| Shannon West Laura Clyde Roz Varuzza
~ Trinit ty
Teacher's Book
Trinity Grades
ISE II ial
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4
1
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icontents
Procedures file 4
Diagnostictest 8
PEI ees er
Review units 1-3 7
OE a nH
EEE es 20
Mees a i
Review units 4-6 e
ONE ET ESS rs Te eee res pa
MES TEE a crs 26
On iP Tics
Review units 7-9 29
UOT Se ET eS Et)
PRRs
ME ene ence eo
Review units 10-12
Writing File -Key
Recording scripts| .
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Procedures file
Diagnostictest 8 t
; RPE 1 National & local produce & product im
a 7
, PeamuNit2 Education 12 i
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i UNIT 3 Early memories ie |
i Review units 1-3 7 i
; Ue TET eT a it
| MME nee Ei 7
i Menem ne i :
| Review units 4-6 B L
co MMearirriemmenn rn een 24 |
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Munir Personal values & ideas |
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ORNit9 Public figures |
Review units 7-9 29
TESTS en ee cred 30
Gear
MMe eee ed a
Review units 10-12 36
‘Writing File Key 36
Recording scripts 38Procedures file
Listening tasks
Stage
Af there's a picture to illustrate the topic, elicit
information from your students which will help:
prepare them for what they're going to listen to, e.g.
in Unit2, page 14 the photos people studying can
be used as prompts to ask students what they know
about the subject area.
Stage 2
Tall students what kind of conversation they're going
tobe listening to, eg. a candidate and examiner
talking about the candidates topic, or a radio
presenter giving answers toa quiz.
Stage 3
Before students listen, go through the task/s they have
‘todo while listening, using the following procedure:
1 Getstudents to read the instructions.
2. Askstudents to volunteer to tell you what they have
to dor this could be in the students frst language
(U1) if you are teaching in a mono-lingual
environment and you speak the L1 yourself
3 Selecta student who you are reasonably sure will
hhave understood what to do, and ask hershim to
explain tothe class,
4. Check that she/he gives the correct instructions!
Give further larification yourself, if necessary.
5 Give students a further chance to ask questions
‘about what they have to do, or the meaning of
‘vocabulary items in the task’s.
Stage4
Play the recording a first time. you judge that most
students have managed to hear a good proportion of
the answers, get them to compare their answers in
pairs, then play the recording again and get them to
check with their partner a second time. However, if
you think that, after the first time, a lot of students
haven't managed to hear most ofthe answers (look
‘out for blank faces!) then play ita second time before
they check answers in pairs, then play ita thitd time,
and let them compare again In pais after this.
Stages
Now elicit answers from students. fall students agree
Con an answer to a question, and Itis the correct
answer, confirm that it's correct. However, where this is
disagreement on the correct answer, write all the
possible answers that students give you for that
‘question on the board, puta big question mark next
to them, and tell students that, in @ minute, yout!
replay that part ofthe recording so that they can listen
again. Finish eliciting answers for all the questions in
the task, then go back to the answers that are in doubt
and, one ata time, replay the relevant parts of the
recording, repeatedly if necessary, until all students
agree on the correct answer, Atthis point you can rub
‘out the other possible answers on the board, leaving
only the correct one for that question.
Stage
You could play the recording one last time, now that
students have all the answers, so that they can listen
with a new evel of understanding. You will have to
decide whether it's appropriate to do this, or not it
‘could be that if students have had to listen repeatedly
10 various parts ofthe recording in Stage 5 in order to
agree on answers, they won't be very enthusiastic,
about listening yet another time,
Brainstorming vocabulary
Stage
Give students a specified time limit to think together
(in pairs or small groups) and to makea list ofall the
vocabulary they can connected with the subject in
hhand, Make it clear that they should also be prepared
‘to provide an explanation about what the word/phrase
means.
Stage2
Now ask students to tell you their words/phrases from
Stage 1. Write them up on the board as they do 30. I's
important, here, that, if students are not familiar with a
‘word/phrase that another student gives, they ask
about the meaning; when this arises, the student who