new pass trinity 3-4 - teacher s book

NEW

TrinityTeacher’s Book

Pass

3-4

Stuart Cochrane

Trinity GradesISE 0

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

© 2011 Black Cat Publishing, Genoa, London

First edition: February 2011

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleasedto insert the appropriate acknowledgement in any subsequent edition of this publication.All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means,electronic, mechanical, photocopying, recording or otherwise, without the previous written permission of the publisher.The publisher reserves the right to concede authorisation for the reproduction of up to 15% of this publication upon payment of the establishedfee. All requests for such authorisation should be forwarded to AIDRO (Associazione Italiana per i Diritti di Riproduzione delle Operedell’Ingegno), corso di Porta Romana, 108 – 20122 Milano – email [email protected]; www.aidro.org

In accordance with DL 74/92, the use of any commercial brand images and/or logos in this text is purely illustrative and should in no way beinterpreted as endorsement on the part of Black Cat Publishing of such products and/or brands.

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

Reprint I II III IV V VIYear 2011 2012 2013 2014 2015 2016

Internet: www.blackcat-cideb.comemail: [email protected]

Editors: Maria Grazia DonatiBook and cover design: Maura SantiniPage layout: Veronica PaganinDesign coordinator: Simona CorniolaPicture research: Alice Graziotin

Art Director: Nadia Maestri

Picture CreditsCideb Archive


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Contents

UNIT 1 Home life and free time 9

UNIT 2 Local places 11

UNIT 3 Dates to remember 13

Writing file 1 15

Review units 1-3 16

UNIT 4 A place to study 17

UNIT 5 Jobs 19

UNIT 6 Weather 22

Writing file 2 24

Review units 4-6 25

UNIT 7 Holidays 26

UNIT 8 Shopping 28

UNIT 9 Food 30

Writing file 3 32

Review units 7-9 33

UNIT 10 At the weekend and through the year 34

UNIT 11 Sports and hobbies 36

UNIT 12 School and work 38

Writing file 4 39

Review units 10-12 40

Recording scripts 41

Procedures file 4

Diagnostic test 7


4

Listening taskRemember that there is no formal listening test in theTrinity Grades 3 and 4 exam. The listening practice inthe this book is here for three main reasons:

• to provide examples of target language (grammar,vocabulary and functions) in context. Theseexamples are usually highlighted in the Grammar& Practice section that follows

• to give learners a chance to hear typical examconversations

• to provide practice in this skill.

It’s important that you point out to learners that theydon’t need to worry too much about the listeningsince it will not be formally tested in the exam at thislevel.

Stage 1

If there’s a picture to illustrate the topic, elicitinformation from your students which will helpprepare them for what they’re going to listen to, e.g.in Unit 1, page 9, the photo of Kelvin can be used as aprompt to ask student who the boy might be, wherehe lives and what kind of life he leads.

Stage 2

Tell students what kind of conversation they’re goingto be listening to, e.g. a candidate and examinertalking about the candidate’s topic, or a radiopresenter talking about the local entertainmentevents.

Stage 3

Before students listen, go through the task/s theyhave to do while listening, using the followingprocedure.

1 Get students to read the instructions.

2 Ask students to volunteer to tell you what theyhave to do; this could be in the students’ firstlanguage (L1) if you are teaching in a mono-lingual environment and you speak the L1yourself.

3 Select a student who you are reasonably sure willhave understood what to do, and ask her/him toexplain to the class.

4 Check that she/he gives the correct instructions!Give further clarification yourself, if necessary.

5 Give students a further chance to ask questionsabout what they have to do, or the meaning ofvocabulary items in the task/s.

Stage 4

Play the recording a first time. If you judge that moststudents have managed to hear a good proportion ofthe answers, get them to compare their answers inpairs, then play the recording again and get them tocheck with their partner a second time. However, ifyou think that, after the first time, a lot of studentshaven’t managed to hear most of the answers (lookout for blank faces!), then play it a second time beforethey 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. If all students agreeon an answer to a question, and it is the correctanswer, confirm that it’s correct. However, where thereis disagreement on the correct answer, write all thepossible answers that students give you for thatquestion on the board, put a big question mark nextto them, and tell students that, in a minute, you’llreplay that part of the recording so that they can listenagain. Finish eliciting answers for all the questions inthe task, then go back to the answers that are in doubtand, one at a time, replay the relevant parts of therecording, repeatedly if necessary, until all studentsagree on the correct answer. At this point, you can rubout the other possible answers on the board, leavingonly the correct one for that question.

Stage 6

You could play the recording one last time, now thatstudents have all the answers, so that they can listenwith a new level of understanding. You will have todecide whether it’s appropriate to do this, or not; itcould be that, if students have had to listenrepeatedly to various parts of the recording in Stage5 in order to agree on answers, they won’t be veryenthusiastic about listening yet another time.

Procedures file


5

Procedures file

Brainstorming vocabulary and ideasBrainstorming is a good way to introduce an activity,and is of ten suggested in the procedures for eachunit in this book. The advantages of starting anactivity with a brainstorming session are:

• it helps to get learners focussed on the topic ofthe task to follow it helps learners ‘revive’vocabulary that they know, but haven’t usedrecently

• it provides a chance for peer teaching – i.e.working in groups, students will share words andexpressions with each other

• it gives you a chance to see what your learnersknow and what knowledge gaps exist

• it demonstrates a way for learners to approachtheir learning and (by your writing their ideas onthe 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 thevocabulary they can connected with the subject inhand. Make it clear that they should also be preparedto provide an explanation about what theword/phrase means. Encourage learners to explain toeach other in their group what words mean if theyare new to other members of the group.

Stage 2

Now ask students to tell you their words/phrasesfrom Stage 1. Write them up on the board as they doso. It’s important, here, that, if students are notfamiliar with a word/phrase that another studentgives, they ask about the meaning; when this arises,the student who gives the word/phrase in questionshould also try and explain it – obviously, if she/hehas difficulty doing this, you will need to help. As youwrite on the board, demons t rate different ways oforganising ideas visually. For example, you could putsimple column headings or draw a mind map.

Stage 3

If there are target vocabulary items that need to beintroduced, e.g. because later tasks depend on them,and they didn’t come up in Stage 2, introduce themnow yourself. How you do this will depend on thevocabulary itself, e.g. some items will be bestintroduced through pictures, others by explainingthe meaning and eliciting from students theword/phrase.

Speaking tasksGenerally encourage learners to speak as muchEnglish as they can, although at this level it isunrealistic to expect learners not to resort to their L1when they need explanation and help. However,there will be times that you will need to insist onEnglish only, especially during speaking tasks. Thereare three types of speaking task in the book:

1 Structured practice of particular languageforms or vocabulary

These usually follow vocabulary and grammarfocus sections of the book. During this kind ofspeaking practice, it is important that learners areactually using the target structure or vocabulary inorder to achieve the task. You will need to monitorto make sure this is the case. If not, encouragelearners to use the new language. Equally, don’tinsist on correcting other errors at this stage; theimportant thing is to get the target structurecorrect.

2 Freer speaking practice

This kind of speaking task doesn’t requite learnersto use any particular structure. Learners will talkabout topics which are typical exam topics, butthey are free to use the language they thinknecessary. These tasks are intended to encouragefluency, so there’s no need to insist on completeaccuracy while they are completing the task.

3 Exam practice

These provide a chance for learners to practiseanswering typical exam questions. Each taskfocuses on a certain stage of the interview, and ona particular skill or exam technique. The aim of thiskind of practice is to help your learners to becomemore familiar with what the interview entails andto help them prepare for likely questions. It’simportant that this kind of practice is followed upwith a feedback phase. This can be peer feedbackwhich learners give to each other, plus moregeneral feedback from you on things that younoticed while monitoring.

The procedure suggested on page 6 applied mainlyto the fluency focussed practice mentioned above(types 2 and 3), but may occasionally also apply totype 1.


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Procedures file

Stage 1

Start off by giving a model yourself of what studentshave to do, for example, where they have to tell oneanother about their own personal experiences inrelation to the subject, tell them about a relevantexperience that you have had. You could choose areliable student from the class to go through theactivity with you before the rest of the class start.

Stage 2

Give students the chance to prepare for what they’regoing to talk about. For fluency-type speaking tasks,students will usually be preparing alone. Set a timelimit, e.g., five minutes, and encourage them to makenotes to organise their thoughts and to help themwith what they’re going to say, but not to write ascript. Make it clear that, during this preparationphase, they can consult you about vocabulary theyneed, etc., but that during the speaking phase thatwill follow, they can’t. While they are preparing, youshould circulate, helping and answering questions asnecessary.

Stage 3

Students now perform the speaking phase. Explainthat you will be listening to them during this phase,but you will not be answering questions. Emphasisethat the aim here is for them to practise speakingfluently, without interrupting their ‘flow’ to ask abouthow to say something. While they are speaking,monitor and make notes about any aspects that youthink they do particularly well, and also any aspectsthat could be improved, including grammar andvocabulary mistakes that you hear. If students try andask you for help while you are monitoring, tell themthat you will help them afterwards, but, for themoment, they should try and say it in a different way.Make sure that learners are not simply reading thenotes that they made in the preparation stage. Insome cases, it is better for learners to close theirnotebooks 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 theboard. Put them in two columns, perhaps headed bya smiling face for the points for praise and anunsmiling/frowning face for the points forimprovement.

Stage 4

When students have finished Stage 3, ask them ifthey noticed anything that they themselves or theirpartner did particularly well and get them to tell theclass (in this way, they are reflecting on their ownperformance and that of their peers). After this, gothrough the points for praise that you wrote on theboard, followed by the points for improvement. Don’tmention which student/s made the individualmistakes; instead, elicit the correct version from allthe students and correct it on the board.

Stage 5

Now give students an opportunity to ask you aboutthings they may have realised they didn’t know howto say when they were doing the speaking phase.Answer these queries and write the words/phrasesthey 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 ofrepeating this phase is that, after the correction andquery phases (Stages 4 and 5 above), they have achance to improve their performance in the task.

Trinity TakeawayAt the end of each unit, the Trinity Takeaway sectionsprovide the students with useful examiner/candidatelanguage for the exam. It’s important that you pointout to learners that they mustn’t memorise the mini-dialogues, but use them as examples of the type ofconversation they will have with the examiner. There is also a section a the end of the book withfurther examples of examiner/candidate language,which are recorded.

After listening, you can:

– ask students to read the mini-dialogues out loudto practise question/answer intonation

– ask students to write similar mini-dialogues usingdifferent vocabulary from the unit.

Pronunciation ProfIn the SB a character presents the pronunciation activitywhich is connected to the grammar and vocabularyin the unit. At this level, it is useful to focus on a fewsounds, to establish the basics of good pronunciation.All pronunciation exercises are recorded.


7

Guidance for teachersThe 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 theoptions given on pages 8-9 of their coursebooks. The CD should be played without interruption.

It is important to understand that the Diagnostic test is not a precision instrument. It will help you in decidingwhether particular students are in a position to start preparing for a Grade 3 or Grade 4 examination. It will helpyou in the sense that it tests listening comprehension and receptive knowledge of appropriate responses toquestions. However, to this information you must add your own knowledge of the students’ speaking skills, andadditionally for ISE I, their productive writing skills and their reading skills. The test is designed to determinewhether 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 studentin 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.

When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding thefollowing:

• Speaking skills • General learning rate

• Reading skills • Writing skills

• Motivation • Application

Interpretation of scores

10 or less indicates that a student who starts preparing for a Grade 3 examination still needs to study most ofthe 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 teachercould spend more time on phonology and communication skills.

22 – 29 indicates that a student is probably ready to start preparing for a Grade 4 examination.

over 30 indicates that a student has a good grasp of the language areas for Grade 4 and the teacher canfocus more preparation time on Topic preparation and pronunciation.

ANSWERS

1 C2 A3 B4 B5 B6 B 7 A8 A

9 A10 C11 A12 B13 C14 C15 B16 B

17 B18 A19 C20 A21 C22 A23 A24 C

25 B26 A27 C28 B29 A30 B31 C32 C

33 A34 B35 C36 C37 B38 B39 C40 A

Diagnostic test


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Diagnostic test answer sheetAs you listen to the examiner on the recording, choose the best answer from A, B and C in your coursebook. Put acircle around your choices on this sheet.

Question Question

1 A B C 21 A B C

2 A B C 22 A B C

3 A B C 23 A B C

4 A B C 24 A B C

5 A B C 25 A B C

6 A B C 26 A B C

7 A B C 27 A B C

8 A B C 28 A B C

9 A B C 29 A B C

10 A B C 30 A B C

11 A B C 31 A B C

12 A B C 32 A B C

13 A B C 33 A B C

14 A B C 34 A B C

15 A B C 35 A B C

16 A B C 36 A B C

17 A B C 37 A B C

18 A B C 38 A B C

19 A B C 39 A B C

20 A B C 40 A B C

Diagnostic test

PHOTOCOPIABLE © 2011 Black Cat Publishing


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UNIT 1Home life and free time

Trinity subject area Home life & free time

Grammar Present Simple to talk about routines and facts

Functions Describing daily routines and eventsExpressing likes and dislikes

Vocabulary Members of the family/Free time activities/What time...

Advice to candidates Typical questions: family and daily life

with the prompts in the phrase pool. Follow up witha drill to practise the two ways of saying the timeusing a large clock / pictures on the board etc.

A a quarter to three; three forty-five / B a quarter past two; two fifteen / C half past two;two thirty

bD twenty past four; four twenty /

E twenty-five past six; six twenty-five / F twenty-fiveto eight; seven thirty-five

3a page 9

SUGGESTED PROCEDURE:

Introduce this by getting learners to look at thephoto of Kelvin. Ask them where they think he livesand what his daily life is like. See also Procedures Filefor listening task ideas.

1 T / 2 T / 3 T / 4 F / 5 F / 6 F

bSUGGESTED PROCEDURE:

Get students to read through the prompt questionscomparing Kelvin with themselves. Give them a fewminutes to think about their answers, then putlearners into pairs. First A asks and B answers, thenswap roles. Finally, bring the whole class together toelicit answers and share ideas.

Open answers

4a page 9


Once learners have completed this and you’ve checkedanswers, you could ask learners if they know otheractivities which collocate with ‘go’ and ‘play’.

ANSWERS

ANSWERS

ANSWERS

ANSWERS

Lesson A Words & Ideas

1a page 8


Give student s a few minutes to do this matchingactivity on their own, then go through the exercisewith the class, eliciting answers from individuallearners. You could ask students for other dailyactivities they could add to the list for example: getup, have lunch, etc.

1 J / 2 G / 3 L / 4 C / 5 K / 6 D / 7 A / 8 I / 9 F / 10 E / 11 B / 12 H


Before listening, ask learners to guess answers basedon their own experience. Then listen to check.

1 have breakfast; seven o’clock / 2 go toschool; eight o’clock / 3 watch TV; seven o’clock / 4 go to bed; nine o’clock

cSUGGESTED PROCEDURE:

Divide the class into pairs, A & B, and ask A to speakto B first and then swap roles. Follow the suggestedprocedure for roleplays in the Procedures file.

Follow up: students say if their routine was same ordifferent to their partner.

Open answers

2a page 9


See if students can give the correct time withoutusing the prompts first. Then ask them to complete

ANSWERS

ANSWERS

ANSWERS


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Some other examples are: Go – horse riding, skiing,shopping. Play – board games, musical instruments,computer games


Divide the class into pairs, A & B, and ask A to speakto B first and then swap roles. Teacher tells the classwhat s/he does at the weekend.

Open answers

Lesson B Grammar & Practice

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b

Partly open ended, but the correct form of ‘be’ mustbe used: 1 is... / 2 am... / 3 are... / 4 is...

go

for a picnicskatingfor a walkswimming

do

homeworktheshopping

have

a showerbreakfast

play

cardtennisfootballchess

ANSWERS

ANSWERS

ANSWERS

be

I

he/she/it

we/you/they

positive

am (’m)

2 is (‘s)are

negative1 am not (‘m not)is not (isn’t)3 are not(aren’t)

questions

Am I...?

Is he...?

Are they...?

ANSWERS

other verbs

I

he/she/it

we/you/they

positive

like

5 likes

like

negative4 do not(don’t) likedoes not(doesn’t)like6 do not(don’t) like

questions

Do I like...?

Does shelike...?

Do theylike...?

2 page 10


Focus learners’ attention on the photo of the girlplaying piano. Elicit from the class who she is, what shedoes, what’s special about her and what they think herdaily routine is. You could write these questions on theboard. Ask learners to read through the text quickly –ignoring the gaps – in order to answer the questionsyou put on the board. Elicit answers to your questions,then ask learners to work alone completing the gaps.Does Cindy think it’s nice to be famous?

1 is / 2 travels / 3 goes / 4 makes / 5 starts /6 arrives / 7 have / 8 doesn’t watch / 9 plays / 10 likes /11 like / 12 want

3a page 11

1 F / 2 L / 3 L / 4 F / 5 R / 6 R

b SUGGESTED PROCEDURE:Learners may need to use their notebook for thisactivity. Give them five minutes to write down theirexamples – you can go round the class checking thatlearners’ examples are good ones for the three ‘uses’.Then divide the class into pairs, A & B, and ask A tospeak to B first and then swap roles.

Open answers

4a page 11


There are a number of possible ways to finish thesequestions (see below). Give students a few minutesworking in pairs to write down two possible ways foreach in their notebooks. Elicit a few examples, andcorrect learners where they have problems with wordorder and using auxiliary verbs. Now ask learners tolisten to the audio and write down the questions theyhear in the space provided in the Student’s Book.

1 name / 2 are you / 3 are you from / 4 any brothers and sisters / 5 do you start schoolevery day / 6 you get home from school / 7 in yourfree time / 8 do you like

b1 C / 2 A / 3 E / 4 B / 5 D / 6 G / 7 F / 8 H

c SUGGESTED PROCEDURE:Divide the class into pairs, A & B, and ask A to ask fivequestions first and B to answer. Then swap roles, withB asking five different questions from a).

Open answers

ANSWERS

ANSWERS

ANSWERS

ANSWERS

ANSWERS

ANSWERS

UNIT 1 Home life and free time


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UNIT 2Local places

Trinity subject area Places in the local area

Grammar Prepositions of movementsPrepositions of place

Functions Giving directions, describing your local areaLocal facilities

Vocabulary Expressions for giving directionsLinking words

Pronunciation Stress in sentences and questions

Advice to candidates Giving directions using a mapDescribing your local area

2a page 13


Some learners find giving and understandingdirections difficult even in their first language. Forthis reason, you may want to introduce this activity in learners’ first language (for monolingual groups).Give learners a chance to become familiar with themap by asking them to find places and followingdirections in their L1 first. After a few minutes, theyshould be familiar enough with the map to be able to start this listening task. While listening, pause theaudio after each ‘chunk’ of information to allowlearners time to follow the instructions. At the end,once they have found the answer, you can play thewhole audio uninterrupted.

Katerina wants to go to the station.


Don’t go through the answers with learners until theyhave heard the audio again.

1 turn left / 2 Go along / 3 turn right / 4 past / 5 first turning / 6 opposite


Follow the suggested procedure for 1a) above –although you shouldn’t need to help with L1 workthis time.

She’s going to the post office.

ANSWERS

ANSWERS

ANSWERS


1a page 12


With closed books, elicit words for places and facilitiesin the local area from the class. Put their ideas on theboard. See Procedures file for brainstorming.

Then ask learners to open their books and doexercise 1a). Get them to compare answers in pairsbefore going through answers with the whole class.Once you’ve done this, you could go back to the listyou wrote on the board and compare words learnersthought of with those in the book.

1 hospital / 2 bakery / 3 petrol station / 4 theatre / 5 library / 6 sports centre / 7 railway station / 8 townhall / 9 museum / 10 shops / 11 church / 12 bus stop /13 park / 14 post office / 15 school / 16 hotel / 17 town square


Divide the class into groups of 3 or 4 for this activity,with one member of each group taking notes. After 3or 4 minutes discussion in groups, get the group‘secretary’ to feedback to the class. Note their top fivelists on the board. You could finish off with a classvote to find the top 3 most important places. SeeProcedures file for speaking task procedures.

Open answers

ANSWERS

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This concept may seem a little odd or difficult tosome learners at first, so provide a few simpleexamples of sentence stress using the same systemon the board before doing this exercise. Follow upwith a drill exercise or by getting students to make asimilar exercise of their own.

1 c / 2 h / 3 g / 4 b / 5 a / 6 e / 7 d / 8 f


1a page 14

1 behind / 2 along / 3 down / 4 opposite /5 across / 6 near

b

Some have more than one correct answer. 1 over, across / 2 opposite / 3 down / 4 between / 5 behind / 6 past / 7 along, down / 8 through

cSome words can go in both groups.

Follow up

Ask learners to write their own example sentences for the prepositions in their notebooks. In pairs, getlearners to ask each other where things are in theclassroom or the school or about their journey toschool each day. Make sure they’re using theprepositions correctly. Walk around the classmonitoring for problems. Feedback on what youheard at the end.

ANSWERS

ANSWERS

ANSWERS

ANSWERS

Prepositions of place

betweenoverin front ofnearoppositeunder

Prepositions of movement

acrosstooverthroughfromdownalongpastupunder

2a and b page 15


It is worth spending some time before going into thislistening task explaining that there are many differentways of saying the same thing. Elicit from learnershow they might ask for help from someone, and whysome ways of asking are better than others. A generaldiscussion about how politeness can be expressed(choice of words, intonation, grammar) will also helpthem understand the ‘point’ of this activity.

Speaker 1 D Speaker 4 E

Speaker 2 A Speaker 5 F

Speaker 3 B Speaker 6 D

b

Speaker 1 ✗ Speaker 4 ✓

Speaker 2 ✓ Speaker 5 ✗

Speaker 3 ✗ Speaker 6 ✓

c1 c / 2 d / 3 a / 4 b / 5 e

3a page 15


To ensure that both partners get enough time tospeak, give students about 2 minutes before swappingroles. They should swap when you give the signal.While students are working in pairs on this activity, goround the class monitoring. Give feedback at the endon some of the common errors you heard.

Open answers

b

1 Are there theatres or cinemas near where you live? /2 Is your school close to your home? / 3 What are youfavourite places near where you live? / 4 Do you likethe place where you live? / 5 What don’t you like aboutthe place where you live?


As for exercise 1a) above, monitor and providefeedback.

Open answers

ANSWERS

ANSWERS

ANSWERS

ANSWERS

ANSWERS

ANSWERS

UNIT 2 Local places


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UNIT 3Dates to remember

Trinity subject area Dates & times

Grammar Prepositions of timePresent Simple questions

Functions Telling the time & giving dates

Vocabulary Dates (months, years), timesOrdinal numbers up to 31st (for dates)

Advice to candidates Organisation and stages of the interview

pairs. You could prepare flash cards with other datesand drill those too.

Spoken

1 two thousand and five

2 nineteen ninety seven

3 seventeen eighty six

4 nineteen eighty two

5 two thousand and one

2 page 16

1 c / 2 e / 3 d / 4 a / 5 b

3a page 17


It’s a good idea to revise some of the vocabulary forentertainment events. Ask learners to close theirbook and ask them to think of related words – as theygive you words, write them up on the board. Now asklearners to open their books and underline the itemswhich are in the list that they mentioned. Next, dothe first part of the listening task.

✓: 1 / 4 / 5 / 6


Make sure that learners have read through the tablebefore they listen and understand the kind ofinformation that is required in each column. On firstlistening, pause the audio after each ‘chunk’ ofinformation to allow learners time to note downanswers. Once you’ve checked answers with the class,play the audio again, uninterrupted.

ANSWERS

ANSWERS

ANSWERS


1a and b page 16


This activity will have more meaning if learners knowa few things about these people. You could begin byhanding out a photocopy of page (or using an IWB)with the names covered, and elicit the names fromlearners.

Follow up with a few simple questions, like ‘Whatdo/did they do?’ or ‘Where are/were they from?’ Thengo into the listening activity. Make sure that learnersknow they only have to match the photos with theyears – they don’t need to write down other details, yet.

It may be a good idea to have learners do this in pairsin their notebook first, and then to write the correctdates and months in the spaces provided when yougo through it together with the class.

1 H William Shakespeare: 23rd of April, 1564

2 C David Beckham: 2nd of May 1975

3 A Albert Einstein: 14th of March, 1879

4 D Lady Gaga: 28th of March 1986

5 G Maddox Jolie-Pitt: 5th of August 2001

6 B Brad Pitt : 18th of December 1963

7 F Queen Isabella: 22nd of April 1451

8 E Elvis Presley: 8th of January 1935


Bring learners’ attention to the first Focus box. Readthe examples out to learners. It’s a good idea to drillthese with the whole class before they do in c) in

ANSWERS


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4a and b page 17


Divide the group into pairs, A & B. Let B ask first and then swap roles. The grids in the student’s book for this activityare only a template – learners may need to copy them into their notebooks to have enough space for notes.

Open answers

What’s on1 The Strangers in concert

The LiverpoolPhilharmonic Orchestra

Rosa

Swan Lake

Date

3rd October3 Beethoven’s 5th symphony

5th and 4 12th October5 22nd and 6 23rd October

Time2 8.00 p.m.7.00 p.m.

11.00 a.m.7 8.45 p.m.

Venue

The Mill House

Saint George’s Hall

The Old Vic Theatre

The Royal 8 Opera House

ANSWERS

ANSWERS

b1 on / 2 in / 3 at / 4 in / 5 at / 6 on

2a page 18

ANSWERS

ANSWERS

be

Question word am / is / are + subject etc.1 Is she ready?

Are they Spanish?

Who 2 are you?

Other verbs

Question word do/does + subject + verb etc.

Do they play tennis?3 Does he like music?

Where do they live?

Why 4 does she love Maths?

How 5 do I make coffee?

b1 Is / 2 Does / 3 Are / 4 is

3a page 19


Candidates are expected to ask the examiner at leastone question during the exam. Accuracy is important,but communicating the question is more so; theword order of questions takes a while for manylearners to master. The aim of this exercise is to raiseawareness that word order in English questions isimportant. Don’t spend too much time on the rulesof question formation, but try to teach these aslanguage chunks which can be reused.

1 What time do you get up on Monday mornings? / 2 What is your favourite day of the week? / 3 Do youget up early on Saturday? / 4 What do you do onSunday afternoons? / 5 When is your birthday? / 6 When do you have English lessons?

ANSWERS

ANSWERS


1a page 18

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UNIT 3 Dates to remember

in June

the morning

the afternoon

the evening

on Monday

my birthday

1st of July 1985

at lunchtimethe weekend

8.30

Christmas

midday


15

bOpen answers

4a page 19


Remind learners of the overall format of the examand why it will help them to know it. Refer them tothe information about the exam that can be foundearlier in this book. If your class is preparing for Grade3, point out that the prepared topic phase is only forGrade 4. Now do the listening task.


Before learners begin speaking, ask them to writeone likely question for each stage. Go round the classand ask them to read one of their questions, from anystage at random. Check for grammar (word order andauxiliary verbs) and elicit from the rest of the classwhich stage the question relates to. After a fewexamples like this, let learners go into the pair work.

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greetings and getting toknow you A B

talking about yourprepared topic (Grade 4 only) C G

end of the interview andsaying goodbye B E

conversation F H

WRITING FILE 1Task 1 – Reading into writing task1a page 20

Open ended discussion

bA 5 / B 1 / C 3 / D not needed / E 2 / F 4 /

G not needed

You Turn! page 20

1 I get home at about four thirty. I usually have asnack and then I do my homework. We eat dinnerat six o’clock and then I listen to music or read.

2 On Saturday morning I go swimming. On Saturdayevening I meet friends.

3 I don’t watch TV often. Sometimes I watch TV onSunday evenings.

4 I like swimming. I swim in competitions. I alsocollect CDs.

5 My favourite day is Saturday because I have fun allday.

Task 2 – Writing task1a page 21


b1 into / 2 along / 3 left / 4 past / 5 right /

6 favourite

Your Turn! page 21

Hi Toni,

Are you visiting me next week? That’s great! Take busnumber 37 from the station. Get off the bus at beforethe cinema on Manchester Road. Walk past thecinema and turn right into Linden Grove. That’s mystreet. I live at number 16.

On Saturday we can go to the park near my house.We can play tennis. In the evening we can go to thecinema. I can’t wait.

See you soon,

Rob

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REVIEW UNITS 1-31a page 22

a come / b do / c get / d go / e go / f have / g have / h take / i wake / j brush

b

Open answers

2a page 22

1 wake, get / 2 has / 3 don’t / 4 past, to / 5 doesn’t / 6 takes / 7 doesn’t / 8 at / 9 past / 10 does / 11 don’t /12 play

b

Open answers

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3 page 22

1 Have you got any sisters? (d)

2 Does your family have dinner at six o’clock? (b)

3 Where do you do your homework? (a)

4 When is your birthday? (f)

5 What time does school start? (c)

6 When do you have English lessons? (e)

4a page 23

1 post office / 2 bus stop / 3 theatre / 4 library / 5 hotel / 6 bakery / 7 shoe shop, shop / 8 hospital

b

1 Excuse / 2 tell / 3 along, down / 4 Turn / 5 across / 6 along, down / 7 right / 8 through, across / 9 past /10 opposite

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UNIT 4A place to study

Trinity subject area Place of study

Grammar Can and can’t. Present Simple for likes and dislikesLinking words: first, next, finally...

Functions Talking about routinesExpressing likes and dislikes

Vocabulary School subjectDifferent places to study

Advice to candidates Typical questions: schools routines and ability

Speaker 1 b / Speaker 2 f / Speaker 3 a /Speaker 4 e / Speaker 5 c / Speaker 6 d


Again, when you go through the answers withlearners, ask them to tell you what they heard thathelped them find the answer.

S Speaker 1 / S Speaker 2 / U Speaker 3 /S Speaker 4 / U Speaker 5 / S Speaker 6

dOpen answers

2a page 25


Point out to students the importance of learning avariety of expressions for similar meanings.

1 I love / 2 I really like / 3 I quite like / 4 I don’t like / 5 I can’t stand / 6 I hate


Before they listen, you could ask them to lookthrough the list of subjects and say which they likeand which they don’t. Are these subjects all taught attheir school? See Procedures file for more ideas. Playthe audio once. Give learners a moment to compareanswers with their partner. If necessary, play oncemore and check answers.

1 K / 2 6 / 3 6 / 4 6 / 5 K / 6 6 / 7 6

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1a page 24


With closed books, try to elicit from students wordsfor places of study and other classroom words theyalready know. You could write the following groupheadings on the board: Places to study; Schoolsubjects; Classroom objects; Other ‘study related’words.

Now get them to open their books and work alone orin pairs on 1a).

1 E / 2 A / 3 D / 4 C / 5 B


Begin by telling learners that they’re going to hear sixdifferent people, all of whom have a connection witheducation. Elicit from them the kinds of people thatthese might be (do a spidergram on the board whileeliciting) e.g. student, school pupil, teacher, headteacher, etc. Get student to look carefully at the list andmake sure they understand that they don’t need toworry about the boxes yet. Make sure they know whatthe subjects are in the list. Ask them what other wordsthey associate with these subjects e.g. geography –cities, mountains, rivers etc. Play the audio and letlearners match. Play a second time, but this time pauseafter each speaker to allow learners to check. At thisstage you could check the answers with the class. Asklearners why they chose to match each speaker withthe subject – what words helped them?

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Go through the words in the word pool fist. Makesure learners understand their use and meaning. Get learners to complete the text alone, then play the audio for them to check. Finally, go through theexercise together.

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

dSUGGESTED PROCEDURE:

Get learners to write their timetable for a typicalschool Monday in their notebooks. They don’t haveto include everything, only the subjects that aresuggested here (their favourite, their least favourite,an interesting subject etc.). Divide the class into pairs.Give each partner about 2 minutes before swappingroles. Make sure they understand that they shoulduse the connectors practised in 2c). Monitor andprovide feedback at the end. Watch out for errorswith connectors and telling the time.

Open answers


1a page 26


Give learners time to read through before hearingthe audio and checking answers. Once you’ve checkedanswers, it’s important that you:

i) concept check for understanding of the meaningof ‘can’ and ‘can’t’

ii) do pronunciation work on can and can’t – pointout that ‘can’ is often a weak form, whereas ‘can’t ‘is the main sentence stress: e.g. contrast: I can play the piano with I can’t playthe piano.

Listen through the audio again from 2b) on page 25and ask learners if ‘can/can’t’ is stressed or not. It’sworth spending time on pronunciation drills whichwill help with both recognition and naturalproduction of these forms.

1 b / 2 a / 3 b / 4 a / 5 a

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b1 He can play football. / 2 She can’t

speak. / 3 He can’t swim. / 4 They can ride bikes. / 5 She can’t play the piano.

c and dSUGGESTED PROCEDURE:

Give students time to write their own examples intheir notebooks. Go round checking what learnersare writing and helping as necessary. Before going onto d), you’ll need to introduce the interrogative formof ‘can’, pointing out the change in word order. Askstudents to close their notebooks and try to do to d)from memory.

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2 page 27


Ask learners to read through the paragraph firstwithout filling the gaps. Check for generalcomprehension. Now ask learners to read throughagain and complete the gaps.

1 go / 2 takes / 3 eat / 4 have / 5 makes /6 study / 7 finish / 8 watch / 9 listens / 10 go

3a page 27


Candidates need to ask the examiner a simplequestion. You may choose to use this exercise as adiagnostic exercise and follow up with remedial workon question forms as necessary. Alternatively,introduce with presentation of question forms beforegoing through the exercise.

1 What time do you start school? / 2 What time is your first lesson on Tuesday? / 3 Whenis your lunch break? / 4 What time do you get homefrom school? / 5 What lessons do you have onMonday morning? / 6 What is your favourite lesson? /7 Can you play music? / 8 Can you speak a foreignlanguage? / 9 What lessons don’t you like? / 10 Doyou have homework every day?


Divide the class into pairs, A & B, and ask A to speakto B first and then swap roles. Monitor and providefeedback at the end

Open answers

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UNIT 4 A place to study


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UNIT 5Jobs

Trinity subject area Jobs

Grammar Present Simple vs Present Continuous

Functions Describing current activities and describing photographs

Vocabulary Jobs vs works and activities for describing jobs

Pronunciation Contractions

Advice to candidates Describing pictures

2a page 29


There’s no definite answer for this exercise, butduring feedback learners need to be able to explainwhy they put jobs where they did.


Ask learners to draw up a similar table to that in a) intheir notebooks. They should work in pairs. Again,allow time for pairs to report back to the class onwhat they chose and why.

ANSWERS

hospital

cleanercookmanagernursesecretarysurgeondoctor

other jobs

security guardcaretaker

school

cleanercooksecretaryhead teacherteachernurse

other jobs

caretaker

shop

cleanermanagershop assistant

other jobs

security guard

POSSIBLE ANSWERS

restaurant

chefcookcleanermanagerwaiter /waitress

hotel

managercleanerchefwaiter /waitressreceptionist

office

secretarymanagercleanerworkers

factory

secretarymanagercleanerworkers


1a page 28


Begin with closed books. Brainstorm words for jobsthat learners know. Write their ideas on the board.

Now ask learners to open their books and see if anyof the pictures relate to jobs that were mentionedduring the brainstorming session.

Now allow students time to work through thematching exercise alone before checking altogether.

Remember the focus is on the vocabulary for jobs;you don’t necessarily need to teach the words for theobjects shown – they are not essential for the exam –but learners will probably want to know these also.

1 D / 2 H / 3 E / 4 B / 5 A / 6 G / 7 C / 8 F


Explain that the silhouettes just show men andwomen, but aren’t supposed to give any indication ofthe job they do. For that, they have to listen. You maywant to give some of the key vocabulary mentionedin the tape script, but mixed up (i.e. not in the ordergiven), on the board in order to help learners guesswhat the jobs are. Or during feedback, elicit fromlearners the words they heard which helped themunderstand the job each speaker does.

1 journalist / 2 nurse / 3 waitress / 4 builder / 5 teacher / 6 fire-fighter

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This is a good opportunity for learners to practisetheir dictionary skills. These skills are important todevelop at this level, as they will need themthroughout their language learning. Note that thereare other activities in this book which requiredictionaries, so it’s important that learners have agood dictionary with them in class. Focus learners’attention on pronunciation as well as meaning. Oncethey are sure of the meanings of the word in theword pool, they can begin the pair work based on thetable they made in their notebooks in c). Monitor andprovide feedback at the end.

Good: well-paid, interesting, easy, exciting.

Bad: badly-paid, boring, difficult, tiring, dangerous.

3a page 29


Show learners the photo and ask them to guess whatjob Lindsay might do before they listen. Afterlistening, elicit from learners the language they heardthat helped them find the answer.

Journalist

b1 T / 2 F / 3 T / 4 F / 5 T


Allow learners a few minutes to discuss this in pairsbefore feeding back to the rest of the class. Remindlearners of the useful expressions for likes and dislikes.

Open answers


1a page 30


Learners can do this exercise by recognising thegrammatical forms, which is fine. However, as you’regoing through the exercise together, ask learnerswhy the form was used (refer them to the explanationbox at the top of the page).

1 PS / 2 PS / 3 PC / 4 PC / 5 PS

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Ask learners to refer to the examples form a) to helpthem complete the table. Once they have done this,focus also on the pronunciation of the contractedform. It’s worth drilling these forms with the wholeclass a few times so that they get a feel for it.

Follow up

This is one possible follow up activity to practisePresent Continuous: ask learners to close their booksand open their notebooks only. They should listenquietly to what’s happening outside the classroom.Ask learners what they think is happening, for example‘a car is driving past the school’ or ‘someone’s talkingoutside the classroom door’.


Learners should close their book. Brainstorm ideas forthings that journalists have to do everyday. Now asklearners to open their book and see if the photos atthe bottom of page 30 match any of the ideas theycame up with. Now learners can do c) individuallybefore going through it together in class.

1 B / 2 C / 3 F / 4 E / 5 A / 6 D


Remind students that we use Present Continuous todescribe actions taking place at the time of speaking.

1 She’s using a computer.

2 She’s talking to her boss.

3 She’s travelling.

4 She’s interviewing someone.

5 She’s taking photos.

6 She’s writing.

ANSWERS

subject

I

He/She/It

We/You/they

+ be

am / ’m1 is / 2 ’s4 are / 5 ’re

+ verb + ing

writing3 writing6 writing

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UNIT 5 Jobs


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UNIT 5 Jobs

2 page 31


This activity could be extended by asking learners tolisten for 1 minute and then report to the class what’shappening outside.

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3 page 31


This activity aims to encourage students to use thecontracted form when they speak. Follow up withsimilar drills, insisting that students use thecontracted forms.

1 d / 2 c / 3 e / 4 a / 5 b

4a page 31


Get learners to look at the photos and elicit fromthem what jobs the people do. Then play the audiofor learners to answer the question. Elicit fromlearners what they heard that helped them answer.

D

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First get learners to try completing the sentenceswithout listening. Listen again and compare theiranswers with the audio. Go through the exercisetogether to check.

Accept contracted or full forms.

1 What are they doing?

2 They are working very hard

3 One man is cooking something.

4 The woman is cutting vegetables.

5 I think she’s making a salad.


Divide the class into pairs, A & B, and ask A to be theexaminer and ask the questions while B plays thecandidate. Give them about 2 minutes before theyswap roles. Go round the class monitoring andprovide feedback at the end.

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1a page 32


With closed books, ask the class to brainstorm asmany weather related words as they can. Then openbooks to do the exercise.

A 8 / B 4 / C 7 / D 6 / E 1 / F 2 / G 5 / H 3


Listen once, then ask pairs to discuss, then listenagain to check.

1 E / 2 F / 3 H / 4 B / 5 G / 6 D / 7 C / 8 A

2 page 32


Divide the class into pairs, A & B, and ask A to ask Bfirst and then swap roles. Note that this is a goodopportunity for learners to practise language fromprevious units: Present Simple and Continuous,can/can’t, vocabulary for free time activities etc.

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3a page 33


Explain to learners that they are going to hear threedifferent people talking about the weather. Eachperson mentions the weather at two different times.

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Ask learners to describe the weather shown in eachof the pictures. Now play the audio, pausing a littleafter each speaker to allow learners time to answer.

Angela: 1 A; 2 B / Ruth: 3 B; 4 C / Mike: 5 A; 6 C


Make sure you give learners time to read through thequestions before you play the audio again. Check forunderstanding of the questions before starting theaudio. Pause after each relevant chunk of informationin the audio to allow learners time to process whatthey’re hearing and answer carefully. When you gothrough the answers with learners, ask them to try toexplain their choice.

1 T / 2 F / 3 T / 4 F

4 page 33


Before you get learners to complete this exercise, youmay need to remind them how to form the PresentContinuous. Remind them that Present Continuous isused to describe things happening at the time ofspeaking, including changing conditions like theweather.

1 is blowing / 2 ’s raining / 3 ’s snowing / 4 ’s pouring /5 is shining

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UNIT 6Weather

Trinity subject area Weather

Grammar Present Continuous to talk about the weather (get and start)Past Simple of the verb to be.

Functions Describing the weather and describing states in the past

Vocabulary Describing weather and temperature

Pronunciation Intonation for simple questions

Advice to candidates Preparing for discussion in the conversation phase


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UNIT 6 Weather

3 page 35


Let learners read the advice at the top of the pagefirst. Before they listen to the recorded questions, goround the class asking for learners’ own examples ofquestions for each subject area. One example foreach is enough. Don’t worry too much at this stageabout correct question formation. Now do thelistening task and go through it together. Duringchecking, don’t forget to ask learners why they chosetheir answers. In some cases there may be more thanone possible match.

1 a / 2 d / 3 h (or a) / 4 e (or g) / 5 g (or a) / 6 c / 7 b / 8 f

4a page 35


While students are writing their sentences, go roundand monitor what they are writing. At this stage youcan insist more on correct question formation. It canbe a good idea to get learners to ‘peer correct’ byswapping each other’s question list and checking forgrammatical accuracy. However, don’t spend toomuch time on this. This emphasis is on speaking, andyou need to get learners to speak as much as possible.

Open answers


Divide the class into pairs (A & B). Ask B to ask A firstand then swap roles. Give each partner three to fourminutes before swapping in order to get through areasonable number of questions. Monitor andprovide feedback at the end.

Open answers

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1a page 34


Ask students to close their books. Read out thesentences. Write them on the board and ask studentswhat the words in bold mean (in their L1 if you havea monolingual class). Now go back to the book andlet students complete the table.

b

1 was / 2 were / 3 wasn’t / 4 weren’t / 5 Were / 6 wasn’t / 7 were / 8 Was

c

The voice goes up.

d

Open answers

2 page 35


Some students may be tempted to write notes downin their book, but discourage this. At this point youwant to encourage speaking and listening to eachother rather than writing. Half a minute is plenty oftime for learners to think about what they want tosay, then divide the class into pairs (A & B). Ask B toask A first and then swap roles. Monitor and providefeedback at the end.

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affirmative / questionsnegative

I I?He was / 1 wasn’t 2 Do / Does he?She she?It it?

We we?You 3 were / weren’t 4 Do you?They they?

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b

Dear Chai,

Thanks for your letter. I’m glad to help. England hasfour seasons. Winter is from December to February.It’s very cold and wet. Sometimes it snows. Spring isfrom March to May. The weather is sunnier thanwinter. Summer is usually quite hot. Autumn is fromSeptember to November. It’s cold and windy.

My favourite season is summer. The days are long andbright and warm. What’s the weather like in Thailand?

Write soon,

Liam

You Turn! page 37

Hi Mark,

Of course I can help you. In Scotland winter is verycold. We often have snow. People go skiing. Spring isquite cold and it rains a lot. Then we have summer.Summer in Scotland isn’t like summer in Australia. Itisn’t very warm, but many people go camping!Autumn starts around September. The countryside isfull of beautiful colours. It’s my favourite season. I likewalking in Autumn.

I hope that helps!

Yours,

Angus

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SAMPLE ANSWERS



b

I’d like to be a Maths teacher or a German teacher. I’mnot sure. I like maths and I can speak German quitewell. My Maths teacher is Mrs Rigby. She’s very helpfuland kind. I’d like to do her job. My mum was a Germanteacher years ago. I think she is a good teacher.

A teacher is a nice job. It isn’t well-paid, but it’sinteresting. You can help children and that’s veryimportant.

You Turn! page 38

Nurses do a very important job. They work inhospitals and they help look after patients. It’s hardwork because they work many hours. They often startwork early in the morning or work through the night.Nurses check patients and give their medicine.Nurses are important because they help patientskeep comfortable and get better. Doctors know whatpatients need, but nurses help the patients every day.When I leave school, I’m going to be a nurse.

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SAMPLE ANSWERS

4J


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REVIEW UNITS 4-61 page 38

2 page 38

1 primary / 2 subject / 3 easy / 4 Maths /5 doctors / 6 interesting / 7 well-paid / 8 university

3 page 38

1 b / 2 c / 3 a / 4 b / 5 c

4 page 39

1 then / 2 stand / 3 is / 4 warm / 5 wasn’t; was

5a page 39

1 Olga can’t ride a horse. / 2 Olga can’tski. / 3 Olga can understand Maths. / 4 Olga can runfast. / 5 Olga can’t play the piano.

bOpen answers

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6a page 39

They’re having a picnic.

The sun is shining.

She’s wearing a hat.

They’re eating.

It’s raining.

She’s talking on the telephone.

She’s holding an umbrella.

It’s snowing.

Someone’s riding a bike.

He’s walking in the snow.

bOpen answers

POSSIBLE ANSWERS

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1STOR N A L I

REFI

R

U

5F

6BG

7H

E

L

I

Z

D

S

I

E

T

N

R

O

G

R YTEZ10NEI

UNRDSYE

8WC9S

R

3FS TUO

GRAPHY

E

2G

4JMY

2

1

3


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1a page 40


You could introduce this unit with a simple ‘brainstorm’session with closed books to gather as many traveland holiday related words that learners know already.Then open books to do this activity.

A camping holiday / B cruise / C beach holiday / D sightseeing tour


After checking answers, ask students what wordsthey heard that helped them choose.

1 C / 2 B / 3 D / 4 A

c

Types of holiday adventure holidaybeach holidaysightseeing tourmountain holidaysafari

Accommodation bed and breakfastfriend’s/family homecaravanhoteltent

ANSWERS

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Make sure that learners understand they should bemaking use of the vocabulary from Parts a) and c)while they speak. Divide the class into pairs (A & B).Ask B to ask A first and then swap roles. Monitor andprovide feedback at the end.

Open answers

2a page 41


Refer learners to the Focus box before they do thislistening activity. Before going into the listening, youmay want to get learners to practise using these wordsfor ‘very good’ and ‘very bad’ by asking them to thinkof their own examples. Alternatively, you can leave thisas a follow up activity between this listening task andexercise 3. Make sure learners have read throughsentences 1-3 before listening. Elicit from learnerswhat may make a holiday terrible or wonderful.

1 Bruno went to Corfu. It was great.

2 Clare went to Wales. It was terrible.

3 Luke went to Paris. It was lovely.


Make sure learners read through and understand thequestions before listening. Ask learners to try andpredict answers, and then listen to confirm their

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UNIT 7Holidays

Trinity subject area Holidays

Grammar Past Simple (regular and common irregular verbs)

Functions Talking about past events

Vocabulary Types of holidayExpressions of past time

Pronunciation Past Simple endings

Advice to candidates Introduction to topic presentation: the Topic FormTalking about your topic


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UNIT 7 Holidays

predictions. As you play the audio, pause afterchunks of information that relate to questions. Whenyou check though, ask learners to give reasons fortheir answers.

1 a / 2 b / 3 c

3a and b page 41


Refer learners to the Focus box. You could give furtherexamples from the previous listening task and putthem on the board:

Concept check for understanding of these words andphrases before going onto the pair work.

Learners need to write brief answers to the questionsin a) in their notebooks – but make sure they are onlya sentence or two in length. They shouldn’t spendtoo much time writing, but get into the speaking assoon as possible.

Go round checking what learners are writing andhelping as necessary. Once they have writtenanswers, ask them to close their notebooks and getinto pairs. Divide the class into pairs (A & B) for partb). Get B to ask A first and then swap roles. Monitorand provide feedback at the end.

Open answers


1a page 42


Refer learners to the grammar explanation box at thetop of the page before they attempt the exercise. Asklearners to read through the paragraph about theholiday once without worrying about the gaps.Check for general comprehension of the text. Thenask learners to work individually on the text – remindthem that they will need the auxiliary ‘do’ in order toform the negative.

1 was / 2 didn’t want / 3 wanted / 4 decided / 5 camped / 6 liked / 7 didn’t like / 8 rained

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ANSWERS

‘We came back from Corfu yesterday.’‘About ten years ago we went camping.’‘We went there last month.’

ANSWERS

b

Open answers

2a and b page 43


You can help learners appreciate the differencebetween the /t/ and /d/ sounds by getting them tosay the sounds while resting the tips of their fingerson their throat. They should be able to feel thevibration of their vocal chords when saying thevoiced /d/ sound.

3a page 43

1 Don’t / 2 Do / 3 Don’t / 4 Don’t / 5 Do

b

4 page 43


Before pair work, you could build a mind map on theboard with the whole class making suggestions.Follow up with a similar task on a different topic.

Open answers

ANSWERS

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Group 1 /t/

booked

cooked

packed

stopped

Group 2 /d/

arrived

loved

played

travelled

Group 3 /id/

ended

needed

visited

waited

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who I went with2 destination1

what I did3what I liked most4

Main points todiscuss about

my topic


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1a page 44


With closed books, elicit from learners any types ofshops they can name in English (and in L1 formonolingual classes). Then open books to do thematching exercise. With younger learners, you mayneed to explain what receipts are and why we usethem.

1 B / 2 C / 3 D / 4 A / 5 F / 6 E


Once pairs have worked on this, do feedback withwhole class, writing their ideas on the boardrandomly. Then get the class to put the words oncemore into categories – not necessarily under theheading of ‘types of shop’ but other categories e.g.food, clothing, expensive, cheap etc.

Florist’s: bunches of flowers; pot plants; flower pots;roses; cactus

Greengrocer’s: vegetables; potatoes; cabbage;onions; fruit; apples; oranges; bananas

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

ANSWERS

POSSIBLE ANSWERS


Ask learners to read the Focus box. Give a fewexamples of your own for learners to hear. Point outthat ‘but’ is usually a weak form. Now let learnerspractise in pairs. Divide the class into pairs (A & B).Ask B to speak first and then swap roles. Monitor andprovide feedback at the end.

Open answers

2a page 45


Ask students to do the matching exercise individually,then compare with a partner before checking withthe whole class.

A supermarket / B Internet shopping / C street market / D department store / E shoppingcentre / F high street shops


Explain to learners that they will hear the audio twice.The first time they should simply identify the kind ofshopping the speakers are talking about. What wordsdid they hear that helped them decide?

Before listening the second time, check that learnersunderstand what’s meant in this context by price,quality, choice and friendliness. What’s most importantfor them when they go shopping? Can they think ofsynonyms for these words? Then play the audio anddo the exercise.

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UNIT 8Shopping

Trinity subject area Shopping

Grammar Comparative forms of adjectives (1)Linking words: but and because; then

Functions Making comparisonsExpressing contrast using but

Vocabulary Types of shops and places to go shopping

Pronunciation ‘Weak’ forms

Advice to candidates Preparing for your topic: mind mapsTalking about your topic


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UNIT 8 Shopping

What clothes E / music M / food C

Where the Internet M / high street shops C; E

Why price M / quality E / choice M / friendliness C

3 page 45


You might need to explain to some learners that theyneed to refer to the shopping bags at the bottom of thepage. Point out to learners that these are onlysuggestions, though – they can use their own ideas, too.

Encourage the use of the conjunctions ‘but’ and‘because’ (see Focus boxes). As with all pair work,monitor for problems and provide feedback at the end.

Open answers


1a page 46

1 d / 2 c / 3 b / 4 a


See Procedures file for structured practice of particularforms. This might seem like quite a complicated taskfor some learners, so it is best to take them through itstage by stage. First, ask learners just to read whatthe two people are saying. Ask them simplequestions to check comprehension e.g.

‘What kind of shop are they talking about?’

‘Which shop has lots of customers?’

If necessary, you can write on the board other promptsto help students to use all the adjectives in the box.

ANSWERS

ANSWERS

ANSWERS

Supersaver:Oh look! Here’s a dress like the one that Beyoncé woreon TV last night.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-fashioned! 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 underlineall the adjectives that are used. Give an example ofhow they might compare the two department storesusing the comparative form. Finally, divide the classinto pairs (A&B). Ask them to take turns comparingthe two stores using the information given. Monitorand 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 isworse than Supersaver. / Supersaver is more crowdedthan Hanley’s. / Supersaver is larger than Hanley’s. /The staff in Hanley’s are ruder than in Supersaver.

cOpen answers

2 page 47


Follow up with choral drills to practise weak forms(see the Procedures file).

1 It’s black and white. / 2 Some cheeseand bread. / 3 I’d like to pay with cash. / 4 A packet oftea. / 5 A bottle of milk. / 6 I want to buy a shirt.

3 page 47

1, 2 pop; rock ✓ / 3, 4, 5 the Internet ✓;street market; from my friends ✓ / 6, 7 I love oldthings ✓; love music ✓ / 8 my grandfather’s jazzrecords

4 page 47


As this kind of organising ideas may be new tostudents, it may be worth going through anotherexample together as a whole class activity beforelearners do it individually.

Choose a topic and build a mind map on the board,eliciting suggestions from the class. If you’re short ofclass time, the first part of this task could be done athome, so that learners are ready to speak when theynext come to class.

As with all pair work, divide the class into pairs. Get Ato ask B, then after three to four minutes tell them toswap roles. Monitor and provide feedback at the end.

Open answers

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1a page 48


With closed books, do a quick class brainstorm offood words. Then open books for the exercise. Duringfeedback, correct any pronunciation problems whichmay occur with some of these items.

1 a bottle of vinegar / 2 a coconut / 3 garlic / 4 a lettuce / 5 a steak / 6 carrots / 7 a packet of flour /8 salt / 9 pepper / 10 potatoes / 11 cheese / 12 a bottle of milk / 13 a mango / 14 pears / 15 lambchops / 16 a carton of yoghurt / 17 a whole salmon /18 onions


To add a bit of fun, you could make this a team game.Divide the class into teams of up to five students.

Tell them they have five minutes to group the wordscorrectly. They can use dictionaries to help them.After the time has run out, check teams’ answers andthe team to finish first with the most correct answersis the winner. Don’t forget to check theirpronunciation of these items.

ANSWERS


This activity provides some practise with past forms.you may need to refresh their memories of regularand irregular forms before proceeding. Alternatively,let them work first and feedback after the task on anyerrors with past forms that you hear.

Open answers

fruit

pearsa mangoa coconut

Other wordsstrawberriespineapple

vegetables

potatoesgarliconionscarrotsa lettuce

Other wordspeasbeans

meat and fish

a steaklamb chopsa whole salmon

Other wordsbeef burgercod

dairy products

cheesea carton of yoghurt

Other wordscreammilk

other

saltpeppera packet of floura bottle of vinegar

Other wordsoilherbsspices

ANSWERS

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UNIT 9Food

Trinity subject area Food

Grammar Comparative forms of adjectives (2)Superlatives

Functions Expressing likes and dislikes

Making comparisons, ordering a meal

Vocabulary Types of food and ways of cookingAdjectives for describing foodExpressions for likes and dislikes

Advice to candidates Listening to questions and responding appropriatelyTalking about food


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UNIT 9 Food

2a page 49


Point out to learners that the mistakes with the menuare not grammatical, but to do with the vocabularycovered already in this unit. Learners could do thisalone at first, then compare with a partner. Then bringthe whole class together for final checking. You couldfollow up by getting learners to make their ownmenus with deliberately silly mistakes.

Starters Ice creamGlass of chicken soupMixed Salad

Main course Fruit juiceSpaghetti BologneseA slice of fish and chips

Dessert Mushrooms in garlicA loaf of chocolate cakeFresh apple pie and cream

Drinks Bottle of water (still or sparkling)Carton of orange juiceChicken and potatoesFizzy drinks


Before letting students try this pair work activity, youmay want to give an example yourself, choosing astudent to work with you as the waiter/waitress.Divide up the class into A and B, A as the customer.Give students about four minutes before swappingroles. Monitor and provide feedback.

Open answers

3a page 49

Pizza


Before listening a second time, ask learners to readthrough the items in the list. What would theychoose to use if they were making a pizza? What canthey remember from the first listening? Now play theaudio a second time and check.

flour / salt / water / tomato sauce / red onions / smallmushrooms / cheese

ANSWERS

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4a page 49

1 I can’t stand / 2 I don’t like / 3 I’m notkeen on / 4 I quite like / 5 I really like / 6 I love


Organise this as for other pair work activities. Remindstudents that ‘but’ is a weak form.

Open answers


1a page 50


You need to focus learners’ attention on the examplesgiven here from the listening. One way to do this is toask learners to close their books. Write these sentenceson the board, but with the nouns missing. e.g.

Ask learners if they can remember what the chef wasreferring to with these adjectives. Then bring theirattention to the adjective forms themselves. Nowshow them how the examples can help them find therules by completing number 1 from the table together.Finally, give learners a few minutes on their own tofind the rules and complete the rest of the table.

1 thinnest / 2 more / 3 most / 4 thetastiest / 5 better / 6 best

b1 colder, coldest / 2 worse, worst /

3 healthier, healthiest / 4 more delicious, mostdelicious / 5 more disgusting, most disgusting / 6 hot, hottest


Do an example together with the class so learnershave a clearer idea of what they have to do. Remindthem that the adjectives in the word pool are onlysuggestions. Divide the class into pairs or groups of

ANSWERS

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Some people like thicker... They’re sweeter... They’re the tastiest...


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three. Monitor and provide feedback at the end. Youcan follow up by having a class vote on certain issues,such as who is the best singer or what’s the mostexciting city.

Open answers

2a page 51


Begin this by getting learners to do the activity inreverse: learners read through the answers and thinkof the questions that might prompt them. Now playthe audio. Pause after each question to give studentstime to decide. When you go through again to check,make sure you ask learners to explain the reason fortheir choices.

1 b / 2 c / 3 b / 4 a / 5 b / 6 c

bGive them a few minutes to write down five questionsbased on the ideas in the diagram, or others they canthink of. They shouldn’t spend too much time writing,but this is a good opportunity to check their ability toform questions correctly: remember that candidateshave to ask the examiner one question.

Open answers


Divide the class into pairs, A & B, and ask A to ask fivequestions first and B to answer. The partner askingthe questions should also be ‘marking’ theperformance of the student answering. Ask learnersto be fair and not too critical, but to be honest, too.To make this work, it might be best to split up usualpartners and get learners to work with someone new.At the end, get feedback from the learners whoplayed the ‘examiner’ and discuss how students canimprove their performance. All of this will help raiselearners’ awareness of how others understand themwhen they speak English. See Procedures file forExam practice tasks.

Open answers

ANSWERS

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b1 visited / 2 walked / 3 lived / 4 don’t live /

5 played / 6 were / 7 rented / 8 sailed / 9 liked / 10 didn’t rain

You Turn! page 53

Hi Li

I’m here in England with my family. We’re on oursummer holiday. Yesterday we went to Yadevale Zoo.It was great. First we walked around the zoo and sawthe animals. My favourite animals were the babyhippos. They’re called Ping and Pong. They’re lovely.After that we rented bikes and we rode around thepark and then we had our picnic. It was nice day, but Iliked best the animals.

Take care,

Hilary



b

Mum and I were on our holiday together. I reallywanted to buy a souvenir, so we went together to theshops. I found a beautiful big book, but Mum saw alittle toy dolphin. It was much cheaper than the book,and it was a lot nicer. Mum bought it and we wenttogether to a café. I had an ice cream and mum dranka cup of tea. It was time for us to pay the bill. Mumlooked in her bag. “Oh no!” she cried loudly. “Mypurse.” (now 75 words)

Your Turn! page 53

My worst ever meal

Last year my family were on holiday in London. Oneday we had lunch in a restaurant. It was my worstever meal.

ANSWERS

SAMPLE ANSWERS

POSSIBLE ANSWERS

SAMPLE ANSWERS


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We chose an Italian restaurant. I like Italian food, butthe food in that restaurant was awful. Mum orderedlasagne. My brother and I ordered pizza. My mum’slasagne was cold and disgusting. Our pizza was burntand hard as rock.

Then we got the bill and my mum nearly fainted. £45!


1 sightseeing, G / 2 cruise, B / 3 greengrocers, C / 4 newsagents, E / 5 supermarket,H / 6 lettuce, D / 7 coconuts, A / 8 yoghurt, I

2 page 54

Hi Suzie,

We arrived in Athens two days before ago but ourholiday didn’t started start well. We doesn’t didn’tlike our hotel. It was awful. We changes changedhotel yesterday. It’s more good better. Athens isgreat. It’s biger bigger and more exciting than oursmall town in Hungary. This morning we walk walkedto The Acropolis. The view is fantastic up there. I lovedit, but Marcus didn’t enjoyed enjoy it. He can’tstanding stand high places. We’re going to eat now.The food is tasty, but most more expensive than Iexpected. How was your trip back to England? Good Ihope.

Take care

Jan

3 page 54

1 Milk is nicer than juice. / Juice is nicer than milk.

2 Vegetables are tastier than sweets. / Sweets aretastier than vegetables.

3 Sightseeing is more interesting than camping. /Camping is more interesting that sightseeing.

4 Beach holidays are better than mountain holidays. /Mountain holidays are better than beach holidays.

5 Watching TV is more fun than shopping. /Shopping is more fun than watching TV.

6 Street markets are cheaper than supermarkets. /Supermarkets are cheaper than street markets.

ANSWERS

ANSWERS

POSSIBLE ANSWERS

4 page 55

1 go / 2 arrived / 3 better / 4 moreexpensive / 5 the healthiest

5 page 55

1 c / 2 b / 3 c / 4 a

6 page 55

1 d / 2 a / 3 b / 4 e / 5 c

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1a page 56

A shopping / B eating / C walking thedog / D playing football / E fishing / F gardening / G jogging / H chatting

b1 B / 2 F / 3 A / 4 E / 5 G / 6 H / 7 D / 8 C

c

dOpen answers

2a page 57

1 winter / 2 spring / 3 summer / 4 autumn

bOpen answers

ANSWERS

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do have go for go to

0 ✓ ✓ a party

1 ✓ the gardening

2 ✓ ✓ a picnic

3 ✓ ✓ a football match

4 ✓ the shopping

5 ✓ ✓ a walk

ANSWERS

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3a page 57


Before they listen, elicit from learners what words orphrases the speaker might use when talking aboutsummer or winter. When you check, ask learnerswhat they heard that helped them make their choice.

1 Ralph – winter / 2 Antonia – summer


Make sure learners read through and understand thequestions before they listen again. Pause after eachrelevant chunk of information to allow learners timeto assimilate what they hear and decideappropriately. When you check, ask learners whatthey heard that helped them make their choice.

1 T / 2 F / 3 F / 4 T / 5 F / 6 F


As with all pair work, divide the class into pairs. Get Ato ask B, then after three to four minutes tell them toswap roles. Monitor and provide feedback at the end.Encourage learners to use conjunctions ‘but’ and‘because’. Before they start, provide them with amodel of both these connecting words, remindingthem that they are usually weak forms: ‘because’ isoften mispronounced by learners, who lengthen thesecond syllable.

Open answers

ANSWERS

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UNIT 10At the weekend & through the year

Trinity subject area Weekend and seasonal activities

Grammar Like + ing or infinitiveAdverbs of frequency: never, sometimes, seldom, often, usually

Functions Talking about daily life and free time

Vocabulary Weekend and seasonal activitiesCollocations with have, go and do

Advice to candidates Topic presentation: how the examiner uses the Topic form questions


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UNIT 10 At the weekend & through the year

1a page 58

1 R / 2 A / 3 R / 4 R / 5 R / 6 A

You could follow up by playing the audio again for them to check.

b

ANSWERS

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Before learners look at the Focus box, write a fewexample sentences with these adverbs that illustratethe most typical word order. With closed books, asklearners to work in groups of three and come up withrules for adverb word order based on the examplesyou wrote on the board. Then refer learners to theFocus box. You could add a bit of fun to the exerciseby making it a race, with students working in pairs tofinish first.

1 It seldom snows In England.

2 They usually go out with friends on Saturdayevening.

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.


Provide an example question to ask one student forthe rest of the class to hear. Then divide the class intopairs, A & B, and ask A to ask five questions first and Bto answer. Monitor and provide feedback at the end.

Open answers

2a page 59

1 sports / 2 Thursday / 3 three / 4 takesmoney

ANSWERS

ANSWERS

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Remind students what the topic form is for and thatthere is an example Topic Form at the back of thestudent’s book (page 78). The aim of this activity is tomake it clear to students that the examiner can askquestions in any order.

3a and b page 59


If you’re short on class time, part a) could be preparedfor homework so that students go straight into b)next time.

Divide the class into pairs, A & B, and ask A to askquestions first and B to answer. Make sure B changesthe order of the questions from the order written ontheir partner’s form. Monitor and provide feedback atthe end.

Open answersANSWERS

neverseldom

sometimesoften

usuallyalways

Things I like4 What I do3

My colleagues2Where and when1

Main points to discuss

about my topic


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1a page 60

A sailing / B fishing / C diving / D gaming /E chess / F tennis / G cricket / H rollerblading

b1 diving / 2 cricket / 3 rollerblading /

4 tennis / 5 video games / 6 fishing / 7 sailing / 8 chess

Follow up with a memory game. Ask learners to closetheir books and in team recall as many activities fromthe picture as they can.

c

Suggested extra words in brackets. Tell studentsthere is one word they don’t need.

G bat / F-B net / A sail (life jacket) / X bow / G-H pads(ball; rollerblades) / D screen (buttons) / D console(buttons) / E queen (king) / C snorkel (mask) / C flippers (trunks) / F racquet (net) / A yacht (rope) /H helmet (pads) / B rod (net)


Divide the class into groups of 3or 4 and make this ateam race. At the end, ask learners if they can think ofother things to add to the lists.

play: basketball; CDs; computer; games; football;music; volleyball; tennis; the piano

collect: CDs; comics; computer; games; model planes;stamps

ANSWERS

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make: computer; games ( = programming); modelplanes

listen to: CDs; music

go: sailing; horse riding; snowboarding; swimming

eOpen answers

Extra activityQuiz

If you have time, you could do this quick team quizwith your class.

1 Which game does not need a bat?a tennisb cricketc baseball

2 What game has kings and queens?a backgammonb Monopolyc chess

3 Which instrument needs a bow?a the pianob the violinc the guitar

4 What is a yacht?a a kind of ballb a kind of hat for tennisc a kind of sailing boat

5 Which sport does not need a round ball?a rugbyb golfc football

ANSWERS

UNIT 11Sports and hobbies

Trinity subject area Hobbies and sports

Grammar Adverbs of mannerAdverbial phrases of frequency: every day, once a week...

Functions Describing frequency and manner

Vocabulary Sports and hobbiesCollocations with go and play

Advice to candidates Asking the examiner a question


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UNIT 11 Sports and hobbies

6 What computer game stars Lara Croft?a Raiders of the Lost Arkb Tomb Raiderc Pac man

Quiz answers: 1 a / 2 c / 3 b / 4 c / 5 a / 6 b

2a page 61


Tell learners that they are going to hear 3 childrentalking about their hobbies. Ask them to look at thequestions. Have a quick whole-class brainstormingsession, eliciting words related to the hobbiesmentioned. Now play the listening through once.

1 Craig: playing the piano / 2 Alice: football / 3 Adam: sailing


Ask learners to read through the questions. Remindthem what these time phrases mean and ask them ifthey can think of any others. The time phrases in thesecond question (once a week etc.) may be new tosome learners, so elicit from the class what they thinkthese phrases mean. You could ask them forsynonymous expressions – for example, once a weekcould be ‘every Monday’ or ‘at the weekend’ as theseare used in the audio. Now play through the audioand let learners answer. When you check, pause theaudio at the relevant section and ask learners whatthey heard that helped them make their choice.

1 a four years ago; b six months ago; c five years ago / 2 a every day; b once a week; c oncea week (every weekend)

3 page 61

Open answers


1a page 62

1 well / 2 badly / 3 fast / 4 terribly / 5 slowly

b1 is riding dangerously / 2 speaks angrily /

3 raining heavily / 4 Look carefully

ANSWERS

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ANSWERS

c1 late / 2 early / 3 fast / 4 well / 5 hard

2 page 63


Divide the class into pairs, A & B, and ask A to speakto B first and then swap roles. It’s important thatlearners don’t refer to their notebooks during thespeaking part of this activity, but just try to rememberwhat they noted down.

Open answers

3a page 63

1 c / 2 d / 3 e / 4 a / 5 h / 6 f / 7 g / 8 b


There may be a number of possible questions, butthe list below shows the most likely ones. Studentsmay need to write in their notebooks. As they write,go round the class monitoring and paying particularattention to word order and use of auxiliary verbs.

1 Do you play sport? / 2 Doyou travel a lot? / 3 What kind of books do you like? /4 Who is your favourite rock band? / 5 Can you playmusic? / 6 Do you collect anything? / 7 Do you likecomputer games? / 8 Is there a swimming pool nearyour house?


By now, learners should have decided upon a specialtopic to prepare for the interview. Try to encouragestudents’ originality when preparing their questions.Don’t let them settle for the first, most obviousquestions that occur to them. If they have prepared amind map for their topic (see unit 7 page 43 of thestudent’s book), then they should refer to this to helpthem make more interesting questions. For the lastfew pair work activities in the book, try to get studentsto work with classmates they haven’t yet worked with.Divide the class into pairs, A & B, and ask A to speak to Bfirst and then swap roles after about 3 or 4 minutes.Monitor and provide feedback at the end.

Open answers

ANSWERS

ANSWERS

POSSIBLE ANSWERS

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ANSWERS


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1a page 64


With closed book, get pairs or small groups tobrainstorm ideas for people who work in schools andwhat they do. Then open books to do the activity.

E empties bins. / D fixes equipment. / B gives medicine. / A helps children learn. / D locksthe school. / B looks after sick children. / C makes thetimetable. / A marks homework. / E mops floors. / D organises the school.


After playing, ask learners to recall words or phrasesthat helped them decide.

1 A cleaner / 2 A nurse / 3 A headteacher / 4 A teacher / 5 A caretaker

cOpen answers


This is quite a difficult task, but sometimes it isnecessary to ‘stretch’ learners a little more. Don’t let itgo on too long. Give an example to show them thekind of relationships they should be thinking about,e.g. ‘Maths is important for a business womanbecause she deals with money, costs and wages.’

ANSWERS

ANSWERS

ANSWERS

You may need to provide some extra vocabulary onthe board. As you monitor or when you get feedback,make sure learners are giving reasons for theirchoices, using ‘because’.

Open answers

2a and b page 65


Don’t forget that this is supposed to be acommunication activity. Learners should not begoing through this questionnaire alone, butresponding as their partner asks them questions.

Open answers

3a page 65


Elicit from the class very briefly what the photosshow and what’s happening. Then play the audiothrough once. Ask learners what they heard thathelped them make their choice.

Photo A – F / Photo B – C / Photo C – L /Photo D – Not mentioned / Photo E – Not mentioned /Photo F – Not mentioned


Remind students that they should be using presentcontinuous to describe actions in the photo, e.g.‘They are flying’ and present simple describe personalqualities, e.g. ‘They are calm and quick thinking’.

Open answers

ANSWERS

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UNIT 12School and work

Trinity subject area School and work

Grammar Future with going to

Functions Making predictions, talking about future plans and intentionsDescribing pictures

Vocabulary School and fields of workPersonal qualities

Advice to candidates Asking for clarificationsDescribing picturesTalking about plans and intentions


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UNIT 12 School and work

2a page 66

1 B / 2 A / 3 B / 4 B / 5 A


This focuses on the ‘predictions’ use of ‘going to’. Pointout that there are verbs in the top box and nouns inthe bottom that all relate to the photos on page 65.

He’s going to climb down the building.They’re going to do and experiment.He’s going to put out the fire.They’re going to land the plane.She’s going to interview someone.They’re going to take the patient to hospital.


Divide the class into pairs, A & B, and ask A to speakto B first and then swap roles after about 3 or 4minutes. Monitor and provide feedback at the end.

Open answers

3a page 67


Point out that it is perfectly normal not to understandsomeone or hear them well – even when we speak inour first language it often happens. What learners needto know is how to cope in these situations. This exercisepractises useful phrases for getting clarification.

You could do work on appropriate intonation of thesephrases – correct intonation can make all the differencebetween a polite request and sounding rude. Use theaudio as a model, or provide a model yourself, and getlearners to repeat using the same intonation. Practisewith choral drilling with different groups of learners(girls and boys / left and right side of the class etc.)

a 3 / b 2 / c 1

ANSWERS

POSSIBLE ANSWERS

ANSWERS

ANSWERS

b

✓ Excuse me. I didn’t catch what you said.

✓ I’m sorry, but I don’t understand.

✓ To be honest, I don’t know.

✓ Excuse me. I’m not sure what you mean.

4a page 67

Open answers

bOpen answers



ba 8 / b 5 / c 12 / d 1 / e 3 / f 6 / g 2 / h 4 /

i 9 / j 11 / k 10 / l 7

Hi Mariana

I’m so happy you are going to come next weekend. Ialways enjoy your visits. I’ve got lots of plans! OnSaturday we’re going to go skating. Can you skate? Iskate very badly! But don’t worry. We’re going to havelessons. Bring a jumper because it’s cold there.

On Sunday we’re going to go swimming at Water fun,so bring your swimming costume. We can go on theRapids. I can’t wait!

Take care

Helen

ANSWERS

ANSWERS

ANSWERS

ANSWERS

1 page 66

ANSWERS

I

He/She/It

We/You/They

affirmative (short form)

am (’m)1 is (2 ’s)4 are (5 ’re)

negative (short form)

am not (‘m not)3 is not (isn’t)

are not (6 aren’t)

going to + infinitive

going to teach.



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You Turn! page 69

Hi Omar

I’m so happy you’re going to visit me tomorrow. I’vegot a great idea. Sherwood Theme Park is near myhouse. We can go together. We can go climbing andhave fund on the rope swings. We can try the flyingfox, too. The weather isn’t going to be very good.Bring a warm coat and some good boots. It’s going torain a little, but we’re still going to have a good time.

See you tomorrow,

Craig

Task 2 – Writing task

1a page 69


b

Saturday 28th of July

I had my first sailing lesson. It was great fun. Myfriend Amlan and I went to the sailing club.

There were ten other children in the class. Ourteacher is Yiannis and he’s very nice. First we learnedhow to wear life jackets. That’s really important.Then we learned how to put the sails up and down.It’s easy! Tomorrow we’re going to try real sailing inlittle boats. I can’t wait.

You Turn! page 69

Saturday 31st July

What a great day! Today I had my first skiing lesson.My friend Alex is having lessons with me. Today welearned how to put on and take off our skis. That waseasy. Then we learned to stand and walk with theskis. Finally, we went to a beginners’ slope. Ourteacher showed us stopping and turning. That wasn’teasy. We both fell a lot, but it was funny. Tomorrowwe’re going to practise all day. I can’t wait.

SAMPLE ANSWERS

ANSWERS

SAMPLE ANSWERS


2 page 70

1 do / 2 a / 3 getting / 4 to buy / 5 at /6 have / 7 racquet / 8 well / 9 go / 10 quickly

3a page 70

1 c / 2 c / 3 a / 4 c

bOpen answers

4 page 71

1 ✓ / 2 ✗ John plays the piano verywell. / 3 ✗ We ran quickly to catch the bus. / 4 ✓ / 5 ✗ Why are you angry with me? / 6 ✓

5 page 71

1 I never go to school on Sunday. / 2 Wealways go on holiday in winter. / 3 I am often late forschool. / 4 Sometimes my friends are annoying.; Myfriends are annoying sometimes. / 5 Our teacherrarely gets angry.

6a page 71

1 He isn’t going to write an email. He’sgoing to answer the phone. / 2 He isn’t going to goskiing. He’s going to go swimming. / 3 They aren’tgoing to watch TV. They’re going to cook dinner.

bOpen answers

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1YAC R E E N

6SOLEPPIL9F

O

3CA2R

N

R

Q

O

S

E

7ROD

10B A TEML

K E

5HL

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4S

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Contents

Diagnostic Test1 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?15 What is that teacher doing?16 Can you tell me where the football stadium is,

please?17 Which cinema do you go to?18 In which month were you born?19 What does you mother do?20 Do you live near the school?21 Did you go on holiday last year?22 Are you going to meet your friends next Saturday?23 How often do you shop for cloths?24 Do you usually drink sparkling water with your

meals?25 Did you go to school yesterday?26 Choose the best question from your answer sheet.27 Are you going to play tennis this weekend?28 How often do you visit your grandparents?29 Do you often go to the shopping centre?30 Choose the best question from your answer sheet.31 Did you play any sport last weekend?32 What are you going to eat tonight?33 Do you enjoy meeting your friends at the

weekends?34 Did you have a good time on holiday?35 Choose the best question from your answer sheet.36 Are you going to visit any other countries?37 How often do you go shopping?38 Do you usually work at the weekend?39 What do you like doing on the beach?40 Was this test easy?

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Girl: I usually get up at quarter to seven and havebreakfast at seven o’clock. I go to school at eighto’clock in the morning. School finishes at three o’clockin the afternoon and I go home. I have dinner and atsix o’clock in the evening I usually do my homework.At seven o’clock I usually watch television. I always goto bed at nine o’clock. What about you?

Boy: My name’s Kelvin. I live in Zambia. We’ve got ahouse in a small village. I live with my parents and mysister. My mum gets up first and she wakes all thefamily. We get up very early, at six o’clock. I havebreakfast at quarter past six and then I put on myschool uniform. I like school, but it’s far away. Everymorning I walk three kilometres and I get to school atseven o’clock. Lessons start at seven fifteen. We have abreak at a quarter to eleven and then lessons end at aquarter past one. I walk home again and I have lunchwith all my family at half past two. I do homework atthree o’clock and then I play games with my brothersand sisters in the afternoon. Sometimes we go fishing.In the evening, at a quarter to eight my dad comeshome. He’s a fisherman. We don’t watch TV in theevenings – we haven’t got one! We sit together andtalk. We usually got to bed at ten o’clock.

1 What’s 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 I’m twelve years old.B Yes, I’ve got one brother. He’s younger than me.C Alexandra.D About 9.00 o’clock in the morning.E I’m from Barcelona.F I play the piano and read comics.G I usually have something to eat and then start my

homework.H I don’t like football or basketball or anything like

that. I hate sport.

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Man: Oh yes, it’s easy to find. When you come out ofthe 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 thatstreet called?Man: That’s Library Road. When you’re on LibraryRoad, go straight ahead. Go past the library.Woman: Okay – I go straight ahead, past the library.Man: That’s right. Then take the first turning on the left.Woman: Oh, sorry, wait a minute. I go past the libraryand then...?Man: Then take the first turning on the left. That’sLime Avenue.Woman: Okay – Lime Avenue.Man: Yes. Go straight ahead along Line Avenue. Onyour left is a theatre. It’s opposite the theatre.Woman: Okay, opposite the theatre in Lime Avenue.Is it far?Man: No, no. It’s not far at all – about five minutesfrom here.Woman: Oh good. Thanks very much.

Man: Well, it’s very near the church. Do you knowwhere the church is?Woman: No, I’m afraid I don’t.Man: Okay, well when you come out of the stationturn left and walk along Lime Avenue. Woman: Turn left into Lime Avenue. Yes?Man: Then go straight on and at the end of the roadturn left again. That’s Library Road.Woman: Turn left again into Library Road.Man: Go across Library Road to the other side andthen walk along for about 20 metres. You’ll see a bigchurch on your right.Woman: A big church on my right. Okay.Man: Go past the church and on the right there aresome steps.Woman: Past the church there are some steps on theright. Okay.Man: That’s right. Go up the steps, and it’s in front ofyou.Woman: Okay. Thanks very much for your help.Man: No problem.

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1 Turn left at the lights. 2 Is the museum behind the school? 3 Turn right then left. 4 Hi! 5 It’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, 15642 David Beckham: 2nd of May 19753 Albert Einstein: 14th of March, 18794 Lady Gaga: 28th of March 19865 Maddox Jolie-Pitt: 5th of August 20016 Brad Pitt : 18th of December 19637 Queen Isabella: 22nd of April 14518 Elvis Presley: 8th of January 1935

...and there’s a lot going on in town this month. Formusic lover’s, there are two concerts. The first is onthe 3rd of October when the Irish pop group TheStrangers are playing at the Mill House. Doors openat 8.00 p.m. If you like classical music, the LiverpoolPhilharmonic Orchestra will be playing Beethoven’sFifth Symphony on the 12th of October. The venue isSaint George’s Hall and the music starts at 7 p.m.Theatre now, and the Old Vic Theatre has a very funnyplay for children on Saturday the 5th and Saturday the12th of October. Rosa is the name of the show, and itstarts at 11 a.m. – so wake up early. And we’re happyto see that the State Ballet Company of Kiev is back intown. It will be performing Swan Lake at the RoyalOpera House on the 22nd and 23rd of October. Theperformance starts at 8.45 in the evening. There’smore dancing on at the...

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1 What time do you get up on Monday mornings?2 What is your favourite day of the week?3 Do you get up early on Saturday?4 What do you do on Sunday afternoons?5 When is your birthday?6 When do you have English lessons?

A Examiner: Good morning. Would you like to takea seat?Girl: Good morning. Thank you.

B Examiner: Thank you. That’s the end of the test.Boy: Okay, thank you. Goodbye.Examiner: Goodbye.

C Examiner: So I see that you play the guitar, Marc.How long have you been playing?Boy: Yes, that’s right. I’ve been playing for abouttwo years.

D Examiner: What’s your name?Girl: My name’s Maria.

E Examiner: Well, thank you. It’s been nice talkingto you.Girl: Thanks. Nice to meet you, too.

F Examiner: What do you normally do at theweekend, Marc?Boy: Oh, I do lots of things. I have a lot of hobbies.

G Examiner: So you like photography, Maria. Whatkind of photos do you take?Girl: I like taking photos of people. My family,mostly.

H Examiner: Maria, can you tell me where you wenton holiday last year?Girl about 14: Yes, of course. I went to France. Itwas lovely.

1 Tomorrow there is a test on the names of all thebig rivers in Europe. So your homework today is tolearn their names.

2 It’s one of my favourite lessons. All the childrenlove the teacher. She isn’t French, but she livedthere for about 15 years, so she can speak thelanguage really well.

3 Please don’t forget that tomorrow’s lecture onEinstein’s theories is very important. If you can’tcome, please speak to me after today’s lecture.

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4 Mum, can you help me? I can’t do these sums.They’re too difficult. Oh... I hate numbers!

5 Every afternoon I go to the campus library andstudy for four or five hours. This week I’m studyingthe First World War.

6 I don’t really like it very much, but on Mondaymornings 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 doMaths, but I think it’s easy. Next we have Geography. Idon’t like Geography. I can do it, but it’s very boring.Then we have a break for twenty minutes – that’salways fun – and after the break we have French. Ican’t speak French very well, but I like it because ourteacher is really nice. At twenty past twelve it’s thelunch break. Of course I love that part of the day!After lunch we have History. I don’t like that because Ican’t remember anything. Next we have Sciencewhich is always interesting and after that we haveSports. I like football. I can’t play well, but it’s lots offun. And finally, we go home at four o’clock.

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 like?

10 Do you have homework every day?

1 I write for a newspaper. Sometime I tell the newson 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.4 I make houses, schools, offices and many other

buildings.5 I work with children in a school. I help them learn.6 My job is sometimes dangerous. I put out fires

and save people’s lives.

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Girl: I think I’m very lucky. I love my job. I do threethings that I really enjoy: travelling, meeting newpeople and writing. I usually start my day at theoffice. I talk to my boss about the stories she wants.Then I leave the office and go to see what’s happening.I don’t need many things to do my job. When I’m in theoffice, I use a computer to write my articles. When Itravel, I don’t need a computer. I just use a pen and anotepad. Sometimes I take photos, so I always carry acamera with me. I often travel to other countries towrite about what’s happening there. Today I’m inVenice in Italy. The film festival is taking place. Lots ofpeople are waiting to see famous film stars. I’mwaiting, too. But I’m waiting to speak to JohnnyDeep. He’s staying in a hotel here and I’m meetinghim later. Yes, I’m very lucky – I love my job!

1 Sounds of a keyboard.2 Girl: I think the Venice film festival will be a good

story to cover.Man: Yes, I’d like you to go there and I think...

3 A landing airplane.4 Girl: So, Johnny. Tell me about your next movie.5 The clicking sound of a camera.6 The sound of writing on paper and turning pages.

a He isn’t a good student.b She hasn’t got a job.c I’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 thesepeople do?Girl: Oh, this is a very tiring job. They are workingvery hard.Examiner: And what’s happening? What are theydoing?Girl: Well, there are three chefs. There’s a woman andtwo men. One man is cooking something in a fryingpan. I can’t see the other man very well. I think he’scooking too. The woman is cutting vegetables. I thinkshe’s making a salad. I think it’s very hot in thekitchen. It’s a difficult job.

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1 Ah this is perfect. Not a cloud in the sky! I think it’swarm enough to go swimming. Shall we go to thebeach?

2 Wow – it’s really strong today. Let’s go and fly ourkite.

3 Look at that. Everything is white. It’s reallybeautiful. Let’s put gloves and scarves on and goand play.

4 You’d better take an umbrella with you. It’spouring down outside. You may even need boots!

5 I can’t drive in this. I can’t see anything. Let’s stophere and wait for it to clear.

6 Brrr! It’s so cold. Oh wow – look at the river. Thereare people walking on it!

7 It’s so dark, but it’s only three in the afternoon. Ithink it’s going to rain very soon.

8 Can you hear the thunder? Quick! Run inside. Idon’t want to be struck by lightning.

Angela: It’s raining now but this morning, honestly,the weather was so different. It was warm and sunny– like a summer’s day. I mean, my daughters were inthe garden sunbathing! I wasn’t outside. It was toohot for me. And now look at it! Never mind, I thinkthe rain’s stopping now, and it’s getting warm again. Ruth: Last winter it was really freezing here. Thechildren were outside in the snow almost every day.They were so happy. But this year it’s raining all thetime. It never stops. I hope we have some snow byNew Year’s Eve.Mike: It was really foggy yesterday morning. I was onthe bus to work and I couldn’t see a thing out of thewindow. I was late for work because the bus was soslow. I was late again today, too – but today it wasbecause 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?

1 Was it sunny yesterday?2 Were you on holiday last week?3 Was your sister at the party?

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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?6 Was there anything interesting on television last

night?7 What’s your favourite lesson?8 Are there any parks near your house?

1 Mum, Dad? The sea’s wonderful... it’s really warm.Are you coming in? Don’t sit on the beach all day!

2 Oh, the ship’s leaving. We’re on our way. Come on.Let’s go and leave out suitcase in the cabin, andthen see the rest of the ship.

3 ...And this is one of the most famous sites in thecity. It was fist opened in 1894 and it was builtby....

4 Here we are. This is a good place, isn’t it? Now, I’llput up the tent and you start making a fire.

Bruno: We came back from Corfu yesterday. We werethere for two weeks. It was great. We stayed in afantastic hotel with a pool, but we didn’t swim there.We walked to the beach every day and swam in thesea. Well, I swam. My mum and dad just slept on thebeach all day. They were so lazy!Clare: About ten years ago we went camping inWales. It was terrible! It rained every day. One nightour tent fell and we got soaking wet. My brothercooked, but he wasn’t very good, so we ate beansevery night. No, we weren’t happy at all!Luke: We went there last month for a weekend break.It was lovely. We were in a hotel not far from the Eiffeltower, but we didn’t do any sightseeing. We justwalked around the city in the day, and in the eveningwe ate great food and drank wonderful French wine. Iwas a bit disappointed because I wanted to go to theLouvre and another museum, but they weren’t open.

Last year we were in Scotland for our summerholiday. Scotland is lovely, but our holiday was awful.Dad didn’t want a beach holiday. He wantedsomething different. We decided to go camping.

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What a mistake! We camped on a campsite in themountains. We liked the place, but we didn’t enjoythe weather. It rained every day for a whole week.This year... the beach!

Group 1 – /t/finishedGroup 2 – /d/enjoyedGroup 3 – /id/started

Group 1 Group 2 Group 3packed loved visitedbooked played waitedcooked arrived endedstopped travelled needed

Point 1Examiner: So, you’re going to tell me about yourwinter holiday, Pierre?Boy: Yes, that’s right.Examiner: Where did you go, exactly?Boy: Well, we went for ten days to a place near Dramain Greece and it was...

Point 2Examiner: And who did you go with?Boy: I went with my family.Examiner: How many people was that?Boy: Well, there was me, my mum and dad and then Ihave two...

Point 3Examiner: What did you do there?Boy: Umm... most of the day we skied.Examiner: Are you a good skier?Boy: No, not really. But I don’t fall over too often. Ihad some lessons...

Point 4Examiner: What did you like most about yourholiday?Boy: Oh the skiing. I love skiing, and also themountains. I’m always happy in the mountains.Examiner: Was the food good?Boy: Oh, not so good, actually, because there wasonly one...

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Mathis: I always buy online – you know, Internetshopping. It isn’t cheaper than the high street shops,but there’s a bigger choice. There’s rock and pop andhip hop – everything. It’s easier, too. I just find what Iwant on the computer and click the mouse! I thinkInternet shopping is great... but my mum and dad don’t! Chloe: I don’t like the big supermarkets. I knowthey’re cheaper than the market, but you don’t knowwhat you’re buying. You can’t smell the fruit andvegetables because they’re in plastic packets. Thehigh street shops are friendlier. People speak to you,you know, and you can have a nice chat with theshop keeper. I like that.Ellen: I never buy things on the Internet because Iwant to try them on before I buy them. You can’tunderstand from the computer if it fits you. I like togo to the high street shops. They’re more expensivebut the quality is better than the market and theclothes are nicer.

1 It’s black and white. 2 Some cheese and bread. 3 I’d like to pay with cash. 4 A packet of tea. 5 A bottle of milk. 6 I want to buy a shirt.

Examiner: So, Sophie, what kind of records do youcollect? Girl: Oh I have all sorts, but most of them are popand rock. I have about 50 rock albums, and most ofthem are from...Examiner: And where do you get them from? Do youbuy them? Girl: Yes, I buy them from the Internet, mostly. Someof my friends have old records, too, and I buy fromthem. Sometimes people even give me...Examiner: Why do you buy them? What is it you likeabout old records?Girl: Oh that’s easy... because I love music and I loveold things. When I was small I was interested in therecords 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 Iplay them all the time. I love their music, and so doesmy dad. When he was younger, he was...

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First you need to make the bread. You need some flour,salt and water. Mix them in a big bowl. Then take themixture and roll it out – make sure it’s very thin. Somepeople like thicker bread. I hate that. I always make thethinnest bread I can make. Next, add the tomatosauce, and then add onions – I use red onions becausethey’re sweeter than white onions. I’m not very keenon white onions. I usually add mushrooms, too. I usethe smallest mushrooms I can find, because they’re thetastiest. Finally, add the cheese. Mozzarella, of course –that’s the best! But I don’t buy the most expensiveMozzarella – I get the cheapest in the supermarket. It’sgood enough. Now, it’s ready to go in the oven. Bake itat 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?

1 Man: Hmm. This is delicious. Can you pass mesome more?Woman: Here you are. Would you like anothersandwich?

2 Man: This flower is called a dog rose. You can findthem all summer in the park. It’s got a lovely smell.See?

3 Man: How much were the trousers?Woman: Only £25 pounds. A real bargain!

4 Boy: We’ve been here for an hour and... nothing!Are you sure there are fish in here? Oh! Wait aminute. I think I’ve caught something. Quick! Getthe net.

5 Man: I’m getting a bit tired now. Can we sit downfor a while.Woman: Sit down already! We’ve only done twokilometres.

6 Woman: And some new neighbours have movedin. It’s a family. They’ve got three children. I thinkhe’s from Australia, but I’m not sure. Anyway, theother day they came round...

7 Boy: OK, here are the teams. John, Mike and Win ,you’re one team. Jan, Kim and I will be the otherteam. Jan, you’re in goal.

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8 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. It’s alwaysraining. I usually stay inside. I like to do my hobbies orto play games on my computer. I sometimes go tofootball matches on Saturday with my dad - we bothlove Manchester United. It always gets dark early inthe evenings, so I stay in and watch TV. I love thesnow, but it never snows where we live. So my familyalways go skiing in Italy for a few days. I love skiing.That way I see some snow every year. Antonia: On Saturday morning I often go shoppingwith my mum. We go to the market and at this timeof year there are always lots of fresh fruit andvegetables. It’s a lovely place to be. But the thing Ilike to do most of all at the weekend is go for a walkin the park. The days are long, so we usually staythere for hours on a Saturday evening. We sometimeshave a picnic, too. On Sunday we don’t do very much.My parents always read the Sunday newspapers.After that my dad usually does jobs like washing thecar or gardening. I just sit in the garden and sunbathe!

1 It seldom 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 andclothes. 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, butsometimes I work on Thursday, too. But that’s only inthe school holidays.Examiner: Who do you work with?Liang: I work with three other young assistants. Wehave a very nice boss.Examiner: And what do you do, exactly?Liang: Well, I do a bit of everything, except take

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money. I never take any money from customers. Ihelp them find what they want, and also help keepthe shop tidy.Examiner: And do you like the job?Liang: Yes, it’s okay. I have fun, and I can earn somemoney, too. It’s good to meet people, and I like givingthem advice about what to buy, because I know a lotabout sports.

1 Underwater bubbles.2 A cricket ball.3 People rollerskating. 4 People playing tennis.5 A videogame.6 A person fishing with a rod.7 Seagulls crying.8 Checkmate. I win!

Craig: I started piano 4 years ago. I can play very wellfor my age because my teacher makes me practisevery hard. I practise every day and I have a lessontwice a week. I like playing on my own or with myteacher, but I hate playing in front of other peoplebecause I always play badly then.Alice: I joined the girls’ team six months ago. I love it.We practise three times a week in the evenings, andwe play against another team once a week, everySaturday. I’m usually the goalkeeper because I can’trun very fast. I like it when we play the boys’ team,because we always win! They play terribly... it’s sofunny.Adam: I started five years ago. My dad teaches me –he knows a lot about boats. Every weekend we go toa lake near our house and practise, and once a yearwe hire a boat in Greece and go slowly around theislands. I can’t do it very well yet because I’m young,but I just love the sound of the wind and the sea. It’sgreat.

a Well, I do play golf a little bit, but I’m not verygood at all.

b Yes, I do. I travel a lot for work, but I also like goingto new places on holiday.

c I like detective stories. You know, about crime andthe police. I read a lot of those.

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d Um... I suppose it’s U2. I really love their music. Ialways listen to it in the car.

e Yes, actually I play the guitar very well. I play withfriends at the weekends.

f No, I don’t, but my son collects stamps. He’s gotthousands of stamps from all over the world.

g Um... I think I know one called Tomb Raider,although I’ve never played it. I use computers alot, but I don’t play games very often.

h Yes there is. It’s about fifteen minutes away frommy house, and I swim there every Saturday.

1 Oh no! I mopped that floor an hour ago, and nowlook at it. I’ll have to mop it again now! Huh! Kids!

2 Oh dear! Have you got a headache? Come and liedown for a while.

3 Good morning everyone. I want to welcome all ofyou, children and teachers, to a new year atBollington High school.

4 Ok everyone, listen carefully please. Yourhomework for tonight it to do exercises...

5 Well, six o’clock now and everything’s locked up.Time to go home!

Carmel: I can see two women. They’re wearing masksand hats. They’re scientist. I think they’re trying tofind out something. Perhaps they’re going to find acure for a disease. Good scientists are hardworkingand clever. Their job is very useful. I’m going to be ascientist one day.Laurant: I can see a person – I think it’s a man. He’swearing a helmet and a big coat. He’s putting out afire. There’s a house on fire and he’s putting it out. Heisn’t going to save the house. The fire is very big. Idon’t think that’s a nice job. It’s very dangerous – andit’s important – but I think I’m going to teach, like mydad. It’s much safer!Fen: There’s a man at the top of a very tall building.I’m not sure what he’s doing. Maybe he’s going toclean the building or fix it. This is a very dangerousand difficult job. He’s very brave. I’m not going to doa job like that. You need to be brave and strong andI’m not brave or strong! I’m going to be a journalist.

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1 Examiner: What do you like to do in your freetime, Adrianna?Girl: Excuse me. I didn’t catch what you said.

2 Examiner: Where are you going to go for yournext holiday?Girl: I’m sorry, but I don’t understand.

3 Examiner: And what is the most valuable stampin your collection?Girl: To be honest, I don’t know.

4 Examiner: Are there many places forentertainment in your neighbourhood?Girl: Excuse me. I’m not sure what you mean.

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new pass trinity 3-4 - teacher s book

Documents

writing file

review units

procedures file

listening practice

black cat publishing

formal listening test

grammar practice section

listening taskremember