday
5 When is your birthday? mornings our teacher reads us stories and poems,
6 When do you have English lessons? and thats nice.
14 16
A Examiner: Good morning. Would you like to take Girl: I like Monday mornings! First we have Maths.
a seat? Thats my favourite lesson. Some children cant do
Girl: Good morning. Thank you. Maths, but I think its easy. Next we have Geography. I
B Examiner: Thank you. Thats the end of the test. dont like Geography. I can do it, but its very boring.
Boy: Okay, thank you. Goodbye. Then we have a break for twenty minutes thats
Examiner: Goodbye. always fun and after the break we have French. I
C Examiner: So I see that you play the guitar, Marc. cant speak French very well, but I like it because our
How long have you been playing? teacher is really nice. At twenty past twelve its the
Boy: Yes, thats right. Ive been playing for about lunch break. Of course I love that part of the day!
two years. After lunch we have History. I dont like that because I
D Examiner: Whats your name? cant remember anything. Next we have Science
Girl: My names Maria. which is always interesting and after that we have
E Examiner: Well, thank you. Its been nice talking Sports. I like football. I cant play well, but its lots of
to you. fun. And finally, we go home at four oclock.
Girl: Thanks. Nice to meet you, too.
17
F Examiner: What do you normally do at the
weekend, Marc? 1 What time do you start school?
Boy: Oh, I do lots of things. I have a lot of hobbies. 2 What is your first lesson on Tuesday?
G Examiner: So you like photography, Maria. What 3 When is your lunch break?
kind of photos do you take? 4 What time do you get home from school?
Girl: I like taking photos of people. My family, 5 What lessons do you have on Monday morning?
mostly. 6 What is your favourite lesson?
H Examiner: Maria, can you tell me where you went 7 Can you play music?
on holiday last year? 8 Can you speak a foreign language?
Girl about 14: Yes, of course. I went to France. It
9 What lessons dont you like?
was lovely.
10 Do you have homework every day?
15
18
1 Tomorrow there is a test on the names of all the
1 I write for a newspaper. Sometime I tell the news
big rivers in Europe. So your homework today is to
on radio or television.
learn their names.
2 I work in a hospital. I help to look after patients.
2 Its one of my favourite lessons. All the children
love the teacher. She isnt French, but she lived 3 I work in a restaurant. Customers tell me what
there for about 15 years, so she can speak the they want and I bring it to them.
language really well. 4 I make houses, schools, offices and many other
buildings.
3 Please dont forget that tomorrows lecture on
Einsteins theories is very important. If you cant 5 I work with children in a school. I help them learn.
come, please speak to me after todays lecture. 6 My job is sometimes dangerous. I put out fires
and save peoples lives.
43
Recording scripts
19 23
Girl: I think Im very lucky. I love my job. I do three 1 Ah this is perfect. Not a cloud in the sky! I think its
things that I really enjoy: travelling, meeting new warm enough to go swimming. Shall we go to the
people and writing. I usually start my day at the beach?
office. I talk to my boss about the stories she wants. 2 Wow its really strong today. Lets go and fly our
Then I leave the office and go to see whats happening. kite.
I dont need many things to do my job. When Im in the 3 Look at that. Everything is white. Its really
office, I use a computer to write my articles. When I beautiful. Lets put gloves and scarves on and go
travel, I dont need a computer. I just use a pen and a and play.
notepad. Sometimes I take photos, so I always carry a 4 Youd better take an umbrella with you. Its
camera with me. I often travel to other countries to pouring down outside. You may even need boots!
write about whats happening there. Today Im in
5 I cant drive in this. I cant see anything. Lets stop
Venice in Italy. The film festival is taking place. Lots of
here and wait for it to clear.
people are waiting to see famous film stars. Im
6 Brrr! Its so cold. Oh wow look at the river. There
waiting, too. But Im waiting to speak to Johnny
are people walking on it!
Deep. Hes staying in a hotel here and Im meeting
him later. Yes, Im very lucky I love my job! 7 Its so dark, but its only three in the afternoon. I
think its going to rain very soon.
20 8 Can you hear the thunder? Quick! Run inside. I
dont want to be struck by lightning.
1 Sounds of a keyboard.
2 Girl: I think the Venice film festival will be a good
24
story to cover.
Man: Yes, Id like you to go there and I think... Angela: Its raining now but this morning, honestly,
the weather was so different. It was warm and sunny
3 A landing airplane.
like a summers day. I mean, my daughters were in
4 Girl: So, Johnny. Tell me about your next movie.
the garden sunbathing! I wasnt outside. It was too
5 The clicking sound of a camera. hot for me. And now look at it! Never mind, I think
6 The sound of writing on paper and turning pages. the rains stopping now, and its getting warm again.
Ruth: Last winter it was really freezing here. The
21 children were outside in the snow almost every day.
a He isnt a good student. They were so happy. But this year its raining all the
b She hasnt got a job. time. It never stops. I hope we have some snow by
c Im studying English. New Years Eve.
d I cant play the piano. Mike: It was really foggy yesterday morning. I was on
e We dont work in Rome. the bus to work and I couldnt see a thing out of the
window. I was late for work because the bus was so
22 slow. I was late again today, too but today it was
because of the snow! And its still snowing now, look.
Examiner: Look at this photo. What job do these
Funny weather!
people do?
Girl: Oh, this is a very tiring job. They are working
25
very hard.
1 Were you at school yesterday?
Examiner: And whats happening? What are they
doing? 2 Was your mum angry with you?
Girl: Well, there are three chefs. Theres a woman and
26
two men. One man is cooking something in a frying
pan. I cant see the other man very well. I think hes 1 Was it sunny yesterday?
cooking too. The woman is cutting vegetables. I think 2 Were you on holiday last week?
shes making a salad. I think its very hot in the 3 Was your sister at the party?
kitchen. Its a difficult job.
44
Recording scripts
What a mistake! We camped on a campsite in the

27
mountains. We liked the place, but we didnt enjoy
1 Have you got any brothers or sisters? the weather. It rained every day for a whole week.
2 Whats the weather like in winter where you live? This year... the beach!
3 What do your parents do?
4 What time were you up this morning? 31
5 Who does the cooking in your family? Group 1 /t/
6 Was there anything interesting on television last finished
night? Group 2 /d/
7 Whats your favourite lesson? enjoyed
8 Are there any parks near your house? Group 3 /id/
started
28
1 Mum, Dad? The seas wonderful... its really warm. 32
Are you coming in? Dont sit on the beach all day! Group 1 Group 2 Group 3
2 Oh, the ships leaving. Were on our way. Come on. packed loved visited
Lets go and leave out suitcase in the cabin, and booked played waited
then see the rest of the ship. cooked arrived ended
3 ...And this is one of the most famous sites in the stopped travelled needed
city. It was fist opened in 1894 and it was built
by.... 33
4 Here we are. This is a good place, isnt it? Now, Ill Point 1
put up the tent and you start making a fire. Examiner: So, youre going to tell me about your
winter holiday, Pierre?
29 Boy: Yes, thats right.
Bruno: We came back from Corfu yesterday. We were Examiner: Where did you go, exactly?
there for two weeks. It was great. We stayed in a Boy: Well, we went for ten days to a place near Drama
fantastic hotel with a pool, but we didnt swim there. in Greece and it was...
We walked to the beach every day and swam in the
Point 2
sea. Well, I swam. My mum and dad just slept on the
Examiner: And who did you go with?
beach all day. They were so lazy!
Boy: I went with my family.
Clare: About ten years ago we went camping in Examiner: How many people was that?
Wales. It was terrible! It rained every day. One night Boy: Well, there was me, my mum and dad and then I
our tent fell and we got soaking wet. My brother have two...
cooked, but he wasnt very good, so we ate beans
every night. No, we werent happy at all! Point 3
Luke: We went there last month for a weekend break. Examiner: What did you do there?
It was lovely. We were in a hotel not far from the Eiffel Boy: Umm... most of the day we skied.
tower, but we didnt do any sightseeing. We just Examiner: Are you a good skier?
walked around the city in the day, and in the evening Boy: No, not really. But I dont fall over too often. I
we ate great food and drank wonderful French wine. I had some lessons...
was a bit disappointed because I wanted to go to the Point 4
Louvre and another museum, but they werent open. Examiner: What did you like most about your
holiday?
30 Boy: Oh the skiing. I love skiing, and also the
Last year we were in Scotland for our summer mountains. Im always happy in the mountains.
holiday. Scotland is lovely, but our holiday was awful. Examiner: Was the food good?
Dad didnt want a beach holiday. He wanted Boy: Oh, not so good, actually, because there was
something different. We decided to go camping. only one...
45
Recording scripts
34 37
Mathis: I always buy online you know, Internet First you need to make the bread. You need some flour,
shopping. It isnt cheaper than the high street shops, salt and water. Mix them in a big bowl. Then take the
but theres a bigger choice. Theres rock and pop and mixture and roll it out make sure its very thin. Some
hip hop everything. Its easier, too. I just find what I people like thicker bread. I hate that. I always make the
want on the computer and click the mouse! I think thinnest bread I can make. Next, add the tomato
Internet shopping is great... but my mum and dad dont! sauce, and then add onions I use red onions because
Chloe: I dont like the big supermarkets. I know theyre sweeter than white onions. Im not very keen
theyre cheaper than the market, but you dont know on white onions. I usually add mushrooms, too. I use
what youre buying. You cant smell the fruit and the smallest mushrooms I can find, because theyre the
vegetables because theyre in plastic packets. The tastiest. Finally, add the cheese. Mozzarella, of course
high street shops are friendlier. People speak to you, thats the best! But I dont buy the most expensive
you know, and you can have a nice chat with the Mozzarella I get the cheapest in the supermarket. Its
shop keeper. I like that. good enough. Now, its ready to go in the oven. Bake it
Ellen: I never buy things on the Internet because I at 200 degrees for about 20 minutes.
want to try them on before I buy them. You cant
understand from the computer if it fits you. I like to 38
go to the high street shops. Theyre more expensive 1 How often do you play football?
but the quality is better than the market and the 2 What did you do last weekend?
clothes are nicer. 3 What are these people doing in the photograph?
4 Whats your favourite food?
35
5 What do you usually have for lunch?
1 Its black and white. 6 Whats the weather like here in winter?
2 Some cheese and bread.
3 Id like to pay with cash. 39
4 A packet of tea. 1 Man: Hmm. This is delicious. Can you pass me
5 A bottle of milk. some more?
6 I want to buy a shirt. Woman: Here you are. Would you like another
sandwich?
36 2 Man: This flower is called a dog rose. You can find
Examiner: So, Sophie, what kind of records do you them all summer in the park. Its got a lovely smell.
collect? See?
Girl: Oh I have all sorts, but most of them are pop 3 Man: How much were the trousers?
and rock. I have about 50 rock albums, and most of Woman: Only 25 pounds. A real bargain!
them are from... 4 Boy: Weve been here for an hour and... nothing!
Examiner: And where do you get them from? Do you Are you sure there are fish in here? Oh! Wait a
buy them? minute. I think Ive caught something. Quick! Get
Girl: Yes, I buy them from the Internet, mostly. Some the net.
of my friends have old records, too, and I buy from 5 Man: Im getting a bit tired now. Can we sit down
them. Sometimes people even give me... for a while.
Examiner: Why do you buy them? What is it you like Woman: Sit down already! Weve only done two
about old records? kilometres.
Girl: Oh thats easy... because I love music and I love 6 Woman: And some new neighbours have moved
old things. When I was small I was interested in the in. Its a family. Theyve got three children. I think
records that we had at home, and I always wanted... hes from Australia, but Im not sure. Anyway, the
Examiner: What are your favourite records? other day they came round...
Girl: Oh, my Beatles records. I have about 15 and I 7 Boy: OK, here are the teams. John, Mike and Win ,
play them all the time. I love their music, and so does youre one team. Jan, Kim and I will be the other
my dad. When he was younger, he was... team. Jan, youre in goal.
46
Recording scripts
8 Woman: Come on Jack. Come here boy. No, Jack, money. I never take any money from customers. I
no! Dont chase the rabbits jack. Come back here. help them find what they want, and also help keep
Jack! the shop tidy.
Examiner: And do you like the job?
40 Liang: Yes, its okay. I have fun, and I can earn some
Ralph: I dont often go out at weekends. Its always money, too. Its good to meet people, and I like giving
raining. I usually stay inside. I like to do my hobbies or them advice about what to buy, because I know a lot
to play games on my computer. I sometimes go to about sports.
football matches on Saturday with my dad - we both
love Manchester United. It always gets dark early in 43
the evenings, so I stay in and watch TV. I love the 1 Underwater bubbles.
snow, but it never snows where we live. So my family 2 A cricket ball.
always go skiing in Italy for a few days. I love skiing.
3 People rollerskating.
That way I see some snow every year.
4 People playing tennis.
Antonia: On Saturday morning I often go shopping
5 A videogame.
with my mum. We go to the market and at this time
of year there are always lots of fresh fruit and 6 A person fishing with a rod.
vegetables. Its a lovely place to be. But the thing I 7 Seagulls crying.
like to do most of all at the weekend is go for a walk 8 Checkmate. I win!
in the park. The days are long, so we usually stay
there for hours on a Saturday evening. We sometimes 44
have a picnic, too. On Sunday we dont do very much. Craig: I started piano 4 years ago. I can play very well
My parents always read the Sunday newspapers. for my age because my teacher makes me practise
After that my dad usually does jobs like washing the very hard. I practise every day and I have a lesson
car or gardening. I just sit in the garden and sunbathe! twice a week. I like playing on my own or with my
teacher, but I hate playing in front of other people
41 because I always play badly then.
1 It seldom snows in England. Alice: I joined the girls team six months ago. I love it.
2 They usually go out with friends on Saturday We practise three times a week in the evenings, and
evening. we play against another team once a week, every
3 We sometimes go on holiday in winter. Saturday. Im usually the goalkeeper because I cant
4 Sometimes she goes to concerts with friends. run very fast. I like it when we play the boys team,
because we always win! They play terribly... its so
5 My family never watch TV.
funny.
6 I am never late for school.
Adam: I started five years ago. My dad teaches me
he knows a lot about boats. Every weekend we go to
42
a lake near our house and practise, and once a year
Examiner: So where do you work, Liang? we hire a boat in Greece and go slowly around the
Liang: I work in a shop with sports equipment and islands. I cant do it very well yet because Im young,
clothes. Its a shop in the centre of my town. but I just love the sound of the wind and the sea. Its
Examiner: And how often do you work there? great.
Liang: I usually work there every Saturday, but
sometimes I work on Thursday, too. But thats only in 45
the school holidays. a Well, I do play golf a little bit, but Im not very
Examiner: Who do you work with? good at all.
Liang: I work with three other young assistants. We b Yes, I do. I travel a lot for work, but I also like going
have a very nice boss. to new places on holiday.
Examiner: And what do you do, exactly? c I like detective stories. You know, about crime and
Liang: Well, I do a bit of everything, except take the police. I read a lot of those.
47
Recording scripts
d Um... I suppose its U2. I really love their music. I

48
always listen to it in the car.
1 Examiner: What do you like to do in your free
e Yes, actually I play the guitar very well. I play with
time, Adrianna?
friends at the weekends.
Girl: Excuse me. I didnt catch what you said.
f No, I dont, but my son collects stamps. Hes got
2 Examiner: Where are you going to go for your
thousands of stamps from all over the world.
next holiday?
g Um... I think I know one called Tomb Raider,
Girl: Im sorry, but I dont understand.
although Ive never played it. I use computers a
3 Examiner: And what is the most valuable stamp
lot, but I dont play games very often.
in your collection?
h Yes there is. Its about fifteen minutes away from
Girl: To be honest, I dont know.
my house, and I swim there every Saturday.
4 Examiner: Are there many places for
entertainment in your neighbourhood?
46
Girl: Excuse me. Im not sure what you mean.
1 Oh no! I mopped that floor an hour ago, and now
look at it. Ill have to mop it again now! Huh! Kids!
2 Oh dear! Have you got a headache? Come and lie
down for a while.
3 Good morning everyone. I want to welcome all of
you, children and teachers, to a new year at
Bollington High school.
4 Ok everyone, listen carefully please. Your
homework for tonight it to do exercises...
5 Well, six oclock now and everythings locked up.
Time to go home!
47
Carmel: I can see two women. Theyre wearing masks
and hats. Theyre scientist. I think theyre trying to
find out something. Perhaps theyre going to find a
cure for a disease. Good scientists are hardworking
and clever. Their job is very useful. Im going to be a
scientist one day.
Laurant: I can see a person I think its a man. Hes
wearing a helmet and a big coat. Hes putting out a
fire. Theres a house on fire and hes putting it out. He
isnt going to save the house. The fire is very big. I
dont think thats a nice job. Its very dangerous and
its important but I think Im going to teach, like my
dad. Its much safer!
Fen: Theres a man at the top of a very tall building.
Im not sure what hes doing. Maybe hes going to
clean the building or fix it. This is a very dangerous
and difficult job. Hes very brave. Im not going to do
a job like that. You need to be brave and strong and
Im not brave or strong! Im going to be a journalist.
48

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Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:22 Pagina 1

Editors: Maria Grazia Donati

Art Director: Nadia Maestri

2011 Black Cat Publishing, Genoa, London

First edition: February 2011

Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, Turin

UNIT 1 Home life and free time 9

UNIT 2 Local places 11

UNIT 3 Dates to remember 13

UNIT 4 A place to study 17

UNIT 10 At the weekend and through the year 34

UNIT 11 Sports and hobbies 36

UNIT 12 School and work 38

Brainstorming vocabulary and ideas Speaking tasks

The questions are distributed as follows:

Diagnostic test answer sheet

UNIT 1 Home life and free time

Some other examples are: Go horse riding, skiing, 2 page 10

Lesson A Words & Ideas 2a page 13

UNIT 2 Local places

3 page 13 2a and b page 15

UNIT 3 Dates to remember

Lesson B Grammar & Practice

REVIEW UNITS 1-3

Lesson A Words & Ideas ANSWERS Speaker 1 b / Speaker 2 f / Speaker 3 a /

UNIT 4 A place to study

Lesson A Words & Ideas 2a page 29

REVIEW UNITS 4-6

5a page 39 Its snowing.

Lesson A Words & Ideas d

Lesson A Words & Ideas c

1a page 46 ANSWERS 1 Its black and white. / 2 Some cheese

Lesson A Words & Ideas ANSWERS

three. Monitor and provide feedback at the end. You

Your Turn! page 53

We chose an Italian restaurant. I like Italian food, but 4 page 55

REVIEW UNITS 7-9

Lesson A Words & Ideas 3a page 57

UNIT 10 At the weekend & through the year

Lesson A Words & Ideas make: computer; games ( = programming); model

UNIT 11 Sports and hobbies

b ANSWERS Open answers

UNIT 12 School and work

You Turn! page 69

4 Mum, can you help me? I cant do these sums.

What a mistake! We camped on a campsite in the

d Um... I suppose its U2. I really love their music. I

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