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Review units 4-6

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Review t¡nits 7-9

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Review units 10-12 37

t5E nle 37

Recording scripts 40
 Proaedures f§§e
Listening task
Remember that there is no formal listening test in the
Trinity Grades 3 and 4 exam, but there is in the ISE
foundation exam. The listening practice in this book
is here for four main reasons:
. to provide examples of target language (grammar,
vocabulary and functions) in context.These
examples are usually highlighted in the Grammar
& Practice sect¡on that follows
. to give learners a chance to hear typical exam
conversations
. to provide practice in this skill
. to practice for the l5E F exam.
It's important that you point out to GESE exam
candidates that they don't need to worry too much
about the listening since it will not be formally tested
in the exam at this level. However, the y will have to
listen carefully to the examiner, so it will be good
practice.
Stage 1
lf there's a picture to illustrate the topic, elicit
information from your students which will help
prepare them for what they're go¡ng to Iisten to, e.g.
in Unit 1, page 9, the photo of Kelvin can be used as a
prompt to ask students who the boy might be, where
he lives and what kind of life he leads.
Stage 2
Tell students what kind of conversation they're going
to be listening to, e.g. a candidate and examiner
talking about the candidate's topic, or a radio
presenter talking about the local entertainment
events.
Stage 3
Before students listen, go through the task/s they
have to do while listening, using the following
procedure.
1 Get students to read the instructions.
2 Ask students to volunteer to tell you what they
have to do; this could be in the students'first
language (11) 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
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.
Stage 4
Play the recording a first time. lf you judge that most
students have managed to hear a good proportion of
the answers, get them to compare their answers in
pairs, then play the recording again and get them to
check with their partner a second time. However, if
you think that, after the first time, a lot of students
haven't managed to hear most of the answers (look
out for blank faces!), then play it a second time before
they check answers in pairs, then play it a third time,
and let them compare again in pairs after this.
Stage 5
Now elicit answers from students. lf all students agree
on an answer to a question, and it is the correct
answer, confirm that it's correct. However, where there
is disagreement on the correct answer, write all the
possible answers that students give you for that
question on the board, put a big question mark next
to them, and tell students that, in a minute, you'll
replay that part of the recording so that they can listen
again. Finish eliciting answers for all the questions in
the task, then go back to the answers that are in doubt
and, one at a time, replay the relevant parts of the
recording, repeatedly if necessary, until all students
agree on the correct answer. At this point, you can rub
out the other possible answers on the board, leaving
only the correct one for that question.
Stage 6
You could play the recording one last time, now that
students have all the answers, so that they can listen
with a new level of understanding. You will have to
decide whether it's appropriate to do this, or not; it
could be that, if students have had to listen
repeatedly to various parts of the recording in Stage
5 in order to agree on answers, they won't be very
enthusiastic about listening yet another time.
Brair¡stormr§mg vocabulary and ideas
Brainstorming is a good way to introduce an activity,
and is often suggested in the procedures for each
unit in this book. The advantages of starting an
activity with a brainstorming session are:
. it helps to get learners focused on the topic of the
task to follow lt helps learners'revive'vocabulary
that they know, but haven't used recently
. it provides a chance for peer teaching - i.e.
working in groups, students will share words and
expressions with each other
. it gives you a chance to see what your learners
know and what knowledge gaps exist
. it demonstrates a way for learners to approach
their learning and (by your writing their ideas on
the board) how to organise their learning.
Stage 1
Give students a specified time limit to think together
(in pairs or small groups) and to make a list of all the
vocabulary they can connected with the subject in
hand. Make it clear that they should also be prepared
to provide an explanation about what the
word/phrase means. Encourage learners to explain to
each other in their group what words mean if they
are new to other members of the group.
Stage 2
Now ask students to tell you their words/phrases
from Stage 1. Write them up on the board as they do
so. lt's lmportant, here, that, if students are not
familiar with a word/phrase that another student
gives, they ask about the meaning; when this arises,
the student who gives the word/phrase in question
should also try and explain it - obviously, if she/he
has difficulty doing this, you will need to help. As you
write on the board, demon§trate different ways of
organising ideas visually. For example, you could put
simple column headings or draw a mind map.
Stage 3
lf there are target vocabulary items that need to be
introduced, e.g. because later tasks depend on them,
and they didn't come up in Stage 2, introduce them
now yourself. How you do this will depend on the
vocabulary itself, e.g. some items will be best
introduced through pictures, others by explaining
the meaning and eliciting from students the
word/phrase.
§peaking tasks
Generally encourage learners to speak as much
English as they can, although at this level it is
unrealistic to expect learners not to resort to their L1
when they need explanation and help. However,
there will be times that you will need to insist on
English only, especially during speaking tasks. There
are three types of speaking task in the book:
1 Structured practice of particular language
forms or vocabulary
These usually follow vocabulary and grammar
focus sections of the book. During this kind of
speaking practice, it is important that learners are
actually using the target structure or vocabulary in
order to achieve the task. You will need to monitor
to make sure this is the case. lf not, encourage
learners to use the new language. Equally, don't
insist on correcting other errors at this stage; the
important thing is to get the target structure
correct.
2 Freer speaking practice
This kind of speaking task doesn't require learners
to use any particular structure. Learners will talk
about topics which are typical exam topics. Even
though the focus is on fluency, the students
should be encouraged to practice the language of
the level to some extent. There's no need to insist
on complete accuracy at t his stage, however.
3 Exam practice
These exercises provide a chance for learners to
practise answering typical exam questions. Each
task focuses on a certain stage of the intervieW
and on a particular skill or exam technique. The
aim of this kind of practice is to help your learners
to become more familiar with what the interview
entails and to help them prepare for likely
questions. lt's important that this kind of practice
is followed up with a feedback phase. This can be
peer feedback which learners give to each other,
plus more general feedback from you on things
that you noticed while monitoring.
The procedure suggested on page 6 applies mainly
to the fluency focused practice mentioned above
(types 2 and 3), but may occasionally also apply to
type 1.

Stage 1 Stage 4
Start off by giving a model yourself of what students
have to do, for example, where they have to tell one
another about their own personal experiences in
relation to the subject, tell them about a relevant
experience that you have had. You could choose a
reliable student from the class to go through the
activity with you before the rest of the class start.
Stage 2
Give students the chance to prepare for what they're
going to talk about. For fluency-type speaking tasks,
students will usually be preparing alone. Set a time
limit, e.9., five minutes, and encourage them to make
notes to organise their thoughts and to help them
with what they're going to say, but not to write a
script. Make it clear that, during this preparatlon
phase, they can consult you about vocabulary they
need, etc., but that during the speaking phase that
will follow, they can't. While they are preparing, you
should circulate, helping and answering questions as
necesSary.
Stage 3
Students now work in pairs to do the speaking task
and listen to each other. Explain that you will be
listening to them during this phase, but you will not
be answering questions. Emphasise that the aim here
is for them to practise speaking fluently, without
interrupting their'flow'to ask about how to say
something. While they are speaking, monitor and
make notes about any aspects that you think they do
particularly well, and also any aspects that could be
improved, including grammar and vocabulary
mistakes that you hear. lf students try and ask you for
help while you are monitoring, tell them that you will
help them afterwards, but, for the moment, they
should try and say it in a different way. Make sure
that learners are not simply reading the notes that
they made in the preparation stage. ln some cases, it
is better for learners to close their notebooks
altogether once they are ready to speak. When they
are approaching the end of this phase, start writing
the points you have noted up on the board. Put them
in two columns, perhaps headed by a smiling face for
the points for praise and an unsmiling/frowning face
for the points for improvement.
!-
When students have finished Stage 3, ask them if
they noticed anything that they themselves or their
partner did particularly well and get them to tell the
class (in this way, they are reflecting on their own
performance and that of thelr peers). After this, go
through the points for praise that you wrote on the
board, followed by the points for improvement. Don't
mentlon which student/s made the individual
mistakes; instead, elicit the correct version from all
the students and correct it on the board.
Stage 5
Now give students an opportunity to ask you about
things they may have realised they didn't know how
to say when they were doing the speaking phase.
Answer these queries and write the words/phrases
they want to know on the board.
Stage 6
Now get students to repeat the speaking phase
(Stage 3 above) with a different partner/s.The aim of
repeating this phase is that, after the correction and
query phases (Stages 4 and 5 above), they have a
chance to improve their performance in the task.
Trini§ Takeaway
At the end of each unit, the Trinity Takeaway sections
provide the students with useful examiner/candidate
language for the exam. lt's important that you point
out to learners that they mustn't memorise the
minidialogues, but use them as examples of the type
of conversation they will have with the examiner.
There is also a section at the end of the book with
further examples of examiner/candidate language,
which are recorded.
After listening, you can:
- ask students to read the mini-dialogues out loud
to practise question/answer intonation
- ask students to write similar mini-dialogues using
different vocabulary from the unit.
Pronunciation Frof
ln the SB a character presents the pronunciation activity
which is connected to the grammar and vocabulary
in the unit. At this level, it is useful to focus on a few
sounds, to establish the basics of good pronunciation.
All pronunciation exercises are recorded.
 -
I 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. lt will help you in deciding
whether particular students are in a position to start preparing for a Grade 3 or Grade 4 examination. lt will help
you in the sense that it tests listening comprehension and recept¡ve 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 l, 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.

rere
1C 9A 178 2sB 33A
2A 10c 18A 264 348
3B 11 A 19c 27C 3sc
4B 128 204 288 36C
5B 13C 21 C 294 378
6B 14C 224 308 388
7A 15 B 234 31 C 39C
8A 16B 24C 32C 40A
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

lnterpretation 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 ofthe language areas for Grade 4 and the teacher can
focus more preparation time on Topic preparation and pronunciation.
 Diagnostic test answer sheet
from A, B and C in your coursebook' Put a
As you listen to the examiner on the recording, choose the best answer
circle around your choices on this sheet'

Question Question
A B C
A B C 21
1

A B C
A B C 22
2
A B C
A B C 23
3
24 A B C
4 A B C

A B C
A B C 25
5

C 26 A B c
6 A B

A B C
7 A B C 27

A B C
I A B C 28

29 A B C
9 A B C

A B C
l0 A B C 30

31 A B C
11 A B C

A B C
A B C 32
12
33 A B C
13 A B C

A B C
A B C 34
14
A B C
A B C 35
15
36 A B C
16 A B C

A B C
A B C 37
17
A B C
18 A B C 38

A B C
A B C 39
19
40 A B C
20 A B C

PHOTOCOPIABLE
o 2015 Black Cat

8
 -

Home life and free time

Trinity subject area Home life & free time
Grammar Present Simple to talk about routines and facts
Fun<tions Describing daily routines and events
Vocabulary Members of the family/Free time activifies/Whattime...
Advice to candidates Typical questions: family and daily life

lett,gnA Words & ldeas using a large clock / pictures on the board etc.
Candidates are not required to tell the time from a
la page8 clock in the exam, but give times of routines and
SUGGESTED PROCEDURE: activities. E.g. I get up at 7 o'clock, have breakfast ot
Give student s a few minutes to do this matching 7.30 ond then go to school.
activity on their own, then go through the exercise §:W§re A a quarter to three; three forty-five /
with the class, eliciting answers from individual Ba quarter past two; two fifteen / C half past two;
learners. You could ask students for other daily two thirty
activities they could add to the list for example: get
up, have lunch, etc. b
§§§ ffi 1J / 2c / sL / 4c / sK/ 6D / 7 A / st / §ffi D twenty past four; four twenty /
9F/10E/118/12H E twenty-five past six; six twenty-five / F ten to seven;
six fifty
h
SUGGESTED PROCEDURE:
3a pageg
SUGGESTED PROCEDURE:
Before listening, ask learners to guess answers based
on their own experience. Then listen to check. lntroduce this by getting learners to look at the
photo of Kelvin. Ask them where they think he lives
rc t have breakfast; seven otlock/2 go to
and what his daily life is like. See also Procedures File
school; eight otlock / 3 watch TV; seven otlock / for listening task ideas.
4 go to bed; nine otlock
re 1r/2T/Br/4F/5F/6F
(
b
SUGGESTED PROCEDURE:
SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to speak
Get students to read through the prompt questions
to B first and then swap roles. Follow the suggested
comparing Kelvin with themselves. Give them a few
procedure for roleplays in the Procedures file.
minutes to think about their answers, then put
Follow up: students say if their routlne was same or
learners into pairs. First A asks and B answers, then
different to their partner. swap roles. Finally, bring the whole class together to
ffi Open answers elicit answers and share ideas.

2a page 9 re§ open answers

SUGGESTED PROCEDURE: 4a pageg

See if students can give the correct time without
using the prompts first. Then ask them to complete
with the prompts in the phrase pool. Follow up with
a drill to practise the two ways of saying the time
SUGGESTED PROCEDURE:
Once learners have completed this and you've checked
answers, you could ask learners if they know other
activities which collocate with go'and 'playi
9
Some other examples are: Go - horse riding, skiing' 2 page 10
shopping. PIay - board games, musical instruments' SUGGESTED PROCEDURE:
computer games Focus learners'attent¡on on the photo ofthe girl
playing piano. Elicit from the class who she is' what she
§§§m--§
Aoás, *t.rutt special about her and what they thlnk her
go do have play
daily routine is. You could write these questions on the
for a picnic homework a shower card
board. Ask learners to read through the text quickly -
skating the breakfast tennis to answer the questions
ignoring the gaps - in order
for a walk shopping football answers to your questions'
yo, puion the board. Elicit
swimming chess alone completing the gaps'
ihen ask learners to work
Does Cindy think ¡t's nice to be famous?
h fmIEffi 1 is / 2 travels /3 goes/4 makes / 5 starts /
SUGGESTED PROCEDURE: O urr'r*t t z have / 8 doesn't watch / 9 plays / 1 0
likes /
Divide the class into pairs, A & B, and ask A to speak 1 1 like / 12 want

to B first and then swap roles. Teacher tells the class

30 page 11
what s/he does at the weekend'
f§§{rc§§ oPen answers fW.§fm 1F /2L/3L/4t /5Rl6R
b SUGGESTEDPRocEDURE:
Learners may need to use their notebook for
this
activity. Give them five minutes to write down their
examples - you can go round the class checking that
L.e.ssgn§. Grammar & Practice learners'examples are good ones for the three'uses''
Then divide the class into pairs, A & B, and ask A
to
1o page 10 speak to B first and then swap roles'
M §ñf{ § oPen answers
be
negative questions 4o page 11
positive
SUGGESTED PROCEDURE:
am ('m) 1
am noÍ Am 1...?
There are a number of possible ways to finish
these
('m not)
questions (see below)' Give students a few minutes
z¡e ('e) is not (isn't) ls he...?
he/she/it working in pairs to write down two possible ways for
3 are nol Are they...? and
we/youl are each in their notebooks. Elicit a few examples'
they (aren't) where they have problems with word
correct learners
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 Student's Book'

like ado nof, Do I like...? f§l§q"ffi{ 1 name / 2 areyou/ 3 are you from /
(don'r) like + *y btott't"ts and sisters / 5 do you start school
your
he/she/it s likes does not Does she every day / 6 you get home from school / 7 in
(doesn't) like...? free time / 8 You like
like
Do they
b
welyou/ like 6 do nol
mX§§ti{§ 1 c / 2 A / 3E / 48 / sD / 6G / 7 t / 8H
they (don'r) like like...?

( SUGGESTEDPROCEDURE:
ask five
b Divide the class into pairs, A & B, and ask A to
questions first and to answer' Then swap roles' with
r[fr{f.rfiTrl B

Partly open ended, but the correct form of

'be'must B asking five different questions from a)'
be used: 1 is... I 2am... / 3 are... /4 is"' ñffi oPen answers
 -

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

A Words & ldeas 2o page 13

lit page 12
SUGGESTED PROCEDURE:
With closed books, elicit words for places and facilities
in the local area from the class. Put their ideas on the
board. See Procedures file for brainstorming.
Then ask learners to open their books and do
exercise 1a). Get them to compare answers in pairs
before going through answers with the whole class.
Once you've done this, you could go back to the list
you wrote on the board and compare words learners
thought of with those in the book.
l,! I l\t Y¡ I 'l{
w
t hospital /2bakery /3 petrol station / 4fheafre /
5 library / 6 sports centre / 7 railway station / 8 town
hall/9 museum / l0shops/ 11 church / 12 bus stop/
13 park / l4 post office / 15 school / l6hotel /
17 town square
b have heard the audio again.
SUGGESTED PROCEDURE:
Divide the class into groups of 3 or 4 for this activity,
with one member of each group taking notes. After 3
or 4 minutes discussion in groups, get the group
'secretary'to feedbackto the class. Note their top five
lists on the board. You could finish off with a class
vote to find the top 3 most important places."See
Procedures file for speaking task procedures.
Open answers
SUGGESTED PROCEDURE:
Some learners find giving and understanding
directions difficult even in their first language. For
this reason, you may want to introduce this activity
in learners'first Ianguage (for monolingual groups).
Give learners a chance to become familiar with the
map by asking them to find places and following
directions in their Ll first. After a few minutes, they
should be familiar enough with the map to be able
to start this listening task. While listening, pause the
audio after each thunk'of information to allow
learners time to follow the instructions. At the end,
once they have found the answer, you can play the
whole audio uninterrupted.
mW§§§ Katerina wants to go to the station.
b
SUGGESTED PROCEDURE:
Don't go through the answers with learners until they
re3 1 turn left / 2 Go along / 3 turn right /
4 pasl / 5 first turning / 6 opposite
C
SUGGESTED PROCEDURE:
Follow the suggested procedure for 1a) above -
although you shouldn't need to help with L'l work
this time.
re she's going to the post office.
 3 page 13
SUGGESTED PROCEDURE:
This concept may seem a little odd or difficult to
some learners at first, so provide a few simple
examples of sentence stress using the same system
on the board before doing this exercise. Follow up
with a drill exercise or by getting students to make a
similar exercise of their own.
f§§S,- § 1c / 2h / 3 g / ab / 5 a I 6 e / 7 d /
2a and b page 15
SUGGESTED PROCEDURE:
It is worth spending some time before going into this
listening task explaining that there are many different
ways of saying the same thing' Elicit from learners
how they might ask for help from someone, and why
some ways of asking are better than others. A general
discussion about how politeness can be expressed
(choice of words, intonation, grammar) will also help
If
them understand the'point'of this activity'
ffiTr§r,§§{
Speaker I D Speaker4 E

Speaker2 A Speaker 5 F

Lesson B Grammar& Practice Speaker3 B Speaker6 D

1ü page 14 b

rc 1 behind / 2 along/ 3 down /4 opposite / ffi'ffif;§§

5across/6near Speaker f I Speaker4 /
Speaker2 / Speaker5 I
b Speaker3 I Speaker6 /
§W§ (
Some have more than one correct answer.
1 over,across/2 opposite/3 down /4 between / §§ffi§ 1c/2d/3a/4b/5e
5 behind / 6 past /7 along, down / 8 through lndirect questions are not expected at this level, but
these exercises are useful for recognition (Where is the
C stationT)

f§re Some words can go in both groups.

3a page 15
Prepositions Prepositions SUGGESTED PROCEDURE:
of place of movement that both partners get enough time to
To ensure
between acrosS speak, give students about 2 minutes before swapping
over to roles.They should swap when you give the signal.
in front of over While students are working in pairs on this activity, go
near through round the class monitoring. Give feedback at the end
opposite from on some of the common errors you heard.
under down
along
rc open answers

past
b
up
under
W§
1Where do you live? 2 Are there theatres or cinemas
Follow up near where you live? / 3 ls your school near to your
home? / 4 What are your favourite places near where
Ask learners to write their own example sentences
you live?
for the prepositions in their notebooks. ln pairs, get
learners to ask each other where things are in the
(
classroom or the school or about their journey to
SUGGESTED PROCEDURE:
school each day. Make sure lhey're using the
prepositions correctly. Walk around the class As for exercise 1a) above, monitor and provide
monitoring for problems. Feedback on what you feedback.
heard at the end. rc open answers

I
 UNIT 3
§)ates to rememher
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 31* (for dates)
Advice to candidates Organisation and stages of the interview

pairs. You could prepare flash cards with other dates

Lesson,A Words & ldeas
and drill those too.
1a and h page 16 ffiW
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
learners.
4 nineteen eighty two
Follow up with a few simple questions, like'What
5 two thousand and one
do/did they do?'or'Where arelwere they from?'Then
go into the Iistening activity. Make sure that learners
2 page 16
know they only have to match the photos with the ffi 1c/2e/3d/4a/5b
years - they don't need to write down other details, yet.
3& page 17
It may be a good idea to have learners do this in pairs
SUGGESTED PROCEDURE:
in their notebook first, and then to write the correct
dates and months in the spaces provided when you It's a good idea to revise some of the vocabulary for
go through it together with the class. entertainment events. Ask learners to close their
8.§,',L't.!l::§q
book and ask them to think of related words - as they
give you words, write them up on the board. Now ask
1H William Shakespeare: 23,d of April, 1564 learners to open their books and underline the items
2C David Beckham: 2nd of May 1975 which are in the list that they mentioned. Next, do
3 A Albert Einstein: 14ttt of March, 1879 the first part of the listening task.
4 D Lady Gaga: 28th of March 1986 re§ {:1 /4 /5 /6
5 G Maddox Jolie-Pitt: 5tn of August 2001
b
6 B Brad Pitt : 18th of December 1963
SUGGESTED PROCEDURE;
7 F Queen lsabella: 22nd of April 1451
Make sure that learners have read through the table
8 E Elvis Presley: 8th of January 935
1
before they listen and understand the kind of
i information that is required in each column. On first
listening, pause the audio after each'chunk'of
SUGGESTED PROCEDURE
information to allow learners time to note down
Bring learners'attention to the first Focus box. Read
answers. Once you've checked answers with the class,
the examples out to learners. lt's a good idea to drill play the audlo again, uninterrupted.
these with the whole class before they do in c) in

73
rffi
What's on Date Time Venue
1 the 1lranqere in concert 3rd October 2 B.oO ?.rn. The Mill House

The Liverpool 3 geelhoven'e 5rh eym?hony 7.00 p.m. Saint George's Hall
Phil harmonic Orchestra
Roso 5th and alZlh Oclober 1 1.00 a.m. The Old VicTheatre

Swan Lake s 22nd and 6 23rd Oclober 7 b.45 p.m. The Royal sOperaHouee

4a and b page 17
SUGGESTED PROCEDURE:
this activity
Divide the group into pairs, A & B. Let B ask first and then swap roles. The grids in the student's book for
them into their notebooks to have enough space for notes.
are only a template - learners may need to copy
m§§{frI{§{ open answers

[pS*pU,§, Grammar & Practice

1a page 18
§§rffi! June Monday
lunchlime
the weekend
the morning my birthday
8.30
the afternoon lst of July 1985
Christmas
the evening midday

b
X 1 on / 2in / 3 at / 4in / Satló on E-d§ 1 lsl2 Does / 3 Are / 4is

2a page 18 3a page 19
§I§§ffi SUGGESTED PROCEDURE:
Candidates are expected to ask the examiner at least
be
one question during the exam. Accuracy is important,
Question word qm/is/are + subject etc.
but communicating the question is more so; the
1le 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. Don't spend too much time on the rules
of question formation, but try to teach these as
Other verbs
language chunks which can be reused.
Question word do/does + subject + verb etc.
Do they play tennis?
rñr§Iis§l
1 What time do you get up on Monday mornings? /
3Ooea he like music?
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
whv a áoes she love Maths? Sunday afternoons? / 5 When is your birthday? /
How sdo I make coffee? 6 When do you have English lessons?
 T-

T
REVIEW UN ITS I .3
4a page 19 Ia page 20

SUGGESTED PROCEDURE: r§§-T,qfi§

/c get/d go /e go /f
a come/ b do have / ghave /
Remind learners of the overall format of the exam
htake/iwake/jbrush
and why it will help them to know it. Refer them to
the information about the exam that can be found
b
earlier in this book. lf your class is preparing for Grade
3, point out that the prepared topic phase is only for &srr',{rñ
Grade 4. Now do the listening task.
Open answers

2i page 20
greelinga aná qelling to M§'§§
knowyou E tr 1 wake, get/2 has / 3 don't / 4past, tol5 doesn't/
lalkinq aboulyour 6 takes / 7 doesn't / 8 at / 9 past / 1 0 does / 1 1 don't /
prepared topic 12 play
(Grade4onty) tr @
b
mIry'ñ§§
Open answers
end of lhe inlerview and
oayinq goodby, H E

3 page20
m${qry"§§{
b
1 Have you got any sisters? (d)
SUGGESTED PROCEDURE:
2 Does your family have dinner at six otlock? (b)
Before learners begin speaking, ask them to write
one likely question for each stage. Go round the class
3 Where do you do your homework? (a)
and ask them to read one of their questions, from any 4 When is your birthday? (fl
stage at random. Check for grammar (word order and 5 What time does school start? (c)
auxiliary verbs) and elicit from the rest of the class 6 When do you have English lessons? (e)
which stage the question relates to. After a few
examples like this, let learners go into the pair work. 4i page 21
f§Wm"§§ open answers n§rc
1 post office / 2bus stop / 3 theatre / 4library /
5 hotel / 6bakery / 7 shoe shop,shop/8 hospital

b
ffisr{?§
1 Excuse / 2 tell/ 3 along, down / 4Turn / 5 across /
6 along, down / 7 right / 8 through, across / 9 past /
1O opposite B

t5
 UNIT 4
A p§ace &o s&xxdy
Trinity subject area Place of study
Grammar Can and can't.
Linking words: first, next, finally...
Functions Talking about routines
Vocabulary School subject
Different places to study
Advice to candidates Typical questions: schools routines and ability

LessonA Words & ldeas ffiffitrffi§Speaker 1 b / Speaker 2 f / Speaker 3 a

/ Speaker 4 e / Speaker 5 c / Speaker 6 d
'le page 22
SUGGESTED PROCEDURE: f,

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'
words.
§§ffi§X S Speaker 1 /S Speaker 2/ U Speaker 3 /
S Speaker 4/ U Speaker 5 / S Speaker 6
Now get them to open their books and work alone or
in pairs on 1a).
1E/2A/3D/4C/sB fl§mX§ffi open answers

L
v 2& page 23
SUGGESTED PROCEDURE: ffi 1 Geography/2 Morning break/
Begin by telling learners that they're going to hear six 3 French / 4 Lunchtime / 5 Hisfory /6 Science /
different people, all of whom have a connection with 7 Sports
education. Elicit from them the kinds of people that
these might be (do a spidergram on the board while
eliciting) e.g. student, school pupil, teacher, head
teacher, etc. Get student to look carefully at the list and
make sure they understand that they don't need to
worry about the boxes yet. Make sure they know what
the subjects are in the list. Ask them what other words
they associate with these subjects e.g. geography -
cities, mountains, rivers etc. Play the audio and let
learners match. Play a second time, but this time pause
after each speaker to allow learners to check. At this
stage you could check the answers with the class. Ask
learners why they chose to match each speaker with
the subject - what words helped them?
b b
SUGGESTED PROCEDURE:
Go through the words in the word pool first. Make
sure learners understand their use and meaning.
Get learners to complete the text alone, then play
the audio for them to check. Finally, 9o through the
exercise together.
ffi 1 First / 2 After that;Then; Next/ 3 Then;
After that; Next / 4 after / 5 after / 6 Then; After that;
Next / 7 Then; After that; Next / 8 finally
SUGGESTED PROCEDURE:
Get learners to write their timetable for a typical
school Monday in their notebooks. They don't have
to include everything, only the subjects that are
suggested here (their favourite, their least favourite,
an interesting subject etc.). Divide the class into pairs.
Give each partner about 2 minutes before swapping
roles. Make sure they understand that they should
use the connectors practised in 2b). Monitor and
provide feedback at the end. Watch out for errors
with connectors and telling the time.
§§§§ffi§§ open answers
Lesson B Grammar & Practice
1ñ page 24
SUGGESTED PROCEDURE:
Give learners time to read through before hearing
the audio and checking answers. Once you've checked
answers, it's important that you:
i) concept check for understanding of the meaning
of tan'and tan't'
ii) do pronunciation work on can and can't - point
out that tan'is often a weak form, whereas'can't'
is the main sentence stress:
e.g. contrast: I can play the piono with I can't ploy
the piano.
Listen through the audio again from 2b) on page 23
and ask learners if tan/can't'is stressed or not. It's
worth spending time on pronunciation drills which
will help with both recognition and natural
production of these forms.
rc 1b/2a/3b/4a/5a
rc 1 He can playfootball./2 She can't
speak. / 3 He can't swim. / 4 They can ride bikes. /
5 She can't play the piano.
(and d
SUGGESTED PROCEDURE:
Give students time to write their own examples in
their notebooks. Go round checking what learners
are writing and helping as necessary. Before going on
to d), you'll need to introduce the interrogative form
of 'can', pointing out the change in word order. Ask
students to close their notebooks and try to do to d)
from memory.
2 page 25
SUGGESTED PROCEDURE:
Ask learners to read through the paragraph first
without filling the gaps. Check for general
comprehension. Now ask learners to read through
again and complete the gaps.
ffiffi§§§ 1 go / 2takes / 3 ear / 4 have / 5 makes /
6 study/ 7 finlsh / 8 watch /9 listens / 1O go
3a page 25
SUGGESTED PROCEDURE:
Candidates need to ask the examiner a simple
question. You may choose to use this exercise as a
diagnostic exercise and follow up with remedial work
on question forms as necessary. Alternatively,
introduce with presentation of question forms before
going through the exercise.
§X§§ffi§ I What time do you start school? /
2 What time is your first lesson on Tuesday? / 3 When
is your lunch break? / 4 What time do you get home
from school? / 5 What lessons do you have on
Monday morning? / 6 What is your favourite lesson? /
7 Can you play music? / 8 Can you speak a foreign
Ianguage? / 9 What lessons don't you like? / 10 Do
you have homework every day?
h
SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to speak
to B first and then swap roles. Monitor and provide
feedback at the end
ffireX§§ open answers
t7
 UNIT 5
Jobs
Trinity subject area iobs
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

A Words & ldeas 2a page27

SUGGESTED PROCEDURE:
la page26
There's no definite answer for this exercise, but
SU6GESTED 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.
§§KlW"i§§
Now ask learners to open their books and see if any
of the pictures relate to jobs that were mentioned
hospital school shop
during the brainstorming session. cleaner cleaner cleaner
Now allow students t¡me to work through the cook cook manager
match¡ng exercise alone before checking altogether. manager secretary shop assistant
nurse head teacher
Remember the focus is on the vocabulary for jobs; otherjobs
secretary teacher
you don't necessarily need to teach the words for the security guard
surgeon nurse
objects shown - they are not essential for the exam -
doctor
but learners will probably want to know these also. other iobs
mffi§ other iobs
security guard
caretaker
1 D / 2H / 3E / 4B / s A / 6c / 7 C / 8F
caretaker
b
h
SUGGESTED PROCEDURE:
SUGGESTED PROCEDURE:
Explain that the silhouettes just show men and
women, but aren't supposed to give any indication of Ask learners to draw up a similar table to that in a) in
the job they do. For that, they have to listen. you may their notebooks. They should work in pairs. Again,
want to give some of the key vocabulary mentioned allow time for pairs to report back to the class on
in the tape script, but mixed up (i.e. not in the order what they chose and why.
given), on the board in order to help learners guess effi,tw§wm§
what the jobs are. Or during feedback, elicit from restaurant hotel office factory
learners the words they heard which helped them
chef manager secreta ry secretary
understand the job each speaker does.
cook cleaner manager manager
ffi§§w§§ cleaner chef cleaner cleaner
1 journalist / 2 nurse /'3 waitress / 4builder / manager waiter / workers workers
5 teacher / 6 fire-fighter waiter / waitress
waitress receptionist
(andd b
SUGGESTED PROCEDURE: SUGGESTED PROCEDURE:
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. ltt 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 itt important that learners have a
§§rffia§rc
good dictionary with them in class. Focus learners'
attention on pronunclation 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/lt lie/2'e 3 wriLinq
table they made in their notebooks in c). Monitor and
We/You/they 6 writin0
provide feedback at the end.

ffi§re 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 27 quietly to what's happening outside the classroom.
SUGGESTED PROCEDURE: Ask learners what they think is happening, for example
'a car is driving past the school'or'someone's talking
Show learners the photo and ask them to guess what
job Lindsay might do before they listen. After outside the classroom doori
listening, elicit from learners the language they heard
(
that helped them find the answer.
SUGGESTED PROCEDURE:
ffi§i§ Journalist
Learners should close their book. Brainstorm ideas for
h things thatjournalists have to do everyday. Now ask
learners to open their book and see if the photos at
me§§§§ffi 1r / 2r / 3r / 4F / sr
the bottom of page 28 match any of the ideas they
1
came up with. Now learners can do c) individually
before going through it together in class.
SUGGESTED PROCEDURE:
Allow learners a few minutes to discuss this in pairs §§f§mffi§§ 1B/ 2c / 3 F / 4E / s A / 6D
before feeding back to the rest of the class. Remind
d
learners of the useful expressions for likes and dislikes.
SUGGESTED PROCEDURE:
ffiliW§ open answers
Remind students that we use Present Continuous to
describe act¡ons taking place at the time of speaking.
ffiffi
Lesson B Grammar& Practice 1 She's using a computer.
2 She's talking to her boss.
1a page 28
3 Shet travelling.
SUGGESTED PROCEDURE:
4 She's interviewing someone.
Learners can do this exercise by recognising the
grammatical forms, whlch is fine. However, as you're
5 Shet taking photos.
going through the exercise together, ask learners 6 Shet writing.
why the form was used (refer them to the explanation
box at the top of the page).
§§ffi 1 PS t 2PSl3 pc / 4pc / sps

79
2 page 29 b
SUGGESTED PROCEDURE: SUGGESTED PROCEDURE:
This activity could be extended by asking learners to First get learners to try completing the sentences
listen for I minute and then report to the class what,s without listening. Listen again and compare their
happening outside. answers with the audio. Go through the exercise
mffi§ffi open answers together to check.

3 page29
MW§
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
similar drills, insisting that students use the
3 One man is cooking something.

contracted forms. 4 The woman ¡s cutting vegetables.

ffiffiffi 1d/2c/3e/4a/sb 5 I think shet making a salad.

4a page 29
(
SUGGESTED PROCEDURE:
SUGGESTED PROCEDURE:
Get learners to look at the photos and elicit from Divide the class into pairs, A & B, and ask A to be the
them what jobs the people do. Then play the audio examiner and ask the quest¡ons while B plays the
for learners to answer the question. Elicit from candidate. Give them about 2 minutes before they
learners what they heard that helped them answer. swap roles. Go round the class monitoring and
provide feedback at the end.
ffio ffi§,§ffi open answers
 UNIT 6
lllleather
Trinity subject area Weather
Grammar Present Continuous to talk about the weather (get and start)
Past Simple of the verb to be.
I Functions Describing the weather and describing states in the past
, Vocabulary Descrlbing weather and temperature
r Pronunciation lntonation for simple questions
Advice to candidates Preparing for discusslon in the conversation phase

Words & ldeas Ask learners to describe the weather shown in each
of the pictures. Now play the audio, pausing a little
la page 30 after each speaker to allow learners tlme to answer.
SUGGESTED PROCEDURE: §K§3§
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

ffirere SUGGESTED PROCEDURE:

A8/B 4 / C7 / D6 / E1 / F2 / cs / 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 informat¡on
in the audio to allow learners time to process what
Listen once, then ask pairs to discuss, then listen
they're hearing and answer carefully. When you go
again to check.
rc /2F / 3H / 4B / sc / 6D / 7Cl8A
through the answers with learners, ask them to try to
explain their choice.
1 E
ñ§ffi
I page 30 1T/2F/3T/4F
SUGGESTED PROCEDURE:
4 page31
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/can't, vocabulary for free time activities etc.
used to describe things happening at the time of
ffi§xrc speaking, including changing conditions like the
Open answers weather.

3a page 31
§wx§
SUGGESTED PROCEDURE:
1 is blowing / 2's raining / 3 's snowing / 4's pouring /
5 is shining
Explaln to learners that they are going to hear three
different people talking about the weather. Each
person mentions the weather at two different t¡mes.

21
 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.
I Functions Describing the weather and describlng states in the past
, Vocabulary Descrlbing weather and temperature
r Pronunciation lntonation for simple questions
Advice to candidates Preparing for discusslon in the conversation phase

Words & ldeas Ask learners to describe the weather shown in each
of the pictures. Now play the audio, pausing a little
la page 30 after each speaker to allow learners t¡me to answer.
SUGGESTED PROCEDURE: ffiK§ffi
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

re§ffi SUGGESTED PROCEDURE:

Make sure you give learners time to read through the
A8/B 4 / C7 / D6 / E1 / F2 / cs / H3
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 informatlon
in the audio to allow learners time to process what
Listen once, then ask pairs to discuss, then listen
they're hearing and answer carefully. When you go
again to check.
through the answers w¡th learners, ask them to try to
ffi§ explain their choice.
1 E /2F / 3H / 4B / sc / 6D / 7Cl8A
ñ§wre
I page 30 1T/2F/3T/4F
SUGGESTED PROCEDURE:
4 page31
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/can't, vocabulary for free time activities etc.
used to describe things happening at the time of
ffi;xrc speaking, including changing conditions like the
Open answers weather.
rfi?"TEr:r§
lilrfr.¡<,F¡
3a page 31
SUGGESTED PROCEDURE:
1 ls blowing / 2's raining / 3 's snowing / 4's pouring /
5 is shining
Explaln to learners that they are going to hear three
different people talking about the weather. Each
person mentions the weather at two different t¡mes.

21
!''9¡¡on,,.8 Grammar & Practice 3 page 33
SUGGESTED PROCEDURE:
lit page 32 Let learners read the advice at the top ofthe 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 quest¡ons for each subject area. One example for
what the words in bold mean (in their L1 if you have each is enough. Don't 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
t_! I Lar tl a 't{ checking, don't forget to ask learners why they chose
their answers. ln some cases there may be more than
affirmative / questions one possible match.
negative ffi
t,!tt1'r¡¡ll'!
t?
I
1a / 2dl3 h (or a) / 4 e(or g) /s g (ora) / 6 c / 7 b /
He he?
was /1wasn'l 2Do / Doee 8f
She she?
It it?
4a page 33
We we? SUGGESTED PROCEDURE:
You 3 were / weren'l aDo 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. lt can
b be a good idea to get learners to'peer correct'by
swapping each other's question list and checking for
1 was / 2 were / 3 wasn't /4 weren't / SWere / grammatical accuracy. However, don't spend too
6wasn't/7were much time on this. This emphasis is on speaking, and
you need to get learners to speak as much as possible.
(
Open answers
The voice goes up.
b
d SUGGESTED PROCEDURE:
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 33
reasonable number of questions. Monitor and
SUGGESTED PROCEDURE: provide feedback at the end.
Some students may be tempted to write notes down tlrt{1ttl'l{
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.
l,l !l{lt¡ {.I{

Open answers
Lesson,,,B Grammar & Practice 3 page 33
SUGGESTED PROCEDURE:
In page 32 Let learners read the advice at the top ofthe page
SUGGESTED PROCEDURE: first. Before they llsten 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. Don't 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
checking, don't forget to ask learners why they chose
their answers. ln some cases there may be more than
affirmative / questions one possible match.
negative
t?
I
1a / 2dl3 h (or a) / 4 e(or g) / s g (ora) / 6 c / 7 b /
He he?
was /1wasn'l 2Do / Doea 8f
She she?
It it?
4a page 33
We we? SUGGESTED PROCEDURE:
You 3 were / weren'l aDo 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. lt can
b be a good idea to get learners to'peer correct'by
!¡l¡-r¡,{r.r"¡ swapping each other's question list and checking for
1 was / 2 were / 3 wasn't / 4 weren't / 5Were / grammatical accuracy. However, don't spend too
6wasn't/7were much time on this. This emphasis is on speaking, and
you need to get learners to speak as much as possible.

Open answers
The voice goes up.
b
d SUGGESTED PROCEDURE:
t.!: l*ltt {.:{
l:llct,l:¡F¡ 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 33
reasonable number of questions. Monitor and
SUGGESTED PROCEDURE: provide feedback at the end.
Some students may be tempted to write notes down
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.

Open answers
 l-

REVIEW UNITS 4.6

1 page 34 6it page 35
§rerc
,5
2-
l, T
E o
o R A L 3 T

G M

R Y
\-r R E E Z N G
They're having a picnic.
A
The sun is shining.
7 '3 U L D E R
She's wearing a hat.
H
They're eating.
Y H
q f 0 R Y

'3 oN
C E Z E

INUK
tr E
E E]
tr
It's raining.
She's talking on the telephone.
2 page34 She's holdinq an umbrella.
rc I primary/2 subject / 3 easy / AMaths/
5 doctors / 6 interest¡ng / 7 well-paid / 8 university

3 page 34

4 page 35
1 then /2 stand / 3 is / 4warm /
5 wasn't; was

5a page 35 It's snowing.

re 1 olga can't ride a horse. / 2 Olga can't Someone's riding a bike.
ski. / 3 Olga can understand Maths. / 4 Olga can run Het walking in the snow.
fast. / 5 Olga can't play the piano.
b
b
§XW open answers
ffi open answers

23
 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 lntroduction to topic presentation: the Topic Form
Talking about your topic

.A Words & ldeas d

SUGGESTED PROCEDURE:
'la page 36 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. rr."rsrirffi
Í,t Il{M { "1{ Open answers
A camping holiday / B cruise / C beach holiday /
D sightseeing tour 2a page 37
SUGGESTED PROCEDURE:
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
t f !l{!l¡{.1{ of their own examples. Alternatively, you can leave this
as a follow up activity between this listening task and
1C/28/3D/4A
exercise 3. Make sure learners have read through
( sentences 1-3 before listening. Elicit from learners
what may make a holiday terrible or wonderful.
t.t r l{!!¡ l.Á§
Types of holiday adventure holiday
beach holiday 1 Bruno went to Corfu. lt was great.
sightseeing tour 2 Clare went to Wales. lt was terrible.
mountain holiday 3 Luke went to Paris. It was lovely.
safa ri
h
Accommodation bed and breakfast
friend's/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
 predict¡ons. As you play the audio, pause after b
chunks of information that relate to questions. When
É;¿tc.&-.éJ¡§.J
you check though, ask learners to give reasons for
Open answers
their answers.
ffi 1a/2b/3c 2a and b page 39
SUGGESTED PROCEDURE:
3a and b page 37 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
voiced /d/ sound.
ffi
{'!, Lt "} a -&!

Groupl /fl Group2 /d/ Group3 /td/

booked arrived ended
Concept checkfor understanding ofthese words and
phrases before going onto the pair work. cooked loved needed
Learners need to wrlte 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 shouldn't spend
too much tlme writing, but get into the speaking as 3ñ page 39
soon as possible. &§\r¿!!;*"td

Go round checking what learners are writing and I Don't/ 2 Do / 3 Don't/ 4 Don't / 5 Do
helping as necessary. Once they have written
answers, ask them to close their notebooks and get
into pairs. Divide the class into pairs (A & B) for part
4 page 39
b). Get B to ask A first and then swap roles. Monitor
SUGGESTED PROCEDURE:
and provide feedback at the end.
Before pair work, you could build a mind map on the
Open answers
board with the whole class making suggestions.
Follow up with a similar task on a different topic.
t.t ! tql ?¡ !.¡ *

Open answers

,,,,,E., Grammar & Practice

'!a page 38
SUGGESTED PROCEDURE:
\
Refer learners to the grammar explanation box at the
I top of the page before they attempt the exercise. Ask
learners to read through the paragraph about the
holiday once without worrying about the gaps.
Check for general comprehension of the text. Then
ask learners to work individually on the text - remind
them that they will need the auxiliary'do'in order to
form the negative.

1 was /2 didn't want / 3 wanted / 4 decided /

5 camped / 6 liked / 7 didn't like / 8 rained

25
 UNIT 8
Shopping
Trinity subject area Shopping
Grammar Comparative forms of adjectives (1)
Linking words: buf and because; then
Functions Making comparisons
Expressing contrast using but
Vocabulary Types ofshops and places to go shopping
Pronunciation 'Weak'forms
Advice to candidates Preparing for your topic: mind maps
Talking about your topic

-[esso,nA Words&Ideas (
SUGGESTED PROCEDURE:
1o page 40 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 m!?a§rfir¡ ^
ri!rr ¡. rq rr:¿t upen anSwers
them.
2it page 41
§:§f'§§ 1B/ 2c / 3 D / 4 A / s F / 6E SUGGESTED PROCEDURE:

b Ask students to do the matching exercise individually,

SUGGESTED PROCEDURE:
then compare with a partner before checking with
the whole class.
Once pairs have worked on this, do feedback with
whole class, writing their ideas on the board re§ A supermarket/ B lnternet 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 ofshop'but other categories e.g. b
food, clothing, expensive, cheap etc. SUGGESTED PROCEDURE:
Explain to learners that they will hear the audio twice.
Florist's: bunches of flowers; pot plants; flower pots; The first time they should simply identify the kind of
roses; cactus shopping the speakers are talking about. What words
Greengrocer's: vegetables; potatoes; cabbage; did they hear that helped them decide?
onions; fruit; apples; oranges; bananas Before listening the second time, check that learners

Butcher's: chicken; beef; lamb; steak; turkey
Newsagent's: newspapers; magazines; pens; pencils;
sweets
Boutique / Clothes shop: dresses; trousers; jackets;
coats; shoes
Hair dresser's: cut; wash; style; dye; perm
understand what's meant in this context by price,
quality, choice and friendliness. What's most important
for them when they go shopping? Can they think of
synonyms for these words? Then play the audio and
do the exercise.
Chloe, Ellen and Mathis give reasons for their choices,
but Grade 4 candidates are not expected to be able
to do this.

r-5;l.¡.j..a!&,e t
What clothes E/ music M/food C
Where the lnternet M / high street shops C; E
3 page41
SUGGESTED PROCEDURE:
You might need to explain to some learners that they
need to refer to the shopping bags at the bottom ofthe
page. Point out to learners that these are only
suggestions, though - they can use their own ideas, too.
ffiffi open answers
le§ton,,B, Grammar & Practice
'!ñ page 42
ffiffiffi 1dt2c/3b/4a
SUGGESTED PROCEDURE:
See Procedures file for structured practlce of particular
forms. This might seem like quite a complicated task
for some learners, so it is best to take them through it
stage by stage. First, ask learners just to read what
the two people are saying. Ask them simple
questions to check comprehension e.g.
'What kind of shop are they talking about?'
'Which shop has lots of customers?'
lf necessary, you can write on the board other prompts
to help students to use all the adjectives in the box.
Supersaver:
Oh look! Here's a dress like the one that Beyoncé wore
onTV last n¡ght.
The staff are so nice and polite here!
It's got eight floors and twelve departments!
This place is huge!Wow!
Hanley's:
These blouses and skirts are so old-foshioned!
The staff are so rude!
The service here is terrible!
It's only got two floors. There's not much here, is there?
Now ask learners to read through again and underline
all the adjectives that are used. Give an example of
how they might compare the two department stores
using the comparative form. Finally, divide the class
¡nto pairs (A&B). Ask them to take turns comparing
the two stores using the information given. Monitor
and provide feedback at the end.
Hanley's is older than Supersaver. /
Hanley's clothes are uglier than Supersaver's. /
Supersaver's clothes are more modern than Hanley's. /
The staff in Supersaver are more polite. / Hanley's is
worse than Supersaver. / Supersaver is more crowded
than Hanley's. / Supersaver is larger than Hanley's. /
The staff in Hanley's are ruder than in Supersaver.
(
rc Open answers
2 page43
SUGGESTED PROCEDURE:
Follow up with choral drills to practise weak forms
(see the Procedures file).
ffi 1 lt! black and white. / 2 Some cheese
and bread. / 3 le[ like to pay with cash. / 4 A packet of
tea. /5 A bottle of milk./6 I wantto buy a shirt.
3 page 43
rc 1, 2 pop; rockl /3,4, 5 the lnternet /;
street market; from my friends ,/ / 6,7 I love old
things /; love music / / I my grandfather's jazz
records
4 page43
SUGGESTED PROCEDURE:
As this kind of organising ideas may be new to
students, it may be worth going through another
example together as a whole class activity before
learners do it Ind¡v¡dually.
Choose a topic and build a mind map on the board,
eliciting suggestions from the class. lf you're short of
class time, the first part of this task could be done at
home, so that learners are ready to speak when they
next come to class. Remember, in the exam, the
candidates will only have the four subject boxes, not
the notes.
As with all pair work, divide the class into pairs. Get A
to ask B, then after three to four minutes tell them to
swap roles. Monitor and provide feedback at the end.
rc open answers
27
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 offood and waYs of cooking
Adjectives for describing food
Expressions for likes and disllkes

Advice to candidates Listening to questions and responding appropriately

Talking about food

Words & ldeas r§T§§re

fruit vegetables meat and fish
'l& page 44 pears potatoes a steak
SUGGESTED PROCEDURE: 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
Other words
Other words
feedback, correct any pronunciation problems which a lettuce
beef burger
strawberries
may occur with some of these items. Other words cod
pineapple
ffi coconut / 3 garlic /
peas
1a bottle of vinegar/ 2 a beans
4 a lettuce / 5 a steak/6 carrots/ 7 a packet of flour/
dairy products other
8 salt/ 9 pepper/ 10 potatoes / 1 1 cheese /
12 a bottle of milk / 13 a mango / 14 pears / 15 lamb cheese salt
pepper
chops / 16 a carton of yoghurt / 17 a whole salmon / a carton of yoghurt
a packet offlour
18 onions Other words
a bottle of vinegar
cream
b milk Other words
SUGGESTED PROCEDURE: oil
To add a b¡t of fun, you could make this a team game' herbs
Divide the class into teams of up to five students' spices

Tellthem they have five minutes to group the words

correctly. They can use dictionaries to help them'
After the time has run out, check teams'answers and
the team to finish first with the most correct answers
is the winner. Don't forget to check their
pronunciation of these items.
(
SUGGESTED PROCEDURE:
This activity provides some practise with past forms'
you may need to refresh their memories of regular
and irregular forms before proceeding' Alternatively'
let them work first and feedback after the task on any
errors with past forms that you hear'
mre open answers
Il
2a page45 4a page45
SUGGESTED PROCEDURE: re 1 I can't stand /2 I don't like/3 l'm not
Po¡nt 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 dellberately silly mistakes.
ffi open answers
ffire
Starters lce cream
6las'sef chicken soup
Mixed Salad
Main course ¡+u++juiee
Spaghetti Bolognese B Grammar & Practice
A**ieeef fish and chips
Dessert ft4ics,hreemsi+grarli€
'lo page 46
Á.leafef chocolate ca ke 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
gHe*etq€ndpeta+ees on the board, but with the nouns missing. e.g.
Fizzy drinks Some people like thicker...
They're sweeter...
b
They're the fasflest...
SUGGESTED PROCEDURE:
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 mlnutes 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

re open answers find the rules and complete the rest of the table.
1 thinnest/2 more/ 3 most / 4the
3o page 45 tastiest / 5 better / 6 best
&§X§ eizza
b
b ffiX§ffi 1 colder, coldest / 2 worse, worst /
SUGGESTED PROCEDURE: 3 more delicious, most delicious / 4 hot, hottest
Before listening a second time, ask learners to read
through the items in the list. What would they
(
choose to use if they were making a pizza? What can SUGGESTED PROCEDURE:
they remember from the first listening? Now play the Do an example together with the class so learners
audio a second time and check. have a clearer idea of what they have to do. Remind

§ffi them that the adjectives in the word pool are only
suggestions. Divide the class into pairs or groups of
flour / salt / water / tomato sauce / red onions / small
mushrooms / cheese three. Monitor and provide feedback at the end. You

29

I
 can follow up by having a class vote on certain issues,
such as who is the best singer or what,s the most
exciting city.
REVIEW UNITS 7.9
ffiffi§qre open answers 1 page 48
ffi{T;-§§ I sightseeing,G /2cruise,B /
2á page 47 3 greengrocers, C / 4newsagents, E / 5 supermarket,
SUGGESTED PROCEDURE: H / 6 lettuce, D / 7 coconuts, A / g yoghurt, I
Begin this by getting learners to do the activity in
reverse: learners read through the answers and think 2 page48
of the questions that might prompt them. Now play
the audio. Pause after each question to give students
ffire
Hi Suzie,
t¡me to decide. When you go through again to check, We arrived in Athens two days ir+ on Monday but our
make sure you ask learners to explain the reason for
holiday didn't sta++ed start well. We dees,+t didn,t
their choices. like our hotel. lt was awful. We ehanges changed
ffiffi§ 1b/2cI3b/4a/5b/6c hotel yesterday. lt's m€{€greed better. Athens is
great. lt's bigrer bigger and more exciting than our
b small town in Hungary. This morning we v¿a.l* watked
Give them a few minutes to write down five questions to The Acropolis. The view is fantastic up there. I loved
based on the ideas in the diagram, or others they can it, but Marcus 6¡¿¡'1erj€yed enjoy it. He can,t
think of. They shouldn't spend too much tlme writing, standing stand high places. We,re going to eat now.
but this is a good opportunity to check their ability to The food is tasty, but neest more expensive than I
form questions correctly: remember that candidates expected. How was your trip back to England? Good I
have to ask the examiner one question. hope.
m§§-Y§§K open answers Take care
Jan
(andd
SUGGESTED PROCEDURE: 3 page48
Divide the class into pairs, A & B, and ask A to ask five
questions first and B to answer. The partner asking
ffi§ffirc
I Milk is nicer than juice. / Juice is nicer than milk.
the questions should also be,marking,the
performance of the student answering. Ask Iearners
2 Vegetables are tast¡er than sweets. / Sweets are
tastier than vegetables.
to be fair and not too critical, but to be honest, too.
To make this work, it might be best to split up usual
3 Sightseeing is more interesting than camping. /
partners and get learners to work with someone new. Camping is more ¡nteresting that sightseeing.
At the end, get feedback from the learners who 4 Beach holidays are better than mountain holidays. /
played the'examiner'and discuss how students can Mountain holidays are better than beach holidays.
improve their performance. All of this will help raise 5 Watching TV is more fun than shopping. /
learners'awareness of how others understand them Shopping is more fun than watching TV.
when they speak English. See procedures file for 6 Street markets are cheaper than supermarkets. /
Exam practice tasks. Supermarkets are cheaper than street markets.
ffi§§ffi§ open answers
4 page49
rc 1 go / 2arrived /3 better/4 more
expensive / 5 the healthiest

§ page49
re 1c/2b/3c/4a
6 page49
ffi 1d/2a/3b/4e/5c
¡l
UNIT IO
At ühe 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

Le.§son,,A Words & ldeas 3o page 51

SUGGESTED PROCEDURE:
Ia page 50 Before they listen, elicit from learners what words or
m§§re 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
Gjogging/Hchatting what they heard that helped them make thelr choice.
§,ffiffi 1 Ralph -winter/2 Antonia - summer
b
1 B / 2F / 3 A/ 4E / sG / 6H / 7 D / 8C b
SUGGESTED PROCEDURE:
(
Make sure learners read through and understand the
§áiLL§.-e¿§i&t§* questions before they listen again. Pause after each
do have go for go to relevant chunk of information to allow learners time
to assimilate what they hear and decide
0 a party
appropriately. When you check, ask learners what
1 the gardening
they heard that helped them make their choice.
2 a prcnrc
§§§ffiXre 1r /2F /3F /4r /sF /6F
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
ffire§ open answers swap roles. Monitor and provide feedback at the end.
Encourage learners to use conjunctions'but'and
2a page 51 'because'. Before they start, provide them with a
1 winter / 2 springl 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.
Open answers f,1i!§'l{ ilJ Upen answers

37

ffi
Hi
ut'
i

I
 Le-sson B, Grammar & Practice
1A page 52
§f,f ffi 1 R / 2 A / 3 R / 4Rls R/6 A
You could follow up by playing the audio again
for them to check.

sometimes

( b
SUGGESTED PROCEDURE: SUGGESTED PROCEDURE:
Before learners look at the Focus box, write a few Remind students what the topic form is for. The aim
example sentences with these adverbs that illustrate of this activity is to make it clear to students that the
the most typical word order. With closed books, ask examiner can ask questions in any order.
learners to work in groups of three and come up with
rules for adverb word order based on the examples
you wrote on the board. Then refer learners to the
Focus box. You could add a bit of fun to the exercise
fr Thinqe I like
ffiwr,att ao
Main poinle
by making it a race, with students working in pairs to
to ¿iecugb
finish first.
aboul my topic
§§r§§§re
1 lt always snows ln the mountains. f, My colleaq

2 They usually go out with friends on Saturday

evening.
3 We sometimes go on holiday in winter. 3a and b page 53
4 Sometimes she goes to concerts w¡th friends. SUGGESTED PROCEDURE:

5 My family never watch TV.
6 I am never late for school.
d Divide the class into pairs, A & B, and ask A to ask
SUGGESTED PROCEDURE:
Provide an example question to ask one student for
the rest of the class to hear. Then divide the class into
pairs, A & B, and ask A to ask five questions first and B
to answer. Monitor and provide feedback at the end.
lf you're short on class time, part a) could be prepared
for homework so that students go straight into b)
next t¡me.
questions first and B to answer. Make sure B changes
the order of the questions from the order written on
their partner's form. Monitor and provide feedback at
the end.
§W open answers

mre open answers

2a page 53
ffi § 1 sports / 2Thursday /3 three / 4 takes
money
'l UNIT II
§ports 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 ploy
Advice to candidates Asking the examiner a question

Words & ldeas make: computer; games (= pro§ramming); model

planes
la page54 listen to: CDs; music
A sailing /B fishing /C diving / D gaming / go: sailing; horse riding; snowboarding; swimming
E chess / F tennis / G cricket/ H rollerblading
e
b
§§reffi open answers
ffi ry§ffi I diving /2cricket / 3 ro[erbtading /
4 tennis / 5 video games / 6 fishing /7 sailing/ g chess
Follow up with a memory game. Ask learners to close Extra aetivi§
their books and in team recall as many activities from
Quiz
the picture as they can.
lf you have time, you could do this quick team quiz
( with your class.

ffiffiffi 1 Which game does not need a bat?

a tennis
Suggested extra words in brackets.Tell students
there is one word they don't need.
b cricket
c baseball
G bat / F-B net / A sail (life jacket)
/ Xbow /G-H pads
(ball; rollerblades) / D screen (buttons) / D console
2 What game has kings and queens?
(buttons) / E queen (king¡ 7 q snorkel (mask) /
a backgammon
C flippers (trunks) / F racquet (net) / A yacht (rope) /
b Monopoly
H helmet (pads) / B rod (net)
c chess
3 Which instrument needs a bow?
d a the piano
SUGGESTED PROCEDURE: b the violin
Divide the class into groups of 3or 4 and make this a
c the guitar

team race. At the end, ask learners ifthey can think of What is a yacht?
other thlngs to add to the lists. a a kind of ball
b a kind of hat for tennis
W
play: basketball; CDs; computer; games; football;
c a kind of sailing boat
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

33
 6 What computer game stars Lara Croft?
a RaidersoftheLostArk
b Tomb Raider
c Pac man
Quiz answers:1 a /2c/ 3b / 4 c / 5 a / 6b
2i page55
SUGGESTED PROCEDURE:
Tell learners that they are going to hear 3 children
talking about their hobbies. Ask them to look at the
questions. Have a quick whole-class brainstorming
session, eliciting words related to the hobbies
mentioned. Now play the listening through once.
re 1 Craig: playing the piano / m
2 Alice: football / 3 Adam: sailing
b
SUGGESTED PROCEDURE:
Ask learners to read through the questions. Remind
them what these time phrases mean and ask them if
they can think of any others. The time phrases in the
first question (once a week etc.) may be new to some
learners, so elicit from the class what they think these
phrases mean. You could ask them for synonymous
expressions - for example, once a week could be
'every Monday'or'at the weekend'as these are used
in the audio. Now play through the audio and let
learners answer. When you check, pause the audio at
the relevant section and ask learners what they heard
that helped them make their choice.
§f§§§§§§ I a every day; b once a week; c once a
week (every weekend) / 2 awell; b slowly; c quickly
3 page 55
m§§W open answers
[esson.,B. Grammar & Practice
1i page 56
l to them. lf they have prepared a mind map for their
§ 1 well/ 2badty /3fast/ terribty/
5 slowly
h
1 is ridingdangerously/2 speaks angrily
3 raining heavily / 4 Look carefully
(
tiLaf{rf{f{ 1 tate / 2 early / 3 fast / 4 welll 5 hard
2 pagei7
SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to spea k
to B first and then swap roles. lt's important that
learners don't refer to their notebooks during the
speaking part of this activity, but just try to remember
what they noted down.
m§§ open answers
3a page 57
1 c/ 2d / 3e / 4a / 5h / 6f /7 g/ sb
b
SUGGESTED PROCEDURE:
There may be a number of possible questions, but
the list below shows the most likely ones. Students
may need to write in their notebooks. As they write,
go round the class monitoring and paying particular
attention to word order and use of auxiliary verbs.
§WI§.§§"{T§ t Doyouplaysport?/2
Where did you go on holiday last year? / 3 What kind
of books do you like reading? / 4Who is your
favourite rock band? / 5 Can you play music? / 6 Do
you collect anything? /7 Doyou like playing
computer games? / 8 Where do you go swimming?
(andd
SUGGESTED PROCEDURE:
By now, learners should have decided upon a special
topic to prepare for the interview. Try to encourage
students' originality when preparing their questions.
Try and ensure that their topic is not on one of the
subject areas. Although at Grade 4 it would be
acceptable to talk about a particular holiday or sport,
'Holidays'in general, or'My Sports and Hobbiesi for
example, would not be appropriate.Don't let them
settle for the first, most obvious questions that occur
topic then they should refer to this to help them
make more interesting questions. For the last few pair
work activities in the book, try to get students to work
with classmates they haven't yet worked with. Divide
/ the class into pairs, A & B, and ask A to speak to B first
and then swap roles after about 3 or 4 minutes.
Monitor and provide feedback at the end.
ffi§K{'"§1 open answers
 UNIT 12
§ehool amd work
Trinity subject area School and work
Grammar Future with going to
Functions Making predictions, talking about future plans and ¡ntentions
Describing pictures
Vocabulary School and fields of work
Personal qualities
Advice to candidates Asking for clarifications
Describing pictures
Talking about plans and intentions

lesso-nA Words & Ideas You may need to provide some extra vocabulary on
the board. As you monitor or when you get feedback,
'la page 58 make sure learners are giving reasons for their
SUGGESTED PROCEDURE: choices, using'becausei
With closed book, get pairs or small groups to rc 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 59
SUGGESTED PROCEDURE:
rc empties bins. / D fixes equipment. /
E
B gives medicine. / A helps children learn. / D locks Don't forget that this is supposed to be a
the school. / B looks after sick child ren. / C makes the commun¡cation activity. Learners should not be
timetable. / A marks homework. / E mops floors. / going through this questionnaire alone, but
D organises the school. responding as their partner asks them questions.
ffiffi open answers
b
SUGGESTED PROCEDURE: 3a page 59
After playing, ask learners to recall words or phrases SUGGESTED PROCEDURE:
that helped them decide. Elicit from the class very briefly what the photos
fffiffi 1A cleaner/2 A nurse/3 A head show and whatt happening, Then play the audio
teacher / 4 A teacher / 5 A caretaker through once. Ask learners what they heard that
helped them make their choice.
( re PhotoA - F/photo B - c/photoc - L/
re open answers Photo D - Not mentioned / photo E - Not mentioned /
PhotoF-Notmentioned
d
SUGGESTED PROCEDURE: b
This is quite a difficult task, but somet¡mes it is SUGGESTED PROCEDURE:
necessary to'stretch'learners a little more. Don,t 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 to describe
e.g.'Maths is important for a business woman personal qualities, e.g.'They are calm and quick
because she deals with money, costs and wages., thinkingi
rc open answers

35
Less-on B Grammar & Practice
1 page 60
ffi3e§*ffi
affirmative (short form) negative (short form) ¡ going to + infinitive
am ('m) am not ('m not)
He/She/lt 1
ie (2'e) t ie nol (isn'l) going to teach.
We/You/They a are (s're) are not (6 aren't)

2a page 60 h
f§f§§T § 1 B / 2 A / 3B / 4B / s A §ffire
/ Excuse me. I didn't catch what you said.
b
/ l'm sorry, but I don't understand.
SUGGESTED PROCEDURE:
This focuses on the'predictions'use of going toi Point
/ To be honest, I don't know.
out that there are verbs in the top box and nouns in
./ Excuse me. l'm not sure what you mean.
the bottom that all relate to the photos on page 65.
4i page 61
ffi§,rc§§
going to climb down the building.
W§"§ open answers
He's
They're going to do and experlment. b
He's going to put out the fire.
They're going to land the plane.
ffi§'m open answers

Shet going to interview someone.

They're going to take the patient to hospital.

(
SUGGESTED PROCEDURE:
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.
rc open answers

3a page61
SUGGESTED PROCEDURE:
Point out that it is perfectly normal not to understand
someone or hear them well - even when we speak in
our first language it often happens. What learners need
to know is how to cope In these situations. This exercise
practises useful phrases for getting clarification.
You could do work on appropriate intonation of these
phrases - correct intonation can make allthe difference
between a polite request and sounding rude. Use the
audio as a model, or provide a model yourself, and get
learners to repeat using the same intonation. Practise
with choral drilling with different groups of learners
(girls and boys / left and right side of the class etc.)

mm§ffi a3 /b2/c1
§l
Keys to the tSE file
REVIEW UNITS IO-I2 Page 67
1 page 70 Taskl-Longreading
ffiffi Questions l-5
1D/2A/3F/48/sC
tr EtrgEtrtr Questions 6-10

4¡
tr E True statements (in any order): A, B, E, F,H
Question 'l 1-15
C R E E
u
- ]
tr o N
,R lr;l
lL' l
1 1 seaside town; 12 rlch holiday visitors
/ holiday

Nlu n
visitors; 13 crocodile; 14 47; 15life on Earth
o o u Page 68-70
L D
M
i:r Task 2 - Multi text Reading
Hl 'lU 7 7 E R 1Ft
t-t Questions l6-20

2 page62 ME tI 168/17C/18A/19C/20A
Questions 21 -25
re 1 do / 2a /3 getting / tobuy / s at / True statements (in any order): A,B, D, F, H
6 have / 7 racquef/ 8 well / 9 go / t0 quickly
Questions 26-30
3á page62 26 rabbits / 27 wef / 2g clean / 29 humans / 30 at least
§K§§ffi 1c/2c/3a/4c
Page71
kv Task 3 - Reading into writing
m§ffi open answers 2
1C /28 /3 A/ 4F /5D / 6E /7 / 8B / sC /10 A
4 page 63 D

ffi §ffi 1 ,/ / 2 X John ptays the piano very Page72-73

well. / 3 X We ran quickly to catch the bus. 4 ,/ / Task 4
/
I
5 Why are you angry with me? / 6 ./
1b)

5 page 63 Food in my country

My country is by the sea. For this reason, most of
ffiffi 1 I never go to school on Sunday. / 2 We our
national recipes use flsh. Everyone here loves fish,
always go on holiday in winter. / 3 I am often
late for
school. / 4 Sometimes my friends are annoying.; and they eat fish for breakfast, lunch and dinner.
My
friends are annoying somet¡mes. / 5 Our teacher Fish soup is very popular. We usually make this
with
rarely gets angry. shrimps, vegetables and a fish called cod. lt,s easy to
make, and we call it bisque. Another popular dish is
6a page63 called prinsefisk, or,prince fishi Chefs first made it
ffi§§§ t He isn't going to write an email. He,s years ago for a prince. prinsefisk is baked in the
oven
going to answer the phone. / 2 He isn,t going with eggs and cream.
to go
skiing. He's going to go swimming. / 3 They arent However, my favourite doesn,t have any fish. ltt a
go¡ng to watch TV. They,re going to cook sweet called lingonberry cake, and it,s deliciousl
dinner.

h 2b)

ffi§§ open answers Hatton Hall is a fantastic place for all the family. There
beautiful old house, a big park, a farm and lovely
is a
gardens.

37
The house is 200 years old and full of history. ln each
room, clever actors play scenes and visitors
can see how people lived in the past.
Hatton's huge park and lakes have many plants and
animals. You can also do sports like fishing and
sailing. Boats are quite cheap to rent. In bad weather,
you can visit the café or gift shop.
Hatton is a wonderful day out for everyone!
o \/
tt

f.rTl
4b)
rOtr t!!TJ Jtl ,@
1 visited / 2 walked / 3 lived / 4 don'tlive /5 played / Listening task page 74
6were/ 7 rented /8 sailed /9 liked / 10 didn't rain 2
a) Give students time to discuss in pairs, then open
5b) out to whole class discussion. You could also write
a
Last weekend I saw'The Iighthouse' at the Garrick some useful vocabulary on the board: castle, coach,
Theatre and I enjoyed it very much. car park, fast food, restaurant, fun fair, rides,
The lighthouse is about life in a small village by the adventure park, beach
sea. The main characters in the play are the family b) Read out the examiner rubric (below) to the class.
that keep the lighthouse. The play tells the story of Examiner rubric:
one terrible stormy night in the village. This is a map of an amusement park in England. You're
After that night their Iives are never the same. going to hear someone talking about the park. You'll
Iliked the play because the story was very exciting, hear the talk twice. These pictures show some places
but also because the actors played so well. There was at the park. The talk will tell you where the places are.
also some beautiful music. lt almost made me cryl Each picture has a letter. Write the correct letters in
This is a great play. You're going to love it. the circles on the plan. There's one circle that you do
not need to write in.
Listening task page 74 There's an example to show you what to do. Please
look at plan and the pictures now. You have 15
1a)
seconds. Are you ready?
Accept any of the following suggestions from @
students:
A lnformation desk / kiosk
B Toilets / rest rooms
Cluggage /baggage/bag
D newspapers / magazines / newsagent
E bicycle
F tickets
b) Give students some time to discuss this in pairs,
then open up to whole class discussion. There are no
right or wrong answers at this stage, but encourage
students to give reasons for their guesses.
c) Play the audio once.
e
d) Give students a chance to confer with a partner
before playing the audio a second time.
ts
nñn
"ɧ&"'L"&
 Page75 . How long can they stay under water?
lndependent Listening Task 2 For 2 minutes (at a time).
1 . What colour are polar bears'bodies?
a) After students have discussed in pairs, open up the Black
discussion and elicit or provide the following . How does the colour of their bodies help them?
vocabulary: polar bears, ice, North Pole, fur...
It keeps them warm.
b) Read out the following rubric:
You're going to hear a short talk about polar bears. you
2
will hear the tolk twice. As you listen, write down some
facts about polor bears. a) Ask students to give reasons for their answers.
Play the audio twice. Students should make notes [Note - in the exam, no photos or information is
about any facts they think they hear in the talk. Then given about the subject of the talk on the student's
get students to compare thelr notes in pairs (part c). note taking form.l

d) Questions: b) Read out the following rubric:

You're going to hear a short talk about the pilot Amy
1 How many countries do they live in?
Johnson, You will heor the tolk twice. As you listen,
2 How heavy can they be?
write down some focts about her life.
3 How far do they walk?
Play the audio twice
4 What else do they eat?
c)
5 How long can they stay under water?
. What nationality was Amy?
6 What colour are their bodies?
English.
Don't spend too much time on the grammar of
. When was she born?
questions at this point, but make sure that students
understand what is being asked.Then playthe audio 1 903
a th¡rd t¡me. Students should now listen out . Where was her father from?
specifically to answer the questions just made. Denmark
e) Students should now have enough information . What did she study?
from the previous tasks to do this. You may want to Economics
finish offwith a final whole class summary of the
. When did she start flying?
facts given in the talk.
1929
. How many countries do they live in?
. What did her father buy her?
Four countries near the North Pole
A plane
. How heavy can they be?
. What did she do in 1930?
600 kilos
She flew from England to Australia.
. What do they like eating most?
. What date did she leave?
Meat/the biggest meat-eaters on earth
5th May
. How far do they walk to find food?
. How long was the journey?
1000 kilometres
1 9 days
. What else do they eat?
. Where is Amy's plane now?
Birds'eggs or fish
Science Museum in London
. Where do they often try to find food?
ln the sea
. What can they do with their noses?
They can close them.
Reeording scrlpts
Diagnostic Test
1 Hello, how are you?
2 Can you play the guitar?
3 How do you come to school?
4 When do you go swimming?
5 Where exactly do you live?
6 What was the weather like yesterday?
7 Can you tell me the way to the station, please?
8 What are you doing at the moment?
9 What languages can you speak?
10 How can I get to the supermarket?
11 When do you watch television?
12 Why is it so cold?
13 Why are you late?
14 When is your birthday - and your brother's?
l5 What is that teacher doing?
16 Can you tell me where the football stadium
please?
17 Which cinema do you go to?
18 ln which month were you born?
19 What does you mother do?
20 Do you live near the school?
21 Did you go on holiday last year?
22 Are you going to meet your friends next Saturday?
23 How often do you shop for cloths?
24 Do you usually drink sparkling water with your
meals?
25 Did you go to school yesterday?
26 Choose the best question from your answer sheet.
27 Are you going to play tennis this weekend?
28 How often do you visit your grandparents?
29 Do you often go to the shopping centre?
30 Choose the best question from your answer sheet.
31 Did you play any sport last weekend?
32 What are you going to eat tonight?
33 Do you enjoy meeting your friends at the
weekends?
34 Did you have good time on holiday?
a
35 Choose the best question from your answer sheet.
36 Are you going to visit any other countries?
37 How often do you go shopping?
38 Do you usually work at the weekend?
39 What do you like doing on the beach?
40 Was this test easy?
Girl: I usually get up at quarter to seven and have
breaHast at seven otlock. I go to school at eight
otlock in the morning. School finishes at three otlock
in the afternoon and I go home. I have dinner and at
six otlock in the evening I usually do my homework.
At seven otlock I usually watch television. I always go
to bed at nine otlock. What about you?
Boy: My name's Kelvin. I live in Zambia, We've got a
house in a small village. I live with my parents and my
sister. My mum gets up first and she wakes all the
family. We get up very early, at six otlock. I have
breakfast at quarter past six and then I put on my
school uniform. I like school, but it's far away. Every
morning I walk three kilometres and I get to school at
seven otlock. Lessons start at seven fifteen. We have a
break at a quarter to eleven and then lessons end at a
is, quarter past one. I walk home again and ! have lunch
with all my family at half past two. I do homework at
three otlock and then I play games with my brothers
and sisters in the afternoon. Sometimes we go fishing.
ln the evening, at a quarter to eight my dad comes
home. He's a fisherman. We don't watch TV in the
evenings - we haven't got one! We sit together and
talk. We usually go to bed at ten otlock.
1 Whatt your name?
2 How old are you?
3 Where are you from?
4 Have you got any brothers or sisters?
5 What time do you start school every day?
6 What do you do when you get home from school?
7 What do you do in your free time?
8 What sports do you like?
A l'm twelve years old.
B Yes, l've got one brother. He's younger than me.
c Alexandra.
D About 9.00 otlock in the morning.
E l'm from Barcelona.
F I play the piano and read comics.
G I usually have something to eat and then start my
homework.
I don't like football or basketball or anything like
that. I hate sport.
Man: Oh yes, it's easy to find. When you come out of
the hospital door you are on High Street.
Woman: High Street. Okay.
Man:Yes. Now, turn left and Go along High Street.
Woman:Along High Street. Okay.
Man:Yes. Go past the bakery and then turn right.
Woman:Turn right after the bakery. What's that
street called?
Man:That's Library Road. When you're on Library
Road, go straight ahead. Go past the library.
Woman: Okay - I go straight ahead, past the library.
Man: That's right. Then take the first turnlng on the left.
Woman: Oh, sorry, wait a minute. I go past the library
and then...?
Man: Then take the first turning on the left. That's
Lime Avenue.
Woman: Okay - Lime Avenue.
Man: Yes. Go straight ahead along Lime Avenue. On
your left is a theatre. lt's opposite the theatre.
Woman: Okay, opposite the theatre in Lime Avenue.
ls it far?
Man: No, no. lt's not far at all - about five minutes
from here.
Woman: Oh good. Thanks very much.
Man:Well, it's very near the church. Do you know
where the church is?
Woman: No, l'm afraid I don't.
Man: Okay, well when you come out of the stat¡on
turn left and walk along Lime Avenue.
Woman:Turn left into Lime Avenue. Yes?
Man:Then go straight on and at the end of the road
turn left again. That's Library Road.
Woman:Turn left again into Library Road.
Man: Go across Library Road to the other side and
then walk along for about 20 metres. You'll see a big
church on your right.
Woman: A big church on my right. Okay.
Man: Go past the church and on the right there are
some steps.
Woman: Past the church there are some steps on the
right. Okay.
Man: That's right. Go up the steps, and it's in front of
you.
Woman: Okay. Thanks very much for your help.
Man: No problem.
1 Turn left at the lights.
2 ls the museum behind the school?
3 Turn r¡ght then left.
4 H¡I
5 lt's opposite the bank.
6 Where's the post office?
7 Take the second on the left
8 Can you see the church?
1 Where's the museum?
2 Excuse me, could you tell me the way to the
General Hospital, please?
3 I can't find the bus stop. Where is it?
4 Excuse me, do you know the way to the post office?
5 Tell me the way to the station.
6 Could you tell me how to get to the library from
here?
1 William Shakespeare: 23rd of April, 1 564
2 David Beckham: 2n¿ of May 1975
3 Albert Einstein: 14tr, of March, 1879
4 Lady Gaga: 28ttt of March 1986
5 Maddox Jolie-Pltt: 5th of August 2001
6 Brad Pitt : 18t, of December 1963
7 Queen lsabella: 22nd of April 1451
8 Elvis Presley: 8th of January 1935
...and there's a lot going on in town this month. For
music lovers, there are two concerts. The first is on
the 3rd of October when the lrish pop group The
Strangers are playing at the Mill House. Doors open
at 8.00 p.m. lf you like classical music, the Liverpool
Philharmonic Orchestra will be playing Beethoven's
Fifth Symphony on the 1 2t¡ of October. The venue is
Saint George's Hall and the music starts at 7 p.m.
Theatre now and the Old Vic Theatre has a very funny
play for children on Saturday the 5Ú'and Saturday the
1 2t¡, of October. Rosa is the name of the show, and it
starts at 1 1 a.m. - so wake up early. And we're happy
to see that the State Ballet Company of Kiev is back in
town. lt will be performing Swan Lake at the Royal
Opera House on the 22nd and 23rd of October. The
performance starts at 8.45 in the evening. There's
more dancing on at the...
47

ra
1 What time do you get up on Monday mornings?
2 What is you r favou rite day of the week?
3 Do you get up early on Saturday?
4 What do you do on Sunday afternoons?
5 When is your birthday?
6 When do you have English lessons?
Examiner: Good morning. Would you like to take
a seat?
Girl: Good morning. Thank you.
Examiner: Thank you. That's the end of the test.
Boy: Okay, thank you. Goodbye.
Examiner: Goodbye.
Examiner: So I see that you play the guitar, Marc.
When did you start playing the guitar?
Boy: Yes, that's right. I started two years ago.
D Examiner: Whatt your name?
Girl: My name's Maria.
Examiner: Well, thank you. ltt been nice talking
to you.
Girl: Thanks. Nice to meet you, too.
Examiner: What do you normally do at the
weekend, Marc?
Boy: Oh, I do lots of things. I have a lot of hobbies.
Examiner: So you like photography, Maria. What
kind of photos do you take?
Girl: I like taking photos of people. My family,
mostly.
Examiner: Maria, can you tell me where you went
on holiday last year?
Girl about 14: Yes, of course. I went to France. lt
was lovely.
Tomorrow there is a test on the names of all the
big rivers in Europe. So your homework today is to
learn their names.
It's one of my favourite lessons. All the children
love the teacher. She isn't French, but she lived
there for about 1 5 years, so she can speak the
language really well.
Please don't forget that tomorrowt lecture on
Einstein's theories is very important. lf you can't
come, please speak to me after today's lecture.
Mum, can you help me? I can't do these sums.
They're too difficult. Oh... I hate numbersl
Every afternoon I go to the campus library and
42
study for four or five hours. This week l'm studying
the FirstWorld War.
6 I don't really like it very much, but on Monday
mornings our teacher reads us stories and poems,
and that's nice.
Girl: I like Monday mornings! First we have Maths.
That's my favourite lesson. Some children can't do
Maths, but I think it's easy. Next we have Geography. I
don't like Geography. I can do it, but it's very boring.
Then we have a break for twenty minutes - that's
always fun - and after the break we have French. I
can't speak French very well, but I like it because our
teacher is really nice. At twenty past twelve itt the
lunch break. Ofcourse I love that part ofthe day!
After lunch we have History. I don't like that because I
can't remember anything. Next we have Science
which is always interesting and after that we have
Sports. I like football. I can't play well, but itt lots of
fun. And finally, we go home at four otlock.
1 What time do you start school?
2 What is your first lesson on Tuesday?
3 When is your lunch break?
4 What time do you get home from school?
5 What lessons do you have on Monday morning?
6 What is your favourite lesson?
7 Can you play music?
8 Can you speak a foreign language?
9 What lessons don't you have on Friday afternoon?
10 Do you have homework every day?
1 I write for a newspaper. Sometimes I tell the news
on radio or television.
2 I work in a hospital. I help to look after patients.
3 I work in a restaurant. Customers tell me what
they want and I bring it to them.
I make houses, schools, offices and many other
buildings.
5 Iwork with children in a school. I help them learn.
6 My job is sometimes dangerous. I put out fires
and save people's lives.
Girl: lthink l'm very lucky. I love my job. ldo three
things that I really enjoy: travelling, meeting new

fa
1 What time do you get up on Monday mornings?
2 What is you r favou rite day of the week?
3 Do you get up early on Saturday?
4 What do you do on Sunday afternoons?
5 When is your birthday?
6 When do you have English lessons?
Examiner: Good morning. Would you like to take
a seat?
Girl: Good morning. Thank you.
Examiner: Thank you. That's the end of the test.
Boy: Okay, thank you. Goodbye.
Examiner: Goodbye.
Examiner: So I see that you play the guitar, Marc.
When did you start playing the guitar?
Boy: Yes, that's right. I started two years ago.
D Examiner: What's your name?
Girl: My name's Maria.
Examiner: Well, thank you. ltt been nice talking
to you.
Girl: Thanks. Nice to meet you, too.
Examiner: What do you normally do at the
weekend, Marc?
Boy: Oh, I do lots of things. I have a lot of hobbies.
Examiner; So you like photography, Maria. What
kind of photos do you take?
Girl: I like taking photos of people. My family,
mostly.
Examiner: Maria, can you tell me where you went
on holiday last year?
Girl about 14: Yes, of course. I went to France. lt
was lovely.
Tomorrow there is a test on the names of all the
big rivers in Europe. So your homework today is to
learn their names.
It's one of my favourite lessons. All the children
love the teacher. 5he isn't French, but she lived
there for about 1 5 years, so she can speak the
language really well.
Please don't forget that tomorrowt lecture on
Einstein's theories is very important. lf you can't
come, please speak to me after today's lecture.
Mum, can you help me? I can't do these sums.
They're too difficult. Oh... I hate numbersl
Every afternoon I go to the campus library and
42
study for four or five hours. This week l'm studying
the FirstWorld War.
6 I don't really like it very much, but on Monday
mornings our teacher reads us stories and poems,
and that's nice.
Girl: I like Monday mornings! First we have Maths.
That's my favourite lesson. Some children can't do
Maths, but I think it's easy. Next we have Geography. I
don't like Geography. I can do it, but it's very boring.
Then we have a break for twenty minutes - that's
always fun - and after the break we have French. I
can't speak French very well, but I like it because our
teacher is really nice. At twenty past twelve itt the
lunch break. Ofcourse I love that part ofthe day!
After Iunch we have History. I don't like that because I
can't remember anything. Next we have Science
which is always interesting and after that we have
Sports. I like football. I can't play well, but itt lots of
fun. And finally, we go home at four otlock.
1 What time do you start school?
2 What is your first lesson on Tuesday?
3 When is your lunch break?
4 What time do you get home from school?
5 What lessons do you have on Monday morning?
6 What is your favourite lesson?
7 Can you play music?
8 Can you speak a foreign language?
9 What lessons don't you have on Friday afternoon?
10 Do you have homework every day?
I I write for a newspaper. Sometimes I tell the news
on radio or television.
2 I work in a hospital. I help to look after patients.
3 I work in a restaurant. Customers tell me what
they want and I bring it to them.
I make houses, schools, offices and many other
buildings.
5 Iwork with children in a school. I help them learn.
6 My job is sometimes dangerous. I put out fires
and save people's lives.
Girl: lthink l'm very lucky. I love my job. ldo three
things that I really enjoy: travelling, meeting new
people and wr¡ting. I usually start my day at the
office. I talk to my boss about the stories she wants.
Then I leave the office and go to see whatt happening.
I don't need many things to do my job. When l,m in the
office, I use a computer to write my articles. When
travel, I don't need a computer. ljust use a pen and a
notepad. Sometimes I take photos, so I always carry a
camera with me. I often travel to other countries to
write about what's happening there. Today l'm in
Venice in ltaly.The film festival is taking place. Lots of
people are waiting to see famous film stars. l'm
waiting, too. But l'm waiting to speak to Johnny
Depp. He's staying in a hotel here and l'm meeting
him later. Yes, l'm very lucky - I love my jobl
1 Sounds of a keyboard.
2 Girl: I think the Venice film festival will be a good
story to cover.
Man:Yes, ld like you to go there and I think...
3 A landing airplone.
4 Girl:So, Johnny. Tell me about your next movie.
5 The clicking sound of a camera.
6 The sound of writing on paper and turning pages.
6;b
a He isn't a good student.
b She hasn't got a job.
C l'm studying English.
d I can't play the piano.
e We don't work in Rome.
Examiner: Look at this photo. What job do these
people do?
Girl: Oh, this is a very tiring job. They are working
very hard.
Examiner: And what's happening? What are they
doing?
Girl:Well, there are three chefs. There's a woman and
two men. One man is cooking something in a frying
pan. I can't see the other man very well. I think he,s
cooking too.The woman is cutting vegetables. lthink
she's making a salad. I think it's very hot in the
kitchen. ltt a difficult job.
1 Ah this is perfect. Not a cloud in the skyl I think it,s
warm enough to go swimming. Shall we go to the
beach?
Wow - it's really strong today. Let's go and fly our
kite.
Look at that. Everything is white. lt's really
beautiful. Let's put gloves and scarves on and go
I and play.
You'd better take an umbrella with you. ltt
pouring down outside. You may even need boots!
I can't drive in this. I can't see anything. Let's stop
here and wait for it to clear.
Brrrl lt's so cold. Oh wow - look at the river. There
are people walking on it!
It's so dark, but it's only three in the afternoon. I
think it's going to rain very soon.
Can you hear the thunder? Quickl Run inside. I
don't want to be struck by lightning.
Angela: lt's raining now but this morning, honestly,
the weather was so different. lt was warm and sunny
- like a summer's day. I mean, my daughters were in
the garden sunbathing! I wasn't outside. lt was too
hot for me. And now look at it! Never mind, I think
the raint stopping now, and itt getting warm again.
Ruth: Last winter it was really freezing here. The
children were outside in the snow almost every day.
They were so happy. But this year it's raining all the
time. lt never stops. I hope we have some snow by
NewYear's Eve.
Mike: lt was really foggy yesterday morning. I was on
the bus to work and I couldn't see a thing out of the
window. I was late for work because the bus was so
slow. I was late again today, too - but today it was
because of the snow! And it's still snowing now, look.
Funny weather!
1 Were you at school yesterday?
2 Was your mum angry with you?
lte)
1 Was ¡t sunny yesterday?
2 Were you on holiday last week?
3 Was your sister at the party?
lzt)
1 Have you got any brothers or sisters?
2 What's the weather like in winter where you live?
3 What do your parents do?
4 What time were you up this morning?
5 Who does the cooking in your family?
43
 Was there anything interesting on television last
night? 6;)
Group 1 Group 2 Group 3
7 What's your favourite Iesson?
packed loved visited
8 Are there any parks near your house?
booked played waited
cooked arrived ended
stopped travelled needed
Mum, Dad?The sea's wonderful... it's really warm.
Are you coming In? Don't sit on the beach all day!
Oh, the ship's leaving. We're on our way. Come on. 6;)
Let's go and leave our suitcase in the cabin, and Point 1
then see the rest ofthe ship. Examiner: So, you're going to tell me about your
...And this is one of the most famous sites in the winter holiday, Pierre?
city. lt was first opened in 1894 and it was built Boy: Yes, that's right.
by.... Examiner: Where did you go, exactly?
Here we are.This is a good place, isn't it? Now, I'll Boy: Well, we went for ten days to a place near Drama
put up the tent and you start making a fire. in Greece and it was...

Point 2
Examiner: And who did you go with?
Bruno: We came back from Corfu yesterday. We were Boy: I went with my family.
there for two weeks. lt was great. We stayed in a Examiner: How many people was that?
fantastic hotel with a pool, but we didn't swim there. Boy: Well, there was me, my mum and dad and then I

We walked to the beach every day and swam in the have two...
sea. Well, I swam. My mum and dad just slept on the
Point 3
beach all day. They were so lazy!
Examiner: What did you do there?
CIare: About ten years ago we went camping in
Boy: Umm... most of the day we skied.
Wales. lt was terrible! lt rained every day. One night
Examiner: Are you a good skier?
our tent fell and we got soaklng wet. My brother
Boy: No, not really. But I don't fall over too often. I

cooked, but he wasn't very good, so we ate beans

had some lessons...
every night. No, we weren't happy at all!
Luke: We went there last month for a weekend break. Point 4
It was lovely. We were in a hotel not far from the Eiffel Examiner: What did you like most about your
tower, but we didn't do any sightseeing. We just holiday?
walked around the city in the day, and in the evening Boy: Oh the skiing. I love skiing, and also the
we ate great food and drank wonderful French wine. I
mountains. l'm always happy in the mountains.
was a bit disappointed because I wanted to go to the Examiner: Was the food good?
Louvre and another museum, but they weren't open. Boy: Oh, not so good, actually, because there was
only one...

Last year we were in Scotland for our summer

holiday. Scotland is lovely, but our holiday was awful. Mathis: I always buy online - you know, lnternet
Dad didn't want a beach holiday. He wanted shopping. lt isn't cheaper than the high street shops,
something different. We decided to go camping. but there's a bigger choice. There's rock and pop and
What a mistake! We camped on a campsite in the hip hop - everything. lt's easier, too. ljust find what I
mountains. We liked the place, but we didn't enjoy want on the computer and click the mouse! I think
the weather. lt rained every day for a whole week. lnternet shopping is great... but my mum and dad don't!
This year... the beachl Chloe: I don't like the big supermarkets. I know
they're cheaper than the market, but you don't know
d;;b what you're buying. You can't smell the fruit and
Group2-/d/ Group3-/td/ vegetables because they're in plastic packets.The
Group 1 - /f/
finished enjoyed started high street shops are friendlier. People speak to you,

44
you know and you can have a nice chat with the
shop keeper. I like that.
Ellen: I never buy things on the lnternet because I want
to try them on before I buy them. You can't understand
from the computer if it fits you. I like to go to the high
street shops. They're more expensive but the quality is
better than the market and the clothes are nicer.
{ss)
1 lt! black and white.
2 Some cheese and bread.
3 ld like to pay with cash.
4 A packet oftea.
5 A bottle of milk.
6 I want to buy a shirt.
Examiner: So, Sophie, what kind of records do you
collect?
Girl: Oh I have all sorts, but most of them are pop
and rock. I have about 50 rock albums, and most of
them are from...
Examiner: And where do you get them from? Do you
buy them?
Girl:Yes, I buy them from the lnternet, mostly. Some
of my friends have old records, too, and I buy from
them. Sometimes people even give me...
Examiner: What is it you like about old records?
Girl: Oh that's easy... I love music and I love old
things. When I was small I was interested in the
records that we had at home, and I always wanted...
Examiner: What are your favourite records?
Girl: Oh, my Beatles records. I have about 15 and I
play them all the time. I love their music, and so does
my dad. When he was younger, he was...
First you need to make the bread. You need some flour,
salt and water. Mix them in a big bowl.Then take the
mixture and roll it out - make sure it's very thin. Some
people like thicker bread. I hate that. I always make the
thinnest bread I can make. Next, add the tomato
sauce, and then add onions - I use red onions because
they're sweeter than white onions. l'm not very keen
on white onions. I usually add mushrooms, too. I use
the smallest mushrooms I can find, because they're the
tastiest. Finally, add the cheése. Mozzarella, of course -
that's the best! But I don't buy the most expensive
Mozzarella - I get the cheapest in the supermarket. lt's
good enough. Now, it's ready to go in the oven. Bake it
at 200 degrees for about 20 minutes.
1 How often do you play football?
2 What did you do last weekend?
3 What are these people doing in the photograph?
4 What's your favourite food?
5 What do you usually have for lunch?
6 What's the weather like here in winter?
Man: Hmm.This is delicious. Can you pass me
some more?
Woman: Here you are. Would you like another
sandwich?
Man: This flower is called a dog rose. You can find
them all summer in the park. lt's got a lovely smell.
See?
Man: How much were the trousers?
Woman: Only L25 pounds. A real bargain!
Boy: Are you sure there are fish in here? Oh!Wait
a minute. Quick! Get the net.
Man: l'm getting a bit tired now. Can we sit down
for a while.
Woman: Sit down already! We've only done two
kilometres.
Woman: lt's a family. They've got three children. I
think he's from Australia, but l'm not sure,
Anyway, the other day they came round...
Boy: OK, here are the teams. John, Mike and Win ,
you're one team. Jan, Kim and I are the other
team. Jan, you're in goal.
Woman: Come on Jack. Come here boy. No, Jack,
no! Don't chase the rabbits jack. Come back here.
Jack!
Ralph: I don't often go out at weekends. lt's always
raining. I usually stay inside. I like to do my hobbies or
to play games on my computer. I sometimes go to
football matches on Saturday with my dad - we both
love Manchester United. lt always gets dark early in
the evenings, so I stay in and watch TV. I love the
snow but it never snows where we live. So my family
always go skiing in ltaly for a few days. I love skiing.
That way I see some snow every year.
Antonia: On Saturday morning I often go shopping
with my mum. We go to the market and at this time
of yearthere are always lots of fresh fruit and
45
 vegetables. ltt a lovely place to be. But the thing I
like to do most of all at the weekend is go for a walk
in the park. The days are long, so we usually stay
there for hours on a Saturday evening. We sometimes
have a picnic, too. On Sunday we don't do very much.
l,
My parents always read the Sunday newspapers.
After that my dad usually does jobs like washing the
car or gardening. I just sit in the garden and sunbathe!
6i)
I It always snows in England.
2 They usually go out with friends on Saturday
evening.
3 We sometimes go on holiday in winter.
4 Sometimes she goes to concerts with friends.
5 My family never watch TV.
6 I am never late for school.
Examiner: So where do you work, Liang?
Liang: I work in a shop with sports equipment and
clothes. It's a shop in the centre of my town.
Examiner: And how often do you work there?
Liang: I usually work there every Saturday, but
sometimes I work on Thursday, too. But thatt only in
the school holidays.
Examiner: Who do you work with?
Liang: I work with three other young assistants. We
have a very nice boss.
Examiner: And what do you do, exactly?
Liang: Well, I do a bit of everything, except take
money. I never take any money from customers. I
help them find what they want, and also help keep
the shop tidy.
Examiner: And do you like the job?
Liang: Yes, it's okay. I have fun, and I can earn some
money/ too. ltt good to meet people, and I like giving
them advice about what to buy, because I know a lot
about sports.
1 Underwater bubbles.
2 A cricket ball.
3 Peoplerollerskating.
4 People playing tennis.
5 A videogame.
6 A person fishing with a'rod.
7 Seagulls crying.
8 Checkmate. lwin!
46
Craig: I like playing classical music. I practise very
hard and I can play the piano very well for my age. I
practise every day. I go to a music school and I have a
lesson twice a week. l'm good at playing on my own
or with my teacher, but I hate playing in front of other
people. I always play badly then.
AIice: I play for a girls'team. I love it. We practise
three times a week in the evenings. We play against
another team once a week, every Saturday. l'm slow! I
can't run very fast and l'm usually the goalkeeper. I
like playing against the boys'team. We always winl
The boys play terribly... it's very funny.
Adam: My Dad teaches me all about boats. Every
weekend we go to a lake near our house and
practise. We go very quickly. Once a year we hire a
boat in Greece and go slowly round the islands. I
can't do it very well, but I love the sound of the wind
and the sea. lt's great.
(¿s)
a Well, I do play golf a little bit, but l'm not very
good at all.
I went to the south-west of England. I stayed near
a beach. lt was lovely.
I like reading detective stories. You know, about
crime and the police.
Um... I suppose it's U2. I really love their music. I
always listen to it in the car.
Yes, actually I play the guitar very well. I play with
friends at the weekends.
No, I don't, but my son collects stamps. He's got
thousands of stamps from all over the world.
No, I don't really like playing them, but my son
does. I use the computer but I don't play games.
I go to a pool quite near my house and I swim
there two or three times at week.
Oh no! I mopped that floor an hour ago, and now
look at it. l'll have to mop it again nowl Huh! Kids!
Oh dearl Have you got a headache? Come and lie
down for a while.
Good morning everyone. I want to welcome all of
you, children and teachers, to a new year at
Bollington High school.
Ok everyone, listen carefully please. Your
homework for tonight is to do exercises...
Well, six otlock now and everything's locked up.
Time to go home!

Carmel: I can see two women. They're wearing masks
and hats. They're scientists. I think they're trying to
find out something. Perhaps they're going to find a
cure for a disease. Good scientists are hardworking
and clever. Their job is very useful. l'm going to be a
screntist one day.
Laurant: I can see a person - I think it's a man. He's
wearing a helmet and a big coat. He's putting out a
fire. There's a house on fire and he's putting it out. He
isn't going to save the house. The fire is very big. I
don't think that's a nice job. lt's very dangerous - and
it's important - but I think l'm going to teach, like my
dad. lt's much safer!
Fen: There's a man at the top of a very tall building.
l'm not sure what he's doing. Maybe he's going to
clean the building or fix it. This is a very dangerous
and difficult job. He's very brave. l'm not going to do
ajob like that.You need to be brave and strong and
l'm not brave or strong! l'm going to be a journalist.
d;&
Examiner: What do you like to do in your free
time, Adrianna?
Girl: Excuse me. I didn't catch what you said.
Examiner: Where are you going to go for your
next holiday?
Girl: l'm sorry, but I don't understand.
Examiner: And what is the most valuable stamp
in your collection?
Girl: ldon't know.
Examiner: Are there many places for
entertainment in your neighbourhood?
Girl: Excuse me. l'm not sure what you mean.
This is a plan of the new railway station. Outside the
main building, on the left of the entrance, there is a
place to put bicycles. There are some steps to the
entrance and, inside the building, on the right of the
entrance, there is a large luggage room. ln the centre
of the main hall, there is an information kiosk. Behind
that, opposite the entrance, is where passengers can
buy tickets. The toilets are on the right of the ma¡n
hall, opposite the exit to the trains. Outside the exit
to trains, on the platform, there is a kiosk selling
newspapers, magazines and snacks.
r-
This map shows part of Dunleigh Park. The main
entrance is on the west side of the park. There's a car
park outside, to the north of the main entrance. On
the south side of the main entrance there's an area
for coaches. Near the entrance, there's a large
roundabout with flowers. On the east side of the
roundabout, opposite the entrance, there's a building
with lots of fast food restaurants.There are three
paths offthe roundabout.The path north goes to the
castle.The path south goes to the beach. Along the
path to the beach, there's another path that turns off
to the east. This takes you to the Dunleigh Dares
Adventure Park. There are lots of exciting rides there.
Today we're going to talk about polar bears. Where
do they live? They live in four countries near the
North Pole. These great animals are very heavy and
can weigh 600 kilograms. Did you know they are the
biggest meat eaters on Earth? They sometimes walk
1000 kilometres to find food. Sometimes they can't
find meat. Then they eat birds'eggs or fish. Polar
bears often look for food in the sea. They can close
their noses under water. They can stay underwater
for 2 minutes at a time. lsn't that amazing? Everyone
knows that polar bears are white, but a lot of people
don't know that under their white fur, polar bears'
bodies are black. This helps them to keep warm.
Amy Johnson was a very interesting woman. Have
you ever heard of her? Well, Amy Johnson became a
pilot at a time when women didn't usually fly planes.
She was English and she was born in 1903. Her father
was from Denmark. She went to university to study
economics. After unlversity,in 1929 she started a
new hobby - it was flying. Then her rich father
bought her a wonderful present. lt was a plane!
1n1930 Amy was the first woman to fly alone from
England to Australia. She left on the 5th of May and
landed 19 days later. So, Amy became famous and
today you can see Amyt plane in the Science
Museum in London. Try and go to see it some time.
47
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