2

de s 3 –4
E S E Gra
G

’s Book
r
Teache

Storton
Richard

3
GRADE
4
GRADE

© Oxford University Press

1
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 Contents
Introduction page 4

Grading tool page 6

Unit 1 page 13

Unit 2 page 18

Unit 3 page 22

Unit 4 page 26

Unit 5 page 29

Unit 6 page 33

Unit 7 page 37

Unit 8 page 41

Unit 9 page 45

Unit 10 page 49

Word list and Picture dictionary page 53

© Oxford University Press

Contents 3
 Introduction
Trinity GESE Grades 3–4 is designed to prepare students for
Grades 3 & 4 of the Trinity exam. It is aimed at the typical age
range of students taking these exams, i.e. 10–14-year-olds. It
is a stand-alone course, with its own grammar reference, but
would be ideally used as supplementary exam practice material
alongside an elementary general English course.
The course covers everything on the Trinity GESE syllabus for
these grades, and more besides, in order to give the course
more variety. Students who work through all the material in the
book should be more than prepared to meet the demands of
both exams.
In order to make the practice genuinely relevant to the
Trinity exams, the material is quite different from general
English course material. The difference is most clearly seen
in the fact that in the GESE sections, the students do almost
no written work, as the focus of the exam is exclusively oral
communication. In the exam, students have to respond to
verbal or visual prompts only, and are not required to read texts
or produce written answers. Therefore, reading and writing
is kept to an absolute minimum in the practice activities. The
focus is very much on responding to audio models, prompts,
and discussion questions closely designed to follow the GESE
model. This makes for lively and stimulating practice, ensuring
that there are plenty of opportunities for meaningful interaction
throughout each lesson.
Audio
Due to the focus on oral communication, audio is used as a
prompt for many exercises and activities. One of the most
typical exercise procedures is:
• Students listen to and repeat a prompt and answer, which is
reproduced on the page.
• Students then listen to further prompts and produce their
own answers, often based on visual prompts.
• Students repeat model answers they hear on the
audio, which confirm possible answers, and correct any
pronunciation problems by providing a model to imitate.
If you do not wish to use the audio so frequently, you could
sometimes read out the prompts yourself, using the transcripts
provided in the Teacher’s Book. However, it is worth noting
that listening to different voices on the audio is a good way
to prepare the students for the fact that they will be hearing a
different voice in the actual exam.
4 Introduction
Where the audio provides models that have prompts to
respond to, a short pause has been included so that students
have enough time to think of a response. Short pauses are also
included when new or useful phrases are modelled for the
students. By listening and repeating in this way, students get
plenty of practice saying phrases fluently, with correct stress
and linking. Prompts can be directed at individual students
around the class, whereas repetition of answers provides a good
opportunity for whole-class response. Varying the dynamic in
this way should keep students attentive and motivated.
If you feel that your students need more time to provide the
answers to prompts, you could pause the audio for longer. As
the course progresses, it would be a good idea to reduce this
time, to more accurately model exam conditions. An exercise
which has provided particular problems – with pronunciation,
fluency, or an appropriate response – can be repeated. Again,
this is an advantage of the material being a series of oral, rather
than written, exercises.
Each student is provided with a copy of the audio CD, so that
they can further practise on their own.
Pairwork
As well as the constant use of audio input, the material
also focuses on oral communication through frequent use
of pairwork. Pairwork has always been used as a way to
maximise student’s oral production in the classroom, and this
is particularly important for exam preparation. By providing
considerable opportunities for students to exchange ideas,
Trinity GESE Grades 3–4 prepares candidates for the successful
communication required in the exam. Through carefully staged
and scaffolded tasks, students are encouraged to build on both
fluency and accuracy. This controlled approach to pairwork,
with the provision of prompts on page, and clear models, offers
students guidance on what to say, and how to say it. Monitoring
these pairwork exercises will help you to assess whether
students are on-track, and how much correction or additional
guidance is required.
The pairwork activities provide a break from teacher-centred
lessons, and focus students on the language requirements
of the level, and how to convey them. An effective way of
providing even more support in pairwork, or learner-generated
content, is to select two able students to give a quick model of
how the activity works before getting the whole class to do it.
© Oxford University Press
 The speech bubble examples in the Student’s Book provide practical and fun! Success in the exam should naturally be a by-
such a model as a rule, but it always helps if students see and product of engaging and genuinely communicative practice,
hear a clear example of what is expected of them. rather than something to strive towards stressfully!

Group activities For more information about GESE, including syllabus

There are several activities where students are encouraged to information and extra support materials, go to
work independently in a group. These activities are designed www.trinitycollege.co.uk
for sharing ideas, and asking follow-up questions to naturally
extend the conversation. In this way, they offer a supportive
model of interaction that is similar to the exam, but allows for
peers to work on question formation and fluent answering
in a more relaxed manner. As students work in groups, it is
important to monitor their contributions, and assist where
necessary with vocabulary, grammar, and functions that are
relevant to the Trinity Grade.

Spotlight
These are very brief aids to key vocabulary and grammar points.
If the grammar has been studied in other general English
classes, they will serve as a quick reminder. If it has not, they can
serve as a focus for explanations which can be supplemented
by turning attention to the Grammar reference at the back of
the Student’s Book.

Aim at the Exam

These sections come at the end of each unit, and as reviews at
the end of each grade. They are very closely based on the actual
format of the Trinity exams, though you should point out to
students that this does not mean that the exams follow a set
script. These sections cover the most typical questions that are
asked on the topic of the unit, and bring together the language
that has been practised throughout it. Students should always
be ready to answer any questions that might be asked of them,
and not expect certain questions to come up in the exam.
Nevertheless, practising these sections will greatly help to give
students an idea of what to expect in the exam, and provide
plenty of practice in responding to the most typical questions.

The Teacher’s Book

The Teacher’s Book provides detailed notes and guidance on
lesson procedure. It includes all transcripts of the audio, and
answers where relevant. The transcripts for the Aim at the Exam
sections contain suggested responses to the questions, but of
course, alternative responses which are communicatively valid
should also be encouraged.
The teaching notes include suggestions for preparatory work
in setting up some of the activities, and also ideas for Optional
activities, which provide extra practice for when students finish
an activity sooner than expected. These are particularly useful
for classes which need to be stretched further.

Audio CD
A copy of this is included with each Student’s Book to give
students the option of listening again at home if they wish.

Enjoy!
Above all, this material, like the exam it prepares for, aims to
make the idea of being tested in a foreign language both
© Oxford University Press

Introduction 5
 Grading tool
THE GRADING TOOL HOW TO USE THE GRADING TOOL
When deciding which Trinity Grade your students should take, Look at the list of language and the example examiner
you need to consider a few points first. First of all, is the role questions/statements, and the example candidate responses
of the native speaker in the examination. Remember that all in the Grade 3 Grading tool. Can your students understand and
Trinity exams are conversations and interactions between one use all of these items spontaneously?
candidate and one native speaker examiner only. There are
no other candidates in the room and no other examiners. This Here’s a quick checklist to ask yourself:
means that the candidate must understand the native speaker, • How much of the English in the Grade 3 Grading Tool do you
and must be able to respond appropriately. The native speaker think each student can understand when you are speaking or
examiner can be from anywhere in the English speaking world, when they hear a native speaker?
from Canada to New Zealand. Even British native speakers • Can they respond appropriately to Grade 3 English being
will have variations in their accents, so it’s important to think spoken by giving appropriate short answers?
about giving lots of examples of native speaker voices to your • Which Grade 3 language items have you heard them say in or
students in their preparation classes in order to improve their out of class in English?
listening skills. Be assured, however, that all native speaker • Can they orally produce all of the language of Grade 3 when
examiners will speak slowly and clearly for Grade 3 candidates, required?
moderating their delivery and content to match the Grade of If you think your students can comfortably meet all of the
the candidate. Of course, the advantage of talking to a native requirements on the list, then look at the Grade 4 Grading
speaker in the examination is that when a student passes a tool and consider the points in the checklist against the
Trinity exam, they can say they held a real conversation with a requirements provided there (see page 9).
native speaker – this boosts their confidence hugely!
To download a copy of the most recent GESE syllabus, go to
A second point to consider in the Grade 3 examination is that www.trinitycollege.co.uk
your students will need to ask the examiner a simple question.
Mark Griffiths
Trinity introduces two-way interaction from A1 (because real
Trinity Consultant
life is interactive!) and so it’s important to get your students to
practise asking each other simple questions. This is important
for exam success, but there are other benefits: if your students
practise asking questions, they will have a much better
chance of also anticipating and understanding the examiner’s
questions, as they will have already used them themselves.
They will also have a much better understanding of what the
examiner is expecting them to do.
A third and crucial point is to focus on what the students can
actually understand and say, not what they have studied in
books. Remember – this is a speaking and listening exam, not
just a grammar and vocabulary test. There have been many
examples in the past of students who have studied language in
a book but have never practised hearing or saying these words.
The result is that they go into the exam and do not understand
what’s happening. The best approach is to ask yourself, What
have my students heard? What can they actually say? And
then prepare for the exam by continuing to practise using this
language orally.
© Oxford University Press

6 Grading tool
 Is the student ready for Grade 3? Candidates at this Describe daily routines and times
grade are expected to demonstrate the following … Understand questions and requests for information about
routines and times
Use of all the language of Grades 1 and 2. Respond appropriately to questions and requests for
information about routines and times
Understand and respond to basic greetings and
For example:
introductions
Examiner: What time do you get up, have breakfast and go to
For example:
school?
Examiner: Hello!
Student: In the mornings, I get up at 7 o’clock, have breakfast at
Student: Hello! 7.30 and go to school at 8 o’clock.
Examiner: What’s your name? Examiner: Tell me about your daily routine.
Student: My name is Sara. Student: In the mornings, I get up at 7 o’clock. I have a shower
Examiner: Hello Sara. How are you? and get dressed. I have breakfast at about 7.30 and go to school at
Student: I’m fine thank you, and you? about 8 o’clock.
Examiner: I’m fine thank you.
Express ability and inability
Simple questions and requests Understand questions about ability
Understand simple questions and requests Respond appropriately to questions about ability, using can /
Respond appropriately to simple questions and requests can’t structures
For example: For example:
Examiner: What was the weather like yesterday? Examiner: Can you cook?
Examiner: Look at this picture. What are they doing? Student: No I can’t.
Examiner: Give me directions to your classroom. Examiner: What can you do at the beach?
Contractions Student: I can swim, I can play beach volleyball and I can eat ice
Understand contractions when said by the examiner creams.
Use contractions as appropriate. Present continuous
For example: Understand questions using the present continuous
Examiner: What’s the date today? Where’s the girl? What are they Understand contractions in the present continuous
doing? Respond to the examiner’s questions using the present
Student: It’s the 8th May. She’s on the sofa. They’re eating. continuous when appropriate
Dates, including the correct preposition of time Use contractions in the present continuous, as appropriate
Understand questions about dates For example:
Respond to questions using ordinal numbers and Examiner: What’s he doing?
prepositions of time correctly (on, in, at) Student: He’s playing football.
For example: Examiner: What are they doing?
Examiner: What’s the date today? Student: She’s listening to music and he’s playing on his computer.
Student: It’s April 1st. Examiner: Are they drinking?
Examiner: When’s your birthday? Student: No, they’re eating.
Student: It’s on the 21st of June. Examiner: What’s the weather like?
Student: It’s raining.
Times, including the correct preposition of time
Examiner: What are your mother and father doing now?
Understand questions about time
Student: They’re working.
Respond to questions using correct time structures and
prepositions of time correctly (on, in, at) Describe places in the local area
For example: Understand examiner questions and requests for
Examiner: What time do you go to bed? information on places in the local area
Student: At about 9 o’clock. Name common places in a town/city
Examiner: And at the weekends? For example:
Student: On Friday and Saturday, I go to bed at about 11 o’clock. Examiner: Are there any shops near your house?
Examiner: And in the summer holidays? Student: Yes, there’s a supermarket behind my house.
Student: In the summer holidays, I go to bed at midnight! Examiner: What else is there near your house? A park?
Student: Yes, there’s a park, and my school, a cinema and some
houses.

© Oxford University Press

Grading tool 7
 Prepositions of place Past tense of be
Understand examiner questions and requests for Understand and respond appropriately to questions and
information on prepositions of place near, in front of, behind, requests for information using the past tense of be
opposite Respond using the past tense of be where appropriate
Respond using the appropriate preposition of place For example:
For example: Examiner: What’s the weather like today?
Examiner: Look at this map. Where is the cinema? Student: It’s sunny.
Student: It’s opposite the park. Examiner: And what was the weather like yesterday?
Examiner: What’s behind the café? Student: It was raining.
Student: Behind the café, there’s a school. Examiner: Yesterday, I was London. What about you?
Examiner: Where’s the bus? Student: Yesterday, I was in Rome.
Student: It’s in front of the castle. Examiner: What day was it yesterday?
Examiner: Where is the station? Examiner: It was Tuesday.
Student: It’s near the park.
Place of study
Prepositions of movement Describe the student’s place of study, subjects of study and
Understand examiner questions and requests for school routine
information about prepositions of movement For example:
Respond using the appropriate preposition of movement Examiner: Where is your classroom?
from, to, up, down, along, across Student: It’s along the corridor.
For example: Examiner: What subjects do you study at school?
Examiner: Look at this picture. Where are they going? Student: I study English, maths, science, geography, history,
Student: Up the stairs. Spanish and physical education.
Examiner: Where’s she going? Examiner: What do you study on Fridays?
Student: Down the stairs. Student: On Fridays, I study English, religion, Italian, PE, music and
Examiner: Where are they going? theatre.
Student: Across the bridge. Jobs
Directions Understand questions and requests for information about
Understand the examiner’s request for directions jobs
Give simple, appropriate directions from the student’s Respond appropriately to questions and requests for
current location or using a map information about jobs, including the use of the appropriate
For example: article (a/an)
Examiner: Give me directions from this room to your classroom. For example:
Student: Go out, turn left, walk along the corridor and it’s on your Examiner: Look at these pictures. What jobs can you see?
right. Student: She’s a teacher, he’s a bus driver, she’s a doctor, he’s a
Examiner: Look at this map. Give me directions from the cinema to dentist, he’s a pilot, they’re police officers, he’s a postman, she’s a
the train station. shop assistant, he’s a waiter and she’s a chef.
Student: Go out of the cinema and turn left. Go along the street Free time
and take the third street on your right. Go along the street, across Understand questions and requests for information about
the bridge and the train station is on your right, opposite the park. free time
Link words and and then Respond appropriately to questions and requests for
Understand and and then when used by the examiner information about free time
Use and and then appropriately in the discourse For example:
For example: Examiner: What do you do in your free time?
Examiner: Give me directions from this room to your classroom. Student: I play the guitar, I go shopping and I go to the park.
Student: Go out and turn left. Then walk along the corridor and go Examiner: Tell me about your free time activities. What do you do
up the stairs. after school?
Examiner: Tell me about your daily routine. Student: In my free time, I play football, I watch television and then I
Student: I get up at 6.30. Then I have a shower, and then I have play computer games.
breakfast at 7.30.

© Oxford University Press

8 Grading tool
Home life Communication skills
Understand questions and requests for information about Give information about the prepared Topic in a series of
home life limited turns
Respond appropriately to questions and requests for Understand questions and requests for information on their
information about home life prepared Topic
For example: Ask the examiner at least one question about their Topic
Examiner: What do you do with your brother? area
Student: We play video games together and we ride our bicycles. Participate in simple exchanges of information and short
Examiner: Tell me about your mother and father. What are their jobs? discussions
Student: My mother is a teacher and my father is an office worker. Discuss the six Subject Areas for Conversation: holidays,
Examiner: What do you do at the weekends with your family? shopping, school, hobbies and sports, food, weekends and
Student: On Saturdays, we go shopping and then we go to a seasonal activities
restaurant. And on Sundays, we visit my grandmother. It is not a requirement of the examination to ask the examiner a
question about the six Subject Areas for Conversation, however,
Weather it is good training to practise asking questions as part of
Understand questions and requests for information about communication skills development and to anticipate examiner
the weather questions and prompts.
Respond appropriately to questions and requests for
Discuss past events using the past simple
information about weather
Understand questions and requests for information about
For example:
the past
Examiner: What’s the weather like today?
Answer using the appropriate forms of regular and common
Student: It’s sunny and hot.
irregular past simple verbs
Examiner: And what was the weather like yesterday?
Use negative forms of the past simple as appropriate
Student: It was raining and cold.
Ask the examiner a question using the past tense
Examiner: Look at these pictures. What’s the weather like?
For example:
Student: It’s snowing and cold. It’s windy. It’s stormy.
Examiner: Where did you go last weekend and what did you do?
Ask the examiner a simple question about everyday life Student: Last weekend we went to the beach and swam in the sea.
Ask the examiner a simple question using the language of We played beach volleyball and I played with my friends.
Grade 3 Examiner: Did you have an ice cream?
For example: Student: No, we didn’t, but we had some cakes.
Student: What do you do in your free time? Examiner: Tell me about your last holiday.
Student: Can you cook? Student: We didn’t go abroad, but we visited my cousins. They
Student: Where were you yesterday? live in Barcelona. We stayed with them for two weeks and went
Student: What’s the weather like today? shopping, played games, went to the park and spent the weekend
at the beach.
Pronunciation
Examiner: How did you get there? By car?
Understand and use the correct pronunciation of all of the
Student: No, we didn’t go by car, we took the train. Where did you
above
go on your last holiday?
Use contractions where appropriate
Examiner: I went to France and stayed with my friends.
Use appropriate basic stress patterns for words, phrases,
short sentences and simple questions Discuss future plans and intentions using going to
Understand questions and requests for information about
Is the student ready for Grade 4? Candidates at this future plans and intentions
grade are expected to demonstrate the following … Answer using going to appropriately
Use the negative forms of going to as appropriate
Use of all the language of Grades 1, 2 and 3.
Ask the examiner a question using going to
Understand and respond to basic greetings and For example:
introductions Examiner: What are you going to do this weekend?
For example: Student: I’m going to go to the restaurant with my friends.
Examiner: Hello! Examiner: And what are you going to have?
Student: Hello! Student: I’m going to have a pizza and then ice cream.
Examiner: What’s your name? Examiner: What about a cake?
Student: My name is Sara. Student: No, I’m not going to have any cake – I don’t like it! What
Examiner: Hello Sara. How are you? are you going to do this weekend?
Student: I’m fine, thank you, and you? Examiner: I’m going to visit Pompeii and after that, I’m going to
©Examiner:
Oxford University
I’m fine,Press
thank you. climb Mount Vesuvius.
Grading tool 9
 Make simple comparisons, using comparative and
superlative adjectives
Understand questions about and requests for comparisons
Answer using comparative and superlative forms
appropriately
Use the appropriate negative comparative forms, e.g. not
as … as …
Ask the examiner a question related to comparisons
For example:
Examiner: What’s the difference between the shops in your town
and the shops in Milan?
Student: The shops in Milan are bigger and more expensive. But the
shops in my town are not as interesting as in Milan.
Examiner: Tell me about the best food in winter and the best food in
summer.
Student: In summer, the best food is ice cream and in winter, the
best is soup.
Examiner: And what’s the worst food in summer?
Student: The worst is lasagne.
Examiner: And what’s the most delicious food in the world?
Student: The most delicious food is sushi! What’s the best food in
your country?
Examiner: The best food in my country is chicken curry.
Discuss likes and dislikes
Understand questions and requests for information about
likes and dislikes
Answer using like / dislike / don’t like appropriately
Use the like + gerund / infinitive appropriately
Ask the examiner a question related to likes and dislikes
For example:
Examiner: What do you like doing at the weekend?
Student: At the weekend, I like playing with my friends and going to
the shops.
Examiner: And what don’t you like doing at the weekend?
Student: I don’t like going shopping with my mother!
Examiner: What shops do you like and what don’t you like?
Student: I like clothes shops and shoe shops, but I don’t like
supermarkets. I also dislike department stores. What types of shops
do you like?
Examiner: I like clothes shops as well.
Describe manner and frequency
Understand questions and requests for information about
manner and frequency
Answer using appropriate adverbs of manner and frequency
appropriately
Ask the examiner a question related to manner and frequency
For example:
Examiner: How often do you go shopping?
Student: I go every weekend.
Examiner: And how often do you go shopping in Madrid?
Student: I never go shopping in Madrid. I usually go to Barcelona.
Examiner: And how often do you go to Barcelona?
Student: I go there once a month. How often do you go shopping?
Examiner: I go shopping once a month.
10 Grading tool
Make contrasts using but
Understand the use of but in examiner questions and
discussion
Answer using but to make contrasts
For example:
Examiner: I like shopping, but I don’t like shoe shops. What
about you?
Student: I like shoe shops, but I don’t like supermarkets.
Discuss ‘holidays’ using the language items and functions
at Grade 4
Understand questions and requests for information about
holidays
Answer using appropriate language and functions listed
above
Show knowledge of vocabulary relevant to holidays
Participate in a simple discussion on the subject of holidays
For example:
Examiner: Let’s talk about holidays. How often do you go on
holiday?
Student: We usually go on holiday every summer. Sometimes, we
go skiing in the winter, but it’s expensive!
Examiner: Tell me about your last holiday. Where did you go and
what did you do?
Student: We went to the coast and stayed in a hotel. Every day,
we played on the beach and swam in the sea. I learnt to build big
sandcastles.
Examiner: What did you eat?
Student: I had an ice cream every day! And in the evenings, we
went to different restaurants – fish, Italian, Japanese, Indian.
Examiner: Which restaurant was the best?
Student: The best was the Indian. I love curry!
Examiner: And the worst?
Student: The Italian restaurant. I love pasta and pizza, but the food
in this restaurant was bad.
Examiner: And what’s the difference between the weather in your
village and in your holiday city?
Student: My village is colder and it rains more often. My village is in
the mountains. But the city on the coast was warm and sunny every
day.
Examiner: What about your next holiday?
Student: For my next holiday, we’re going to London! We’re going
to stay near Trafalgar Square and we’re going to visit the city, go
sightseeing and go shopping!
Discuss ‘shopping’ using the language items and functions
at Grade 4
Understand questions and requests for information about
shopping
Answer using appropriate language and functions listed
above
Show knowledge of vocabulary relevant to shopping
Participate in a simple discussion on the subject of shopping
For example:
Examiner: Let’s talk about shopping. I like shopping, but I don’t like
shoe shops. What about you?
© Oxford University Press
 Student: I like shopping, and I like toy shops and shoe shops. But I
don’t like clothes shops.
Examiner: How often do you go shopping?
Student: I go to the supermarket twice a week, but I go shopping for
clothes every month.
Examiner: Tell me about your last shopping trip. Where did you go
and what did you buy?
Student: I went with my friends to an enormous shopping centre
in the centre of the city. We went to the clothes shops and the video
games shop. And then we went to the cinema. I bought some new
jeans and a T-shirt, but I didn’t buy any video games.
Examiner: Tell me about your next shopping trip.
Student: I’m going to go shopping in Buenos Aires this weekend. My
cousin lives there and together we’re going to go shopping in the
city centre.
Examiner: What’s the difference between the shops in your village
and the shops in Buenos Aires?
Student: The shops in my village are not as big as the shops in
Buenos Aires. But the shops in Buenos Aires are more expensive.
Examiner: And where are the best shops?
Student: The best shops are in Buenos Aires.
Examiner: And the worst shops?
Student: The worst shops are also in Buenos Aires. Some of the
shops there are very boring and expensive.
Discuss ‘school’ using the language items and functions at
Grade 4
Understand questions and requests for information about
school
Answer using appropriate language and functions listed
above
Show knowledge of vocabulary relevant to school
Participate in a simple discussion on the subject of school
For example:
Examiner: Let’s talk about school. Do you like school?
Student: Yes, I like some subjects. I like English, maths, and science,
but I don’t like history.
Examiner: In English classes, what do you like studying?
Student: I like practising speaking. It’s more interesting!
Examiner: How often do you study English?
Student: We usually have four English classes a week.
Examiner: And how often do you have an English test?
Student: Too often! We have a test every Friday and a big test at the
end of the school year.
Examiner: What is the most difficult subject, and what is the
easiest?
Student: For me, history is the most difficult and English is the easiest!
Examiner: What did you study in English yesterday?
Student: Yesterday, in English, we studied vocabulary and grammar.
Examiner: Did you have any homework? When did you do it?
Student: Yes, we had homework. I did it last night after my dinner.
Examiner: What are you going to do after the exam?
Student: I’m going to have an Italian class and then I’m going to
play football in my physical education class.
© Oxford University Press
Discuss ‘hobbies and sports’ using the language items and
functions at Grade 4
Understand questions and requests for information about
hobbies and sports
Answer using appropriate language and functions listed
above
Show knowledge of vocabulary relevant to hobbies and
sports
Participate in a simple discussion on the subject of hobbies
and sports
For example:
Examiner: Let’s talk about hobbies and sports. What are your
hobbies and what sports do you play?
Student: I like dancing and listening to music and I like tennis. But I
don’t like football.
Examiner: Do you play tennis or watch it?
Student: I like playing tennis, but it’s very difficult. I like watching it
on TV.
Examiner: What’s the most difficult sport to play?
Student: I tried basketball, but I’m too small!
Examiner: What sports do you play in the winter and what sports
do you play in the summer?
Student: In winter, I do gymnastics but in summer, I go swimming
and play tennis.
Examiner: And what about your hobbies in the winter and
summer?
Student: In winter, I watch TV, I play computer games and listen to
music. But in summer, I go cycling, walking in the mountains and
help my mother in the garden.
Examiner: What’s the difference between learning tennis and
learning to swim?
Student: Tennis is easier than swimming in the beginning. But it is
more difficult to be very good at tennis.
Examiner: How often do you play tennis?
Student: I never play it in winter, but in summer I practise tennis
twice a week.
Examiner: And how often do you listen to music?
Student: I listen to music every day!
Examiner: Tell me about your hobbies and sports last weekend.
What did you play or do?
Student: Last weekend, I went to the park and played with my
friends, and I went to the swimming pool and practised swimming
with my friends and my swimming teacher.
Examiner: What about next weekend? What are you going to do?
Student: Next weekend, I’m going to go to the beach with my
parents and friends and we’re going to have a barbecue on the
beach.
Examiner: Are you going to stay there all weekend?
Student: Yes, we’re going to stay in my parents’ beach house.
Grading tool 11
 Discuss ‘food’ using the language items and functions at
Grade 4
Understand questions and requests for information about
food
Answer using appropriate language and functions listed
above
Show knowledge of vocabulary relevant to food
Participate in a simple discussion on the subject of food
For example:
Examiner: Let’s talk about food. What food do you like and what’s
your favourite food?
Student: I like pasta, pizza and omelettes. Pizza Margherita is my
favourite.
Examiner: And what don’t you like?
Student: I don’t like onions.
Examiner: How often do you eat in restaurants?
Student: We go to a restaurant every weekend.
Examiner: And fast food restaurants?
Student: We go to fast food restaurants in the shopping centre
every month. But I don’t like hamburgers.
Examiner: What are the best and worst restaurants in your town?
Student: The best restaurant is my uncle’s restaurant! The food is
delicious. The worst restaurant is the bar near my house. I don’t like
the food there.
Examiner: Tell me about your last visit to a restaurant. Where did
you go and what did you eat?
Student: We went to a Chinese restaurant and I had rice and
chicken. And I had an ice cream.
Examiner: What’s the difference between Italian food and Chinese
food?
Student: Chinese food is cheaper, and has more meat. Italian food
has more fish and is healthier.
Examiner: Can you make any food?
Student: Yes, I can make pasta, and a salad and a sandwich.
Examiner: What’s the most difficult food to make and what’s the
easiest?
Student: The most difficult is pasta and the easiest is a sandwich.
Examiner: Tell me about your next visit to a restaurant. Where are
you going to go and what are you going to have?
Student: On Saturday, I’m going to an English restaurant. I’m going
to have potatoes and sausages.
Discuss ‘weekend and seasonal activities’ using the
language items and functions at Grade 4
Understand questions and requests for information about
weekend and seasonal activities
Answer using appropriate language and functions listed
above
Show knowledge of vocabulary relevant to weekend and
seasonal activities
Participate in a simple discussion on the subject of weekend
and seasonal activities
12 Grading tool
For example:
Examiner: Let’s talk about weekend and seasonal activities. What
do you usually do at the weekend?
Student: At the weekend, I usually do my homework on Saturday,
go shopping with my friends, and go to a restaurant with my family
on Saturday night. On Sunday, I usually visit my grandparents.
Examiner: What do you like doing on Friday evenings?
Student: On Friday evenings, I like playing with my dog in the park,
and I like watching DVDs.
Examiner: And what don’t you like?
Student: I don’t like going to bed!
Examiner: What’s the difference between your weekends in the
winter and in the summer?
Student: Weekends in the winter are more boring. It’s colder and
darker in winter and I stay in my house. In the summer, it’s warmer
and we can go to the beach. We can stay outside in the evenings at
restaurants and we can go swimming.
Examiner: How often do you visit other cities at weekends?
Students: Sometimes. We sometimes go to visit my cousins who live
in different cities. We usually visit them in summer or at Christmas.
Examiner: Tell me about last weekend. What did you do and where
did you go?
Student: Last weekend, we went to Rome. We visited the famous
historical monuments, the Coliseum, the Pantheon, the Vatican City.
Examiner: What was the best part of your visit last weekend?
Student: The best part was the Coliseum. We went inside and we
saw the amphitheatre. It was big!
Examiner: What about next weekend? What are you going to do?
Student: Next weekend I’m going to study. I’m going to take some
exams next week and I’m going to stay in my room practising my
French!
Pronunciation
Understand and use the correct pronunciation of all of the
above
Use contractions where appropriate
Use appropriate basic stress patterns for words, phrases,
short sentences and simple questions
© Oxford University Press
 3
GRADE
uni t 0 1

A day in the life

Lesson objectives Transcript
Discussing routines 1 Point to the 13.
2 Show me 40.
Identifying times and dates
3 Where’s 15?
Identifying school subjects 4 Show me 60.
Discussing school and school subjects 5 Which one is 17?
6 Which one is 80?
Language 7 And 19?
Grammar
Present simple Pronunciation
Prepositions of time • Before referring students to the pronunciation box, elicit what
Functions the differences are in pronunciation of each pair, e.g. addition
of long /i:/ and /n/ sounds. Then have students quickly read
Daily routines and times
through to confirm their ideas.
Giving dates
Questions: When … ? What … ? What time … ? 2
How old … ? Which … ? • Ask students to practise saying the numbers. This can be
Vocabulary done as a whole class, either by writing the numbers on the
Times and dates board or holding up prompt cards, or individually.
Daily routines 3  $ 1.2
School subjects • Ask students to listen to the recording. Tell them that the
students are providing a model for a short number checking
activity.
    page 4 
Transcript
A:  Sixty.
Saying similar numbers B:  Did you say sixteen?
A:  No, I said sixty.
1  $ 1.1
• Ask students to look at the pairs of numbers 1–7 and decide • After listening to the recording, have students discuss
different ways that they could respond, or check information,
how they would pronounce each number. Ask students to
e.g. Did you say sixteen?, Was that sixteen? Sorry, I didn’t catch
listen to the recording, and tick the number they hear. Pause
that – was it sixteen? Sixteen? Note these different ideas on the
after the first pair, and ask an individual student to provide
board, and discuss which are the most polite, or best to use
an answer. Check if the rest of the class agree, then move on.
in an exam situation.
After the recording has finished, play the whole recording
again, so students can check. • Get students to practise asking and answering about
numbers in pairs.

© Oxford University Press

Unit 01 13
 How old are they?
Pairwork
This is the first pairwork activity in the Student’s Book. Students
will occasionally be directed to the endmatter to look at
information to complete a task where the focus is on spoken
interaction with an information gap. The rationale behind these
pairwork activities is that a genuine information gap should
encourage more natural patterns of interaction – people want
to speak when they need information to complete a mental
picture. Students are referred to A and B pages where content is
similar, yet different. The tasks require sharing of information to
complete tables, diagrams, or charts. Where possible, encourage
pairs not to show each other the information on their pages,
but to describe it. This will ensure opportunities for speaking are
maximized. As with most of the speaking tasks in the Student’s
Book, there are usually audio models provided. These offer
support through scaffolded, Grade-appropriate grammar and
language functions. All the language covered should be readily
transferred into exam situations.
1
• Put students in A and B pairs. Before beginning the task, ask
students which questions they would need to ask to elicit the
answers below the pictures: How old is he? How old is she?
• Refer Student A to page 48, and Student B to page 49. Work
with a strong student to model an example exchange:
How old is the boy in picture one?
He’s 13.
• Ask students to ask and answer questions in the same way
until they have completed the ages.
2 Transcript
• Before beginning the task, elicit the vocabulary for members
of a family.
Optional activity
• Divide the class into two teams. Set a time limit of
three minutes, and ask students to write down as many
family vocabulary words as they can. Once the time has
finished, you could ask students to organize these –
either by age, or family-tree.
• Ask students to work in pairs, and ask and answer the
questions about ages of family members. As this should be
revision, focus on the accuracy of possessive adjectives, and
personal pronouns.
How old is your mum?
My mum’s 29 / She’s 29.
Dates
1
• Ask students to look at the list of numbers. As a whole class,
count through the numbers from 1–30. Make a note of any
numbers that cause difficulty with pronunciation, and drill
14 Unit 01
these with listen and repeat exercises until you are satisfied
with the pronunciation.
• As a whole class work on identifying and pronouncing dates
– by using ordinal numbers. If this is revision for your class,
call out a number e.g. 24, elicit the ordinal number 24th. Do
this with a selection of numbers, or dates to ensure students
understand the difference. If students are not familiar with
ordinal numbers, write down 1–10, and explain that when we
refer to order in English we add st, nd, rd, or th to the number.
• Ask students to look at the four coloured blocks of numbers,
and give you reasons why they are grouped in this way. If
students need a prompt, provide a list of the ordinal number
suffixes, and have them match one to each colour.
Optional activity
• To consolidate work on ordinal numbers call out
random numbers yourself, and ask students to give you
the ordinal number before or after the number you say,
e.g. 22nd [23rd].
• You can add a further challenge by asking for numbers
two higher, three higher, etc.
2
• Ask students to work through questions 1–4 in pairs. Monitor,
making any suggestions or corrections that are required.
3  $ 1.3
• Ask students to listen to Antonio talking about his family’s
birthdays. Play the audio, and ask students to check their
answers in pairs. Repeat the recording so students can check
their answers.
Antonio  It’s funny, all of my family have birthdays in July. That’s
my mum, dad, brother, sister, and even my grandma! My mum’s
birthday is on the 21st of July. My dad’s is on the 12th. Then
my brother and sister, well, his birthday’s on the 30th and her
birthday’s on the 13th. And then it’s my grandma, her birthday’s
on the 28th July. I’m the only person with a birthday not in July.
My birthday’s on March the 27th.
4
• Ask students to choose three friends or relations and note
down when their birthdays are. Ask students to work on the
pronunciation of these dates to ensure they are accurate, and
fluent, during the next communicative stage.
5
• Ask students to work in pairs, asking and answering questions
about birthdays and dates. For classes who are a bit stronger,
you could encourage students to ask follow-up questions
about the people listed.
© Oxford University Press

Optional activity
• With classes who have an interest in popular culture,
music, sports, etc. you could provide pictures of famous
people and have students tell you what they know
about their ages, and birth dates.
    page 5  Times
Daily routines
1 you could provide flashcards with more times to check the
• Ask students what they understand by the term daily routine.
Elicit an example of a routine on a weekday, and a routine on
a weekend. Note down common times for getting up, having
lunch, having dinner, going to bed.
• Ask students to work in pairs, or small groups, and look at
pictures 1–10. Ask students to discuss what activities they
can see. Students can also describe the pictures, to give them
practice of speaking together in English. However, describing
pictures is not a Trinity exam task, so you may want to raise
this at this point. For stronger groups, ask students to think of
follow-up questions relating to each picture e.g. She’s eating
toast for breakfast. What do you eat for breakfast?
2 could ask them to think of one follow-up question to ask
• Ask students to work with a new partner and ask and answer
the questions. As a follow-up stage, you could have students
return to their original partner, and report back what they
have discussed.
3  $ 1.4
• Ask the students to listen to the audio and tick the boxes
beside the activities Sara talks about.
Transcript
Sara  In the morning, I get up and get dressed. I’m very tired!
Then I go downstairs and have breakfast with my sister. Then I
brush my teeth and my mother drives me to school in her car.
At school I study different subjects including English, maths and
Spanish. After school, I go home and have my lunch. Then I do
my homework and play tennis. I have dinner then I watch TV
and go to bed.
4  $ 1.5
• Play the recording, which this time is a dialogue between
Sara and an examiner. The focus here is on times, and acts
as a diagnostic exercise for the next section. Ask students to
note down the times they hear.
• Play the recording again, and pause after each activity to give
students time to check their answers.
Transcript
Examiner  Tell me about your daily routine. What time do you get
up, etc.?
Sara  Well, in the morning, I get up at 7.30. I have breakfast at
around 7.45. Then I get dressed and brush my teeth. I go to
© Oxford University Press
school at about a quarter past eight. School finishes at 2.30 and
then I go home. I have lunch with my mum and my sister at
around quarter to three. I do my homework at about 4 o’clock.
Then, at about 5 o’clock, I play tennis with my friends. I have
dinner at about 8 o’clock, then at 8.30, I watch TV and I go to
bed at 9.30.
1
• Ask students to work out how to say the times individually,
then have them check their answers in pairs. As an extension
concept. Note that there are different ways of expressing
times, and all are acceptable. Explain that phrases using
digits, e.g. seven thirty, are slightly less formal than phrases
that use structures like half past, but are commonly used.
1 quarter to eight, seven forty-five
2 eight o’clock, eight
3 half past one, one thirty
4 quarter past four, four fifteen
5 quarter to ten, nine forty-five
2
• Ask students to work in pairs, asking and answering the
questions. Depending on the strength of your class, you
per item, e.g. What time does school start? What time do you
leave home to get there? Monitor at this point to ensure that
students are using full sentences when they respond. The
benefit of this is that during the exam they will be expected
to respond to questions using a range of language and
functions. Encouraging longer responses in all speaking
activities consolidates this. Providing only short answers is
less likely to achieve good grades during the exam.
Optional activity
• If you want to extend this activity further, you could
ask students to write down all their answers, and then
form two large groups. Each group should collate their
answers, and work out average times for each part of
their daily routine. Once they have done this, they can
report back their findings to the other group.
Your daily routine
1
• Ask students to complete the boxes with six activities. If they
require prompting for ideas, refer them to the activities Sara
does in the Daily routines section. Alternatively, as a whole class
you could brainstorm all the different activities a person does
in an average day. This brainstorming could be done in groups,
who then share their ideas as a whole class in a feedback stage.
Asking students to generate ideas as a whole class supports
weaker students, and gives everyone more opportunities to
speak. This should build confidence when using English.
Unit 01 15
 2 Transcript
• Ask students to form groups of three, and complete the table.
Carefully monitor this stage for accuracy, as describing daily
routines is a key language function at Grade 3. Note down
any difficulties with pronunciation, and take time to go over
these after the students have finished speaking.
3
• Ask students to work in the same groups, and find out what
time their partners do each activity. Before students speak
draw attention to the use of prepositions with time phrases.
You could practise this by presenting the following gap-fills
on the board.
I play football ……… Saturday. (on)
I meet friends ……… the morning. (in)
I go to bed ……… 22.00. (at)
For the current activity, students will most likely be using
the final structure. However, it is important that they use
prepositions accurately when describing varying routines.
    page 6  practise using the same rhythm. Once students have
School subjects
1 • Explain that students are going to be discussing favourite
• Explain to students that in the Grade 3 exam it is very
important to be able to understand and use vocabulary
related to what you study. Ask students to work in small
groups, and think of as many school subjects as they can. Set
a time limit of around two minutes. At the end of the time
limit, or when students have stopped speaking, ask groups
to compare their lists. When there is one comprehensive list,
have individual students call out the names of subjects. Note
these on the board, and work on any pronunciation issues.
• Ask students to work with a partner, and complete the
list so it is true for them. Monitor students for accurate
pronunciation, and intonation patterns in the school subject
words.
2  $ 1.6
• Ask students to tick the subjects that Sara studies. Play the
recording. As this is quite slow, you may only need to play it
once before checking as a class.
Transcript
Sara  Oh, at school I study, umm … English and French and
German and maths and science and history and music and
religion.
3  $ 1.7
• Play the recording. Elicit from the students what is different
this time. They should be able to pick up that each subject is
stressed, and the conjunction and is unstressed.
16 Unit 01
Sara  Oh, at school I study, umm … English and French and
German and maths and science and history and music and
religion.
• Play the recording again, and ask students to speak at the
same time as Sara. After the recording finishes, choose
individual students to repeat the list in a similar style.
4  $ 1.8
• Play the recording, which is now close to native speaker
speed. Have the class first listen, then repeat with the
recording. They can then practise as a whole class chanting
the list. Being able to express themselves in this way should
increase levels of confidence.
Transcript
Sara  Oh, at school I study, umm … English, French, German,
maths, science, history, music, religion.
5
• Ask students to think about their own subjects list, and
practised on their own, choose a selection of students to
present their lists to the class.
6
school subjects. Ask them to choose their favourite, and
think of the reasons why it is their favourite. They won’t be
tested on this at Grade 3, but thinking about reasons allows
students to extend their spoken ideas.
7
• Ask students to work in pairs, asking and answering the
questions.
8
• Ask students to complete the table for their partner.
9
• Ask students to tell their partner about the timetable they
have prepared. Monitor this stage to make sure that students
are accurately pronouncing school subjects, using the correct
prepositions of time, and the correct verb. Note that in
English we usually say have, rather than study or do, e.g. I have
maths at 11.
10
• Ask students to complete their table with the information
their partner gave them. As an extension, you could now
place students in new pairs, and have them compare
timetables. They could decide which timetable is best,
and why.
© Oxford University Press
     page 7  correctly using the relevant Grade 3 language and functions to
answer the questions, move on to the next stage.

Aim at the Exam 1 2

This is a short introduction to the format of the Trinity exam. In • Ask students to work in pairs, and practise the exam using the
these sections students are given prompts – either examiner examiner cues that they noted down in 1. Remind students
questions or candidate responses – and asked to complete that they can vary the answers so that the content is true for
the dialogue. The rationale behind this is that students will them. Encourage students to think of interesting questions to
be exposed to useful model language, and be comfortable ask the examiner.
responding to an examiner during exam conditions. Activity 1 • When students have completed the dialogue, ask them to
offers a very scaffolded approach, with plenty of visual support. change roles. As an extension, you may wish to have students
Activity 2 allows for controlled practice, where students use the role-play the exam in front of the class.
cues in 1 to facilitate a spoken interaction like the exam. The
task is then repeated, so both students have the opportunity to
ask and answer questions. It is worth reminding students that
these are not the only ways to answer the questions, and that
by bringing their own ideas to the Aim at the Exam stage they
will be building their confidence and fluency.

1  $ 1.9
• Ask students to work in pairs, and predict what language
could be used to complete the questions and answers.
• Play the recording, and have students listen to the examiner
and candidate questions to check their predictions.

Transcript
Examiner  Hello. What’s your name?
Candidate  Hello. My name’s Davide.
Examiner  Hello, Davide. How are you?
Candidate  I’m very well, thank you.
Examiner  And how old are you, Davide?
Candidate  I’m 12 years old.
Examiner  How old are your family?
Candidate  My mum’s 40, my dad’s 42 and my grandma’s 70.
Examiner  And when’s your birthday?
Candidate  My birthday’s on the 6th July.
Examiner  And when are your family’s birthdays?
Candidate  My mum’s birthday is on the 26th August, my dad’s is
on the 13th December, and my grandma’s is on the 8th May.
Examiner  What’s the date today?
Candidate  Today is the 12th February.
Examiner  Tell me about your daily routine. What time do you get
up, have breakfast and go to school?
Candidate  I get up at 7.30, I have breakfast at 8.00, and I go to
school at 9.00.
Examiner  What subjects do you study at school?
Candidate  I study, maths, English, science, geography, history
and physical education.
Examiner  And what do you do in your free time?
Candidate  In my free time, I play football, I play video games and
I listen to music.
Candidate  And what do you do in your free time?
Examiner  In my free time, I read books, I play tennis and I watch TV.
• Play the recording again, and point to individual students to
provide an answer that is true for them. Pause the recording
between questions if you want to point to more than one
student for an answer. When you are satisfied that students are
© Oxford University Press

Unit 01 17
 3
GRADE
uni t 0 2

Free time activities

Lesson objectives 3  $ 2.1

Discussing free time
• Play the recording so students can check against the
pronunciation model. Pause after each word, and allow the
Identifying common free time activities students to listen and repeat. You may wish to ask individual
Discussing ability students to pronounce individual contractions to check their
accuracy.
Language
Grammar Transcript
Present continuous Speaker  He’s; She’s; We’re; You’re; They’re
can / can’t for ability • As an extension activity, select students to produce
Functions sentences using each of the contracted words.
Describing current activities 4
Expressing ability and inability • Ask students to work in pairs, and take turns asking and
Questions: When … ? Can you … ? What … ? answering the question What’s Davide doing in picture
Vocabulary 1/2/3/4/5/6/7?
Free time
5  $ 2.2
Home life
• Ask students to listen to the recording. Tell them that the
students are providing a model for a short activity describing
everyday life events. Students can use this to check that their
    page 8  description of Davide’s day matches the model. They can also
use this to guide them through the next activity where they
What’s Davide doing? will use the present continuous tense to describe the actions
and activities of other family members in the pictures.
1
Transcript
• Ask students to work in pairs and discuss what they can see 1  In the first picture, behind the house, I can see some trees,
in the pictures. First ask them to focus on what they can see, and a park.
and the vocabulary that they need to express this. Then ask 2  In the second picture, he’s getting dressed.
students to look at the questions in each panel, and answer 3  In the third picture, he’s in the kitchen. He’s eating breakfast.
them. His mum’s making some tea.
Pronunciation 4  In the fourth picture, he’s practising karate, he’s playing table
tennis, he’s playing football, he’s swimming, and he’s playing
• Explain to students the importance of using contractions basketball.
whenever they are appropriate. Using contractions helps
5  In the fifth picture, he’s watching TV. His mum’s reading a
to make intonation more natural, and allows students to
book. His sister’s drawing. And the cat’s playing with a ball.
show that they are comfortable using level-relevant forms
6  In the sixth picture, they’re in the kitchen. They’re having
of connected speech. Remind students that the contracted
dinner.
form of is is a /z/ sound rather than an /s/.
7  In the seventh picture, he’s in his bedroom reading a book.
2 The cat’s sleeping.
• Ask students to note down the contractions, then practise
them individually.
© Oxford University Press

18 Unit 02
 6 3  $ 2.4
• Ask students to work in pairs and discuss the different
pictures. Monitor to ensure that they are discussing what all
the people are doing, using the correct tense to describe
current activities, and using appropriate contractions while
doing this.
    page 9  Lucia  No, it isn’t.
What’s she doing?
Optional activity
• Write up on the board indoors, outdoors, rainy weather,
sunny weather. Ask students to work in four groups –
one for each heading. Set a time limit of three minutes
for students to brainstorm as many free time activities
as they can for their section. When the time limit is up,
or students have finished speaking, ask them to share
their lists. Students should then rank the activities
in terms of popularity. During this stage, monitor
student production to ensure that vocabulary and
pronunciation are accurate.
1 6
• Ask students to work in pairs and think of questions for each
picture. Refer them to the spotlight box for examples of
question formation and short answers.
2  $ 2.3
• Explain to the students that they are going to listen to a
conversation between Marco and Lucia. Explain that this
conversation is a model for the speaking activity that they
will be doing later in the lesson.
• Play the recording and ask students to answer the question:
What’s the girl doing in Marco’s picture?
Transcript
Lucia  Is she outdoors?
Marco  No she isn’t.
Lucia  Is she in the kitchen?
Marco  No she isn’t.
Lucia  Is she in the bedroom?
Marco  Yes, she is.
Lucia  Is she standing?
Marco  No, she isn’t.
Lucia  She’s watching TV!
Marco  Yes, she is!
• Divide the class into two groups – one group for Marco, and
one group for Lucia – and play the recording again. After
each line, pause the recording so the students can repeat the
question or answer.
• Play the recording for the third time. This time have each
group speak at the same time as the recording. Then, ask the
class to have the conversation without the recording. Drilling
the students in this way should help them build on their yes/
no question and answer fluency.
© Oxford University Press
• Play the recording. Ask the students to answer the question:
What is the girl doing in Lucia’s picture?
Transcript
Marco  Is she outdoors?
Lucia  Yes, she is.
Marco  Is it raining?
Marco  Is she playing with a ball?
Lucia  Yes, she is.
Marco  She’s outside, playing tennis.
Lucia  Yes, she is!
4
• Ask students to work in pairs. Remind them that the
questions used by Marco and Lucia can offer a good model,
but that they can ask their own questions too.
5
• Ask students to change roles, so Student B now chooses a
picture. If you feel it would be useful, you could ask several
pairs of students to role-play the conversation in front of the
whole class.
• Explain that this is a freer conversation stage where students
can bring in their own ideas. Remind students that during the
exam it is better to give more than just short answers or ideas.
Encourage the students to think about where the girl in the
picture is, what she is doing, and also to extend this if possible
to talk about themselves, e.g. She’s riding a horse. I can’t ride.
Can you?
7
• Get students to work with a new partner. Ask them to look
through pictures 1–9 and say what the free time activities are.
Encourage students to have a natural conversation, and ask
follow-up questions to get more information. Explain that this
skill will help show an examiner that they are interested in
communicating, and have the ability to use a range of Grade
3 language and functions. You could provide a model as an
example:
What are they doing in 4?
They’re playing a computer game. Do you like games?
Yes, I do. I play the X-box most evenings. I like playing Skyrim.
8
• Ask students to work in pairs, and discuss which activity is
their favourite. As a follow-up to this, have the pairs form
larger groups and compare favourite activities. This could
lead to a whole class feedback stage where students talk
about the favourite choices in their groups, and explain who
likes what. Encourage students to add any extra information
as they feed back, as using English as much as possible will
increase their confidence.
Unit 02 19
     page 10  5
What can you do?
1 understanding the verbs used with each activity. Highlight
• Ask students to work in pairs and describe the pictures. This
stage is a warmer for the activity that focuses on using can
and can’t for ability, and describing different contexts for free
time activities. Where possible, encourage students to give
full answers, and reasons for their choices. Again, this helps
build confidence.
2 What musical instruments can you play?
• Ask students to form groups of four. Where possible, ensure
that students are grouped evenly – i.e. there is a mix of
stronger and weaker students in each group, and that each
student is working with at least two students that they
don’t usually work with. Changing the dynamic of the class
like this ensures that students get used to conversing with
a wider range of people, and have the ability to practise
vital communication skills such as rephrasing and using
approximations to clarify their ideas.
• Allocate one picture per group, and set the time limit of five
minutes.
• If necessary, during the monitoring stage offer any suggestions
to groups who are having difficulties in producing ideas.
Explain that there are no wrong or right ideas, but that any
logical or well-justified ideas will be accepted.
3 • As a whole class extension, you could write up a version of
• Ask students to form new groups. The easiest way to do this
is number students 1–4, then ask all the ones to sit together,
all the twos, etc. Make sure that when the students feed
back they use full sentences. Explain that this is extremely
important during the exam as it shows the examiner the
range of grammar, language functions, and vocabulary that
students know. Explain that the more comfortable they are
at doing this in a non-exam situation, the better they will be
able to transfer the idea during the exam. Explain that being
familiar with what you are expected to do in the exam helps
overcome nerves in a potentially stressful situation.
4 • What instruments can you play?
• Ask students to individually, or as a whole class, tell you which
place is their favourite. As they do this, ask for the reasons
why this is their favourite.
Optional activity
• With a stronger class you may wish to extend this stage
so students are given the opportunity to ‘make a case’
for their particular place. Tell each group that they have
to persuade the rest of the class that their place is better
than all the others. Encourage students to think of
reasons why a beach, for example, is better than a park.
• Ask students to work with their group and complete the
questionnaire. Draw attention to the incomplete first column.
Highlight that these are questions that they may be asked
in the exam. Stress the importance of recognizing and
each activity, or write them on the board. Ask students which
verbs go with them.
Answers
What sports can you do?
What languages can you speak?
What food can you make?
Can you swim?
Can you ride a bike / a scooter / a horse?
Can you dance?
6
• Ask students to now think about their own answers, then
complete the You column, before asking their partners, and
completing the rest of the questionnaire. Remind students
that these are not the only ways to ask the same question.
As an extension, you could ask students to think of one other
way of asking the same question, e.g. Do you do any sports?
Which ones?
7
• Ask students to report their favourite activities individually.
Encourage full sentences.
the questionnaire as below. As students give answers fill in
each column with the activity, or number of students who
say yes / no. After you have answers for all the activities, ask
the students to look at the questionnaire and decide which
are the favourite sports, most common languages, most
popular food to make, etc. Remind students that you play
tennis, football etc., but do karate, gymnastics.
Our class
• What sports can you do?
• What languages can you speak?
• What food can you cook?
• Can you swim?
• Can you ride a bike?
• Can you ride a scooter?
• Can you ride a horse?
• Can you dance?

© Oxford University Press

20 Unit 02
     page 11 

Aim at the Exam 2

1  $ 2.5
• Ask students to work in pairs, and predict what language
could be used to complete the examiner and candidate
questions and answers.
• Play the recording, and have students listen to the examiner
and candidate questions to check their predictions.

Transcript
Examiner  Hello. When are your family’s birthdays?
Candidate  My dad’s birthday is on the 23rd August, my mum’s is
on the 7th October, my sister’s is on the 12th February.
Examiner  What are your family doing now?
Candidate  My mum’s working. My dad’s waiting for me and
talking to my teacher. My sister’s studying in her class.
Examiner  What’s your teacher doing now?
Candidate  She’s talking to the other students in my class.
Examiner  What’s your best friend doing now?
Candidate  My best friend’s practising for the exam.
Examiner  Look at these pictures of people. What are they doing?
Candidate  She’s cooking. They’re riding their bikes. He’s doing his
homework. They’re dancing. He’s playing football. She’s playing
the piano. They’re singing. She’s playing computer games.
Candidate  What’s your best friend doing?
Examiner  My best friend’s working now?
Examiner  What musical instruments can you play?
Candidate  I can play the recorder and the guitar.
Examiner  What food can you make?
Candidate  I can make a sandwich and pasta.
Candidate  Can you dance?
Examiner  No! I can’t dance!
• Play the recording again, and point to individual students to
provide an answer that is true for them. Pause the recording
between questions if you want to point to more than one
student for an answer. When you are satisfied that students are
correctly using the relevant Grade 3 language and functions to
answer the questions, move on to the next stage.

2
• Ask students to work in pairs, and practise the exam using the
examiner cues that they noted down in 1. Remind students
that they can vary the answers so that the content is true for
them. Encourage students to think of interesting questions to
ask the examiner.
• When students have completed the dialogue, ask them to
change roles. As an extension, you may wish to have students
role-play the exam in front of the class.

© Oxford University Press

Unit 02 21
 3
GRADE
uni t 0 3

Places & jobs

Lesson objectives 2
Discussing directions and locations
• Ask two groups to work together, and decide who has
the most words. This could also be done as a whole class
Identifying and describing jobs activity, with the groups first counting up the number of
Asking simple questions about everyday life in the present words. The group with the most words could call these out,
while other groups tick them off. This list could be copied
Language up onto the board. Any extra words from other lists could
Grammar be added at the end. Having a whole class list like this on
Present continuous the board is a useful tool as it gives the students a reference
Prepositions of movement bank of vocabulary for any later discussion, and allows for
more focussed work on the pronunciation and intonation of
Prepositions of place
words that are Grade appropriate.
Questions: Where is the … ? What can you see … ?
Functions 3
Giving directions and locations • Ask students to work in pairs, asking and answering the
Asking simple questions about everyday life questions. During this stage, monitor the students to
Vocabulary ensure they are using full sentences. Refer them to the lists
of vocabulary they have noted down to support them in
Places in the local area
this task. Explain that activating vocabulary immediately in
Positions and directions discussion is a useful way of remembering it. Also explain
Jobs that these are exam-style questions, so being prepared to
answer them in full sentences should assist them when the
exam is sat.
    page 12  4
• Explain to students that this stage of the conversation is more
Sara’s town personalised. During the exam students will be expected to
talk about themselves, and their own situations. By doing this
1 on a number of occasions while using the Student’s Book,
• Ask students to form small groups – between four and six students should become more confident about expressing
students. Direct students to the picture of Sara’s town. Ask facts about themselves in basic information exchanges.
some questions to prompt discussion, e.g. Where do you think
it is? Is it a big town?
• Ask students to work together to compile a list of the things     page 13 
they can see. Set a reasonable time limit of around five
minutes. Monitor at this stage to ensure that students are
using English, and full sentences when they describe the
Where is it?
picture. When required, offer assistance with vocabulary. 1
Note any new vocabulary on the board, and following the • Explain that as well as prepositions of time (covered in Unit
discussion refer the students to it. Ensure that they are all 1), candidates at Grade 3 are expected to demonstrate
happy with the pronunciation of new vocabulary items the ability to understand and use prepositions of place. As
before moving on. students may have covered these already in their general
English class, elicit from them what prepositions of place they
© Oxford University Press

22 Unit 03
 know. A good way to do this is to ask the students to draw
diagrams on the board, and have the other students guess
the preposition. At this point, make sure that students are
accurately pronouncing the prepositions they generate.
• Ask students to match the pictures and prepositions.
Answers
1 next to
2 in front of
3 behind
4 near
5 opposite
• Elicit from the students the difference between near and next
to, in front of and opposite. This is a useful way of checking the
concept, and comprehension.
2
• Ask students to work in pairs. Refer them to the map of Sara’s
town, and have them ask and answer the questions. Once
again, encourage students to use full sentences. If necessary,
explain that this is a key requirement in the exam as it shows
their ability much better than shorter, one word answers.
Answers
1 The bus station is opposite the supermarket.
2 The castle is behind the hospital.
3 There’s an ambulance in front of the hospital.
4 The police station, and railway station, are near the offices.
5 There’s a garage next to the café.
3
• Ask students to read through the sentences, and check
against the map. When they have decided on the suitable
location, ask them to complete the sentences. This can be
done individually, or as a whole class activity.
4  $ 3.1
• Play the recording so students can check their answers to
questions 1–5.
• Pause after each sentence, and check if the class agree. You
could also ask the class to listen and repeat, as the audio
provides a good model for using prepositions of place in a
meaningful context.
Transcript (and answers)
1  The post office is between the cinema and the café, opposite
the park.
2  The stadium is opposite the post office and next to the train
station.
3  The castle is behind the hospital and near the offices.
4  The cinema is next to the post office and opposite the park.
5  The theatre is opposite the school and next to the
supermarket.
Exam tip
• Draw students’ attention to the use of more than one
preposition being used in a sentence. Have students practise
this by discussing places in their own town, or by using
© Oxford University Press
prepositions of place to describe where people or objects are
in the classroom.
5
• Ask students to work in pairs, and describe Sara’s town.
Remind them that they can use prepositions of place, present
continuous for activities, and linking words to show their
range of Grade 3 language. Monitor at this stage to ensure all
students are using full sentences.
6
• Explain that this is another stage where students have to
personalise content. If you would prefer, you could have pairs
of students practise these dialogues in front of the whole
class. To extend the activity, choose familiar places, or places
elicited from the list about Sara’s town to vary each dialogue.
    page 14 
Directions
1
• Ask students to look at the pictures, and match the directions.
As this may be reviewing content from students’ general
English class, it may be useful to practise the pronunciation of
these phrases to ensure they sound as natural as possible.
• As a whole class, or pointing to individual students, drill the
phrases as you check the answers.
Answers
1f 2c 3g 4a 5d 6b 7h 8e
Optional activity
• If you feel that your students are confident with
directions, and you have a classroom with sufficient
space, you could practise directions further. Set out
desks into a grid pattern, explaining that this is a street
map. Have a group of students decide a destination
for another student – a pedestrian. Ask them to keep
the destination secret, but to work out directions how
to get there. Students then give the directions aloud.
If the students’ directions are accurate, and followed
accurately, then the ‘pedestrian’ should reach the
chosen destination. Points could be awarded for the
student fastest to follow the directions.
2  $ 3.2
• Explain to students that they are going to be given directions
around Sara’s town. Ask students to refer back to the map of
Sara’s town and find the three locations mentioned.
• Play the recording, pausing after each set of directions to
confirm answers with the class.
Transcript
1 First, from the theatre, go along the street. Then, take the first
turning on the left. Then go up the stairs. Then go along the
Unit 03 23
 street and take the first turning on the right. Then cross the
bridge and it’s on the right, opposite the train station.
2 From the stadium, go across the bridge, then go along the
street past the cinema and take the first turning on your left.
Go along the street and then go down the stairs. Then go
across the street and it’s next to the hairdresser and opposite
the bus station.
3 From the bus station, go across the road to the stairs. Go up
the stairs and then turn left. Then go across the park and it’s
opposite the school and next to the hospital.
Answers
1 The stadium
2 The café
3 The bank
3  $ 3.2
• Play the recording again, pausing at the gaps to give students
time to complete them.
Optional activity
• Intonation is very important when giving directions,
as it helps to express information clearly. To work
on getting intonation right, you could focus on the
transcripts, and the pauses that are in the model.
Have students listen to either one, or all extracts and
note down where they hear the speaker pause. They
could do this by writing a line over the word, or part of
word where the pause happens. Ask students to then
practise giving the directions, and pausing in the same
places. Once students have done this individually, then
in pairs, play the recording again, with the students
speaking as the audio plays.
4 
• Ask students to work in pairs, and complete the task
following the instructions. This is an information gap exercise,
with a focus on interaction, so it is useful for students to be
clear on the instructions. Make sure they all know not to
tell their partner the destination. Doing this will ensure that
students closely listen to their partner, and concentrate on
accurate directions. Remind students that this is important,
as giving directions using a simple map is a task that often
appears in the Grade 3 exam. Remind students to use Grade
3 structures like, Give me directions from … to … and How do
you get to … ?
5
• Allowing students to swap roles gives everyone the
opportunity to speak. After students have done the activity
twice they can work together identifying any vocabulary, or
functional language, that they found difficult to pronounce.
This should be dealt with in a whole class feedback session to
ensure students are confident using Grade 3 language.
24 Unit 03
Jobs and places
1
• Ask students to work in pairs and first decide the location of
each picture.
• Check as a whole class, then ask students to work together
answering the follow-up question: Who works in these places?
• As an extension, you could ask students what the people
who work in these places usually do, e.g. in a bus station a
bus driver drives buses, a conductor checks tickets, a porter
carries luggage, etc.
Optional activity
• To prompt the lexical set of jobs, write out the alphabet
on the board. Divide the class into two teams and give
each team a board marker. Tell the students that they
have 3 minutes to write down a job for as many of the
letters as they can, e.g. A – accountant. Tell students
you will give points for correct spellings, but the aim is
to get as many words on the board as possible. Once
the students have completed the task, or the time
limit is up, ask students to check and correct the job
vocabulary. You could also ask them to put the jobs in
categories, e.g. jobs you do outside / indoors, jobs that
pay well, etc.
2
• Ask students to form pairs and ask and answer these more
personalised questions. Explain that students need to be able
to contrast the present simple – what a person does – with
the present continuous – what a person is doing – at Grade
3. These are all questions that could be asked in an exam, so
students should be prepared to give extended answers.
    page 15 
Aim at the Exam 3
1  $ 3.3
• Ask students to work in pairs, and predict what language
could be used to complete the examiner and candidate
questions and answers.
• Play the recording, and have students listen to the examiner
and candidate questions to check their predictions.
Transcript
Examiner  Hello! Where do you live?
Candidate  I live in Sao Paulo.
Examiner  Do you live in a house or a flat?
Candidate  I live in a flat.
Examiner  Which floor is your flat on?
Candidate  My flat is on the 4th floor.
Examiner  What can you see from your kitchen window?
Candidate  From my kitchen window, I can see shops and
houses.
© Oxford University Press
 Examiner  Look at this town. You are at the school. Give me
directions from the school to the swimming pool.
Candidate  Go along the street and take the third turning on your
left and the swimming pool is in front of you.
Examiner  Where is the post office?
Candidate  It’s opposite the park and next to the theatre.
Examiner  Where is the café?
Candidate  It’s behind the bus station and opposite the post
office.
Candidate  Where do you go in your free time?
Examiner  In my free time, I go to the theatre and the cinema.
Examiner  What are your family’s jobs?
Candidate  My mum’s a teacher and my dad’s an office worker.
Candidate  What’s your job?
Examiner  I’m an examiner!
• Play the recording again, and point to individual students to
provide an answer that is true for them. Pause the recording
between questions if you want to point to more than one
student for an answer. When you are satisfied that students
are correctly using the relevant Grade 3 language and
functions to answer the questions, move on to the next
stage.

2
• Ask students to work in pairs, and practise the exam using the
examiner cues that they noted down in 1. Remind students
that they can vary the answers so that the content is true for
them. Encourage students to think of interesting questions to
ask the examiner.
• When students have completed the dialogue, ask them to
change roles. As an extension, you may wish to have students
role-play the exam in front of the class.

© Oxford University Press

Unit 03 25
 3
GRADE
uni t 0 4

Weather & jobs

Lesson objectives Transcript and answers.

1  It’s stormy.   ​2  It’s cold.   ​3  It’s raining.   ​4  It’s foggy.   ​
Discussing the weather now, and in the past 5  It’s snowing.   ​6  It’s warm.   ​7  It’s windy.   ​8  It’s cloudy.   ​
Identifying and describing jobs now and in the past 9  It’s icy.   ​10  It’s hot.
Asking simple questions about everyday life in the past
3  $ 4.1
Language • Play the recording again, this time pausing after each
Grammar weather description. Choose individual students, or the
Present simple whole class to repeat the phrase that you’ve just played.
Remind students of where the stress falls in these weather
Past simple of be for describing states
descriptions, by referring them to the pronunciation box.
Questions: What was … ? What’s the weather like … ?
Where were … ? 4
Functions • Ask students to work in pairs and discuss the question. If
Describing the weather necessary give them prompts by providing different seasons
Describing states in the past or months. Draw attention to the calendar artwork. At the
end of this stage, you could have a whole class feedback
Vocabulary
stage where you discuss which month has the best / worst
Weather weather in your town.

    page 16  • Put students in pairs and refer Student A to page 48 and
Weather
1 or people are doing at that time. Tell students to ask each
• Ask the students what the weather is like today. Once you’ve
been given a satisfactory answer, ask students where they
find out about the weather each day. Elicit weather forecasts
– either on TV or the internet. Ask how different kinds of
weather are shown on these media. Elicit a few ideas of
commonplace weather symbols, e.g. a white cloud covering
a sun for sunny with a little cloud.
• Ask students to open their Student’s Book, and look at the
weather symbols. Ask them to point at the weather symbol
for rainy, cold, hot, etc. Check that students are pointing at
the correct symbols.
• Ask students to complete the weather for each symbol, then
to check with their partner.
2  $ 4.1
• Play the recording so students can check as a whole class.
5
Student B to page 49 of the Student’s Book. Explain that both
students have a world map, with cities and their weather
highlighted. Explain that each box also shows what a person
other questions to elicit the weather, and what the people
are doing.
• As a whole class, think about the questions needed for Rome,
e.g. What’s the weather like in Rome? What are the boy and girl
doing?
6  $ 4.2
• Play the recording so students can check their answers.
Transcript
In Rome it’s stormy, and they’re reading a book.
In New York it’s icy. Two girls are ice skating.
In Rio two boys are swimming in the sea. It’s sunny.
In Madrid it’s cloudy. Two boys are playing football.
In London, it’s rainy. A boy and girl are riding bikes.
In Hong Kong two girls are watching TV. Outside it’s foggy.
In Moscow it’s snowy. A boy and girl are making a snowman.

© Oxford University Press

26 Unit 04
 • Play the recording again, so students can listen and repeat
the weather phrases, and the descriptions of what the people
are doing.
• To follow this up, ask students at random to describe each
picture. Do this by pointing to a student and saying a place
name, e.g. Teacher – Moscow. Student – It’s snowing, and a boy
and girl are making a snowman.
7 Candidate  He was in the car, driving to school.
• Ask students to work in pairs, and describe the pictures to
each other. To raise the level of challenge, you could ask
students to begin by describing the picture, and have their
partner guess which picture they are talking about.
8 Candidate  He was in the swimming pool, swimming with his
• Ask students to work with a partner asking and answering
the personalised questions. Explain that these are exam style
questions that require full answers. Remind students to use
the stress patterns for weather descriptions, and to think
about the kinds of activities they have discussed in earlier
tasks. Monitor as students do this activity to ensure they are
using full sentences. Assist with any vocabulary questions.
    page 17  encourage them to think about other Grade 3 language they
Yesterday
1 think of as much Grade 3 language as they can to describe the
• Choose a selection of students to give you an answer.
2 four, and report their description of the picture, or pictures to
• Ask students to work in pairs and complete the table with the
weather descriptions.
• As an extension, write up the phrase Time difference on the
board. Ask students what it means. Elicit that it means different
places around the world have different times from each other.
Write up on the board: At midday here, it was X o’clock in London.
Ask about the time in other locations, e.g. What time is it now in
Tokyo? As a follow-up, ask them what they think people in Tokyo
are doing now.
3 appropriate Grade 3 language for the task.
• Explain to students that they are going to be discussing
Davide’s activities yesterday. Explain that the focus here is on
describing states and actions in the past. Draw attention to
the clocks in each picture. To revise telling the time, choose
a couple of students to give the correct times for random
pictures.
4  $ 4.3
• Play the recording and ask students to check their answers.
Explain that the audio is a model from an exam. Inform
students that in the exam they will often be asked to describe
the activities of people in pictures, as well as real people.
© Oxford University Press
Transcript
Examiner  Where was Davide at 6 a.m. yesterday?
Candidate  He was in bed. His cat was on the bed.
Examiner  Where was Davide at 8 a.m.?
Candidate  He was in the kitchen, eating breakfast.
Examiner  Where was Davide at 8.15?
Candidate  He was in the bathroom, brushing his teeth.
Examiner  Where was Davide at 8.30?
Examiner  Where was Davide at 10.00 o’clock?
Candidate  He was in his classroom, studying.
Examiner  Where was Davide at 1.30?
Candidate  He was in a café, eating lunch.
Examiner  Where was Davide at 4.00 o’clock?
friends.
Examiner  Where was Davide at 7.30 yesterday evening?
Candidate  He was in the living room, watching TV with his family.
Examiner  Where was Davide at 8 o’clock yesterday evening?
Candidate  He was in the kitchen, eating dinner with his family.
Examiner  Where was Davide at 9.30 last night?
Candidate  He was in bed, reading his book. The cat was on the
chair, sleeping.
• After the students have discussed where Davide was,
could use when describing the pictures, e.g. prepositions of
movement, prepositions of place. Allocate one picture per pair
of students (or two if you have a smaller class). Ask students to
pictures and activities. Set a time limit of four minutes.
• When the time limit is up, ask each pair to form a group of
the rest of the group.
    page 18 
5
• Ask students to work in pairs, asking and answering the
personalised questions. Remind students that these are
all questions they may be asked in the exam. Monitor this
stage to ensure that students are using full sentences, and
• As an extension you may wish students to form new pairs,
and then report back what they have discussed with their
partner. e.g. Paul was a the doctor’s yesterday. He was with his
father. This will give students additional practice discussing
and describing the activities of another person.
Jobs – now and then
1
• Ask students if any of them have jobs, or have had jobs in the
past. Note these on the board, and ask what the difference is
between the jobs e.g. the place, what you do, what you wear,
etc. If none of the students have ever had a job of any kind,
Unit 04 27
 then use yourself as an example, i.e. describe studying to
become a teacher, then teaching.
• Ask students to look at the six pictures, and work out the
difference, using the prompt on the first picture (Marco) as a
model.
2  $ 4.4
• Play the recording so students can check their answers.
• Pause after each sentence to give students a chance to listen
and repeat.
Transcript
Last year, Marco was a bus driver. Now, he’s a train driver.
Last year, Anna Maria was a teacher. Now, she’s an actress.
Last year, Robert was a waiter. Now, he’s a chef.
Last year, Laura was a shop assistant. Now, she’s a hairdresser.
Last year, Max was a taxi driver. Now, he’s a mechanic.
Last year, Emma was a student. Now, she’s a doctor.
• Play the recording a second time. This time, pause the audio
in the middle of each sentence, and point to a student who
has to complete the sentence. This should ensure greater
focus on form, accuracy, and concentration from students
when playing back audio.
3 them. Encourage students to think of interesting questions to
• Ask students to work in pairs and describe the pictures. As
an alternative task, you could ask pairs to choose a person,
then prepare a description of the picture. They then give this
description to the class, without naming the person who is
described. The rest of the class have to take turns guessing
who is being described.
• As a follow-up, ask individual students, or the whole class, to
tell you which job here is their favourite, and why.
Examiner  In my town in December, it’s very cold and icy. And it
snows.
Examiner  Tell me about yesterday. What was the weather like
yesterday?
Candidate  Yesterday, it was cold and cloudy.
Examiner  Where were you yesterday morning at 7 o’clock?
Candidate  Yesterday morning at 7 o’clock, I was in bed.
Examiner  And where were you yesterday morning at 10 o’clock?
Candidate  I was at school, in my classroom.
Examiner  And where were you yesterday evening at 6 o’clock?
Candidate  I was at home, watching TV.
Candidate  And where were you yesterday evening?
Examiner  I was in a restaurant!
• Play the recording again, and point to individual students to
provide an answer that is true for them. Pause the recording
between questions if you want to point to more than one
student for an answer. When you are satisfied that students are
correctly using the relevant Grade 3 language and functions to
answer the questions, move on to the next stage.
2
• Ask students to work in pairs, and practise the exam using the
examiner cues that they noted down in 1. Remind students
that they can vary the answers so that the content is true for
ask the examiner.
• When students have completed the dialogue, ask them to
change roles. As an extension, you may wish to have students
role-play the exam in front of the class.

    page 19 
Aim at the Exam 4
1  $ 4.5
• Ask students to work in pairs, and predict what language
could be used to complete the examiner and candidate
questions and answers.
• Play the recording, and have students listen to the examiner
and candidate questions to check their predictions.

Transcript
Examiner  Hello! What’s the weather like today?
Candidate  Today, it’s hot, sunny and cloudy.
Examiner  What’s the weather like in your town in December?
Candidate  It’s cold and it rains.
Examiner  What’s the weather like in your town in July?
Candidate  It’s hot and sunny.
Examiner  What’s the weather like in these pictures?
Candidate  In the first picture, it’s stormy and in the second
picture, it’s foggy.
Candidate  And what’s the weather like in your town in
December?
© Oxford University Press

28 Unit 04
 3
GRADE
uni t 0 5
Practise for the Exam!
Lesson objectives
Review and practice of language in units 1–4
Familiarisation with parts of exam
Familiarisation with exam format
Grammar and vocabulary review
10 Where was she yesterday? What was the weather like?
    page 20  • Ask students to work in pairs, asking and answering questions
Grammar and Vocabulary review
1 causing difficulties. If not, move on to the next activity. If so,
• Ask students to form groups. Write the following headings
up on the board – Language functions, Grammar, Vocabulary.
Beneath each heading provide a couple of examples
of Grade 3 content, e.g. describing daily routines and
times, giving dates (Language Functions); can and can’t,
prepositions of time (Grammar); jobs, ordinal numbers up to
31st (Vocabulary).
• Set a time limit of three minutes, and ask students to think
of as many different areas of Grade 3 Language Functions,
Grammar, and Vocabulary as they can.
• When you are satisfied that students have covered a broad
enough range of ideas, ask the groups to feed back to the
whole class. Collate the lists as one large list on the board. If
necessary, add any areas that haven’t been covered.
• Either in their groups, or as a whole class, ask students to
provide appropriate sentences (questions or statements) for
each language requirement. Once you have a list of useful
exponents on the board, you may wish to drill some of these for
accurate pronunciation, and fluent intonation. Ensure students
pay attention to the use of contractions, where appropriate.
• Now ask students to look at the comic-strip. Ask students
to think about which of the language requirements could
best be used to talk about each picture. When students have
looked at each picture, and given an appropriate suggestion,
ask students to complete the question for each picture.
Answers
1 When is your birthday?
2 When is her brother / sister / mum / dad’s birthday?
3 What does she do at 7.30 / 7.45?
© Oxford University Press
4 What does she do at 8.00 / 8.30?
5 Where is her school?
6 What subjects does she study?
7 What does she do at 3.00?
8 Which free time activities does she do?
9 What is she doing now? Where is she now?
2
about Laura. Encourage them to use the prompts given,
and use full sentences. Monitor this stage to check if there
are any areas of Grade 3 language requirements that are
refer students to the Grammar reference, or the appropriate
section in Units 1–4, and review the content.
• As an extension, ask students to talk about Laura’s family
members in pictures 9 and 10. Encourage them to use
present continuous for describing activities (picture 9), past
simple of be (picture 10), and appropriate prepositions of
place and movement.
3
• Ask students to work with a new partner, and ask and answer
questions with more personalised content. Remind students
that these are very similar questions to those they will hear
in the exam. Prompt them to use full sentences as much as
possible, to practise a broad range of Grade 3 language.
    page 21 
4
• Draw students’ attention to the picture of the policeman.
Refer the students to the list of Grade 3 language
requirements that they generated earlier. Ask students to
work in pairs to think of as many questions as they can about
the picture. If prompts are required, focus on the questions
given in the exam tip box.
• Suggested questions:
What’s the weather like? Is it raining? Is it sunny?
What is he doing? What is he eating? Where is he sitting?
What’s his job?
Where is the burger?
Unit 05 29
 • Ask students to work in pairs. Set a time limit of eight minutes
and ask students to think of as many questions as they can
for pictures 1–6. Allow students to note these questions
down, and monitor to ensure that the forms are appropriate
for Grade 3.
• Ask students to form new pairs, then to take it in turns
answering and asking questions about each picture.
Optional activity
• To give students greater exam focussed practice, you
may wish to allocate a picture per pair of students.
Students can then spend more time focussing on the
image, and generate questions for all the possible
Grade 3 language associated with the picture. Each
pair can then role-play the exam in front of the
whole class. When conducting this stage, ensure
that answers to questions are not written down, and
then recited. Remind students that the exam focus is
communication skills, so the conversation should be a
conversation, and not a prepared question and answer
session. Also draw attention to the need for a candidate
to ask the examiner a question during this stage.
Some suggested questions
1 
What are the boys doing? What’s the weather like? Where is the
ball? Where is the net? Where’s the sea? What’s the boy on the left
doing? What’s the boy on the right doing? Are the boys opposite
each other? Can you play volleyball? What do you like doing in
your free time? Is there a beach near your town? When do you go
there? What do you do there?
2 
What’s the man’s job? What’s he doing? What’s the weather like?
Where is the pot? Where are the vegetables? Where’s the hat? Can
you cook? What can you cook? What do you do when it’s stormy?
3 
What are the children doing? What’s the weather like? Where is
the bridge / cinema / river? Is there a cinema in your town? Where
is it? When did you go to the cinema? What did you see? What do
you do when it snows?
4 
Where is the dog? What’s it doing? Where are the ducks / trees /
benches? Is there a park in your town? Where is it? How do you
get to the park from here? What can you do in the park? What
can’t you do in the park? Do you have a pet at home?
5 
Where are the girls? What are they doing? What’s the weather
like? What time is it? Can you ride a bike? Who works in a bus
station? What do you do in your free time? Where are the buses /
bikes? Where is the clock?
6 
Where’s the woman? What’s she doing? What’s the weather like?
Is there a supermarket in your town? Which place is it opposite /
across from / beside? How do you get to the supermarket from
the school / your house? What day or days of the week do you go
to the supermarket? What do you buy? What do you do when it’s
windy?
30 Unit 05
    page 22 
What’s in the exam?
1
• Explain that this page focuses on the content of a Grade 3
exam – both the content and the exam situation. Explain that
being familiar with the examination format and procedure will
help students feel more confident when they sit the exam.
Remind students that being prepared to speak about the main
vocabulary areas, using full sentences, and asking the examiner
an appropriate question are the key to exam success.
• As a whole class, or in pairs, decide what language
requirements are shown in pictures 1–11. As an alternative,
or for weaker classes, provide the language requirements in a
list, and ask students to match the language requirement to
the picture.
Answers
1 Ordinal numbers
2 Times
3 Daily routines
4 School subjects
5 Free time activities
6 Jobs
7 Can / Can’t for ability
8 The weather
9 Prepositions of place
10 Prepositions of place / movement
11 Describing states in the past / describing current activities
• After students have successfully matched the language
requirements, or provided an appropriate answer for each
picture, ask them to work in pairs asking and answering as
many questions as they can using picture 1, and its language
requirement as a prompt. Set a limit of two minutes, and
monitor to ensure full sentences are being used.
• After students have discussed picture 1, ask them to change
partners. Explain to students that they will now ask and
answer questions for picture 2. Explain that you want them
to use the language requirement Times, but also to think of
other ways they could use the picture to practise Grade 3
language. Model this by asking a student Where is the black
clock? This should elicit the response, It’s between the red clock
and the watch. Then ask another student Where were you at
8.30 yesterday evening? etc.
• Set a time limit of three minutes, and again monitor to
ensure students are using full sentences, and appropriate
contractions.
• When this stage is complete, ask students to again swap
partners, and do the same for picture 3. Follow this procedure
for all eleven pictures, ensuring students use a range of
language requirements for each picture. If you feel that
students would benefit from practising in a more pressured
environment, you could alternate the dynamic by asking
various pairs at random points to conduct their discussion in
front of the class. When doing this, ask the students who are
listening to note down how many different Grade 3 language
© Oxford University Press
 requirements were used, and any useful phrases they heard. 3
Encourage feedback to be positive, and constructive. Where do you live?
And do you live in a house or a flat?
Which floor’s your bedroom on?
In the exam room: what to do What other buildings are there near your house?
Where’s the park?
1
What’s opposite the park?
• Before matching the exam tips to each picture, ask the Thank you.
students what they can tell you about the exam e.g. How 4
long is it? (seven minutes) How does it begin? (the examiner Let’s talk about your daily routine. What time do you get up?
greets you, and asks a few questions to get you relaxed) Do And then what do you do?
I take anything into the exam? (yes, your Report form) What is What time do you go to school?
the format of the exam? (a conversation) Should you ask any And what time does school start?
questions? (yes) How do you know when the exam is over? (the What subjects do you study at school?
examiner will say thank you, and goodbye) What should you What’s your favourite subject?
do then? (thank the examiner and say goodbye, too) What time does school finish?
• Ask students to individually match the exam tips to the What do you do after school in your free time?
pictures. What time do you have dinner?
• After a few minutes, check the answers as a whole class. And what time do you go to bed?
Thank you.
5
    pages 23–25  Look at these pictures of people in their free time. What are they
doing?
Grade 3 Review And can you swim?
Can you dance?
1  $ 5.1 Can you cook?
• Explain that the students are going to hear a Grade 3 exam. Can you skate?
Explain that they will hear the examiner questions only. Thank you.
Explain that they will be answering the exam questions as a 6
class, and then in pairs. Look at these pictures. What are their jobs?
• First, ask students to work in pairs and decide what questions Thank you.
could be asked in each picture. Set a time limit of three 7
minutes for each block of images e.g. set of pictures 1–4, Look at the cats. Where are they?
pictures numbered 5, 6, 7, 8, 9, 10. And where are they going?
Thank you.
• As students discuss these pictures, monitor that they are
8
speaking English, using full sentences, and appropriate Grade
Look at these pictures. What’s the weather like?
3 language.
What’s the weather like today?
• After each time limit, have a quick whole class feedback And what was the weather like yesterday?
session. Note down students’ ideas on the language Thank you.
requirements that will be discussed. 9
• Play the recording, pausing after each section to check Look at this town. Can you see the school?
against student predictions. What is opposite the school?
And where is the train station?
Transcript What’s in front of the train station?
1 Give me directions from the school to the train station.
Hello, my name’s Jane what’s yours? Thank you.
Nice to meet you. How are you? 10
I’m very well, thank you. Now you’re doing Grade 3. Have you got a question for me?
Can I take your Report form? Thank you. That’s the end. Goodbye.
Thank you.
2 • Explain to the students that you are going to play the
Now, how old are you? recording again, but this time they will have to be ready to
And when’s your birthday? answer the examiner questions. Explain that you will point
And when are your family’s birthdays? to a student after each question, and they should answer as
And what’s the date today? though they were in an exam. Explain that they may be asked
And when’s Christmas? a question more than once. This should encourage them to
Thank you. listen throughout the recording.

© Oxford University Press

Unit 05 31
 • Demonstrate the procedure by choosing a strong student for
the first question. Then set the recording to the beginning of
the exam, and start the exam, pointing to as many different
students as possible.
• After you have finished each section, have a whole class
feedback on how students felt doing this task. Give feedback
on any particularly strong answers, and draw attention to
any area that could be improved on. Where possible, do this
by providing alternatives to what was said, e.g. For picture 5
you could say … rather than; You said … for picture 5, but it was
wrong.
• Ask students to work in A and B pairs. Inform students that
they are now going to practise the whole exam.
• Give A students transcript sections 1–4. Give B students
transcript sections 5–10.
• Tell A students that they will begin as examiners, and B
students will be candidates. When they reach section 5, B
students will become examiners, and A students candidates.
Tell students to begin asking and answering the questions.
Monitor as they do so, to ensure they are using full sentences.
• When students have finished the exam, ask them to swap
transcript sections, and find a new partner. Ensure both
partners have the whole exam between them.
• Ask students to begin the procedure again, asking and
answering questions as both examiner and candidate.
• After students have completed the exam, allocate a different
picture to each pair of students. Ask them to use the picture
as a prompt for as many Grade 3 questions and answers as
they can think of. Again, encourage them to look at the most
obvious language requirements for Grade 3, e.g. picture
9 is used for directions and prepositions, but also ways of
introducing other Grade 3 language into a discussion about
the pictures, e.g. Where are the children? What are they doing?
What time is it? What did you do at 10.00 yesterday?

© Oxford University Press

32 Unit 05
 4
GRADE
u ni t 0 6

Holidays & activities

Saturday morning, Saturday afternoon, Saturday night, Sunday
Lesson objectives
afternoon, etc.
Discussing weekend and seasonal activities
• Ask students to work again in pairs, this time being more
Discussing free time specific about particular activities, e.g. What do you usually do
Discussing holidays on Saturday morning? Ask students to note down the answers
they are given.
Language • Ask students to form groups of six to eight, if possible with
Grammar new partners. Tell students that they are going to work out
Adverbs of frequency what the most popular activities are in their group. Ask the
Past simple students to share the information that they got from their
Comparatives and superlatives partner, and draw up a list of popular activities for each
part of the weekend. Set a time limit of five minutes for
going to for future plans
the discussion, and a further three minutes for students to
Questions: When … ? How often … ? What type of … ? organise their information.
What’s the difference between … ?
• Ask students to feedback the most popular activities on their
Functions list to the rest of the class. Encourage students to use full
Expressing likes and dislikes sentences as they do this.
Expressing simple comparisons • When you have a full class list, you could check if there is a
Vocabulary difference between boys and girls, what people do in winter
Adverbs of frequency or summer, etc.
Expressions of past time 3
Seasons • Draw attention to the Spotlight feature. Ask students to
tell you the difference between the adverbs of frequency –
perhaps visually by placing them on a scale from 100–0%
    page 26  of the time. Ask students to read through the box, and if
required, refer them to the Grammar reference on page 50.
Activities • Ask students to read the sentences and complete the chart.
As this is most likely to be revision material, this may be done
1 orally as a whole class activity.
• Ask students to individually complete the options with Answers
activities they usually do at the weekend. always
2 often
• Explain to students that they are going to compare their (Usually) (usually)
go shopping
weekend activities with one another. Elicit useful phrases for (Sometimes) I (sometimes)
on Saturdays.
doing this, e.g. What do you do at the weekend? / I play football (Occasionally) (occasionally)
at the weekend, how about you? rarely
• Ask students to decide when the weekend begins, and when never
it ends. Elicit Friday evening, for the beginning, and Sunday
evening for the end. Ask students to provide time phrases for Once students have completed the table, go around the class
parts of the day in-between these two points. These could be choosing students to repeat the sentences. Remind students
that the adverb of frequency is given a prominent stress. Drill
© Oxford University Press

Unit 06 33
 as a whole class, and individually, until you are satisfied that the
intonation is correct.
4 • Drill the phrase do you individually, and as a whole class. Vary
• Ask students to work in pairs and completing the activity
as described in the Student’s Book. Monitor this stage to
ensure that students are using full sentences and adverbs of
frequency accurately.
5
• Ask students to look at the pictures and say what the people
are doing in each.
• Ask students to work in pairs, and give examples of where
and when they have done these activities. Choose a strong
student to model an exchange e.g.
Do you go the beach?
Yes, I do.
Where do you go?
I go to a beach near my house.
When do you go?
I go every day in the summer holiday.
• Now ask students to do the same for pictures 1–6. As an
extension, you may wish to ask students to think about
other Grade 4 language that they could use to describe
the pictures. If students need prompts, write the following
language functions on the board: talking about past events,
talking about future plans, expressing simple comparisons,
expressing likes and dislikes.
• Ask students to think of a suitable question for each picture,
e.g. picture 5: Do you like ice cream? Which flavour do you think
is best? Where is the best place to buy ice cream in your town? Do
you like to buy fast food / street food? When did you last have an
ice cream?
• Ask students to work in pairs, asking and answering these
questions to consolidate Grade 4 language requirements.
Again, monitor this stage to ensure students are using full
sentences, and appropriate forms.
6 3  Last weekend, I watched TV.
• Ask students to complete the table. Draw attention to the
key and direct students to circle the most suitable option for
themselves.
7  $ 6.1
• Ask students to listen to the examiners question. Play the
recording.
Transcript
Examiner  How often do you … ?
• Play the recording again, and ask students to repeat what
they hear.
• Write the sentence up on the board, and draw attention to
the break between how often, and the vowel sound in do.
Draw linking lines between How and often, e.g.
how often = how + /w/ + often
34 Unit 06
• Transcribe the vowel sound in do as a schwa, /də/. Draw
attention to the fact that in fluent spoken English sounds are
often connected, or unstressed.
the speed so students can get a feel for natural intonation.
Repeat the same process with the phrase how often. Join the
phrases, and drill again. Next drill the phrase, with students
completing the sentences. Do this by pointing to one of the
free time activities presented in the Student’s Book.
8
• Ask students to work in pairs, asking and answering the
questions. Monitor at this stage to ensure students use full
sentences, and appropriate weak forms and intonation in the
connected speech.
    page 27 
9
• Ask students what they will need to think about when
describing free time activities they did last weekend. Elicit
using the past tense.
• Write up on the board two sentences, e.g. I speak with friends.
I listen to music. Ask students to transform these sentences by
adding Last weekend to the front of each. Students should be
able to give you forms using the past simple. If so, refer them
to the spotlight section, and then ask them to complete the
sentences. If not, refer them to the Grammar reference on
page 50. Then complete the sentences as a whole class.
• Once students have completed the sentences, practise saying
them aloud. Point to individual students, or have the class say
them together.
10  $ 6.2
• Play the recording and check the answers and pronunciation.
Transcript
1  Last weekend, I went to the beach.
2  Last weekend, I played tennis with friends.
4  Last weekend, I bought a T-shirt.
5  Last weekend, I ate a pizza.
6  Last weekend, I took the train.
7  Last weekend, I did my homework.
• Play the recording again. Pause after each sentence, and give
students a chance to repeat once more.
11
• Ask students to work in pairs. Instruct students to look at the
pictures and identify the different activities that Maria did last
weekend.
12  $ 6.3
• Play the recording through. Ask students to confirm which free
time activities they heard, and give you any extra information
they heard for each picture.
© Oxford University Press
 Transcript
Maria  On Saturday, I got up at ten o’clock. Then I had breakfast
on the sofa. I had a croissant and a glass of milk. Then I went
shopping with my family. In the evening, we went to a
restaurant for dinner. I had some pasta. I went to bed at about
10 o’clock. On Sunday, I got up at 9 o’clock and went to visit my
grandparents. In the afternoon, I went swimming. After that, I
did my homework. I went to bed at about nine thirty.
• Play the recording again, this time pausing after each
phrase relating to a picture. Point to a student and ask How
about you?
Optional activity
• Once you are happy that students are comfortable with
the structures for talking about past events, you may
wish to exploit the images further. A good way do this
is to remind students that in the Grade 4 exam they will
have to be able to use Grade 4 language requirements,
as well as showing proficiency in the language
requirements for earlier grades. Ask students to think
about the Grade 3 and 4 language that they could use
to describe the pictures. Set a time limit of four minutes,
while students note down appropriate questions.
Monitor at this stage, and check the questions for sense
and accuracy. After the time limit is up, encourage pairs
to form groups of four. Each pair will choose an image
to ask questions about, using the questions they have
drafted. Their partners should try to answer using full
sentences, and appropriate language functions.
13  $ 6.4
• Explain to the students that they are going to hear some
examiner questions. Tell students to work in pairs. One
student is A, the other is B.
• Explain that for the first question, student A should answer,
then ask the same question to student B.
Transcript
Examiner  Tell me about last weekend. Where did you go and
what did you do?
14  $ 6.5
• Explain that for this question, student B should answer the
examiner, then ask the same question to Student A.
Transcript
Examiner  What did you like the most?
15  $ 6.6
• Explain that for this question, student A should again answer
the question, then ask student B.
Transcript
Examiner  What didn’t you like?
• Once students have had time to practise the exam questions
together, ask individual students to be prepared to answer
the questions. Play audio 6.4–6.6, providing pauses for the
© Oxford University Press
student to respond as if in an exam. Ask the other students to
focus on the following areas, and give feedback:
Pronunciation – correct pronunciation of subject vocabulary,
appropriate weak forms, connected speech.
Grammar – accuracy of structures.
Vocabulary – the range of vocabulary used.
    page 28 
Holidays
1
• Ask students to look at the photographs of different types
of holiday. Ask them to name the types of holiday, and then
draw up a list of positive and negative aspects of each one.
• As an alternative task, you could divide the class into five
groups, and allocate one photograph per group. Set a time
limit of five minutes, and ask each group to generate a list of
positive and negative aspects for their holiday type. After the
time limit is up, organise the students into new groups of five,
comprising one student from each group. Tell them that they
have to discuss their lists, and decide on the holiday they
would like to go on, as a group.
• Ask students to work in pairs, and ask and answer the
questions. Monitor this stage to ensure appropriate forms are
being used.
2
• Ask students to work in pairs, asking and answering the
exam questions. Again, draw attention to the exam tip, and
emphasize the need for giving full sentences. Monitor this
stage, and note down any interesting examples or common
errors to feedback to the class.
3  $ 6.7
• Explain to the students that they are going to hear some
examiner questions. Tell students to work in pairs. One
student is A, the other is B.
• Explain that for the first question, student A should answer,
then ask the same question to student B.
Transcript
Examiner  Tell me about your best holiday. Where did you go and
what did you do?
14  $ 6.8
• Explain that for this question, student B should answer the
examiner, then ask the same question to Student A.
Transcript
Examiner  Tell me about your worst holiday. Where did you go
and what did you do?
• Once students have had time to practise the exam questions
together, ask individual students to be prepared to answer
the questions. Play audio 6.7–6.8, providing pauses for the
Unit 06 35
 student to respond as if in an exam. Ask the other students to
focus on the following areas, and give feedback:
Pronunciation – correct pronunciation of subject vocabulary,
appropriate weak forms, connected speech.
Grammar – accuracy of structures.
Vocabulary – the range of vocabulary used.
Visit a city!
1 weekend for you?
• Explain that students are going to read short fact-files about
three cities, and then ask and answer questions using Grade 4
language functions.
• Ask students to tell you what they know about the three
cities. Ask if anyone has been to one of the cities, when they
went, what season it was, what the weather was like, what
they did there.
• Direct students to the texts. Set a time limit of four minutes,
for students to read the fact-files. At the end of this stage,
check the following terms for understanding: population,
temperature, degrees, tourist attraction, architecture, fashion.
• Once you are satisfied that students understand the task,
direct them to questions 1–5. During this stage, monitor
the students to ensure they are using full sentences, correct
intonation, and Grade appropriate language.
2 Examiner  Tell me about the best and worst days of your last
• Ask students to form groups of three, again monitor the
students to ensure they are using full sentences, correct
intonation, and Grade appropriate language.
3 • Play the recording again, and point to individual students
• Explain that students are going to be discussing one of the
travel destinations in an exam style task. Direct them to
questions 1–3 and ask them to individually complete the task
as described in the Student’s Book. Encourage students to
use going to to talk about their plans. Remind them that this
is key Grade 4 grammar.
4 examiner cues that they noted down in 1. Remind them that
• Put students in pairs, and direct them to ask and answer the
exam style questions. Encourage students to think about
follow-up questions they could ask, and potential questions
for the examiner e.g. Which is your favourite foreign city? When
do you like to go there? What do you there?
    page 29 
Aim at the Exam 6
1  $ 6.9
• Ask students to predict what language could be used
to complete the examiner and candidate questions and
answers.
36 Unit 06
• Play the recording, and have students listen to the examiner
and candidate questions to check their predictions.
Transcript
Examiner  Hello! Let’s talk about weekends and seasonal
activities. What do you usually do at the weekend?
Examiner  What do you like doing at weekends and what don’t
you like?
Examiner  What’s the best night of the weekend?
Candidate  What about you? What’s the best night of the
Examiner  Oh, for me it’s Saturday night. I like going to
restaurants every Saturday.
Examiner  For you, what’s the difference between weekends in
the summer and weekends in the winter?
Examiner  Tell me about last weekend, where you went and
what you did.
Examiner  What are you going to do next weekend?
Examiner  Thank you. Now we’ve going to talk about something
different. Let’s talk about holidays. How often do you go on
holiday?
Examiner  What type of holidays do you like? The beach?
Mountains? Visiting a city?
Candidate  What about you? What kind of holiday do you like?
Examiner  Oh, I like beach holidays and relaxing in the sun. How
often do you go to the beach?
Examiner  Tell me about your last holiday. Where did you go and
what did you do?
holiday.
Examiner  And what about your next holiday? Where are you
going to go and what are you going to do?
to provide an answer that is true for them. When you are
satisfied that students are correctly using the relevant Grade
4 language and functions to answer the questions, move on
to the next stage.
2
• Students work in pairs, and practise the exam using the
they can vary the answers so that they are true for them.
Encourage students to think of interesting questions to ask
the examiner.
• Draw students’ attention to the exam tip box. As a class,
discuss why this tip is useful.
• When students have completed the dialogue, ask them to
change roles.
© Oxford University Press
 4
GRADE
u ni t 0 7

Food & shopping

Lesson objectives 1
Discussing likes and dislikes
• Ask students to work in pairs, or groups, and identify the
popular foods in pictures 1–16.
Discussing food and restaurants
Discussing shops and shopping 2  $ 7.1
• Play the recording to allow students to check their answers.
Language
Grammar Transcript
1 potatoes, 2 rice, 3 pasta, 4 fruit, 5 vegetables, 6 ice cream,
like + gerund/infinitive
7 curry, 8 sushi, 9 burger, 10 pizza, 11 chips, 12 steak, 13 soup,
Adverbials of frequency 14 croissant, 15 biscuits, 16 crisps
Going to for future plans
• Play the recording again, this time pausing after the speaker
Comparatives and superlatives gives the number, and pointing to a student to provide the
Past simple correct answer. After the student has given their answer,
Questions: What do you like / dislike? When … ? How often play the word, and encourage the whole class to repeat. This
do you … ? should help build on the accuracy of pronunciation.
Functions • As an extension, pause after the first phrase, 1 potatoes, and
Expressing likes and dislikes give an example sentence using the term, e.g. I like to eat
Expressing simple comparisons baked potatoes / I like eating potatoes. Play the rest of the
recording, pausing after each phrase and pointing to random
Vocabulary
students, asking for their sentences. This should encourage
Food accuracy of pronunciation, and build on fluency of key exam
Shopping vocabulary in a meaningful context. As the responses will
mostly be personalised, this is supportive practice for the Aim
    page 30  at the Exam section, and the exam itself.

Optional warmer
• Write all 26 letters of the alphabet up on the board,
leaving sufficient space between each letter for text to
be added. Ask students to form between two and four
teams, depending on class size. Give each team a different
coloured board marker. Tell students that they have three
minutes to note down as many different foods as they
can. Show the procedure by writing apple pie under A,
beefburger under B, etc. Tell them that the first student
in the group must run to the board and write down a
word, they then have to return to their group, and pass
the marker to the next student, and so on. When you are
satisfied that students understand, ask them to begin.
At the end of the time limit have a whole class feedback
session where spellings are checked. Allocate points for
each correct word, and decide on the winner.
© Oxford University Press
3
• Ask students to think of different ways that people describe
food. If prompts are required, write up on the board: size,
colour, shape, smell, flavour. Choose one of the items from
1–16, and ask for student ideas for each category. When
you have completed each category, and discussed the
pronunciation of any of the items, ask students to complete
the task as described in the Student’s Book.
4
• Ask students to match the emoticons to each expression.
Check the answers as a whole class.
5
• Ask students to think about why they like some foods, and
not others. Ask a selection of students what their favourite
foods are. Ask them to think about when they first ate the
food, how it made them feel, who they were with, where they

Unit 07 37
 were (at home / in a restaurant, etc.) ask if it was a special
meal, perhaps something their mother or grandmother
makes, or something they can make themselves.
• Ask students to work individually, listing the various food
items under each category. As they do this, encourage them
to think about the reasons for their choice.
6 • Ask students what happens when people ask a question
• Ask students to work with a partner, and to use their notes
in 5 to help them as they ask and answer the questions.
Monitor at this stage to ensure students are using full
sentences, and appropriate Grade 4 language. Note down
any particularly good examples, or common errors, and be
prepared to provide feedback on these after the students
have finished speaking.
7 be able to transfer the intonation pattern to other contexts.
• Explain to students that in the Grade 4 exam you need to be
able to demonstrate your communicative skill using Grade
4 language and language from earlier grades. Explain that
examiners may ask you about what you can and can’t do.
Remind them that these questions are very easy to answer
with one word, but in the exam you are expected to give
extended information, and ask questions, too. Encourage
students to let these two questions develop into a more
natural extended conversation.
8  $ 7.2
• Ask a couple of students how often they eat bread / drink
coffee. If they respond with an adverb of frequency, e.g.
sometimes, ask for more information, e.g. How many days each
week? Write down the phrases you elicit. Ask the students
if they know what kind of language they are – adverbial
phrases of frequency.
• Explain that these phrases are key vocabulary areas at
Grade 4. Ask students to give you any further examples,
e.g. every evening, once a day. Drill the phrases for accurate
pronunciation.
• Explain to students that they are going to listen to a
candidate, Sara, answering questions about her eating and
drinking habits. Explain that the focus here is on identifying
the adverbial phrases of frequency that she uses.
• Play the recording.
Transcript and answers
Examiner  How often do you drink water?
Sara  Oh, I drink water several times a day.
Examiner  And what about breakfast. How often do you have
that?
Sara  I always have breakfast every day.
Examiner  And do you have pasta every day?
Sara  No, I only have pasta twice a week.
Examiner  You don’t eat in a restaurant every day, do you?
Sara  No! I only eat in a restaurant every two weeks.
Examiner  What about fast food? How often do you eat burgers
or pizza?
Sara  Oh, I only eat fast food about once a month.
38 Unit 07
• Play the recording again, pausing after each exchange. Allow
students time to note down their answers.
• Play the recording a third time, this time pausing before the
adverbial phrase is given. Point to a student to complete the
sentence, using the correct phrase.
9
fluently in English. Elicit that sometimes words are connected,
and some sounds are weaker. Play the beginning of 7.2 again,
or if confident, model the sentence How often do you drink
water? Emphasize the intrusive /w/ that links how and often,
and the schwa in do. Encourage students to listen and repeat.
To vary this, as you go round pointing to students choose
a new verb and noun e.g. eat / chocolate. This will ensure
students are given a range of phrases to practice, and should
• Ask students to first complete the questionnaire for
themselves, then work with a partner to complete the
second column. Encourage students to use full sentences
when asking and answering, rather than copying data from
each other’s tables.
10
• Tell students to ask and answer the questions. As an
extension, you may wish students to work with a new
partner, to inform them of the discussion they had with their
original partner. This information gap may encourage a more
natural communicative exchange.
    page 31 
Going to a restaurant
• Ask students to give you different example of restaurants that
they go to. Note these down on the board. Ask if students can
think of any ways to compare the restaurants e.g. cheapest,
most expensive, biggest, smallest, oldest, newest.
• Ask students to work in pairs and think of sentences for each
restaurant, using Grade 4 language. Explain that they could talk
about the past, e.g. when they went there, talk about future
plans, e.g. I’m going to have pizza on Friday, comparisons, likes /
dislikes, or how often they go there.
• Once students have finished their sentences, ask them to swap
partners, and ask and answer questions about each restaurant,
e.g. Tell me about the Chinese restaurant. Do you like it?
1  $ 7.3
• Explain that students are going to hear two people
discussing their plans to eat out. Ask students to quickly look
at the different kinds of restaurants, and decide how they
would describe them.
© Oxford University Press
 Answers expect the candidate to answer with a food, and then follow
1 Italian up and give more information about why they like it, or
2 Chinese describe it in some way. Remind students that they can talk
3 Tapas bar/Spanish about when and where they first had the food, who they ate
4 A barbecue restaurant it with, what it compares to (e.g. it’s better than … because …)
5 Fast food restaurant and when they will eat it again in the future.
• Play the recording once.

Transcript     page 32 

Man  So, which restaurant are we going to go to tonight?
Woman  Well, there’s an Italian restaurant, a Chinese, a Spanish, a
Barbecue restaurant, or we can go to the fast food restaurant.
Shopping
Man  Mmm … I don’t like fast food. And I hate burgers and 1
chips.
• Ask students to work in pairs, and think of different kinds of
Woman  OK, so we’re not going to go to the fast food place.
shops, and their names. As an extension, and to reinforce
Man  What about the barbecue restaurant?
Grade 3 language requirements, ask them to talk about
Woman  Well, I’m vegetarian and I hate meat, so a barbecue
where these shops are, and how to get to them from either
restaurant with only meat is not going to be good for me!
the school, their home, or another location within the town.
Man  OK, so we’re not going to try the barbecue restaurant.
Encourage students to use prepositions of movement
Woman  No. What about the Spanish restaurant?
and location, and remind them that showing that they
Man  Well, I like Spanish food, but I ate in a Spanish restaurant
know Grade 3 language well is a useful way of proving
yesterday. I don’t want to eat in a Spanish restaurant twice in a
communicative ability to the examiner.
week!
Woman  OK, so we’re not going to have Spanish food. 2
Man  So then we have the Italian or the Chinese restaurants. • Ask students to work in pairs, and complete the mind map.
Woman  Oh, I love both! I like Italian food, I like pizza, I like pasta.
But I also love Chinese food. I like the Chinese sauces, and I love
• Once students have completed the mind map, ask them
to work with another pair and compare mind maps. Ask
fried rice.
students to discuss any differences, and the reasons for these
Man  I also like Italian, but I usually go to an Italian restaurant
differences. Monitor this stage to ensure students are using
twice a month. I occasionally eat Chinese food.
full sentences, and appropriate Grade 4 language.
Woman  You go to an Italian restaurant more often than a
Chinese restaurant? 3
Man  Yes.
• Ask students to work with a new partner, and go through the
Woman  OK, then we can try something different. How about
sequence of questions 1–10. Tell students to take turns asking
the Chinese? I can tell you which Chinese dishes I love and you
the questions, but remind the students who answer to ask a
can try them.
follow-up – How about you?
Man  So, we’re going to the Chinese restaurant!
Woman  Yeah, not the Italian! • As these questions are very similar to those asked in the
exam, it is important that students are closely monitored
• Ask students to discuss what they heard in pairs. Ask them to here to ensure they are using full sentences, as instructed.
decide on an answer. Note down any particularly good examples of language,
• Play the recording again to confirm the answer. or common errors, and deal with these after students have
finished talking.
2
• To change the classroom dynamic, you might want to
• Ask students to work in pairs. Tell them to imagine they are have students work in pairs in front of the class, asking and
going to one of the restaurants together. Ask them to work answering the questions. As they do this, have the listeners
through questions 1–4, and come to an agreement on where note down good examples of Grade 4 language, and any
they will go. new or interesting vocabulary choices.
3 4
• Ask students to work with new partners, and discuss what • Ask students to look at the pictures of Pedro’s shopping day.
they had for different meals yesterday. Encourage follow-up Ask them to discuss answers to questions 1–4.
questions, and any additional description to extend the
conversation. Monitor during this stage to ensure students are Answers
using full sentences, and the correct form of past simple verbs. 1 He went to a street market, a clothes shop, a shoes shop,
a shopping centre, a café, a video games shop, and a
4 bookshop.
• Explain to students that this personalised question is very 2 He went with his Mum and Dad.
common in the Grade 4 exam. Explain that examiners will
© Oxford University Press

Unit 07 39
 3 He liked the clothes shop, the shopping centre, the café,
and the video games shop. He didn’t like the shoe shop or
the bookshop.
4 Pedro bought a new T-shirt. His Mum and Dad bought
some books.
Optional warmer
• Ask students to work in A and B pairs, and look at the
pictures again. Ask A students to talk about pictures
1, 3, 5, 7 and B students to talk about pictures 2, 4, 6, 8.
Encourage students to think about what they can see
in each picture, but also to think about questions to
ask their partner, e.g. picture 1: Do you like going to the
market? Do you like to buy things at markets? When did
you last go? What did you buy? How do you get there
from here?
• Monitor throughout this stage to ensure students are
using appropriate language, and having a conversation
as well as describing what they see.
5 answer the questions, move on to the next stage.
• Ask students to work in pairs, asking and answering the
questions. Again, monitor this stage to ensure students are
using full sentences and Grade 4 language. To vary the class
dynamic, you could have some students role-play this exam
exchange in front of the class.
    page 33  • Draw students’ attention to the exam tip box. As a class,
Aim at the Exam 7
1  $ 7.4
• Ask students to work in pairs, and predict what language
could be used to complete the examiner and candidate
questions and answers.
• Play the recording, and have students listen to the examiner
and candidate questions to check their predictions.
Examiner  Thank you. Now we’re going to talk about something
different. Let’s talk about shopping. How often do you go
shopping?
Examiner  Tell me about the best and worst shops in your town.
Which do you like and which don’t you like?
Candidate  What about you? What kind of shops do you like?
Examiner  I like clothes shops and bookshops.
Examiner  How often do you go shopping with your parents and
how often do you go shopping with your friends? What’s the
difference?
Examiner  Tell me about your last shopping trip. Where did you
go and what did you buy? What was the most expensive thing
you bought?
Examiner  And what about your next shopping trip? Where are
you going to go and what are you going to buy?
• Play the recording again, and point to individual students to
provide an answer that is true for them. Pause the recording
between questions if you want to point to more than one
student for an answer. When you are satisfied that students are
correctly using the relevant Grade 4 language and functions to
2
• Ask students to work in pairs, and practise the exam using the
examiner cues that they noted down in 1. Remind students
that they can vary the answers so that the content is true for
them. Encourage students to think of interesting questions to
ask the examiner.
discuss why it this tip is useful.
• When students have completed the dialogue, ask them to
change roles. As an extension you may wish to have students
role-play the exam in front of the class.

Transcript
Examiner  Hello! Let’s talk about food. Tell me about the foods
that you like and the foods that you don’t like.
Examiner  And how often do you eat your favourite food? Do
you ever eat it in a restaurant?
Examiner  Who does the cooking in your house? What’s the
difference between eating at home and eating in a restaurant?
Examiner  For you, what’s the best food in the summer and the
best food in the winter?
Examiner  Tell me about yesterday. What did you have for
breakfast, lunch and dinner?
Examiner  And what are you going to have for lunch and dinner
today?
Candidate  What about you? What’s your favourite food?
Examiner  Oh, I like all international food, but I love Japanese
food.

© Oxford University Press

40 Unit 07
 4
GRADE
uni t 0 8

School, hobbies & sports

ask them to complete the sentence. If required, assist them
Lesson objectives
with the pronunciation of the school subject, and encourage
Discussing school and school subjects the class to repeat this too. Then move on to the next
Discussing hobbies student.
Discussing sports
1
Language • Ask students to work in pairs, asking and answering the
Grammar questions. Monitor this stage to ensure students are using full
sentences and Grade 4 language.
Past simple
going to for future plans 2  $ 8.1
Adverbs and adverbials of frequency • Explain to students that they are going to hear a student,
Comparatives and superlatives Maria, talking about her school day. Ask them to complete
Questions: When … ? How often … ? her timetable.
Functions Transcript
Expressing likes and dislikes Maria  On Monday, at 8 o’clock I have geography, and then
Expressing simple comparisons at 10 o’clock I have maths. On Tuesday, at 12 o’clock I have
Vocabulary history. And then on Wednesday, at 8 o’clock I have information
School technology, followed at 9 o’clock by English. At 2 o’clock I have
physical education. On Thursday, at 9 o’clock I have physical
Hobbies
education and at 12 o’clock on Thursday, I have English. And on
Sports Friday, at 8 o’clock I have English and at 12 o’clock I have science.
• Ask students to give answers, then play the audio again to
check.
    page 34 
3
School subjects and timetables • Ask students to work individually to complete the boxes,
then to check the answers in pairs.
• Ask students to work in groups, and write up a list of all the
school subjects they can think of. Set a time limit of three
• Once they have checked the answers, ask students to
practise using this Grade 4 language by asking and
minutes.
answering the following question: How often does Maria have
• When the time limit is up, ask students to form new groups, [science]? etc.
with a person from each of the original groups. Have
students compare their lists, and see if they can add anything Answers
else. Once a week – cooking
• Ask students to think about different ways they could Four times a week – English, PE
categorise their lists, e.g. Arts, Sciences, Social Sciences. Twice a week – IT
Five times a week – maths
• Ask students to form one large group, and compare their
Three times a week – French, geography, history, science
categories. This could be done on the board, with either the
teacher, or a student noting down vocabulary. 4
• Once the subjects and categories are on the board, clarify • Ask students to work with a new partner, and go through the
any choices, and pronunciation. Introduce this by saying the sequence of questions 1–9. Tell students to take turns asking
sentence stem On Monday, I have … . Point to a student and
© Oxford University Press

Unit 08 41
 the questions, but remind the students who answer to ask a
follow-up – How about you?
• As these questions are very similar to those asked in the
exam, it is important that students are closely monitored
here to ensure they are using full sentences, as instructed.
Note down any particularly good examples of language,
or common errors, and deal with these after students have
finished talking.
5 Candidate  The most difficult subject at school is science.
• Ask students to look at the sentence frames. Give an example
of your own to model the intonation pattern of the sentence.
Point to various school subjects on the board, and ask
particular students to give an answer that is true for them.
• When you are satisfied that all students can produce the
form accurately, ask them to work in pairs. Remind students
that they can also ask follow-up questions, such as Why do
you think that? to extend the conversation more naturally.
This is useful practice for the exam, where communicative
interaction is a principle outcome.
    page 35  • Ask students to work with a new partner. Before they discuss
Talking about school
1 have it each week?
• Inform the students that questions 1–10 are all exam questions
that have been used in Grade 4 Conversation stages when
discussing school. Explain that the focus here is on identifying
question focus, and responding accurately. Explain that
students have been given the candidate’s answers, and need
to work out the examiner question.
• Go through the first answer together. Instruct students to
underline the key information that the candidate is providing –
last English lesson, past tense. Elicit the probable question here.
• Set a time limit (around four minutes) and ask students to work
in pairs completing the remaining questions together.
2  $ 8.2
• Play the recording, so students can check their predictions.
Transcript
Examiner  What did you do in your last English lesson?
Candidate  In my last English lesson, I studied the past tenses.
Examiner  What was your last English homework?
Candidate  For my last English homework, I wrote a story.
Examiner  What are you going to do for your next English
homework?
Candidate  For my next English homework, I’m going to practise
my vocabulary.
Examiner  When are you going to do your English homework?
Candidate  I’m going to do my English homework after dinner
this evening.
Examiner  Where are you going to do your English homework?
Candidate  I’m going to do my homework in my bedroom.
Examiner  What are you going to do after your homework?
42 Unit 08
Candidate  After my homework, I’m going to watch TV.
Examiner  Who’s the best at English in your class?
Candidate  The best person at English in my class is my friend
Lucia!
Examiner  What’s your favourite subject?
Candidate  My favourite subject’s maths.
Examiner  Is Lucia better at maths than you?
Candidate  No! I’m better at maths than Lucia.
Examiner  What’s the most difficult subject at school?
• Play the recording again. This time pause after each question
– you could do this so students have a chance to repeat the
question (point to a student and say repeat) or answer the
question (point to a student and say answer).
3
• Ask students to work in pairs. Instruct them to ask and answer
the questions so they are true for themselves. Monitor
during this stage to ensure students use full sentences, and
appropriate Grade 4 language.
4
what they are going to study in their next lesson, encourage
them to think about follow-up questions they could ask in
this exchange, e.g. Do you like geography? How often do you
Hobbies and sports
• As a whole class, ask students what are the most popular
hobbies and sports for boys, girls, young people and older
people. Ask the class if they still do the same hobbies and
sports they did when they were younger, and why they do
new ones now.
1
• Ask students to work in pairs. Direct them to the illustration
of Roberto’s room. Ask them to name the different objects
that are in there. Assist with any new vocabulary, and
pronunciation. Drill this using listen and repeat where
necessary.
• Ask students to decide upon Roberto’s hobbies.
2  $ 8.3
• Play the recording once. Check as a class that everyone noted
down all of Roberto’s hobbies.
Transcript
Roberto  Well I love playing football and play it every day. I’m
very good at it. I also sometimes play basketball. I like it, but I’m
not very good at it. I like playing the piano and I practise three
times a week. I love listening to music, and I especially love rock
music, but I hate dance music. I love playing video games and I
play them every day. I’m not very good at playing guitar, but I’m
going to learn how to play it.
© Oxford University Press
 3  $ 8.3
• Play the recording again, this time directing students to
complete column one of the table.
4 them to provide a full sentence. After they have answered
• Ask students to complete the second column of the table
with their own hobbies and sports.
5 provides a model for the following activity.
• Ask students to work in pairs. Instruct them to ask and answer
questions to complete the third column of the table. Before
beginning, ask them to think about the questions they will
need to ask to get the information. As a whole class decide
on the first question – What sports or hobbies do you love
doing? This should act as frame for students to drop other
phrases into. If necessary, drill the question form to ensure
students can accurately and fluently produce them.
• As an alternative, or with weaker students, you may wish to
go through the table row by row, deciding as a class what
question to ask, and the intonation for this.
Appropriate questions are as follows:
What sports or hobbies do you love doing?
What sports or hobbies do you like doing?
What sports or hobbies do you hate doing?
What sports or hobbies are you good at doing?
What sports or hobbies are you not very good at doing?
What sports or hobbies are you going to learn to do?
• Monitor the speaking stage to ensure students are using
full sentences. Note down any good examples, or common
errors, to deal with during feedback.
• Once students have asked the questions, you could ask them
to make sentences that compare themselves, their partners,
and Roberto.
    page 36  that they are going to ask their partner the relevant question
6 forms as a class, and practise intonation patterns and
• Direct students to the story. Explain that this shows the
different hobbies that Roberto did last week. Ask students to
look at the pictures, and decide what Roberto did.
7  $ 8.4
• Explain to students that you are now going to listen to
Roberto speaking about what he did. Ask them to listen and
check for the answers.
Transcript
Roberto  Well, on Monday, I listened to some music on my mp3
player, and then I played football in the park with my friends.
On Tuesday, I practised the piano and then I played basketball.
On Wednesday, I made pizza with my dad and then played
video games. On Thursday, I read my book and then went
cycling with my friend. On Friday, I practised the guitar and
then I spoke to my friend on the internet. I used my webcam.
On Saturday, I went shopping with my dad and then I went
© Oxford University Press
swimming. And on Sunday, I did some drawing and then I
watched TV with my family.
• To confirm the answers, ask students what Roberto did
on specific days. When students give answers, encourage
for Roberto, as the student How about you? What hobbies
or sports did you do on Monday?, etc. This will ensure that
students practise the form in a personalised manner, and
Optional activity
• As an extension, you could ask students in pairs, to
take turns describing the pictures. As they do this,
encourage them to use a range of Grade 4 language,
and any other language requirements from earlier
levels that they would be expected to know in an
exam situation. Before students describe the pictures, it
would be useful to revise key language for the task e.g.
prepositions of place, simple adjectives, etc.
8
• Ask students to work in pairs, and ask and answer the
question. Encourage full sentences.
9
• Ask students to work in pairs, and ask and answer the
question. Again, monitor, and encourage full sentences.
10
• Write up on the board Summer and Winter. Ask students
which they like / dislike, and why. Also ask them to compare
the two seasons. Elicit as many differences as you can.
• Ask students about sports and hobbies – which are common
in the winter, and which in the summer.
• Direct them to the table in the Student’s Book, and explain
to answer each section. You may wish to brainstorm question
pronunciation of key vocabulary through choral drilling. If
you are confident that your students will be able to produce
questions accurately, direct them to begin.
• Monitor this stage to ensure students are using full sentences,
correct intonation, and appropriate Grade 4 language.
Appropriate questions are as follows:
What’s your favourite sport in summer / winter?
What’s your favourite hobby in summer / winter?
What’s the most physical sport you do in summer / winter?
What’s the most expensive sport you do in summer / winter?
What’s the most expensive hobby you do in summer / winter?
What’s the most creative hobby you do in summer / winter?
11
• Draw students’ attention to the spotlight box. Elicit any other
ways they know to give opinions. Note these on the board,
and practise the intonation, alongside the intonation of
I think … and For me …
Unit 08 43
 • Tell students to ask and answer questions 1 and 2 giving • Play the recording again, and point to individual students to
their own opinions. Encourage them to think of follow-up provide an answer that is true for them. Pause the recording
questions they can ask their partner. between questions if you want to point to more than one
• Monitor this stage carefully to ensure students are using full student for an answer. When you are satisfied that students
sentences and appropriate Grade 4 language. are correctly using the relevant Grade 4 language and
• As an alternative, to change the class dynamic, you could functions to answer the questions, move on to the next
open this out to group discussions. Ask students to form two stage.
groups, and allocate a question to each. Set a time limit of
2
five minutes.
• Ask students to work in pairs, and practise the exam using the
• When students have finished speaking, ask them to find a
examiner cues that they noted down in 1. Remind students
partner from the other group to report back to.
that they can vary the answers so that the content is true for
• Monitor during the discussion, noting down good examples, them. Encourage students to think of interesting questions to
or common errors. Assist with vocabulary when and where ask the examiner.
necessary.
• Draw students’ attention to the exam tip box. As a class,
discuss why this tip is useful.
    page 37  • When students have completed the dialogue, ask them to
change roles. As an extension you may wish to have students
role-play the exam in front of the class.
Aim at the Exam 8
1  $ 8.5
• Ask students to work in pairs, and predict what language
could be used to complete the examiner and candidate
questions and answers.
• Play the recording, and have students listen to the examiner
and candidate questions to check their predictions.

Transcript
Examiner  Hello! Let’s talk about school. Tell me about the
subjects that you like and the subjects that you don’t like.
Examiner  How often do you study your favourite subject? And
how often do you study the subject you don’t like?
Examiner  And what’s the difference between the subject that
you like most and the subject that you like least?
Candidate  What about you? What’s your favourite subject?
Examiner  Oh, I love studying English, and foreign languages.
Examiner  Tell me about last week. What did you study and what
was the best class?
Examiner  What about homework? Are you good at doing
homework?
Examiner  And what are you going to study next year? Are you
going to start any new subjects?
Examiner  Thank you. Now we’re going to talk about something
different. Let’s talk about hobbies and sports. What hobbies or
sports do you like and which ones don’t you like?
Candidate  What about you? What hobbies or sports do you like?
Examiner  I like music and reading.
Examiner  How often do you do your hobbies or practise your
sports?
Examiner  What sports and hobbies do you do in winter and in
summer? What’s the difference?
Examiner  Tell me about your funniest hobby and your most
physical sport.
Examiner  What hobbies and sports did you do last week?
Examiner  And what hobbies and sports are you going to do in
future?

© Oxford University Press

44 Unit 08
 4
GRADE
u ni t 0 9
The Topic
Lesson objectives
Familiarisation with the Topic phase
Reviewing Grade 4 structures for the Topic phase
Organising ideas for the Topic phase
Practising the Topic phase
Language
Grammar
like + gerund / infinitive
Past simple
going to for future plans
Adverbs and adverbials of frequency
Comparatives and superlatives
Vocabulary
Likes and dislikes
    page 38  and discuss possible answers to the gaps. Draw attention
• Before beginning this unit, it is worthwhile orienting students
to the examination format. Students may be very familiar
with the exam, but as Grade 4 is the first grade in which
the exam has two distinct sections, it is worth reviewing
this information to ensure all students are aware of what is
required of them.
• Initially, the best way to address this may be as a whole class,
with correct responses being noted down on the board. This
will provide a written record for students.
• Ask the students how long the Grade 4 exam lasts (10 minutes
in total). Ask them how many parts there are to the exam
(two). Ask them to tell you what the two parts are called (the
Topic phase and the Conversation phase). Ask students which
part comes first (the Topic phase). Ask students how long each
phase lasts (up to 5 minutes). Ask students what the difference
is between the two phases (in the Topic phase the candidate
prepares a topic, in the Conversation phase the examiner selects
two Grade 4 subject areas). Ask students which topics they can
prepare to speak about (any topic, as long as it isn’t the same as
a subject area for the Conversation phase).
• Note that this last point may cause some concern among
students, as they might feel that the subject areas in the
© Oxford University Press
Conversation phase cover many of the areas that they feel
they can confidently speak about. Explain that while students
can’t talk about, for example, holidays in general in the Topic
phase, they could talk about a school trip, or a particular city
they have visited. Explain that there will be more guidance on
how to choose a suitable Topic phase later in the lesson.
1  $ 9.1
• Explain to students that they are going to listen to a student
and teacher discussing the Grade 4 exam. Explain that there
are gaps in the dialogue with key information that will help
them prepare for the Topic phase.
• Ask students to work in pairs, and read through the dialogue
together – first for sense, and to see if there any words that
they do not know. Encourage students to ask about the
meaning of any unknown words, and note these on the
board, with phonetic transcription to aid pronunciation. Drill
any new words or phrases using listen and repeat.
• When you are satisfied that there are no vocabulary issues
surrounding the dialogue, ask students to work in pairs again,
to some of the clues that help students complete gaps like
this e.g. gap 1 has an indefinite article preceding it, so is
probably a noun, it is also something two people do together
– indicated by the word between. Set a time limit of five
minutes, and ask students to work through the text together.
• Once students have finished discussing the text, play the
recording once. Ask students to write down what they hear.
As this is a long dialogue, the level of challenge may be
greater. You may wish to pause after the following points:
After gap 6
Teacher  For example, objects, people, places, activities,
organisations, etc.
After gap 13
Teacher  No! The Topic is a discussion. If you recite, the examiner
is going to interrupt you and ask more questions.
Transcript (and answers)
Student  What’s the Topic?
Teacher  The Topic is a presentation and discussion between you
and the examiner.
Student  Who chooses the Topic?
Teacher  You! It’s completely your choice.
Unit 09 45
 Student  What can I talk about?
Teacher  You choose! It’s easier to talk about things that you are
interested in.
Student  Can you give me some example ideas?
Teacher  For example, objects, people, places, activities,
organisations, etc.
Student  How long is the Topic?
Teacher  It’s the first five minutes of the exam.
Student  Can I just prepare a script and read it?
Teacher  No! The Topic is a discussion. You cannot bring a script
with you.
Student  Can I memorise a script and recite it?
Teacher  No! The Topic is a discussion. If you recite, the examiner
is going to interrupt you and ask more questions.
Student  What is the aim of the Topic?
Teacher  The examiner wants you to have a conversation using
the language of Grade 4 in your conversation.
Student  Is the examiner looking for mistakes?
Teacher  No! The examiner is looking for examples of Grade 4
language.
Student  What questions is the examiner going to ask?
Teacher  The examiner is going to ask you questions which help
you to use Grade 4 language.
Student  Can I bring photos or objects with me into the exam?
Teacher  Yes! You can bring photos and objects connected
to your Topic. But don’t bring too many. You only have 4–5
minutes so four objects or photos is the maximum.
• Check answers around the class, then play the recording
again, to confirm.
• Ask students to give you a list of the possible topic ideas the
teacher gave the student. This leads on to the following tasks.
Answers
objects, people, places, activities, organisations
    page 39  Grade 4 language. Monitor this stage to ensure full sentences
Possible ideas for a Topic
1 reasons. Have the class decide if these are suitable Grade 4
• Direct the students to pictures 1–5. Explain that the students
in each picture are thinking about the Topic phase, and the
ideas they could use. Explain that each person in picture
1–5 has a group of ideas. Draw attention to the list of titles,
and ask students to match these to each group of ideas in
pictures 1–5.
Answers
Picture 1: places
Picture 2: people
Picture 3: activities
Picture 4: objects
Picture 5: organisations
• Check answers as a whole class.
46 Unit 09
2
• Explain to students that they are going to start generating
ideas for the Topic phase, using the ideas in pictures 1–5 to
help them. Direct students to the example, and explain that
they need to think of three examples for each idea, e.g. for
picture 5: three clubs, three groups, three companies, etc.
• Explain that this just a brainstorming stage, where they are to
think of different ideas. They do not have to prepare a Topic on
all the examples. By thinking about lots of examples, students
should have a broad selection that they can then narrow
down.
• In this brainstorming stage, it may be useful for students to
work in pairs, to ensure that they can come up with as many
ideas as possible. However, at later stages, when choosing a
Topic, encourage students to work on their own. This should
ensure that a class has different topics, and the ideas for
discussion are personalised. This is very important in the exam
situation.
3
• Ask students to work individually and decide on a possible
Topic for each of the following groups:
objects, people, places, activities, organisations
• Ask students to think about why they have chosen these
topics, and how they could talk about them using Grade 4
language.
• Draw attention to the exam tip box, to ensure students are
clear on areas that are not good to choose.
4
• Ask students to work in pairs and discuss their Topic choices,
providing reasons for this. Encourage students to ask follow-
up questions to extend this into a longer discussion. Explain
that this will help them to decide which Topic choice they can
speak about most confidently, and with the most appropriate
are being used.
• After students have finished discussing their choices, ask
a selection to present their ideas to the class, again giving
Topics in terms of language requirements.
    pages 40 and 41 
Choosing a Topic
• Explain to the students that organising useful Grade 4
language in a table is a good way to decide on their topic
for the Topic phase. By having a record of what they can
talk about for each Grade 4 language requirement, students
should be confident that they will be able to speak to an
examiner for up to five minutes, and demonstrate their
communicative skills.
• Explain that this exercise is a good way of preparing for the
Topic, and deciding which topic ideas are the most suitable,
but that it should not be memorised. Ask the students to
© Oxford University Press
 work in pairs and think about the reason for this. Have a
whole class feedback session. Accept any of the following
answers:
The Topic phase is an informal discussion, not a presentation;
reciting a script doesn’t show you have communicative ability,
and will mean that you aren’t graded as highly; if the examiner
thinks you have memorised a script they will interrupt you and
ask more questions – which you may not have prepared for; the
examiner is assessing you on pronunciation and intonation and
recited scripts don’t sound natural.
1 Topic form for the exam would have Topic form ideas around
• Ask students to look at the table, this contains an example of
a candidate’s Topic (Rihanna). Before they read the candidate
notes, ask students to give you sentences about Rihanna
using Grade 4 language. When you have been given a short
selection, instruct students to read through the student notes.
• Ask students to think about the Topic ideas they chose on
page 39. Ask them to complete the top of the table with one
idea for each section. Draw attention to the exam tip, and
remind students of other Topic ideas that can be problematic
for Grade 4 exams.
• Set a realistic timetable for your class, and ask students to
complete the table with Grade 4 language for each of the
Topic ideas. At this point, monitor the class’s input, assisting
with vocabulary and structures where required. Encourage
students to refer to the example column for models of how
to prepare their ideas. Remind students to use like + gerund /
infinitive where appropriate.
2 My opinion of London – likes and dislikes, comparatives and
• After the time limit is up, ask students to work in pairs and
discuss the questions. This stage provides an element of
critical thinking and reflection that should assist students
further in making their choice of Topic.
• Tell students that they will soon be practising their Topic
phase, so they should choose a Topic that they are happy to
discuss for up to five minutes, and one which covers as wide
a range of Grade 4 language as possible.
    page 42  other’s Topic forms, and their notes. Ask students to add any
3 form, where possible. Set a time limit of five minutes.
• Ask students what they are allowed to take into the exam,
and what they have to take into the exam. Write these up as
two lists on the board:
can take
pictures, photos, diagrams, useful objects (maximum of four)
must take
Report form, Topic form
• Ask students if they know what a Topic form looks like. Elicit
that it is a mind map with four sections for students to write
in. If possible, show students a print out of the official Trinity
Topic form.
• Explain to the students that the Topic form is a very useful
way of organising ideas and prompts for Grade 4 language
© Oxford University Press
clearly to show their communicative ability. Explain that
the students have to give the Topic form to the examiner at
the beginning of the exam, and that the examiner will use
this form as way of organising the discussion. Explain that
students should only put their general ideas onto a Topic
form, and not examples of Grade 4 language. The Topic form
is a prompt for discussion, and not a script.
3
• Direct students to look at a candidate’s notes on their chosen
topic, London. Explain that these are notes only, and that the
the main Topic box.
• Ask students to work in pairs, and decide on a suitable title
for each group of ideas. Ask them to give reason for their
choices.
Possible answers
My first visit to London
My future plans in London
My opinion of London
When I visit London
• Again, explain that these are the ideas that the candidate
would write on their Topic form.
• Ask students to work in pairs and decide which Grade 4
language is being used in each section of the Topic form.
After a few minutes, check this as a whole class.
Answers
My first visit to London – simple past tense
My future plans in London – going to future
superlatives
When I visit London – adverbs and adverbials of frequency
4
• Ask students to refer to the Topic that they chose in 2, and
instruct them to organise their ideas as described. Set a time
limit of six minutes, and monitor, assisting where necessary.
5
• Ask students to work in pairs. Instruct students to read each
other ideas or useful Grade 4 language to their partner’s Topic
• When the time limit is up, encourage students to discuss any
additions they have made, and give reasons for these additions.
    page 43 
Aim at the Exam 9
• Explain to students that in this Aim at the Exam section they
are going to practise the Topic phase.
1
• Ask students to read through the examiner questions, and
match language boxes 1–5.
Unit 09 47
 Answers • Ask students to complete the feedback form by circling
1 Differences the best option. Tell them that if possible they need to give
2 Past examples to justify their feedback.
3 Likes / Dislikes
4 When 6
5 Future • Ask students to repeat the process, swapping roles so
• Check answers as a whole class. Student A is the candidate, and Student B is the examiner.
• Once students have agreed on the answers, explain that Follow the same procedure as before.
students will work in pairs roleplaying the Topic phase.
Optional activity
Explain that before the students do this, they will need to
practise the examiner questions. • To change the classroom dynamic, you may wish to
have students practise the Topic phase with you as
• Go through each section, providing a model for each
the examiner. This provides a strong model of the
examiner question for students to listen and repeat. Drill
exam situation. To ensure that the other students are
these chorally, as a whole class, and individually. When you
participating during this stage, distribute the feedback
are happy that students are asking the questions in a fluent
forms as above, and ask them to take notes on what is
way, move on to the next stage.
being said. If you follow this procedure, emphasize that
2–4 student feedback should be as supportive as possible
to ensure that confidence is not unduly affected.
• Ask students to work in pairs.
• Tell A students to look at B students’ Topic form. Refer them
to the questions in boxes 1–5. Ask B students to note down
examiner questions that work for the Topic form. As this is
being done, tell student B to look at their Topic form and
decide on questions that they could ask the examiner.

5
• When students are prepared, and Student A has at least eight
questions ready, tell students to begin the role-play. Monitor
this stage to ensure full sentences are being used by both
the examiner and candidate. Ensure that a range of Grade 4
language is being used, and that intonation is natural. Also
ensure that students are not using notes when speaking, as
they will not be able to do this during the exam.
• After five minutes, bring the role-play to an end.
• Ask for feedback from the students, e.g. how did they think
they performed, what was easy / difficult, what do they need to
work on before the exam?
• Where possible, ask students’ partners to provide feedback
using the following criteria:
Range of Grade Very Good Good Average Poor
4 language
functions

Range of Grade 4 Very Good Good Average Poor

grammar

Range of Grade 4 Very Good Good Average Poor

vocabulary

Intonation Very Good Good Average Poor

Pronunciation Very Good Good Average Poor

© Oxford University Press

48 Unit 09
 4
GRADE
u ni t 1 0
Exam Time
Lesson objectives
Review and revision of Grade 4 language and questions
Practising the Grade 4 exam
    page 44  • Draw attention to the spotlight box. Read through as a class,
Prepare for exam day
1 • Ask students to think of other ways in which they can ask
• As a whole class, elicit what the students can tell you about
the exam, and what happens on exam day.
• Explain that they are going to listen to a teacher telling
her class about the exam. Explain that there are gaps in
statements 1–9 with key information that will inform them
about the exam.
• Ask students to work in pairs, and read through the
statements together – first for sense, and to see if there
any words that they do not know. Encourage students to
ask about the meaning of any unknown words, and note
these on the board, with phonetic transcription to aid
pronunciation. Drill any new words or phrases using listen and
repeat.
• When you are satisfied that there are no vocabulary issues
surrounding the statements, ask students to work in pairs
again, and discuss possible answers to the gaps. Draw
attention to some of the clues that help students complete
gaps like this e.g. gap 1 has the word minutes following, so
will be a number. Set a time limit of four minutes, and ask
students to work through the text together.
2  $ 10.1
• Once students have finished discussing the text, play the
recording once.
Transcript and answers
So, what is the Grade 4 exam? Well, it’s a ten-minute discussion
between the examiner and the student. Only the examiner and
the student are in the exam room. There are no teachers and
no other students. The exam has two parts. The first part is the
Topic and is up to 5 minutes long. In the Topic, you can choose
what you want to talk about. The second part of the exam is
© Oxford University Press
the Conversation. The Conversation is up to 5 minutes long. In
the Conversation, the examiner is going to choose what to talk
about. In the Conversation, there are 6 possible Subject Areas:
holidays, shopping, food, school, hobbies and sports, weekend
and seasonal activities. In the Conversation, the examiner
chooses 2 of the Conversation Subjects to discuss.
and explain that asking an examiner to repeat what he/
she has said, and giving yourself more time to think are very
important strategies for any form of communicative activity.
someone to repeat themselves. Note these examples on
the board, and supplement with the following phrases if
required:
Could you repeat that, please? Sorry, I didn’t catch that? Sorry,
can you repeat that? Can you say that again?
• Ask students to decide which of these are the most
appropriate to use in the exam – Could you repeat that, please?
Sorry, can you repeat that? Sorry, can you say that again? – and
drill for accuracy and fluency. Remind students to put a stress
on Sorry, as well as repeat when they use these phrases. You
could practise this in context by speaking very quickly, in an
exaggerated fashion, and then pointing to students who will
respond with an appropriate phrase seeking repetition.
• Now ask students to think of other ways to gain themselves
more time. Note these examples, and again supplement if
required:
Hang on a minute, let me think … Hmm, interesting question,
well … Well, let me see, I think …
• Again, ask students to decide which of these are the most
appropriate to use in the exam and drill for accuracy and
fluency.
What do I take into the exam?
1
• Ask students to look at the pictures in pairs, and identify what
each object is.
• Ask students to work with their partner, and choose the best
option for each picture.
Unit 10 49
 2  $ 10.2
• Explain to students that they are going to hear a teacher
talking about what they can and can’t take into the exam. Play
the recording, and instruct students to tick the relevant box.
Transcript
What can you bring into the exam? Well, there are two
documents, the Report form and the Topic form. You always
bring the Report form and the Topic form into the exam room.
Another question is: can you bring photographs? Yes, you can
bring photographs, it’s your choice. About four photographs is
a good idea. You can decide. But … never bring a big book of
photographs. You do not have enough time to talk about more
than four photographs. What about objects? Can you bring
objects into the exam room? Yes, you can bring small objects
into the exam. It’s your choice. You can choose to bring, for
example, a medal, a photo, an electronic gadget, a sports shirt.
You decide. What about pets? Can you bring pets or animals
into the exam room? No, you can never bring animals into the
exam. Now, computers and laptops. What about them? We
recommend you never bring computers into the exam room.
Because computers often have problems. And if you have a
problem with your computer, you do not get more time in the
exam. So we suggest you never bring a computer. And finally,
can you bring a script into the exam room? No, never. You
can never bring a written piece of paper into the exam room.
Remember, the exam is a discussion, not a recitation!
• Check answers as class, and play again to confirm these.
    page 45 
Grade 4 Review: Topic phase
1 limit, then check as a whole class. At this point you may wish
• Ask students to work in pairs, and direct them to the Topic
form. Set a time limit of eight minutes, and ask students to
think of as many things as they can say about each topic
idea, using Grade 4 language. If necessary, review Grade 4
language as a whole class to check that students are familiar
with these structures.
• Once the time limit is up, ask pairs to form groups of four, and
compare lists. Encourage students to ask follow questions,
and give reasons for their choices. Monitor during this stage
to ensure students are using full sentences, and appropriate
Grade 4 language to express their ideas.
2  $ 10.3
• Explain to students that they are going to listen to an
examiner asking the questions for this topic form. Play the
recording once, with the focus at this stage on the sequence
of Topic points.
Transcript
Examiner  Hello! What’s your name? My name’s John, pleased to
meet you. How are you? I’m very well, thanks. And we’re doing
Grade 4? Good. Now we’re going to start with your Topic. What
are we going to talk about? Your English class. OK, so first tell me
50 Unit 10
about What you like and don’t like about your English class. And
do you like speaking English? How often do you study English?
Do you have classes every day? And do you always study
grammar? What’s your favourite activity in your English class?
OK, thanks. Now let’s talk about Your first English classes with your
teacher. Tell me about that. What did you learn first in English?
What did you like about English classes? What was the most
difficult part of English to learn? What’s the difference between
your English then and your English now?
Thank you. Now do you have plans to learn English in the
future? In future, are you going to study more grammar or
practise more speaking? Are you going to visit an English-
speaking country? Are you going to watch English films or listen
to English music?
Thank you. And finally, what are the differences between your
English class and your other classes? Which is the most difficult?
Which is the funniest? Do you study English more often that the
other subjects? Which class has the best activities?
Thank you very much.
Answers
1 What I like and don’t like about studying English
2 My first English classes with my teacher
3 My plans for learning English in future
4 The difference between my English class and other classes
3  $ 10.4
• Explain that this time you are going to play the recording
again, and ask students to respond to the examiner with their
own ideas. Play the recording. After each question, point to a
student to indicate that they should provide a response.
4
• Ask students to work in their groups, and write down as
many examiner questions as they can remember. Set a time
to play 10.3 again, so students can check that they have all
the questions. This will also provide an audio model stage for
accurate pronunciation and intonation.
• Ask students to work together, asking and answering the
questions.
    page 46 
Grade 4 Review: Conversation
phase
• Inform students that in this section they are going to practise
asking and answering exam questions for all six Grade 4
subject areas. Remind them that as these questions are exam
models, they should answer them as if they were in an exam
– using full sentences as much as possible.
© Oxford University Press
 Holidays
1  $ 10.5
• Play the recording and instruct students to complete the
gaps in the examiner’s questions.
Transcript
1 Tell me about your last holiday – where you went and what
you did.
2 What was the best moment on your last holiday?
3 What didn’t you like?
4 Tell me some differences between your home town and
where you went on holiday.
5 How often do you go on holiday?
6 Who do you usually go on holiday with?
7 Which activities do you like doing with your family and
friends on holiday?
8 What objects do you always take with you on holidays?
9 What’s the difference between summer holidays and winter
holidays?
10 Tell me about your next holiday. Where are you going to go
and what are you going to do?
• Check the answers as a class.
• Play the recording again, and ask students to repeat the
questions for pronunciation and intonation practice.
2     page 47
• Ask students to work in their pairs, asking and answering the
questions.
Shopping
3  $ 10.6
• Play the recording and instruct students to complete the
gaps in the examiner’s questions.
Transcript
1 What types of shops are there near your house?
2 For you, is shopping a hobby?
3 How often do you go shopping?
4 Who do you usually go shopping with?
5 What’s the difference between shopping with your family
and shopping with your friends?
6 What are the most expensive shops in your town?
7 Tell me about the best shops. What do you like?
8 What kind of shops don’t you like?
9 Tell me about your last shopping trip. Where did you go and
what did you do? What did you buy?
10 Tell me about your next shopping trip. Where are you going
to go and what are you going to buy?
4 • Ask students to work in their pairs, asking and answering the
• Ask students to work in their pairs, asking and answering the
questions.
© Oxford University Press
Food
5  $ 10.7
• Play the recording and instruct students to complete the
gaps in the examiner’s questions.
Transcript
1 What food do you like and what food don’t you like? Is there
any food that you hate?
2 Who usually does the cooking in your house? Who’s the best
cook?
3 How often do you go to fast food restaurants?
4 How often do you eat international food?
5 Tell me about your favourite restaurant. What do you usually
eat there?
6 What’s the difference between the food in your house and
the food in your favourite restaurant?
7 What do you usually eat on your birthday?
8 What’s the best food in summer and the best food in winter?
9 What did you eat yesterday?
10 What are you going to eat today?
6
• Ask students to work in their pairs, asking and answering the
questions.
 
Activities
7  $ 10.8
• Play the recording and instruct students to complete the
gaps in the examiner’s questions.
Transcript
1 What do you usually do at weekends in the winter?
2 What do you like doing at weekends in the summer?
3 What’s your favourite day of the weekend? What do you do?
4 What don’t you like doing at weekends?
5 What’s the difference between a weekend with your parents
and a weekend with your friends?
6 How often do you go travelling at the weekend?
7 Tell me about last summer. Where did you go and what did
you do?
8 What are you going to do this summer? Where are you going
to go?
9 Tell me about last weekend. Where did you go? What did you
do?
10 What are you going to do next weekend?
8
questions.
Unit 10 51
 School Student showed
a good range of
Yes/No Examples:

9  $ 10.9 Grade 4 language

• Play the recording and instruct students to complete the functions
gaps in the examiner’s questions.
Student showed a Yes/No Examples:
Transcript good range of Grade
1 Do you like school? 4 grammar
2 What are your best and worst subjects at school?
Student showed a Yes/No Examples:
3 What’s the most difficult subject?
good range of Grade
4 What do you usually do in your school break time?
4 vocabulary
5 How often do you do your homework?
6 What’s the difference between studying at school and Student showed Yes/No Examples:
studying at home? good intonation
7 What subjects did you study last year?
8 When did you have your first English lesson? Student showed Yes/No Examples:
9 What are you going to do after this exam? good pronunciation
10 What are you going to study in the future?
• Encourage students to note down good use of language, and
10 provide constructive feedback.
• Ask students to work in their pairs, asking and answering the
questions.

Hobbies & sports

11  $ 10.10
• Play the recording and instruct students to complete the
gaps in the examiner’s questions.

Transcript
1 Which sports do you like and which sports don’t you like?
2 How often do you play sport?
3 Is it better to play a sport or watch it?
4 What’s the most difficult sport to play?
5 What’s the difference between playing sport in the summer
and sport in the winter?
6 What about your hobbies? What are your hobbies in summer
and in winter?
7 What’s your most expensive hobby?
8 What about last weekend? What hobbies or sports did you
do?
9 What hobbies are you going to do next weekend?
10 What hobby or sport are you going to start in the future?

12
• Ask students to work in their pairs, asking and answering the
questions.
• As students go through these sections, monitor to ensure
they are using full sentences, and appropriate Grade 4
language.
• As an alternative procedure, to change the dynamic of your
class, you could have students role-play these sections in
front of the rest of the class. While doing this, it would be
useful to provide a feedback form as follows:

© Oxford University Press

52 Unit 10
     pages 56–63 

Word list and Picture dictionary

The word list brings together all the Grade 3 lexical items from
the course and groups them according to topic. This can be
used for reference or review purposes. The topics included are:
Daily routine
Dates
Free time
Home life
Jobs
Places in the local area
Positions and directions
School subjects
Time and dates
Verbs
Weather
The picture dictionary provides a visual example of some high
frequency lexical items, and these are grouped according to
topic. This can be used to introduce any new lexical items or for
review purposes prior to students taking the GESE. The topics
included are:
Daily routine
Free time
Home life
Jobs
Places in the local area
School subjects
Weather

© Oxford University Press

Unit 10 53