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Stuart Cochrane

NEW

Trinity
Teacher’s Book
Trinity Grades

s s a P

1-2

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Internet: www.blackcat-cideb.com email: info@blackcat-cideb.com Editors: Joanna Burgess, Maria Grazia Donati Book and cover design: Maura Santini Page layout: Veronica Paganin Design coordinator : Simona Corniola Picture research: Alice Graziotin Art Director: Nadia Maestri

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© 2011 Black Cat Publishing, Genoa, London First edition: February 2011

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

Reprint Year

I 2011

II 2012

III 2013

IV 2014

V 2015

VI 2016

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Contents
Methodology notes
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GRADE 1

UNIT 1 Nice to meet you Lesson A Lesson B UNIT 2 At school Lesson A Lesson B
Review units 1-2

Hello & goodbye How old is he? In the classroom Is she your teacher?

6 7 9 11 13

UNIT 3 Clothes Lesson A Lesson B UNIT 4 The body Lesson A Lesson B
Review units 3-4

Things to wear My clothes, your clothes Show me your nose Is he tall?

14 15 17 18 19

UNIT 5 Animals Lesson A Lesson B

Furry friends On the farm This is my family She’s got long hair

20 21 23 24 26

GRADE 2

UNIT 6 Family Lesson A Lesson B
Review units 5-6

UNIT 7 At home Lesson A Lesson B UNIT 8 Belongings Lesson A Lesson B
Review units 7-8

Where do you live? My house My things Where is it?

27 28 31 33 34

UNIT 9 Days and months Lesson A Lesson B UNIT 10 Pets Lesson A Lesson B
Review units 9-10

My week When’s your birthday? The pet shop Are they playing?

35 36 38 39 41 42

Recording scripts

3

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Methodology notes
Listening tasks
The Trinity Grades 1 and 2 exams have no formal listening test with recordings and written responses. It is important that you point out to learners that they don’t need to worry too much about the listening tasks for this reason. However, success in the interview does depend on listening carefully to the examiner and responding appropriately. Take account of the low level of your learners and: – if there is a picture to illustrate the topic, elicit information which will help them prepare for what they will listen to – tell students what kind of conversation they will hear, e.g. two children speaking or an examiner speaking to a candidate – play each audio several times if necessary, stopping the audio during the task if needed – follow up the listening with a drill in order to practise the structures and pronunciation.

Brainstorming vocabulary and ideas
Brainstorming is a good way to introduce an activity, and is suggested in this TB because: – it helps to get learners focussed on the topic of the lesson – it helps learners ‘revive’ vocabulary that they know, but haven’t used recently – it gives you a chance to see what your learners know and what knowledge gaps exist. Remember that this book is mainly for revisions of language so: – begin each new topic with closed books and try to elicit related vocabulary from learners – give them a specified time limit to work in pairs or groups – students tell you their words and you put them on the board in columns or mind maps or under specific headings/categories – then students open books and do the first vocabulary activity as consolidation.

Use of the board
Board prompts are good at this level to support students during speaking tasks and can lessen the ‘memory load’ required of students so that they can concentrate on communicating. Prompts can be useful vocabulary items for the task, or reminders of the structures that learners should be using or pronunciation work. As the students master the language the teacher can rub off some of the prompts so that students commit the language to memory. See the shaded boxes for examples of board work.

Games
Games provide some light relief and fun, but also a genuine context in which to practise language. The Teacher’s Book makes a number of suggestions for games in the units: – guessing games, such as I-spy, pictionary, miming – memory games, such as Kim’s game (covering a picture and remembering what’s there) – team games, such as sorting races (pairs or teams sort vocabulary items into groups as quickly as possible) – knock-out games, such as ‘Simon Says’.

4

the Trinity Takeaway sections provide the students with useful examiner/candidate language for the exam. At this level.g. Drills Regular language drilling helps students learn the patterns of new structures and is a valuable technique for improving pronunciation. which are recorded. There are a variety of drills you can use: – prompt and response drills (e. After listening. Choose one of the most able learners in the group to work through a few examples with you.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 5 Methodology notes Modelling It is always a good idea to model each task so that everyone understands what they have to do. to establish the basics of good pronunciation. it is useful to focus on a few sounds. All pronunciation exercises are recorded. question and answer) − you can give the prompt. Pronunciation Pal In the SB a superhero character presents the pronunciation activity which is connected to the grammar and vocabulary in the unit. Trinity Takeaway At the end of each unit. There is also a section a the end of the book with further examples of examiner/candidate language. A good drill can also liven up a class whose attention or energy is flagging half way through a long lesson. It is recommended that you do this especially for the communication activities that come at the end of each unit. 5 . or you can divide the class into two groups who respond to each other – substitution drills. using flash cards or prompts written on the board – choral drills (all class together) or individual drills (teacher points to learners to respond) – drills with clapping or chants with a strong rhythm (good for word or sentence stress). but use them as examples of the type of conversation they will have with the examiner. It’s important that you point out to learners that they mustn’t memorise the minidialogues. you can: – ask students to read the mini-dialogues out loud to practise question/answer intonation – ask students to write similar mini-dialogues using different vocabulary from the unit.

. then get them to compare their order with a partner. Then play the audio for them to check. ask learners to do this task individually at first.. It is a good idea to drill these numbers in one or more of the following ways: – from 1 to 10 and back from 10 to 1 E/F G/H B – round the class. Or do the same drill. then from memory with closed books. 4. each learner saying the next number – in teams. then they can check their order with a partner... Now play the recorded dialogue for learners to check.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 6 GRADE 1 UNIT 1 Nice to meet you Lesson A Hello and Goodbye 1a page 6 SUGGESTED PROCEDURE: You could introduce this with a whole class activity to see how many countries learners can name in English. Then let learners do 1 a) in pairs before getting feedback and checking answers with the whole class. Once they 1 one / 2 two / 3 three / 4 four / 5 five / 6 six / 7 seven / 8 eight / 9 nine / 10 ten 6 .). ANSWERS 1c/2d/3e/4a/5b d ANSWERS Open answers 2a page 7 SUGGESTED PROCEDURE: Again. 3. get learners to practise the dialogue in pairs. team B the even numbers (2. ANSWERS 1 England / 2 Italy / 3 USA / 4 Spain / 5 Hong Kong / 6 Greece / 7 India / 8 Canada / 9 Australia / 10 Russia b ANSWERS a1/b6/c2/d4/e7/f5/g8/h3 b ANSWERS Open answers A C D 3a page 7 SUGGESTED PROCEDURE: Give learners time to match the words and numbers. You could also drill the dialogue with the whole class. with half the class playing one role and the other half playing the other role. get learners to take a role and practise this dialogue: first with open books. ANSWERS have checked the answers. Ask learners simply to call out the ones they know. As you listen to the students focus on pronunciation and word stress. 5. with you playing one role and the whole class playing the other. team A says the odd numbers (1. You may need to pause the dialogue to give learners time to check. Once they have listened and you’ve gone through the correct order with everyone. while you write them on the board. 6.) – clapping and then stopping on a number – ask a learner what the next number is. ANSWERS c SUGGESTED PROCEDURE: Ask students to work individually on this task at first.

First with open books. It’s a good idea to model the task yourself by choosing one of the stronger learners in the class to do it with you. ANSWERS Lesson B How old is she? 1a page 8 SUGGESTED PROCEDURE: Begin by asking learners some basic questions just to focus their attention. for example. and then ask them to compare with their partner. Then ask learners which photo the pair was talking about. Don’t let them simply point at photos and say ‘And this?’. ANSWERS Open answers 4a page 7 SUGGESTED PROCEDURE: These are all typical things that the examiner might say or ask. Student B responds with books closed. Play the audio again. ANSWERS b ANSWERS Open answers Open answers 7 . Get learners to try and find the missing words working individually. You could also ask learners to bring in photos of friends and family and get learners to ask each other about them using the structures just practised. then get everyone to work in pairs for a few minutes. ANSWERS A 2 / B 10 / C 5 and 7 / D 9 / E 4 b SUGGESTED PROCEDURE: Use this as an opportunity to revise subject pronouns. For example. play the audio so that they can check what they predicted against what they hear. play the audio for them to check.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 7 UNIT 1 Nice to meet you b SUGGESTED PROCEDURE: This is a simple activity to practise the numbers – the kind of question likely to be asked in the exam. Start by choosing one or two learners to do this with you while the rest watch.g. or pick out individuals to answer. Follow up by getting pairs to interview each other: Student A plays the interview and reads out the questions from page 7. but pause to give learners time to respond. Ask them to work in pairs to match the ages with the photos. so make sure that learners are aware of this. Now play the audio again for them to check. Point out to learners that they can expect to hear these in the first few moments of the interview. then with closed books. then give them a chance to compare with a partner. Finally. You can do this as a whole class drill. Give learners a few minutes to do the matching activity alone. Finish with a whole class activity: get a pair of learners to ask each other about one of the photos while the rest of the class listen. Finally. ‘she’ for when we’re talking about a girl or woman. Finally. go through the answers together. You could write them on the board and elicit from learners when we use them – e. ‘How many boys/girls are there?’ ‘Is this a boy/girl?’ Now ask learners how old they think each of the children are. ANSWERS 1 he / 2 He / 3 you / 4 I / 5 they / 6 They / 7 you / 8 We / 9 she / 10 She / 11 it / 12 It 1h/2a/3g/4e/5f/6c/7d/8b c SUGGESTED PROCEDURE: Remember that the aim of this is to practise the correct use of subject pronouns.

The tables are for learners to refer to. go through the answers together. / 5 My name isn’t John. / 6 They aren’t Italian. Now practise these short forms with a similar Q&A drill. this takes the form of a simple information gap activity. but you could ask them to close their books and do a simple Q&A drill to practise the full form: T: I Class: am T: You Class: are or Group A: I Group B: am c See the methodology notes on ‘drills’ at the beginning of the Teacher’s Book.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 8 UNIT 1 Nice to meet you GRADE 1 2a page 9 SUGGESTED PROCEDURE: The aim here is to review and practise present simple. / 8 He’s from India. Finally. thanks. ANSWERS Lia Carlos Then focus on the contracted short forms by asking. ‘I am ten’? Then elicit from learners what the short form is that we normally use when speaking. ANSWERS 1 she’s / 2 you / 3 are / 4 I / 5 is not / 6 aren’t b SUGGESTED PROCEDURE: Ask learners to open their books and complete the gaps individually – then to compare with a partner. ANSWERS England Age: 9 Miranda and Elodie Spain Age: 11 Alex and Nadia 1 I’m nine. It’s Mary. / 3 We aren’t from Hong Kong. Canada Age: 8 Russia Age: 10 8 . ‘Do we say. page 9 SUGGESTED PROCEDURE: Like many of the communication tasks in the book. It’s a good idea to model the task yourself by asking as stronger learner to do the first few with you while the rest of the class listen. Finish off by drilling the answers – make sure that learners really are using the contracted forms. 3 Communication Task. / 4 My name isn’t Maria. / 7 I’m fine. / 2 She’s from France.

Student B: I-spy something beginning with. Teacher: Eraser... ANSWERS time. play a simple game such as I-spy: Student A: I-spy something beginning with. Then ask them where the stressed syllable usually is. and watch out in particular for misplaced word stress in multi–syllable words such as ‘calculator’ and ‘dictionary’. First. An eraser for example becomes aneraser in connected speech. Alternatively. use the audio to drill the vocabulary items – pause after each word for choral or individual repetition. bring students’ attention to the Focus box on page 10. b SUGGESTED PROCEDURE: Vocabulary grouping activities like this one are good ways for learners to ‘process’ vocabulary which will in turn help them to remember words. You could also follow up with pronunciation work: ask learners to group words according to the number of syllables they have. Things made from wood / plastic / metal. Learners: A book. Give learners time to ask any questions they may have about the grouping before playing the audio again. Point out that the stress is most often on the first syllable. You could practise the items by simply pointing them out in the class room and getting learners to shout out the name of what you’re pointing to.. In a pencil case sharpener pencil ruler eraser pen Furniture desk chair cupboard In a school bag pencil case book dictionary notebook calculator People student teacher 1 teacher / 2 cupboard / 3 desk / 4 book / 5 chair / 6 notebook / 7 student / 8 pencil case / 9 pencil / 10 school bag / 11 dictionary / 12 pen / 13 ruler / 14 eraser / 15 sharpener / 16 calculator c SUGGESTED PROCEDURE: This aims to revise usage of the indefinite article a/an and to practise a question and answer format that is very common in the exam: Examiner: What’s this? Candidate: It’s a/an. Learners: An eraser.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 9 UNIT 2 At school Lesson A In the classroom 1a page 10 SUGGESTED PROCEDURE: The aim here is to revise basic classroom vocabulary of the kind that is often used in the exam. for example: notebook calculator student dictionary Practise this with suitable pronunciation drills. This Focus on pronunciation. Ask learners to do this individually and then check with a partner before playing the audio for learners to check their answers.. You need to point out to learners that the article an becomes linked or joined to the noun that follows. Then do some simple practice of this with a drill: Teacher: Book. Then check answers with the whole class. Student B: Notebook? Student A: Right.. For example: Things larger/smaller than a book. Also. Follow up by asking learners to think of two more categories that could be used to organise these words. N. 9 . ask learners to tell you what they have in their school bag / pencil case.. Focus on correct pronunciation. Learners can do this activity in pairs. Note that examiners may use these alternatives to the word lists in the exercise: eraser = rubber school bag = bag student = learner / pupil It is a good idea to make learners aware of these alternatives and to learn them as passive vocabulary.

. 1 books /s/ 2 boys /z/ 3 boxes /iz/ teachers pencils erasers dictionaries watches classes pencil cases students desks 3a page 11 SUGGESTED PROCEDURE: This short activity provides further practise of the How many. Play it once again and ask learners to repeat what they hear.. You need first to model the three endings for students. party (point out that there is a consonant before the y) – cat. play the audio to let them check their answers. each learner saying the next number – In teams. play the audio so that learners can check their answers. Teacher: What’s this? Learners: An eraser. Also. Now ask learners to work in pairs and practise the same Q&A dialogue based on classroom objects. Finally. brush. although it has the same plural ending as cats. ANSWERS b SUGGESTED PROCEDURE: The aim here is to revise the rules for plural nouns. but introduce the whole phrase: Teacher: What’s this? Learners: A book. Although spelling is not important for the exam – since there is no writing component – these spelling rules reflect the pronunciation of the three categories of plural noun. Play once again and ask learners to repeat what they hear. but if not then you may want to write the numbers on the board before playing the audio. It’s a good idea to drill these numbers in one or more of the following ways: – From 11 to 20 and back from 20 to 11 – Round the class. Bring learners’ attention to the focus box which gives examples and rules for the three main categories of noun. are there? question. Demonstrate the activity yourself by speaking to one of the 10 . team A says the odd numbers. Examples could be: – fox. ANSWERS 1 twelve / 2 thirteen / 3 fourteen / 4 fifteen / 5 sixteen / 6 seventeen / 7 eighteen / 8 nineteen Ask learners to repeat the words after you. church. dog. together with practise of classroom vocabulary and numbers up to 20. such as ‘It’s a. Now ask learners how they would pronounce dogs. make sure you’re pointing out single items. Show them that. box. as the focus here is on the article a/an.’ .. Students should already be familiar with these. Monitor and check for errors in use of articles or pronunciation. Write the phonemic symbols as heading on the board and use the example words you wrote on the board earlier: /s/ cats /z/ stories /iz/ foxes Open answers 2a page 11 SUGGESTED PROCEDURE: This is simply revision of numbers 11 to 20.. which is common in the exam. Check learners understanding by writing one example of each category on the board and asking them to give you the plural.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 10 UNIT 2 At school GRADE 1 Now use a similar drill. get learners to do the practice exercise alone and then to compare with a partner. team B the even numbers. ANSWERS 1 thirteen watches / 2 fifteen classes / 3 twelve pencils / 4 sixteen boys / 5 fourteen dictionaries c SUGGESTED PROCEDURE: The emphasis here is on the pronunciation of the plural affixes to nouns. Encourage them to say the words to themselves in order to make them more aware of how the endings sound. When everyone is ready. glass – story. Once you have done these examples altogether. ANSWERS At this point you don’t need to expect fuller answers. Now ask learners to do the sorting exercise on their own. it is pronounced differently. giving special emphasis to the plural ending.

Now demonstrate the activity yourself with another learner in the class. Do the first one together as an example if necessary. but also pronunciation problems. these / they for many things). you could split the class into two groups – one group repeating the questions and the other group repeating the short answers. ANSWERS Open answers Open answers d SUGGESTED PROCEDURE: This is a simple exam role play. Listen out for grammatical problems such as subject verb agreement. Tell learners to look at the shape of your mouth as you say the sounds. There are a couple of ways you can approach this: 1 get the whole class to respond. These are answers to present simple questions with the verb be. ask them to swap roles. 11 . make sure students are using the structures and language practised in this lesson. ANSWERS Open answers c SUGGESTED PROCEDURE: The focus here is revision of the determiners this and these and the pronouns it and they. where learners respond to the examiner’s 6 questions in the audio.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 11 UNIT 2 At school stronger learners in the class. We use these / they for. Make sure that learners can distinguish between this [short sound /i/] and these [long sounds /i /]. Give learners a few minutes to look through the questions on their own and make matches before they listen to the audio. Ask learners to look at the example dialogues and then write this on the board: We use this / it for.. make sure that learners are using a variety of singular and plural forms. then remind them that the verb in their answer should match the verb at the beginning of the question. ANSWERS Lesson B Is she your teacher? 1a page 12 SUGGESTED PROCEDURE: The aim of this task is to practise short answers of the kind that candidates are expected to use in the interview... Elicit from learners how to complete the rules (this / it for one thing. Then ask learners to do the activity in pairs. and learners need to be familiar with them. like a choral drill 2 pick out individual learners to respond to the questions.. the example dialogues in the speech bubbles are typical question and answer formats that occur in the interview. ANSWERS b SUGGESTED PROCEDURE: Again. For the ‘Listen and repeat’. Then put learners into pairs to work through the rest of the questions. ANSWERS 1 b / 2 d / 3 a / 4 f / 5 c / 6 e Open answers b As you monitor. compare with a partner and then listen and check. then get learners to work in pairs. As you monitor. ANSWERS 1 b / 2 b / 3 a / 4 a / 5 b / 6 b c SUGGESTED PROCEDURE: Demonstrate what learners have to do by doing the first two or three questions yourself with a student. After a few minutes. Again. give learners a chance to work alone on this. Some learners have difficulties both receptively and productively with these sounds. If you find that learners are making mistakes with these short answers. The groups then swap roles for a second ‘Listen and repeat’.

.? 11 calculator / 12 chairs / 13 pencil sharpeners / 14 books / 15 door / 16 clock / 17 school bag / 18 computer Do a few example questions yourself with a learner from the class.. / No. Examiner: Is your name Sam? Student: No. it isn’t. it is. it isn’t. / 3 Yes.? How many.. ANSWERS (Spoken) 1 It’s a pencil case. ANSWERS Open answers 12 . ANSWERS Examiner: Hello. they are. POSSIBLE ANSWERS 3a page 13 SUGGESTED PROCEDURE: Students need to be able to recognise questions that refer to singular or plural items. / 4 No. / 2 They’re pens.. I’m not. then they swap and Student B guesses. It’s... / 6 Yes. 2 page 13 SUGGESTED PROCEDURE: The aim here is practice of language from the lesson: numbers.. / No. which is what this exercise practises. Examiner: Are you from Greece? Student: Yes.. Encourage students to use short but full answers. / 7 (There are) eight.. I am. / 8 No.. Play the audio a couple of times to give everyone a chance to answer. One way to do this is have the class ask you what the objects are.. play the audio a couple of times to give learners plenty of practice at responding to these very simple but common questions. 1A/2B/3A/4A/5B/6B/7B/8A b SUGGESTED PROCEDURE: Pause the audio after each question and choose a learner from the class to answer. Examiner: Are you eleven? Student: Yes. First Student A guesses.? Are these. You could write the following prompts on the board so that learners are making the right kind of questions: What’s.. use of the interrogative form of be and short answers. not just ‘Yes’ and ‘No’ (in the exam ‘yes’ and ‘no’ are acceptable though)..? Is this. I’m. I’m not. then let students do the exercise in pairs. I am. classroom objects... Examiner: Is this your classroom? Student: Yes. it is. or put learners in pairs. The rest of the class must guess what the object is. it isn’t. Student: Hello. ANSWERS c SUGGESTED PROCEDURE: Divide the class up into pairs. / 5 No.. they aren’t.? What are.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 12 UNIT 2 At school GRADE 1 Either way. I’m from.. Examiner: How many students are there in your class? Student: There are. You could follow up by having students draw objects or parts of objects on the board in class.. Let them continue for about five minutes while you monitor for problems.

Q W E R T E R A S E R Q P N A S D F G H J K H P O E U O U C H D R T Q E G W F S E I Q R V W T E E Q Y R A R P T Y U N H J G S E T W E T E B A O G G K G G G E G L V N O I N I N E T E E N V B E T O R E P O I U P O E G G N Y K A S D F G H J A R U L E R E Questions: Is this a boy / girl? How old is he /she? 5a page 15 ANSWERS 1 Is this / 2 What’s / 3 Are these / 4 How many b SUGGESTED PROCEDURE: Go round the class. asking each learner one or two questions from the list below.? / How many..Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 13 REVIEW UNITS 1-2 1a page 14 ANSWERS b SUGGESTED PROCEDURE: Go round the class.... Is this a..? ANSWERS 1 meet / 2 meet / 3 name / 4 My name’s – I’m called / 5 old / 6 years / 7 where / 8 I’m b ANSWERS Open answers 3a page 14 ANSWERS 1c/2d/3e/4b/5f/6a Open answers b ANSWERS Open answers 4a page 15 ANSWERS 1 Is this a girl? / 2 Is this a boy? / 3 How old is he? 13 . Ask about people and objects in the class... asking each learner one or two questions from the list below.. Ask questions about the children in the class. What’s this in English? Is he/she a teacher? How many. asking each learner one or two questions from the list below.. Questions: What’s this? / Is this.? / What are these? / What colour is it? b ANSWERS 6a page 15 ANSWERS 1 pen / 2 chair / 3 sharpener / 4 eraser / 5 ruler / 6 notebook / 7 one / 8 five / 9 seven / 10 twelve / 11 nineteen / 12 twelve 1 it isn’t / 2 computer / 3 are three / 4 they aren’t / 5 they are / 6 are twelve 2a page 14 ANSWERS b SUGGESTED PROCEDURE: Go round the class. are there? Are these.. Ask about objects in the class..

call out ‘Green!’ and ask students to point to things on their desk or around the room. then again so that learners repeat what they hear. Now ask them to do the exercise on page 17. Now ask them to open their books and do the part a) task. for example ‘It’s red’ or ‘They’re blue’ instead of single word answers such as ‘Red’ or ‘Blue’. Play the audio once to check... while you write them on the board. ANSWERS Open answers 3a page 17 SUGGESTED PROCEDURE: You could begin with closed books. For example. then play it a second time so that they can repeat what they hear. like this: ja-cket [/'d k. ANSWERS b SUGGESTED PROCEDURE: Some learners may not know what ‘syllable’ means. ANSWERS Group 1 – one syllable coat / belt / jeans / gloves / dress / socks / shoes / scarf / skirt / shirt / hat / shorts Group 2 – two syllables jumper / trousers / T-shirt / jacket / glasses / trainers 1 This That / 2 These Those 14 .Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 14 GRADE 1 UNIT 3 2a page 16 SUGGESTED PROCEDURE: Again. Encourage full answers. ask learners to call out as many clothes related words as they can remember. You could follow up with pronunciation work focusing on word stress in two-syllable words. With closed books. You could follow up by asking learners to find you things in the classroom that match the colours you call out. you can let them do this exercise alone and then compare their answers with a partner before listening to the audio to check. Then ask them to open their books and do the matching exercise. it’s best if you demonstrate the activity with a learner from the class before asking the rest of the class to do it in pairs. Encourage correct pronunciation.it/] When you think they’ve got the idea of what syllables are. so write a word with two syllables on the board and split the syllables up. ANSWERS Clothes Lesson A Things to wear 1a page 16 SUGGESTED PROCEDURE: Start with a few minutes brainstorming the topic of clothes.? As usual. ask learners to close their books and call out any colours in English that they can remember. Play the audio through once just to let them check. They should see that the stress in two syllable words tends to be on the first syllable. ANSWERS 1 glasses / 2 shorts / 3 socks / 4 trainers / 5 T-shirt / 6 skirt / 7 dress / 8 hat / 9 shirt / 10 jacket / 11 belt / 12 jeans / 13 scarf / 14 gloves / 15 coat / 16 jumper / 17 shoes / 18 trousers 1 brown shoes / 2 a green shirt / 3 pink glasses / 4 a yellow skirt / 5 white shorts / 6 a red hat / 7 a blue T-shirt / 8 black trousers / 9 a purple dress / 10 grey socks / 11 a beige coat / 12 a orange scarf b SUGGESTED PROCEDURE: This activity combines the two vocabulary sets (clothes and colours) and practises another question format that is very common in the exam: What colour is/are. emphasising the stressed syllable. and elicit from learners where the stress lies. Then ask them which words refer to one thing (singular) and which words refer to many things (plural). Read out the list of two syllable words. Write the demonstrative pronouns mixed up on the board. like this: thisthosethatthese Ask learners if they can identify four words in the word snake.

draw learners’ attention to the photos and ask them a few simple questions about what each one shows. Then learners work alone to listen to the audio and to check. singular her – girl / woman – feminine. You may need to play the audio twice. ANSWERS 1 her / 2 her / 3 his / 4 his / 5 their / 6 their c SUGGESTED PROCEDURE: You might want to do some drill work practising the question: ‘What colour is/are. these are all typical questions in the exam. demonstrate what learners have to do by working Open answers 15 . Divide the class into pairs. Before they listen. then play the audio once to check.e. her and their.. but for the purposes of this exercise they will need to ask their partners the question. his – boy / man – masculine. ANSWERS b SUGGESTED PROCEDURE: The focus here is on the determiners his. encourage learners to use a variety of question forms here. 3) next to the correct picture. i. Write them on the board and elicit from learners when we use them.) Once learners are comfortable with the question.’ (Remember that candidates are not expected to produce questions in the exam. Get each learner first of all to look around them and write the names of the 6 objects they are going to talk about. your clothes 1a page 18 SUGGESTED PROCEDURE: Tell learners that they are going to hear part of an interview in which the examiner asks the candidate about some of the photos shown here. Then demonstrate yourself what they have to do before asking pairs to work together. ANSWERS Lesson B My clothes. Then divide the class into two groups: Group A repeat the examiners questions. working with a partner. ANSWERS 1a/2e/3b/4d/5c/6f c SUGGESTED PROCEDURE: Do a few example questions yourself working with a learner from the class and then divide the class into pairs. Let learners do the matching alone. ANSWERS Open answers 4a page 17 Listen and compare. Groups then swap roles for a final play and repeat. ANSWERS Open answers 1C/2D/3F b SUGGESTED PROCEDURE: Again.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 15 UNIT 3 Clothes b SUGGESTED PROCEDURE: This provides an opportunity to use classroom words and clothes vocabulary whilst practising these determiners. 2. As you monitor. try to guess the missing word. There should be a mixture of plural and singular items. singular their – plural Now ask learners to read through the sentences and. and encourage full short answers. however.. Group B the answers. For example: Is this a girl/boy? How many babies/girls/boys are there? Now play the audio and ask learners to write the number of the dialogue (1.

ANSWERS Open answers 1 What’s this? / 2 What are these? / 3 Is this a hat? / 4 What colour is it? / 5 What colour are his trousers? / 6 What colour are my shoes? b SUGGESTED PROCEDURE: Demonstrate with one learner so that everyone knows what they have to do.. It’s important that they get information from at least one boy. play the audio to check. but it is important that they recognise and understand questions. Divide the class into two groups: Group A: What’s you favourite colour? Group B: My favourite colour’s. this works best as a mingling activity where learners move around the class and interview each other while noting down answers. ANSWERS Open answers 2a page 18 SUGGESTED PROCEDURE: The focus here is revision of the rest of the determiners. when doing this exercise. you could put up question prompts on the board: What’s. Feedback should focus on the answers learners give. Do this three times. By this time learners should be ready to do the activity. To make sure that they use a variety of question forms. page 18 SUGGESTED PROCEDURE: This uses the photos of people on page 62. ANSWERS 1 your / 2 his / 3 her / 4 their b SUGGESTED PROCEDURE: Again.. Group A: What colour does Helen like? Group B: Her favourite colour’s.. ANSWERS Open answers 5a page 19 SUGGESTED PROCEDURE: Point out to learners that they will NOT have to make questions in the exam. but at the same time encourage fluency and experimentation. ANSWERS Open answers As you monitor.? 4a page 19 SUGGESTED PROCEDURE: Start with a short drill so that learners get used to the question and answer format for this activity. Get learners to complete the sentences alone and then compare with a partner before checking altogether. If there is space in your class. All these are typical things that examiners might ask.? Is this... don’t worry too much if learners are making errors in question formation.. Then organise the rest of the class into pairs and let them get on with the task while you monitor – listen out especially for errors with the determiners. Finally. Encourage learners to give short answers but not one word answers. Make sure that.? What are. then groups swap roles. Then swap groups as before. They need to swap books so that each learner can talk about the people they spoke to during part a)..? What colour is.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 16 UNIT 3 Clothes GRADE 1 with one of the stronger learners in the class while the others listen.. When you’re happy that the group can manage to form the questions and answers sufficiently well. demonstrate the task yourself by working with a learner and then get learners to work in pairs while you monitor. put them into pairs.. one girl and two other learners. ANSWERS Open answers 16 ...? What colour are.. you could drill the question and answer format as suggested for a) before learners go on to this.? Are these.. ANSWERS Open answers b SUGGESTED PROCEDURE: Again. then get pairs to interview each other... Give learners a chance to do this exercise on their own and then to compare with a partner.. learners are using determiners correctly. ANSWERS 3 Communication Task.

ANSWERS Open answers 17 ... / 4 Point to the door. emphasising the difference between this /i/ and these /i /. / 3 Open your book. / 7 Stand up. Play the audio once to check answers and then a second time so that learners can repeat what they hear. the next circle articles and the lower circle nouns. b SUGGESTED PROCEDURE: Explain to learners that the top circle has verbs.. They can combine these to make different orders. Make sure they take turns asking and answering. Once again. If someone follows an order without the speaker saying ‘Simon says. Make sure that learners aren’t only giving one word answers. get pairs to swap roles. you may need to demonstrate what learners need to do beforehand. Make sure that Student A is using plural forms. ANSWERS The body Lesson A Show me your nose! 1a page 20 SUGGESTED PROCEDURE: You could begin with a similar brainstorming activity to those used in earlier units – simply ask learners (with closed books) to call out any body related words they can remember while you write them on the board. Point to your teeth / feet / hair and ask learners What are these? / What’s this? Then model the questions that learners need to use for this activity.’ .. / 2 Come here.’ In this game. / 8 Show me your ears. choose a learner from the group and demonstrate the task. Then organise the class into pairs.. too. Also. The last player remaining wins the game. After two minutes. Follow up: Playing the children’s game ‘Simon says. / 9 Sit down. Then ask them to open their books and do a). You could do a whole class drill of the questions. / 6 Touch your nose. make sure that Student A isn’t always asking questions that elicit the answer ‘Yes. Learners can take turns at being the speaker. / 5 Go to the window.. ANSWERS 1 Give me a pen. learners should only follow orders if the speaker begins with ‘Simon says. Again. it is’. ANSWERS Open answers Open answers c SUGGESTED PROCEDURE: First draw learners’ attention to the focus box about irregular plurals. Pairs should take turns making and following orders.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 17 UNIT 4 2a page 21 SUGGESTED PROCEDURE: Give learners a few moments to do this alone and then check with a partner before listening to the audio to check their answers. ANSWERS 1 head / 2 eye / 3 ear / 4 foot / 5 hair / 6 nose / 7 leg / 8 teeth / 9 mouth / 10 finger / 11 hand / 12 arm b SUGGESTED PROCEDURE: Demonstrate with one learner from the class and then get pairs to do the same.’ then they are out of the game.

Explain that Student A will have all the girls’/women’s names.e. As you monitor. Choose one learner at a time to respond. 18 . c SUGGESTED PROCEDURE: Make sure that learners use a variety of question formats. Remember that they will now be asked to produce questions or imperative forms like this. The aim of the task is to put the names under the correct photos. and that they take turns in asking and answering. Point out that there are two correct answers for this activity. but must understand them and respond appropriately. Once students have finished and checked with the audio. don’t worry too much about correct question formation. ANSWERS Open answers 3a page 23 SUGGESTED PROCEDURE: Students build a dialogue similar to the one they will need to have with a partner in part b). page 23 SUGGESTED PROCEDURE: The dialogue that learners ordered in the previous task is a model for the kind of dialogue that’s required for this task.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 18 UNIT 4 The body GRADE 1 Lesson B Is he tall? 1a page 22 SUGGESTED PROCEDURE: This practises common adjectives that learners ought to know for the exam. 2a page 22 SUGGESTED PROCEDURE: These are all questions or orders that could come up during the interview. but make sure that answers are correct. ANSWERS 1 f / 2 c (e) / 3 d / 4 c (e) / 5 b / 6 a b SUGGESTED PROCEDURE: Before they listen. i. Then play the audio twice so that learners can match the descriptions with the pictures. ANSWERS ANSWERS 1 Open / 2 Show / 3 ears / 4 your / 5 long / 6 to / 7 they / 8 Sit b SUGGESTED PROCEDURE: Play the audio and pause for learners to respond. Choose one of the stronger learners in the class and demonstrate what learners have to do. Check to see which words learners have used – this will also be a good concept check to see if learners understand these words. while Student B will have all the boys’/men’s names. ask learners (working in pairs) to match one word from the list of adjectives in a) to each of the pictures. ANSWERS 1E/2D/3B/4F/5A/6H/7G/8C c SUGGESTED PROCEDURE: It’s useful to show the position of the tip of the tongue when making each of these sounds: t /t/ – the tip of the tongue is touching the roof of the mouth just behind your front teeth th /ð/ – the tip is just protruding between the upper and lower teeth Demonstrate and get students to try it out themselves. See the section on drills at the beginning of the Teacher’s Book for further ideas on how to practise these sounds a 8 / b 1 / c 7 /d 3 / e 2 / f 6 / g 5 / h 4 OR a8/b1/c7/d5/e2/f4/g3/h6 b ANSWERS Open answers 4 Communication task. have them memorise the dialogue and act it out in pairs. Give learners five minutes to do this alone before playing the audio to check. or do choral drills with the whole class. Be ready to explain why ‘short’ is listed twice. that it has two meanings here. Get learners to do this together with a partner before checking altogether.

/ 6 Touch the pencil case. he isn’t. she isn’t. / 3 Open your book. / 4 No. he is. / 2 No. 6a page 25 ANSWERS 1 Yes.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 19 b ANSWERS Open answers 2a page 24 ANSWERS Lia Coco Isobel Maria 1 her / 2 his / 3 their / 4 Her / 5 his / 6 My / 7 Their / 8 his b ANSWERS Open answers Kim Jennifer Aiden Alex 3 page 24 ANSWERS 1 Show me your feet. 4a page 25 ANSWERS Luke Mathias Max Freddie 1A/2B/3A/4C/5C/6B b SUGGESTED PROCEDURE: Go round the class asking individual students the questions 1-6 based on the photos for this exercise. / 2 Go to the door. / 5 Point to your nose. / 4 Give me a pencil. they aren’t. Then extend the activity with similar questions about people in the book or learners in the class. b SUGGESTED PROCEDURE: As for 4 b). / 5 Yes. REVIEW UNITS 3-4 1a page 24 ANSWERS 1 5a page 25 E Y E A R S H O E S O ANSWERS 2 J 3 H A I C K E 6 T R 7 N 8 S O C K S 9 E M 4 F O O T I N G 5 T E U S E R S H I R U T H 1 Are these feet? / 2 How many are there? / 3 What are these? / 4 How many fingers are there? / 5 Is this an ear? / 6 What is it? b SUGGESTED PROCEDURE: As for 4 b). she is. / 3 Yes. 19 . / 6 No. she is.

. Elicit questions altogether from the class and write them on the board before getting learners in pairs to ask each other. You may need to play the audio two or three times. Basically the idea is to use information about the fish to ask questions of the kind that the examiner might ask in the exam. ANSWERS Open answers 2 page 27 SUGGESTED PROCEDURE: This is a revision of questions and answers met earlier in Units 1 to 4 (How many. Open answers 20 .. Animals Lesson A Furry friends 1a page 26 SUGGESTED PROCEDURE: With closed books.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 20 GRADE 1 UNIT 5 3 page 27 SUGGESTED PROCEDURE: This is just a fun activity to practise question forms and body language. foot-feet)? ANSWERS 4a Communication Task. page 27 SUGGESTED PROCEDURE: Draw learners’ attention to the photos of the fish and ask them simple focus questions such as ‘How many fish are there?’ ‘What colour is this fish?’ ‘Is it blue and yellow?’ etc. You could begin by drawing a similar imaginary animal on the board and asking the whole class to guess which animals it is made from – don’t worry about any lack of artistic skills! After the pair work. / What colour. get learners to draw their own imaginary beasts and invite them to talk in small groups about what their drawings. ask learners to try and memorise the dialogue.. then get learners to try the exercise. Point out the focus box information about irregular plurals. Finally. ANSWERS FISH D Name: Squeak From: Japan b SUGGESTED PROCEDURE: Ask learners to read the example dialogue in the bubbles and then demonstrate what they have to do with a good learner from the group. Give them a minute to read all the information first. Can they remember any other irregular plurals (e.) etc.g. Then with open books.. ANSWERS 1 a dog / 2 fish / 3 bird / 4 cats / 5 mice / 6 a rabbit b SUGGESTED PROCEDURE: These are typical exam style questions. can they name the animals shown? Ask how many of each animal are shown – this will lead into the idea of plural forms. Ask learners which words in the word pool show ‘one’ and which words show ‘more than one’.. and then play the audio. ANSWERS FISH A Name: Bob FISH B Name: Mary FISH C Name: Angela From: China From: Africa From: Brazil Age: two Age: seven Age: six Age: twelve 1 this / 2 these / 3 They’re / 4 isn’t / 5 Are / 6 they c SUGGESTED PROCEDURE: First model with a stronger learner. The focus is on plural versus singular forms. Tell learners that they are going to hear someone talking about the fish and that they must circle the correct information. ask learners to name as many animals as they can in English. / Is it. Then get learners to complete and check. then get the rest of the class to do the same.. Listen out for correct pronunciation of this / these. At the end you could ask a good pair of learners to demonstrate the conversation they had to the others. Make sure each partner gets a chance to ask and answer.

. What are your favourite animals? ANSWERS How many.. Get them first to read the example dialogue in the bubbles. chick. ask learners to ask each other what their favourite animal is. then you demonstrate with a learner from the class and finally give learners five minutes working in pairs. 2a page 29 SUGGESTED PROCEDURE: This activity simply provides practice for the language they need to understand and use. Then divide the class into pairs in order to do the dialogue. ask learners to call out the English words for any animals they can remember (farm or otherwise) while you write them on the board. are there? What colour is/are. Give them a moment to read through list.? ANSWERS Open answers Is there a.. ANSWERS Open answers 1✗/2✗/3✗/4✓/5✗/6✓ b SUGGESTED PROCEDURE: If you prefer.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 21 UNIT 5 Animals Lesson B On the farm 1a page 28 SUGGESTED PROCEDURE: With closed books. you could set the drawing task as homework. they could describe a neighbour’s or relative’s pet.. Ask simple questions along these lines: Is this a donkey? Is it grey? How many horses are there? Show me its head. and then ask learners to talk about their pet in the next lesson. or a pet they would like to have. Give them 2 or 3 minutes to work alone before going through the answers altogether. Another classic tongue twister to practise these sounds is ‘She sells sea shells on the sea shore’.. Finally. Demonstrate by asking all the learners to close their books and then you ask them a few questions about the photos. You could drill the words so that learners improve their pronunciation. Pronunciation problems often occur with the vowel sounds of the following: goat. Remember that learners don’t have to produce questions in the exam. then play the audio.. You may need to play it 2 or 3 times. slowly becoming more natural.. For further practice.. First ask learners to look at the photo.? Is the cow. so you can write prompts on the board for them to use in this activity: Open answers 21 . you could make this into a communication task by having Student A describe their pet and Student B draw it. Now tell learners that they’ll hear someone talking about their pet and they must tick the correct information.. Alternatively.. ANSWERS c SUGGESTED PROCEDURE: This is a simple memory game. ANSWERS A duck / B goose / C cow / D chick / E donkey / F hen / G goat / H horse / I lamb / J sheep b SUGGESTED PROCEDURE: First get learners to work individually and try to match the adjectives in the box with the animals in the pictures.? d SUGGESTED PROCEDURE: Demonstrate the sounds and point out the difference in the shape of the lips when producing each: sh – lips pursed and pushed forward s – lips wide and pulled back It can be useful to get students to exercise the sounds and lip shapes in an exaggerated form. If a student doesn’t have a pet. get learners to open their books and do the matching exercise on page 28. Model the question by asking a learner in the class: A: What are your favourite animals? B: My favourite animals are horses and lambs. Go through this together. sheep. Now ask learners which of the animals they called out can be found on a farm.

play the audio for learners to check. then an extra minute to check with their partner. Give them a few minutes to work alone on the gap filling task. responds. Finally. get pairs to swap roles. ANSWERS b SUGGESTED PROCEDURE: In pairs. while the other. with closed book. After five minutes. ANSWERS Open answers 1 Good / 2 What’s / 3 How / 4 Where/ 5 What’s / 6 What / 7 How / 8 What / 9 Is / 10 Are / 11 Show / 12 Point / 13 Stand / 14 Sit / 15 Go / 16 Come 22 .Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 22 UNIT 5 Animals GRADE 1 3a page 29 SUGGESTED PROCEDURE: These are all typical things that learners might hear in the exam. one student with open book asks the questions and gives the orders.

Show them that the stressed syllables are marked with the large boxes (at the top of the table) then ask them to organise the numbers into the two groups according to their stress pattern. 25. Play the audio a couple of times and pause where necessary to give learners time to make notes ANSWERS Open answers A Jimmy. Then play the audio again so that learners can check. Follow up by having everyone close their books and you asking questions to see what they can remember about Li’s family. You could follow up by asking learners to bring photos of family members in to talk about. ANSWERS ■■ 20 (twenty) 30 (thirty) 40 (forty) 50 (fifty) ■■ ■ 22 (twenty-two) 28 (twenty-eight) 37 (thirty-six) 47 (forty-seven) d SUGGESTED PROCEDURE: Get learners to read the model dialogue. 35 etc.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 23 GRADE 2 UNIT 6 Family Lesson A This is my family 1a page 30 SUGGESTED PROCEDURE: If possible the teacher should bring a photo of his/her family or a picture of a famous family into the lesson to set the context of family. ‘What’s her name?’ ‘How old is she?’ Say that this is her family and ask them to match the words on the left to the photos – in relation to Li. see if they can find the missing words. Show them Li and ask. 30. Put learners into pairs. 10 / D Yan Yan (no age given) / E Yul (no age given) / F Jing (no age given) / G Ho (no age given) 2a page 31 SUGGESTED PROCEDURE: Tell learners that these sentences are taken from the audio with Li. Student B answering – after 2 minutes they should swap roles. This is simply an activity to practise the kind of language they will need to use in the exam with a native speaker to listen to. ANSWERS 1 A and B / 2 B / 3 A / 4 C / 5 E / 6 D / 7 F / 8 G b SUGGESTED PROCEDURE: Tell learners that they are going to hear Li talking about her family and that they will make notes under each photo of names and ages. Simply count from 20 to 100 in steps of five: 20. and then demonstrate yourself what they have to do by choosing a learner and asking him/her questions like the examples given. Then show learners the family tree on page 30. 34 / C Chen. Follow up with a simple drill to practise these patterns. revise numbers over 20 by going round the room and asking each learner to say the next number – doing this up to 40 should be sufficient. ANSWERS c SUGGESTED PROCEDURE: First of all. Learners should do this alone – encourage them to say the numbers to themselves so that they hear the pattern – before checking altogether with the audio. 38 / B Lia. Then model the two numbers in the table – twenty and twenty two. Learners can do this in pairs if you prefer. like this: Student A: Who’s this? Student B: This is my mum ANSWERS there are. Working in pairs. Student A asking the questions. Ask learners how many syllables 1 got / 2 ’ve got / 3 ’ve got 23 . Get the whole group to call out the numbers together while you mark the rhythm on the whiteboard.

Then describe one of the families and ask learner to guess which family you are describing. You could begin this by describing your family to the class and asking them to draw your family tree. I have’ and ‘No. but they should give detailed descriptions of the families so that it is clear which one they are describing. Then organise the group into pairs. ANSWERS 1d/2f/3b/4c/5a/6e b SUGGESTED PROCEDURE: Give learners a few minutes to find the photos that match the questions. then go through the possible answers together. ‘What’s his/her name?’. When learners see the first. While they talk. Ask questions like. Finally go through the answers together with the whole group.B. I haven’t. but they do need to understand such questions and be able to respond appropriately. page 31 SUGGESTED PROCEDURE: Introduce this task by asking learners to look at the four family trees. while the partner tries to draw the correct tree. You could do a drill to practise ‘Yes. Get learners to do it alone at first. one with a ✓ and one with a ✗. ‘How many families are there?’. they should respond chorally according to the flash card you show.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 24 UNIT 6 Family GRADE 2 b SUGGESTED PROCEDURE: Learners should try to complete the table alone and then compare with a partner. Learners describe their family to their partner. they should give a positive answer. Give learners a minute or so to match the opposites together on their own before going through the answers together. Play the audio a couple of times so that learners have a chance to understand what they hear. For example: Teacher: Have you got a dog? (show ✗) Students: No. ANSWERS 1b/2c/3d/4a/5e 3a Communication Task. ANSWERS Open answers Lesson B She’s got long hair 1a page 32 SUGGESTED PROCEDURE: These are all adjectives that learners should know at this level. then they reverse roles. Point to the named person and say. Learners don’t need to be able to make questions with ‘have got’ for the exam.C / 5 pretty A c SUGGESTED PROCEDURE: This exercise is a way to practise language that learners should be able to understand and use. then check it altogether. monitor and pay special attention to their use of ‘have / haven’t got’. ANSWERS 1 long hair A – short hair B / 2 fair hair C – dark hair A. Then ask pairs to do the same. Remember that learners don’t have to ask each other questions. ANSWERS Open answers 1B/2D/3A/4C 24 . when they see the second they should give a negative answer. I haven’t’ responses: Make two flash cards. B / 3 big ears B / 4 old D – young A. ANSWERS 1 have got (’ve got) / 2 have not got (haven’t got) / 3 hasn’t got c SUGGESTED PROCEDURE: This simple matching exercise includes different question forms that the examiner might ask. ANSWERS b SUGGESTED PROCEDURE: Students need a notebook for this final activity. First Student A describes and B guesses. Ask the class questions with ‘have’.

Ask them to read through the dialogue once. B He’s old / fat. but that they should be familiar with these questions as set phrases because they are quite commonly asked in the exam. 2a page 33 SUGGESTED PROCEDURE: Explain to learners that they are going to hear an extract from a typical conversation in the exam. POSSIBLE ANSWERS Then ask them to do the matching exercise. Then organise the class into pairs to do the same. The best way to do this is probably to pick out individual learners to respond to each question. Give learners about five minutes to do this alone and then compare with a partner. Give them five minutes to work through this alone before comparing with a partner and finally listening to the audio to check. but that they will be expected to use these kinds of sentences during the interview. explain to them that it refers to someone’s appearance.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 25 UNIT 6 Family d SUGGESTED PROCEDURE: Point out to learners that they don’t have to write in English for the exam. and tell you what they are talking about (in general). D She’s young / pretty. 1 How many people are there in your family? / 2 Have you got any aunts or uncles? / 3 What are their names? / 4 How old are they? / 5 What’s your father’s name? / 6 What does he look like? / 7 How old is he? / 8 Tell me about your mother. She’s got long / dark hair. e SUGGESTED PROCEDURE: Learners can open their books again for this activity so that they can refer to the vocabulary list. He’s got short / grey hair. Play the audio one more time so that learners can answer. Go through this at least twice so that everyone gets a chance to answer. ANSWERS a ANSWERS 1 blond / 2 quite / 3 like / 4 very / 5 dark / 6 brown b SUGGESTED PROCEDURE: This task focuses on a question type that is quite common in the exam: ‘What does he/she look like?’. Finally. C She’s fair / old. He’s got short / dark hair. Some learners might find this kind of open ended question more difficult. If learners don’t know the expression. Demonstrate the task first by describing a member of the class and asking learners to guess who it is. You may have to play the audio a couple of times. bring their attention to the Focus box which includes information about two useful words for qualifying adjectives. ignoring the gaps. Then ask them to read through again and make guesses as to what the missing words are. you could write these prompts up on the board for them to refer to: Hair: blond / dark / long / short Body: tall / short / fat / thin / medium height / average weight Other: ugly / handsome / pretty / strange ANSWERS A He’s young / handsome. To help them. play the audio and let them complete the gaps. Also. Ask questions about famous people: What does Johnny Depp / Angelina Jolie / Robbie Williams / Keira Knightley look like? ANSWERS 1b/2c/3a c SUGGESTED PROCEDURE: Demonstrate by asking a good learner from the class a couple of questions about what people in his/her family look like. 25 . Then divide the group into pairs to do the same. She’s got short / fair hair. ANSWERS Open answers Open answers 3 page 33 SUGGESTED PROCEDURE: Remind learners that they don’t need to worry too much yet about the grammar of forming questions.

ANSWERS REVIEW UNITS 5-6 1a page 34 ANSWERS Family members (any order) mother / grandma / sister / father / auntie / brother Animals (any order) spider / donkey / mouse / rabbit / duck / goose Open answers b ANSWERS c SUGGESTED PROCEDURE: Again.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 26 GRADE 2 b SUGGESTED PROCEDURE: This is similar to the Communication Task on page 31. so its a good idea to mix up the class to make sure that everyone is speaking to someone they haven’t worked with recently. Finish off by asking one or two learners to report back to the whole class on the family they learned about in part b). ANSWERS Open answers 2a page 34 ANSWERS 1 ’ve got / 2 ’ve got / 3 ’ve got / 4 has got / 5 has got / 6 hasn’t got / 7 ’ve got / 8 ’ve got b ANSWERS Open answers Open answers c ANSWERS 1f/2b/3d/4c/5e/6a 3a page 35 ANSWERS 1 How many children are there? / 2 How many boys are there? / 3 What colour is his shirt? / 4 What colour is his hat? / 5 Has the woman got a hat? / 6 Do they have sheep? / 7 Are there any ducks? / 8 How many cows are there? b ANSWERS Open answers 4a page 35 ANSWERS 1 thirty-two + eighteen = fifty / 2 fifteen + thirtyone = forty-six / 3 twenty-one + thirty-eight = fifty-nine / 4 twelve + thirty-four = forty-six b ANSWERS Open answers 26 . mix up the class so that everyone is working with a new partner. Learners should then describe the family that they have just got information about to their new partner. Tell learners to get as much information as they can about their partner’s family: names. ages and what they look like.

For example. You may have to play the audio a couple of times.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 27 UNIT 7 At home Lesson A Where do you live? 1a page 36 SUGGESTED PROCEDURE: You could ask learners to do this straightforward matching exercise in pairs. Then tell them to get information from two other friends in the class. After playing the audio. each time changing the main stress. ask learners to compare their answers with a partner. etc. part b) again to allow learners to check. ANSWERS 1 bathroom / 2 bedroom / 3 balcony / 4 garden / 5 kitchen / 6 living room / 7 stairs / 8 garage b SUGGESTED PROCEDURE: First ask learners to look at the three photos and ask them questions such as: Is this a flat/house? Is this/it a big flat/house? Is there a garden? Are there any trees? How many floors are there? Now tell learners that they are going to hear three people talk about their homes and that they must match the names with the photos. Point out to learners that each question has two possible answers (negative and positive). ANSWERS 1C/2B/3A c SUGGESTED PROCEDURE: Beforehand.’ ANSWERS Open answers 2a page 37 SUGGESTED PROCEDURE: This focuses on the ‘there is/there isn’t’ and ‘there are/there aren’t’ structures that learners are expected to know for the exam. If you have space. you could drill these sentences with the whole group. He’s got three bedrooms. ANSWERS 1a&d/2c&b b SUGGESTED PROCEDURE: Learners should do this alone. Elicit from learners what you’re doing and how it can change the meaning of a sentence. Then put learners into pairs and ask them to draw plans of their own houses and to ask each other about them: Student A: What’s this? Student B: It’s the bathroom. ask one or two learners to report what they noted down. You may need to pre-teach the word ‘floor’ as it will come up again on page 40. Draw a simple plan of your house on the board and ask them to identify the rooms by asking ‘What’s this?’ and pointing to the various rooms. write ‘This is my room. Follow up by asking them to close their books. d SUGGESTED PROCEDURE: Ask learners to complete the first row of the table for themselves. Once they have completed the exercise. Play the audio again. play the audio from exercise 1.’ and say it in 1 There aren’t / 2 there are / 3 there isn’t / 4 There are / 5 There’s / 6 there isn’t 27 . Point out that this is an extract from the audio they heard in exercise 1 – this will help them decide whether to use the negative or positive form. At the end. Finally. explain the concept of sentence stress with a few simple examples on the board. ANSWERS different ways. For example ‘Justine lives in a flat. Before moving on to the next part of the task. concept check the two structures by asking learners which refers to singular items (there is/isn’t) and which refers to plural items (there are/aren’t). this can be done as a mingling activity where learners move around the room and interview each other. Divide the class into two groups.

ANSWERS 1 Our / 2 Their / 3 our / 4 their / 5 their / 6 our 28 . and to provide some listening practice of native speakers for learners. gym and Jacuzzi! ANSWERS Open answers The Young’s house Floors Bedrooms Bathrooms Dining room Garden 2 23 The neighbours’ house 13 5 32 1 4 no yes 5 small big b SUGGESTED PROCEDURE: Draw learners’ attention to the focus box which summarises the determiners. When everyone is ready. page 37 SUGGESTED PROCEDURE: Demonstrate the task with one of the stronger learners in the class so that the rest of the class understand what they have to do. Elicit from learners when we use our and their. Begin by asking learners to look at the table and explain to them that they will hear a boy called Rob Young talking about his house and his neighbour’s house. In pairs. As you monitor. students draw a plan of their house like the diagram in a). Ask learners to read through once without filling in the gaps. play the audio. After the second listening. Ask questions to make sure that they understand how the information in the table is organised. Then read through a second time. For example: How many floors are there in the Shaw’s house? Is there a dining room in the neighbour’s house? Once they understand how the table works and what information they need to find out. so it is Rob Young speaking.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 28 UNIT 7 At home GRADE 2 3a Communication Task. go through the answers together ANSWERS Open answers b SUGGESTED PROCEDURE: This is an information gap activity. You may need to play the audio a couple of times. Then students sit opposite each other and talk about their houses. this time filling the gaps with our or their. You could ask learners to complete the first column on the first listening and the second column on the second listening. Point out that this gap fill exercise is an extract from the audio. listen out for use of ‘there is / there are’ and the question forms of these. An extension to this could be to get students to draw a plan of their dream/ideal house! Be ready to give extra vocabulary such as swimming pool. ANSWERS Lesson B My house 1a page 38 SUGGESTED PROCEDURE: This listening task is a way to present the language that learners are expected to know. play the audio to check.

lamp. cupboard. table. then check with a partner then check altogether. Then demonstrate the task by choosing a learner to speak to while the rest of the class listen. Our house has one Learner B: There isn’t a dining room in their house. fridge. Now ask learners to complete the rest of the sentences – first alone. particularly in the target structures. drawers. drawers. fork.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 29 UNIT 7 At home c Ask learners to read the dialogue in the bubbles and tell them that they will have a similar conversation with their partner. The first pair to finish is the winner. Give learners about three minutes to talk together. ANSWERS 1 some / 2 any / 3 any / 4 some / 5 any 29 . tv bathroom rug. mirror. rug. Then ask them to open their books and do the sorting exercise – first alone and then compare with a partner. spoon. rug. There is a dining room in our house. mirror. ANSWERS POSSIBLE ANSWERS (accept other reasonable possibilities) kitchen bowl. like this: Learner A: Their house has two floors. Partners need to take turns in making comparisons. Ask pairs to organise the words into the four groups as quickly as they can. Each partner should name the contents of a different room. Give learners a few minutes on their own to think about how their house compares with the Young’s house. Learner A: There is a. A follow up activity could be to ask learners to bring in photos of rooms in a house cut out from magazines and catalogues or downloaded from a website. ANSWERS Open answers 3a page 39 SUGGESTED PROCEDURE: Ask learners to listen again to Rob Young and to complete the first three sentences with some or any. As they talk. monitor and listen out for errors.. Ask learners to see how many objects in the picture they can name or how many objects from the list in this exercise they can find in the photos. An alternative approach could be to make this into a game. 1 some / 2 any / 3 some b SUGGESTED PROCEDURE: Now elicit from learners the rules of usage for some (positive) and any (negative). cooker. ANSWERS Open answers 2a page 38 SUGGESTED PROCEDURE: Ask learners to close books and call out any household objects that they can name in English while you write them up on the board. towel b SUGGESTED PROCEDURE: Make sure learners do this with closed books. sofa. Write on the board the structures that you want learners to practise during the conversation: There is /isn’t Their house has / hasn’t got There are / aren’t Our house has / hasn’t got Learners should use the table in part a) for reference. picture. knife. wardrobe living room armchair. bath. Demonstrate with a learner and then get pairs to do the same.. This will help them to organise their thoughts and provide structure to the conversation. bed. glass bedroom poster. sink.

Pause after each question and choose a learner from the group to answer. ANSWERS Open answers c SUGGESTED PROCEDURE: Remind learners that the point of this exercise is to practise giving longer replies to examiners’ questions. ANSWERS Open answers 4a page 39 SUGGESTED PROCEDURE: The aim of this exercise is to encourage learners to give longer answers to examiners’ questions rather than simply giving one word ‘yes’ or ‘no’ answers. Ask learners to do the matching activity alone before going through the dialogue with the audio. which has the examiner’s questions without the candidates answers. but giving their own answers. Divide the group up into pairs. ANSWERS 1 we live in a flat / 2 our house has got five bedrooms / 3 but there’s a balcony / 4 we’ve got a big kitchen and we eat there Open answers 30 . Don’t let them say only ‘yes’ and ‘no’. Then they swap roles.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 30 UNIT 7 At home GRADE 2 c SUGGESTED PROCEDURE: Give learners a few minutes to jot down notes in their notebooks about three rooms in their house. play the second audio for this task. Finally. Play the audio a couple of times so that as many learners as possible from the class get to answer. with Student A playing the examiner. ANSWERS b SUGGESTED PROCEDURE: Now ask learners in pairs to ask each other the same questions. Demonstrate what they have to do by asking one of the stronger learners in the class to speak to you while everyone listens – or you describe a room in your house. Then ask them to close their notebooks and do the pair work.

. The pair who finishes first – and all correct – is the winner. ANSWERS Gwyneth’s things: blue bed CD player soft toys computer Her sister’s things: orange bed posters mobile phone watch electronic game 1 poster / 2 bed / 3 electronic game / 4 rug / 5 drawer / 6 books / 7 toys / 8 CD player / 9 desk / 10 chair / 11 watch / 12 wardrobe / 13 mobile phone / 14 computer b SUGGESTED PROCEDURE: Demonstrate the task by addressing questions like those listed to the whole class. Ask learners to close their books. They have one minute to draw or mime the object so that their team mates can guess what the item is. so make sure that learners use all the question types listed as they speak to each other. Give learners a minute or so to go through the exercise before checking altogether. (orange bed / blue bed / CD player / posters / soft toys / mobile phone / watch / electronic game/computer) Second listening: Ask learners to listen to Gwyneth again and write G next to her things and S next to her sister’s things. Teacher: It’s their game-boy. Then ask pairs to tell each other.. Learners: It’s theirs. you could play a team game such as ‘pictionary’: Divide the class into two teams. once learners have gone through the task and you’ve checked answers altogether. Invite a member of the team up to the front of the class. You follow up by asking learners. ANSWERS 2a page 40 SUGGESTED PROCEDURE: Learners are expected to understand and use these possessive pronouns in the exam. Give learners an example by describing your room at home. Learners need to hear the audio twice: First listening: listen once and circle the things Gwyneth mentions. Do a simple prompt and response drill.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 31 UNIT 8 c SUGGESTED PROCEDURE: Explain to learners that two girls share this room: Gwyneth and her sister Emma. ANSWERS Belongings Lesson A My things 1a page 40 SUGGESTED PROCEDURE: Make a game out of this task by asking learners to do it in pairs and as quickly as they can. Alternatively. Write the following prompts up on the board: In my room . ANSWERS Open answers 1b/2f/3a/4c/5d/6e 31 .. / I haven’t got. Tell them that they will hear Gwyneth talking about some of the things in the room.. using the same pattern used in the exercise they’ve just done: Teacher: It’s your computer. in pairs or threes. Learners: It’s yours. Follow up with a drill to consolidate their understanding of the pronouns. then divide the class into pairs to do the task.. The aim is to revise a variety of language from previous units. there is/isn’t I’ve got.. to tell each other about their rooms at home and how they compare with the picture. Whisper a word from the list to them.

Can they work out what it means? ANSWERS Open answers 3 Communication Task. page 41 SUGGESTED PROCEDURE: This is a simple information gap activity where learners have to learn from their partner who each of the objects in the box belongs to. ANSWERS A B C CD player pencil case comb pencils watch brush mobile phone pens posters ruler radio soft toys hat computer mirror magazines Listen and repeat d SUGGESTED PROCEDURE: Note that learners are not expected to know or use ‘whose’ for the exam. learners need to be able to ask simple questions using ‘be’ and the possessive pronouns. As you monitor. ask them to read the dialogue in the bubbles on page 41. When they say /z/. but it is useful for practising the possessive pronouns here. Each learner now has different information under the photos and they must ask each other about who the remaining objects 32 . If they don’t know the word yet. In order to do this. explain to them that the question is formed simply by inverting the subject and ‘be’. ANSWERS c SUGGESTED PROCEDURE: To help learners appreciate the difference between the voiced /z/ sound and the unvoiced /s/ sound.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 32 UNIT 8 Belongings GRADE 2 b ANSWERS 1 mine / 2 yours / 3 his / 4 hers / 5 theirs belong to. Learners: Is the brush hers? Now show learners the photos of the children and ask them what pronoun matches with each: his. For example: Is the brush hers? If this is new to your learners. they will feel the vibrations. You may want to practise this with a few drills like this: Teacher: The brush is hers. get them to say the sounds with three fingers resting gently on their throat. make sure that learners are using the pronouns and not just saying ‘the girl’ or ‘the boy’. hers or theirs? Divide the class into pairs and ask the As to go to page 63.

When ready. there isn’t. / 3 No it isn’t. Write the following on the board and ask learners – working in pairs – to find the correct match: 1 Is there a teacher in the class? A No.. there isn’t. As revision of the vocabulary from previous units. ANSWERS After a minute or so. Give Student A three minutes to ask questions while Student B answers. then get pairs to swap roles. D No. Point out that if the question begins with one form. Remind them that they can ask about the picture and/or their classroom. there aren’t. it is. Student A asks five questions and then they swap roles.are there? What colour’s the.. / 2 Yes.? How many. ANSWERS Open answers 3a page 43 SUGGESTED PROCEDURE: You could follow this up with a simple memory game: Have some objects that learners can name in English on the teacher’s desk..? Is there a. / 4 No. / 5 Yes. 1b/2c/3e/4a/5d b SUGGESTED PROCEDURE: Demonstrate the task with one of the stronger learners and then let the rest do it in pairs. Examiners will be looking for candidates ability to use these forms rather than simply giving ‘yes’ or ‘no’ answers. ANSWERS 1 next to / 2 between / 3 under / 4 in / 5 in front of / 6 behind 2a page 42 SUGGESTED PROCEDURE: The focus of this task is giving short answers using either the verb ‘be’ or ‘there is/are’.. Now tell learners that they are going to read questions about the picture in the previous exercise and that they must write down the correct short answer. go through the matches together. ANSWERS 1 No... 2 Are there elephants in the class? 3 Is this your house? 4 Is this your school? B Yes.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 33 UNIT 8 Belongings Lesson B Where is it? 1 page 42 SUGGESTED PROCEDURE: Draw learners’ attention to the picture on page 42. then check with a partner before going through it together. Divide the class into pairs. ANSWERS Open answers 4a page 43 SUGGESTED PROCEDURE: Students should do this on their own. C Yes. there are.. ANSWERS 1b/2a/3a/4b/5b b SUGGESTED PROCEDURE: Organise the group into pairs. there isn’t. They should do this alone at first... point to objects in the picture and ask learners exam style questions like the following: 31 What’s this? Is this a.? b SUGGESTED PROCEDURE: Demonstrate what learners have to do by choosing a volunteer from the class to work with you on a few examples. the answer should use the same form.? Are there any. Ask learners to say where things are using prepositions. it is. Then the class to close their eyes while you change the position of things on the desk. Monitor for correct use of prepositions. You may want to play the audio again and pause for learners to repeat.. there is. This can also be played in pairs. ANSWERS Now ask learners to do the gap fill task using prepositions from the box. ask learners to open their eyes and tell you what’s changed. then compare with a partner before listening to the audio to check. Open answers 33 .

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 34 GRADE 2 REVIEW UNITS 7-8 1a page 44 ANSWERS 2 1 W A T C H A 3 C U P B O A R D D 5 4 A R M C H A I R O O B B 7 I D E 6S K L P 8 9 E E F O 10 C O M P U T E R O W H I N W O D W N G W E E 4a page 45 ANSWERS b ANSWERS Open answers 1d/2e/3c/4a/5b 2a page 44 ANSWERS b SUGGESTED PROCEDURE: Go round the class asking individual students question like those in part a). 6. Then ask pairs to take turns asking and answering similar questions. 8 b ANSWERS Open answers 34 . ANSWERS Open answers b ANSWERS 1 aren’t / 2 between / 3 next to / 4 mine / 5 yours / 6 her Open answers 3a page 45 ANSWERS Correct sentences: 1. 3. 7.

ANSWERS 1F/2B/3C/4A/5E/6D 35 . ANSWERS 1 Sunday evening 2 Tuesday afternoon 0 Monday morning 3 Saturday morning 4 Wednesday afternoon 5 Thursday evening d SUGGESTED PROCEDURE: Ask learners to look at the activities listed in the box for this exercise. see how many of the days of the week learners can remember.. play the audio to check. Each student in turn answers and asks the next. ‘What day is it today?’. such as: Monday – the first vowel sound should be very short. plus others they know how to say in English. Watch out for common pronunciation problems. The learner you choose answers and then turns to the student next to them and asks the same question. ‘My favourite day is Saturday but I don’t like Monday. Point out that we use the preposition ‘on’ with the days of the week. You could also drill this by using flash cards. ANSWERS Days and months Lesson A My week 1a page 46 SUGGESTED PROCEDURE: With closed books. Tell learners that they only have to listen out for the days – not the times of day – that Mike does things. Then ask them. Play a second time and then check. Do various choral drills such as: From Monday to Sunday. Ask them to use all the activities listed in the box for this exercise.’ .. Follow by asking a student. Then get learners to talk to each other for a minute or so about their week. Once they have read through and marked what they think is correct. Divide the class into two groups – each group says an alternate day. backwards). Give them a minute or so and then use the audio to check and repeat.e. From Sunday to Monday (i. then ask them if they know any others to add to the list. Point out that two answers are possible for the same day – for example afternoon and evening. Let learners compare their 2a page 47 SUGGESTED PROCEDURE: These are all common activities that learners should be able to mention at this level. Repeat the question to the class. but each time hold up a new day and their answer should change accordingly. Play the audio once.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 35 UNIT 9 answers with a partner. Wednesday – is pronounced /wenzdei/. Now ask learners to open their books and complete the diary with days of the week. Do they know what they all mean? Can they add any other daily/weekly activities to the list? Give an example by talking about yourself and your week. Point out the that days are not in order from left to right. What about you?’. ANSWERS 1 Sunday / 2 Tuesday / 3 Saturday / 4 Wednesday / 5 Thursday c SUGGESTED PROCEDURE: Now ask learners to see if they can remember what time of day Mike does the various activities. Encourage the full answer ‘It’s. ANSWERS 1 Tuesday / 2 Wednesday / 3 Thursday / 4 Friday / 5 Sunday Open answers b SUGGESTED PROCEDURE: Give learners a few moments to read through the exercise and look at the pictures. Give them a few moments to match the pictures to the activities.

. but where there is a choice of two 1 April / 2 June / 3 July / 4 September / 5 November / 6 December 36 . you could do substitution drills to practise the form. On Tuesday. See Procedures file for speaking drills. ANSWERS Open answers 3 Communication Task. Tell learners not to worry about telling the truth – just making correct sentences. Explain to learners that each student has some information about what the family does. You may need to drill the question form a couple of times before learners get started: What does. Then play the audio for them to check.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 36 UNIT 9 Days and months GRADE 2 b SUGGESTED PROCEDURE: Point out the third person forms..? Demonstrate what learners have to do by choosing a good learner from the class to work with you on a few examples. e. Note that learners are not expected to form questions in the exam.. ANSWERS activities and little tick boxes. the pair swaps roles and it is Student B’s turn to talk while Student A crosses words off the list. To demonstrate the task. Ask them to compare with a partner and then play the audio once again for them to check.. It’s worth spending time on whole class drills to practise this. write the following on the board: mum Monday work dad Tuesday read we Wednesday go brother Thursday shopping Ask a learner to come up to the board to help you... then they must find out from their partner what the correct choice is.? What do.’ Now divide the class into pairs and ask them to do the same... Ask learners to mark where the main stress lies in each month. Saturday Morning Daniel Adriana Their parents play chess play violin go shopping Afternoon watch tv watch tv watch tv 1 plays / 2 doesn’t / 3 Does / 4 play c SUGGESTED PROCEDURE: First of all draw learners’ attention to the grammar table describing present simple.do on. Student A talks and tries to use all the words in the boxes while Student B crosses them off.g. page 47 SUGGESTED PROCEDURE: This is another information gap activity where learners have to share information in order to complete the table. Now begin to talk about your week: ‘On Monday morning my dad works. The table is simply provided for reference. but if you think its necessary.. but they are expected to recognise and understand them. Ask the learner to cross off the words from the list as you say them. Follow up with pronunciation work focusing on word stress. Then get them to complete the diary on page 48 with the months. When all the words have been crossed off the list. see how many of the months learners can remember – ask them to call the names out to you.do on. ANSWERS Sunday Morning Daniel Adriana Their parents sleep play football do gardening Afternoon do homework meet friends listen to music Lesson B When’s your birthday? 1a page 49 SUGGESTED PROCEDURE: Before they open their books.. JANuary..

Point out to learners that. don’t worry too much about mistakes with question formation because this is not necessary for the exam.? When. ANSWERS asks for a time asks for a place asks for a thing Give learners a few minutes to do this alone and then to compare.? When does.. Finally. simply ask learners to make matches so that the sentences make sense.. remind learners that we say ‘in’ for months. according to what’s true for them and their family...5 etc...? Do. ask them to compare with a partner. not ‘on’. Then put learners into pairs to ask each other questions from the list (Student A the odd questions 1.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 37 UNIT 9 Days and months b SUGGESTED PROCEDURE: Students should put the notes onto the diary pages from the previous exercise. Play the audio a second time and pause to allow learners to repeat what they hear – get them to exaggerate the endings a little so that they get a feel for the sounds. Each sentence about Alison is an example of one of the third person endings.. Then play the audio in order to check. Now play the audio... They should do this on their own – encourage them to say the words to themselves so that they 37 . ANSWERS 1 What / 2 Is / 3 Is / 4 When’s / 5 When’s / 6 When / 7 Do / 8 What / 9 What / 10 What / 11 Do / 12 Does b SUGGESTED PROCEDURE: Give learners a few minutes to think about how they might answer each question. Point out to learners that each verb ends in a slightly different sound: /s/ /z/ /iz/. but they should recognise and understand them..3.? When do.? Does... 1c/2a/3b b SUGGESTED PROCEDURE: Now ask learners to sort the group of words into the three categories according to their pronunciation. Group 1 – /s/ starts likes eats Group 2 – /z/ swims plays opens Group 3 – /iz/ finishes closes washes Also. First.. and Student B the even questions 2.. Then play the audio for them to check their answers.? What.? asks for a ‘Yes’ or ‘No’ answer Open answers c ANSWERS Open answers 2a page 49 SUGGESTED PROCEDURE: The focus of this task is the three ways to pronounce third person endings for present simple verbs. play the audio for learners to check their answers.. ANSWERS 3a page 49 SUGGESTED PROCEDURE: Remember that candidates for this level don’t need to be able to form questions like these. pausing after each question and asking one learner each time to answer.? Where...? can hear the endings. Once they’ve completed the table. As you monitor..? Are.. Play the audio again and ask them to listen out for these differences and see if they can match the verb with the sound.. You could help learners form questions by putting these prompts up on the board: When is.4.. Is. Give them a few minutes to complete this and then show them an example of what to do for exercise c) by asking a few questions to one of the stronger learners in the class.6 etc)..

ask learners what words they heard that helped them find the correct animal. Don’t accept only ‘Yes’ or ‘No’ (one word answers). then check with a partner. ANSWERS Pets Lesson A The pet shop 1a page 50 SUGGESTED PROCEDURE: With closed books. ‘beak’ and ‘tail’. Then organise the group into pairs. and ask learners to call out the correct words.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 38 GRADE 2 UNIT 10 2a page 51 SUGGESTED PROCEDURE: Ask learners to close their books. Then play the audio. Point to your ears. Give a few examples of what learners have to do and then get pairs to work together. ANSWERS 1 wing / 2 head / 3 beak / 4 eye / 5 ear / 6 nose / 7 tail / 8 mouth / 9 leg / 10 foot b SUGGESTED PROCEDURE: This practises imperative forms that examiners often use in the interview. ANSWERS 1 goldfish (key words – tail / hasn’t got wings / swims) 2 snake (key words – long and thin / hasn’t got legs) 3 mouse (key words – tail / small / white) Open answers 38 . Student A asks four questions. nose legs etc. Can they find 3 words that were not mentioned when you were asking them to call out? They should find ‘wing’. then Student B asks four questions. Lesson A for more details. The focus is a review of plural forms. This is revision of typical question types from the exam. Now ask them to do the labelling activity together with a partner. Now ask learners to open their books to page 51 and look at the list of words for part a). Lesson B. ANSWERS 1c/2d/3a/4b c SUGGESTED PROCEDURE: Provide an example of what learners have to do by directing a few questions to one of the stronger learners in the class. You could follow up by playing the children’s game ‘Simon says’. Point out the Focus box information about the determiner ‘its’ and remind learners about the other determiners they learned in Unit 3. Draw learners’ attention to the focus box which has a reminder of common irregular plurals. Now ask them to open their books and look at the picture on page 50 and do exercise a) individually. Ask learners if they have pets. ANSWERS Open answers 3a page 51 SUGGESTED PROCEDURE: First ask learners to look at the photos and in pairs make guesses about what animals they are and then feedback to the rest of the class. taking turns at giving orders. Once you’ve gone through the answers together. ANSWERS 1 eight / 2 two / 3 nine / 4 eleven / 5 five / 6 four / 7 three / 8 six b SUGGESTED PROCEDURE: Ask learners to do the matching alone and then compare with a partner before going through the exercise altogether. Then ask pairs to group the animals into categories: pets / wild / farm / can walk / can fly / can swim etc. See Unit 4. see how many animals learners can name in English and write them on the board.

ANSWERS Open answers c SUGGESTED PROCEDURE: This is simply a continuation of the previous exercise. ANSWERS Open answers 4a Communication Task. Students shouldn’t say what the animal is. farm animals or any other animals that they know the name of in English. Now pairs do the same. candidates are not expected to produce Present Continuous. ANSWERS A play / B eat / C sleep / D swim b SUGGESTED PROCEDURE: Tell learners they are going to hear extracts from a typical interview. ANSWERS 1C/2B/3D/4A c SUGGESTED PROCEDURE: For this level. then ask learners to compare with their partners and tell each other why they chose what they did. Play the audio a couple of times. close. colour and parts of the body. To find out what animal lives where. jump. page 51 SUGGESTED PROCEDURE: This is another information gap style activity. The aim is to find out what animals are in all the boxes in the pet shop. write. Ask learners to complete the three sentences with the missing words and then play the audio to check. You might need to demonstrate what learners have to do. Student A knows what animals are in 4 of the boxes.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 39 UNIT 10 Pets b SUGGESTED PROCEDURE: Ask learners first to read through the dialogue in the bubbles so that they know what they have to do. You could follow up with flashcards showing other verbs and elicit/teach these too: read. For example: Is she reading? Yes. sing are all appropriate for this level but choose verbs that you can use to talk about animals. ANSWERS Lesson B Are they playing? 1a page 52 SUGGESTED PROCEDURE: These are common verbs that learners should know at this level. while Student B knows what animals are in the other 4 boxes. ask learners to say what they heard that helped them find the right picture. she is. Give an example yourself by describing one of the animals and asking learners to guess. open. but it is just as important that you help learners understand the 39 . they need to ask each other questions. but they are expected to understand questions in the Present Continuous and to be able to give short answers. but describe it using descriptions practised in the previous exercise using adjectives of size. run. Learners could describe animals from the book. Do an example with one of the stronger learners in the class. walk. When you go through the answers together. Learners should match and then compare with their partner before going through the answers together. ANSWERS 1 mice / 2 parrot / 3 rabbit / 4 goldfish / 5 snake / 6 tortoise / 7 puppy / 8 kitten 1 Is / 2 Is / 3 Are d SUGGESTED PROCEDURE: This table completion task gets learners to focus on the form of present continuous.

Team members: Are you running? Student who’s miming: No. discuss with learners what other ways the candidate could have elaborated on his answers. You can ask learners to try and copy the intonation pattern. ANSWERS 3a page 53 SUGGESTED PROCEDURE: You don’t need to spend too much time on the grammar of question formation. which can be difficult for young learners.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 40 UNIT 10 Pets GRADE 2 meaning of this verb form – at this level the focus is on present continuous for actions happening at the time of speaking. Get examples from one or two learners by way of feedback at the end. Once they have completed the exercise. / 3 he isn’t. ANSWERS c SUGGESTED PROCEDURE: This can be a team game where a member from each team mimes an action to the other members who have to guess what the action is. / 4 they are. but at this stage the important thing is mainly to raise awareness that intonation patterns like these exist and are a feature of the language as much as vocabulary and grammar. ANSWERS Open answers b SUGGESTED PROCEDURE: The focus here is on rising intonation used in closed questions like these. 1a/2b/3c/4d/5e c SUGGESTED PROCEDURE: If learners don’t have a pet. make it clear that word order plays and important role in English in signalling questions. Ask learners in pairs to look at the dialogue again and add their own ‘extensions’ to the candidate’s answers. I’m not. follow up with a drill which will help make the short answer forms come more automatically to learners. etc. / 5 you aren’t. neighbour’s or relative’s pet. ANSWERS 2a page 53 SUGGESTED PROCEDURE: Demonstrate what learners have to do by asking the class questions like those in the dialogue bubbles. ANSWERS 1 What are they? 2 What colour is your puppy? 3 What are they called? 4 Has he got a tail? 5 Is he sleeping now? 1 she isn’t. or for describing actions in photographs and pictures. b SUGGESTED PROCEDURE: The aim of this exercise is to encourage learners to give slightly more extended answers to examiners’ questions. they can talk about a pet they would like to have or about a friend’s. ANSWERS 1 Is / 2 Are / 3 am / 4 is / 5 are / 6 am not (’m not) / 7 is not (isn’t) / 8 are not (aren’t) e SUGGESTED PROCEDURE: Once learners have done this exercise. ANSWERS Open answers Open ended 40 . / 2 they are. / 6 I am. However.

sometimes. ANSWERS Open answers c ANSWERS Open answers 2a page 54 ANSWERS Open answers 1 B / 2 C. F. B / 5 F / 6 D / 7 D / 8 E / 9 A / 10 A / 11 E / 12 C. never etc / 7 doesn’t / 8 watch 41 . Then put learners in small groups and ask them to take turns asking and answering questions. B / 13 D. B / 3 C. F.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 41 REVIEW UNITS 9-10 1a page 54 F M R ANSWERS O I 3 4 5 A J W E D N E S D A Y 6 7 T U E S D A Y D A S G N A Y A 8 9 10 U T H U R S D A Y F T S A E E U 11 T R C N O V T T B T R Y E R D M U A B A Y 12 S E P T E M B E R R Y 2 1 b ANSWERS 3 page 55 SUGGESTED PROCEDURE: Go round the class asking individual students questions from the list. B b ANSWERS 1 is / 2 not / 3 are / 4 go / 5 never / 6 usually. F. F. F / 14 D. F. B / 4 C. / 15 F / 16 E / 17 A / 18 C.

D Girl: This is me and my twin sister. 4 Examiner: How are you? Girl: I’m fine. Girl: How old is she? Boy: She’s eight. All together: Nice to meet you! Bye! 3 1 2 3 4 5 6 7 8 7 Hello! Good morning. I’m Win. Girl: Hello. They aren’t Italian. Boy: Where are you from. Anna. Where are you from? How old are you? Goodbye! 1 Examiner: Hello! Boy: Hi! 2 Examiner: What’s your name? Girl: Alice. My name’s Carmel. thanks. We aren’t from Hong Kong. Boys: We’re eight and we’re from Hong Kong. C Girl: These are my children Jan and Monika. thanks. too. Boy: Nice to meet you. 3 Examiner: Nice to meet you! Boy: Nice to meet you. too. but I’m not from Italy. How old are you? Boy: I’m ten. Girl: Hello! I’m Sophie. Boy: Hello! My name’s Fabio. What’s your name? Nice to meet you. Boy: How old are you? Girl: We’re nine. B Boy: Hi. Boy: How old are they? Girl: They’re five and seven. Girl: And I’m Maria.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 42 Recording scripts 2 6 Boy: Hi! I’m Gary. Girl: Hi. 5 1 2 3 4 5 6 7 8 9 I’m nine. 8 Boy: Hello! Girl: Hi! Boy: What’s your name? Girl: Parveen. Girl: How old is it? Boy: It’s four years old. I’m from Canada. I’m from England. One / Two / Three / Four / Five / Six / Seven / Eight / Nine / Ten 1 he’s 2 she’s 3 it’s 4 you’re 5 we’re 6 they’re 42 . Girl: How old is he? Boy: He’s two. My name’s Abdul. I’m nine. I’m eight years old. E Boy: This is my friend. My name isn’t John. I’m from Australia and I’m ten. He’s from India. Boy: Hi. She’s from France. Girl: Nice to meet you. Boy: And I’m Jason. Take a seat. I’m fine. My name’s Olga. I’m nine. We’re ten and we’re from Spain. It’s Mary. Parveen? Girl: I’m from India. 5 Examiner: Goodbye! Boy: Bye! 4 A Boy: This is Kim. My name isn’t Maria. I’m from Russia. Girl: Hello Abdul. F Boy: This is my cat.

he is. 5 Examiner: What’s this in English? Boy: An eraser.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 43 Recording scripts 10 In a pencil case Pen / pencil / ruler / eraser / sharpener In a school bag Book / calculator / dictionary / notebook / pencil case Furniture Cupboard / desk / chair People Student / teacher 11 4 Examiner: What are these in English? Girl: Rulers. 4 Examiner: Is he eleven? Girl: Yes. 3 Examiner: Is this a pen? Girl: No. it isn’t. I am. 16 Eleven / Twelve / Thirteen / Fourteen / Fifteen / Sixteen / Seventeen / Eighteen / Nineteen 12 Example Eleven pencils 1 Thirteen watches 2 Fifteen classes 3 Twelve pens 4 Sixteen boys 5 Fourteen dictionaries 13 1 Examiner: Is your name Helen? Girl: Yes. they are. 5 Examiner: Are these pencil sharpeners? Boy: Yes. I’m not. it is. 3 Examiner: Is this a computer? Girl : No. she is. Portugal. 2 Examiner: Is she your teacher? Girl: Yes. they aren’t. 17 1 /s/ – books 2 /z/ – teachers 3 /iz/ – watches 14 Hello! Is your name Sam? Are you from Greece? Are you eleven? Is this your classroom? How many students are there in your class? 18 1 /s/ Books / Desks / Student / Pencils 2 /z/ Teachers / Erasers / Dictionaries / Boys 3 /iz/ Watches / Boxes / Classes / Pencil cases 15 1 2 3 4 5 6 7 8 What’s this? What are these? Is this a pencil case? Is this a pencil sharpener? Are these notebooks? Are these pens? How many are there? Is this your pencil case? 1 Examiner: Are you eleven? Girl: Yes. 6 Examiner: Are these rulers? Girl: No. it isn’t. 43 . 6 Examiner: Are you from Spain? Girl: No. 2 Examiner: Are you from Spain? Boy: No.

Sit down. I think. 3 Examiner: And what colour are their shirts? Girl: Their shirts? Um. they’re blue. Point to the door. they aren’t.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:35 Pagina 44 Recording scripts 19 Group 1 – one syllable Coat / belt / jeans / gloves / dress / socks / shoes / scarf / skirt / shirt / hat / shorts Group 2 – two syllables Jumper / trousers / T-shirt / jacket / glasses / trainers 20 1 2 3 4 5 6 7 8 9 10 11 12 21 brown shoes a green shirt pink glasses a yellow skirt white shorts a red hat a blue t-shirt black trousers a purple dress grey socks a beige coat a orange scarf Boy: They’re red and white. that’s white. blue. 2 Examiner: What are these? Girl: They’re shorts. Touch your nose. 6 Examiner: Is that a blue shirt? Girl: Yes. 2 Examiner: What colour is his t-shirt? Girl: Um. Examiner: What colour are their hats? Girl: They’re blue and red.. it’s red.. Show me your ears. 24 1 2 3 4 5 6 25 What’s this? What are these? Is this a hat? What colour is it? What colour are his trousers? What colour are my shoes? this / these 22 1 Examiner: What’s this? Girl: It’s a hat. it is blue. 4 Examiner: What colour are they? Girl: They’re black. 3 Examiner: What colour is it? Girl: It’s purple. I think. too. Stand up.. Go to the window. Examiner: And what colour’s her scarf? Boy: Her scarf? Um. 23 1 2 3 4 5 6 7 8 9 10 11 12 26 Head Eye Ear Foot Hair Nose Leg Teeth Mouth Finger Hand Arm 1 Examiner: What colour is her hat? Boy: It’s red and white. 44 . it is. Examiner: And her gloves? What colour are they? 1 2 3 4 5 6 7 8 9 Give me a pen. Yes. Open your book. 5 Examiner: Are those shoes red? Girl: No. Come here.. They’re orange. Examiner: And his hat? What colour is it? Girl: His hat is.

they are. What are their names? Boy: Their names are Harry. She’s five years old. I love her a lot. twelve. She’s tall and she’s fast. Examiner: Where’s the yellow fish from? Boy: She’s from Brazil. 29 1 2 3 4 5 6 7 8 30 Girl: Is it a girl? Boy: No. Examiner: Where are they from? Boy: They’re from Japan. 1 2 3 4 5 6 7 Good morning. Thin feet. Girl: This is my horse. they are. Examiner: Where are they from? Boy: They’re from Africa Examiner: And how old are they? Boy: Erm. it’s a boy. 34 Examiner: Hello Alex! Boy: Hello! Examiner: Are these your fish? Boy: Yes. Examiner: And these two colourful fish? Boy: Their names are Bubble and Squeak. It’s thin and fast. Her hair is long. Girl: Is he tall and thin? Boy: Yes. Boy: Angela. Boy: That’s right. Her name’s Penny. Examiner: How old is he? Boy: He’s two. Examiner: And how old is Angela? Boy: Six. What’s his name? Boy: His name’s Bob. Examiner: And the orange fish. Girl: It’s John. seven. Examiner: How old are they? Boy: They’re. Examiner: What’s she called? Open your book. Are they big? Sit down. he is. She’s old and her hair is short. her legs are brown and her tail is black. Girl: Are his eyes blue? Boy: Yes. Are its ears long? Point to your teacher.. 31 33 A short slow sheep.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:35 Pagina 45 Recording scripts 27 Examiner: Where’s Bob from? He’s tall and thin. Anna and Mary. What’s your name? How old are you? Where are you from? What’s this? What are these? How many are there? 45 . Is my hair long? Point to your ears.. She’s small and very young. they are. 32 1 2 3 4 5 6 7 8 28 Tiny teeth. Examiner: Tell me about the blue fish. Show me page 21. Her body is brown. Boy: He’s from China... It’s big and fat. It’s small and white. His hair is short.

38 1 Where do you live? 2 How many rooms are there? 3 Is there a garden? 42 Examiner: Tell me about your parents. There’s a dining room in their house. 39 1 2 3 4 5 6 7 8 40 How many people are there in your family? Have you got any aunts or uncles? What are their names? How old are they? What’s your father’s name? What does he look like? How old is he? Tell me about your mother. my mum’s quite young. but there’s a big garden. We’ve got a big garden and we’ve got some trees. Their garden is quite small. In our house there are three bedrooms upstairs. 3 He’s got very short hair and quite big brown eyes. In my flat there are three bedrooms and a big living room. She’s 35 and her name is Kate. Go to the door. Girl: Well. There are 35 floors and there’s a lift! I live on the first floor. My granny’s called Yan Yan and my grandad’s name is Yul. Sit down. Come here. His name’s George. There are some trees in the garden. Well. Examiner: Tell me about your family. We’ve got two floors but their house has got three. and their house has got two. My mum’s called Lia. my family. but there isn’t a swimming pool! 41 1 He’s quite old.She’s 34. Girl: Hmm. My name’s Yiu and I live here. Boy: Our house is quite small. They haven’t got any trees but they’ve got some pretty flowers. I’m Kristoffer. He’s got grey hair. my father’s 38 and his name’s Jimmy. Examiner: Have you got any sisters? Girl: No. This is my house.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:35 Pagina 46 Recording scripts 8 9 10 11 12 13 14 15 16 35 What colour is it? Is this your pencil? Are these my books? Show me the big dog. 2 Hello. Examiner: Have you got any brothers or sisters? Girl: I’ve got one brother. Li. Point to your nose. Examiner: What does your mum look like ? Girl: She’s very pretty. She’s got long dark hair and brown eyes. I like it very much. 36 Twenty / Twenty-two / Twenty-eight / Thirty / Thirty-six / Forty / Forty-seven / Fifty 37 1 Hi. There’s a small garden and a garage for our car. Our house has got one bathroom. I’m Angela and this is my house. but I’ve got an auntie called Jing and an uncle. 2 She’s young and she’s got long. It’s very small. 46 . There are two floors. It has got one floor. There aren’t many rooms. I’ve got grandparents. dark hair. He’s quite fat and he’s got glasses. His name’s Chen. he’s got blond hair and he’s quite tall. We have also got a small balcony but there isn’t a garage. There are four bedrooms and my bedroom is at the top of the house! There’s a kitchen and a dining room. She’s very pretty. Stand up. In their house there are five. 3 Hi. 4 She’s quite old and she’s got fair hair. Their house is big. My dad’s 40. I think he’s a granddad. but we’ve got a table in our kitchen. He’s 10. His name’s Ho. I haven’t got a sister.

3 Boy: Is there a puppy under the bed? Girl: Yes. On Thursday evening I watch my favourite programme on TV. 3 Examiner: Have you got a garden? Boy: No. we’ve got a big kitchen and we eat there. The CD player is mine. he isn’t. our house has got five bedrooms. 46 Boy: On Monday morning I play tennis at school. The plant is between the radio and the clock. The posters are hers. we live in a flat. closes. 51 1 2 3 4 5 47 yours ours theirs his hers January / February / March / April / May / June / July / August / September / October / November / December 52 Example Kim is on the bed. The computer is mine. but Emma uses it too. She has got a little boy. I have a guitar lesson on Tuesday afternoons. On Wednesday afternoon we do art. 53 Group 1 – /s/ starts. 4 Boy: Where’s Duffy? Girl: He’s between the drawers and the bed. The soft toys are mine and the mobile phone is hers. but I like them. 44 1 Boy: Where’s Angus? Girl: He’s in front of the chair. There’s a pencil case in the drawer. 2 In August Alison swims all day. eats Group 2 – /z/ swims. On Sunday evening I visit my auntie. 2 Examiner: Are there many rooms in your house? Boy: Yes. opens Group 3 – /iz/ finishes. 2 Boy: Are Pong and Fang under the table? Girl: No. I love music.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:35 Pagina 47 Recording scripts 43 48 1 Examiner: Have you got a big house? Boy: No. there is. 1 In July Alison finishes school. Thomas and I have dinner with them. The chair is in front of the desk. On Saturday morning I meet my friends and we go skateboarding. 49 1 2 3 4 45 Do you have a big house? Are there many rooms in your house? Do you have a garden? Do you have a dining room in your house? Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / Sunday 50 Girl: This is our room. 4 Examiner: Have you got a dining room in your house? Boy: No. I like that. There’s a pillow behind Kim. but there’s a balcony. 3 In September Alison starts school again. The blue bed is mine and the orange bed is Emma’s. likes. I like to draw and paint. The radio is under the books. That watch is mine and the electronic game is hers. washes 47 . they aren’t. 5 Boy: Is Bungle behind the bed? Girl: No. plays. 1 2 3 4 5 6 There’s a table next to the bed.

5 Examiner: Is he sleeping now? Girl: No. It’s orange and white. 6 Examiner: Are you listening? Boy: Yes. He’s playing. He’s got a short tail. I’ve got two. What is it? 2 Its body is long and thin. 2 Examiner: Are they running? Boy: Yes. she isn’t. 4 Examiner: Are they eating? Boy: No. It swims very well. 1 Is this your dog? 2 Do you play tennis? 3 Are you doing homework? 60 Example Examiner: Have you got a pet? Girl: Yes. he isn’t. but he’s got white feet. Examiner: Is he eating? Boy: Yes. they are. you aren’t.Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:35 Pagina 48 Recording scripts 54 57 1 2 3 4 5 6 7 8 9 10 11 12 What day is it today? Is it Friday? Is it August? When’s your birthday? When’s your dad’s birthday? When do you go on holiday? Do you go on holiday in June? What do you do on Monday morning? What do you do on Saturday afternoon? What do your parents do on Sunday evening? Do you go to school on Sunday? Does your dad go to work on Monday morning? 1 Examiner: Is she sleeping? Boy: No. she is. 2 Examiner: Is he playing? Boy: No. 4 Examiner: Are they eating? Boy: Yes. 5 Examiner: Am I reading? Boy: No. he is. Its tail is long and its ears are small. Examiner: Are they swimming? Boy: Yes. 3 Examiner: Is he playing? Boy: No. they aren’t. What is it? 3 It’s got four legs and it’s white. 48 . Examiner: Are they playing? Boy: Yes. he isn’t. they are. he isn’t. they are. 1 Examiner: What are they? Girl: I’ve got a puppy and a fish. 4 Examiner: Has he got a tail? Girl: Yes. I have. I am. 58 55 1 It’s got a tail but it hasn’t got wings. they aren’t. 3 Examiner: What colour is your puppy? Girl: He’s black. Examiner: Is she sleeping? Boy: Yes. 2 Examiner: What are they called? Girl: My puppy’s called Spike and my fish is called Bubble. she isn’t. he has. Its head is small and it hasn’t got legs. What is it? 56 I’m not She isn’t He isn’t It isn’t You aren’t They aren’t 59 1 Examiner: Is she running? Boy: No. they are. 3 Examiner: Are they walking? Boy: No.

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