Pass Trinity Now 3 - 4 Teacher Book

TEACHER’S BOOK TEACHER’S BOOK
now
GESE Grades GESE Grades
Pass Trinity 3-4
3-4
Stuart Cochrane
Pass now
ISE
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Pass Trinity now has been updated to cover the Trinity syllabus.
It is the only complete series for Trinity exam preparation for ISE
Trinity
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FOUNDATION
2015 exam.
Pass Trinity now course books provide essential language practice
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Contents
Procedures file 4
GRADE 3 Diagnostic test 7
UNIT 1 Home life and free time 9
UNIT 2 Local places 11
UNIT 3 Dates to remember 13

Review units 1-3 15
UNIT 4 A place to study 16
UNIT 5 Jobs 18
UNIT 6 Weather 21
Review units 4-6 23
GRADE 4
UNIT 7 Holidays 24
UNIT 8 Shopping 26
UNIT 9 Food 28
Review units 7-9 30
UNIT 10 At the weekend and through the year 31
UNIT 11 Sports and hobbies 33
UNIT 12 School and work 35

Review units 10-12 37
ISE file 37
Recording scripts 40
3
Procedures file
Listening task 4 Check that she/he gives the correct instructions!
Remember that there is no formal listening test in the Give further clarification yourself, if necessary.
Trinity Grades 3 and 4 exam, but there is in the ISE 5 Give students a further chance to ask questions
foundation exam. The listening practice in this book about what they have to do, or the meaning of
is here for four main reasons: vocabulary items in the task/s.
• to provide examples of target language (grammar, Stage 4
vocabulary and functions) in context. These Play the recording a first time. If you judge that most
examples are usually highlighted in the Grammar students have managed to hear a good proportion of
& Practice section that follows the answers, get them to compare their answers in
• to give learners a chance to hear typical exam pairs, then play the recording again and get them to
conversations check with their partner a second time. However, if
• to provide practice in this skill you think that, after the first time, a lot of students
• to practice for the ISE F exam. haven’t managed to hear most of the answers (look
out for blank faces!), then play it a second time before
It’s important that you point out to GESE exam
they check answers in pairs, then play it a third time,
candidates that they don’t need to worry too much
and let them compare again in pairs after this.
about the listening since it will not be formally tested
in the exam at this level. However, the y will have to Stage 5
listen carefully to the examiner, so it will be good Now elicit answers from students. If all students agree
practice. on an answer to a question, and it is the correct
Stage 1 answer, confirm that it’s correct. However, where there
is disagreement on the correct answer, write all the
If there’s a picture to illustrate the topic, elicit
possible answers that students give you for that
information from your students which will help
question on the board, put a big question mark next
prepare them for what they’re going to listen to, e.g.
to them, and tell students that, in a minute, you’ll
in Unit 1, page 9, the photo of Kelvin can be used as a
replay that part of the recording so that they can listen
prompt to ask students who the boy might be, where
again. Finish eliciting answers for all the questions in
he lives and what kind of life he leads.
the task, then go back to the answers that are in doubt
Stage 2 and, one at a time, replay the relevant parts of the
Tell students what kind of conversation they’re going recording, repeatedly if necessary, until all students
to be listening to, e.g. a candidate and examiner agree on the correct answer. At this point, you can rub
talking about the candidate’s topic, or a radio out the other possible answers on the board, leaving
presenter talking about the local entertainment only the correct one for that question.
events. Stage 6
Stage 3 You could play the recording one last time, now that
Before students listen, go through the task/s they students have all the answers, so that they can listen
have to do while listening, using the following with a new level of understanding. You will have to
procedure. decide whether it’s appropriate to do this, or not; it
1 Get students to read the instructions. could be that, if students have had to listen
repeatedly to various parts of the recording in Stage
2 Ask students to volunteer to tell you what they
5 in order to agree on answers, they won’t be very
have to do; this could be in the students’ first
enthusiastic about listening yet another time.
language (L1) if you are teaching in a mono-
lingual environment and you speak the L1
yourself.
3 Select a student who you are reasonably sure will
have understood what to do, and ask her/him to
explain to the class.
4
Procedures file
Brainstorming vocabulary and ideas Speaking tasks

Brainstorming is a good way to introduce an activity, Generally encourage learners to speak as much
and is often suggested in the procedures for each English as they can, although at this level it is
unit in this book. The advantages of starting an unrealistic to expect learners not to resort to their L1
activity with a brainstorming session are: when they need explanation and help. However,
• it helps to get learners focused on the topic of the there will be times that you will need to insist on
task to follow. It helps learners ‘revive’ vocabulary English only, especially during speaking tasks. There
that they know, but haven’t used recently are three types of speaking task in the book:
• it provides a chance for peer teaching – i.e. 1 Structured practice of particular language
working in groups, students will share words and forms or vocabulary
expressions with each other These usually follow vocabulary and grammar
• it gives you a chance to see what your learners focus sections of the book. During this kind of
know and what knowledge gaps exist speaking practice, it is important that learners are
• it demonstrates a way for learners to approach actually using the target structure or vocabulary in
their learning and (by your writing their ideas on order to achieve the task. You will need to monitor
the board) how to organise their learning. to make sure this is the case. If not, encourage
learners to use the new language. Equally, don’t
Stage 1
insist on correcting other errors at this stage; the
Give students a specified time limit to think together important thing is to get the target structure
(in pairs or small groups) and to make a list of all the correct.
vocabulary they can connected with the subject in
hand. Make it clear that they should also be prepared 2 Freer speaking practice
to provide an explanation about what the This kind of speaking task doesn’t require learners
word/phrase means. Encourage learners to explain to to use any particular structure. Learners will talk
each other in their group what words mean if they about topics which are typical exam topics. Even
are new to other members of the group. though the focus is on fluency, the students
should be encouraged to practice the language of
Stage 2
the level to some extent. There’s no need to insist
Now ask students to tell you their words/phrases on complete accuracy at t his stage, however.
from Stage 1. Write them up on the board as they do
so. It’s important, here, that, if students are not 3 Exam practice
familiar with a word/phrase that another student These exercises provide a chance for learners to
gives, they ask about the meaning; when this arises, practise answering typical exam questions. Each
the student who gives the word/phrase in question task focuses on a certain stage of the interview,
should also try and explain it – obviously, if she/he and on a particular skill or exam technique. The
has difficulty doing this, you will need to help. As you aim of this kind of practice is to help your learners
write on the board, demonstrate different ways of to become more familiar with what the interview
organising ideas visually. For example, you could put entails and to help them prepare for likely
simple column headings or draw a mind map. questions. It’s important that this kind of practice
Stage 3 is followed up with a feedback phase. This can be
peer feedback which learners give to each other,
If there are target vocabulary items that need to be
plus more general feedback from you on things
introduced, e.g. because later tasks depend on them,
that you noticed while monitoring.
and they didn’t come up in Stage 2, introduce them
now yourself. How you do this will depend on the The procedure suggested on page 6 applies mainly
vocabulary itself, e.g. some items will be best to the fluency focused practice mentioned above
introduced through pictures, others by explaining (types 2 and 3), but may occasionally also apply to
the meaning and eliciting from students the type 1.
word/phrase.
5
Procedures file
Stage 1 Stage 4
Start off by giving a model yourself of what students When students have finished Stage 3, ask them if
have to do, for example, where they have to tell one they noticed anything that they themselves or their
another about their own personal experiences in partner did particularly well and get them to tell the
relation to the subject, tell them about a relevant class (in this way, they are reflecting on their own
experience that you have had. You could choose a performance and that of their peers). After this, go
reliable student from the class to go through the through the points for praise that you wrote on the
activity with you before the rest of the class start. board, followed by the points for improvement. Don’t
mention which student/s made the individual
Stage 2
mistakes; instead, elicit the correct version from all
Give students the chance to prepare for what they’re the students and correct it on the board.
going to talk about. For fluency-type speaking tasks,
students will usually be preparing alone. Set a time Stage 5
limit, e.g., five minutes, and encourage them to make Now give students an opportunity to ask you about
notes to organise their thoughts and to help them things they may have realised they didn’t know how
with what they’re going to say, but not to write a to say when they were doing the speaking phase.
script. Make it clear that, during this preparation Answer these queries and write the words/phrases
phase, they can consult you about vocabulary they they want to know on the board.
need, etc., but that during the speaking phase that
Stage 6
will follow, they can’t. While they are preparing, you
should circulate, helping and answering questions as Now get students to repeat the speaking phase
necessary. (Stage 3 above) with a different partner/s. The aim of
repeating this phase is that, after the correction and
Stage 3 query phases (Stages 4 and 5 above), they have a
Students now work in pairs to do the speaking task chance to improve their performance in the task.
and listen to each other. Explain that you will be
listening to them during this phase, but you will not
be answering questions. Emphasise that the aim here Trinity Takeaway
is for them to practise speaking fluently, without At the end of each unit, the Trinity Takeaway sections
interrupting their ‘flow’ to ask about how to say provide the students with useful examiner/candidate
something. While they are speaking, monitor and language for the exam. It’s important that you point
make notes about any aspects that you think they do out to learners that they mustn’t memorise the
particularly well, and also any aspects that could be minidialogues, but use them as examples of the type
improved, including grammar and vocabulary of conversation they will have with the examiner.
mistakes that you hear. If students try and ask you for There is also a section at the end of the book with
help while you are monitoring, tell them that you will further examples of examiner/candidate language,
help them afterwards, but, for the moment, they which are recorded.
should try and say it in a different way. Make sure After listening, you can:
that learners are not simply reading the notes that – ask students to read the mini-dialogues out loud
they made in the preparation stage. In some cases, it to practise question/answer intonation
is better for learners to close their notebooks
– ask students to write similar mini-dialogues using
altogether once they are ready to speak. When they
different vocabulary from the unit.
are approaching the end of this phase, start writing
the points you have noted up on the board. Put them
in two columns, perhaps headed by a smiling face for Pronunciation Prof
the points for praise and an unsmiling/frowning face
In the SB a character presents the pronunciation activity
for the points for improvement.
which is connected to the grammar and vocabulary
in the unit. At this level, it is useful to focus on a few
sounds, to establish the basics of good pronunciation.
All pronunciation exercises are recorded.
6
Diagnostic test
Guidance for teachers
The test should be done in class. Any number of students can take the test at the same time.
Photocopy the Diagnostic test answer sheet and give one to each student. Students select their answers from the
options given on pages 8-9 of their coursebooks. The CD should be played without interruption.
It is important to understand that the Diagnostic test is not a precision instrument. It will help you in deciding
whether particular students are in a position to start preparing for a Grade 3 or Grade 4 examination. It will help
you in the sense that it tests listening comprehension and receptive knowledge of appropriate responses to
questions. However, to this information you must add your own knowledge of the students’ speaking skills, and
additionally for ISE I, their productive writing skills and their reading skills. The test is designed to determine
whether students are ready to start preparing for a specific examination – not whether they are ready to take it.
When assessing students’ readiness, you, as the teacher, must also add your knowledge of the individual student
in terms of her/his application, motivation and normal rate of progress.
The questions are distributed as follows:

Questions 1 – 20 relate to the Grade 3 syllabus.
Questions 21 – 40 relate to the Grade 4 syllabus.
ANSWERS
1 C 9 A 17 B 25 B 33 A
2 A 10 C 18 A 26 A 34 B
3 B 11 A 19 C 27 C 35 C
4 B 12 B 20 A 28 B 36 C
5 B 13 C 21 C 29 A 37 B
6 B 14 C 22 A 30 B 38 B
7 A 15 B 23 A 31 C 39 C
8 A 16 B 24 C 32 C 40 A
When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the
following:
• Speaking skills • General learning rate
• Reading skills • Writing skills
• Motivation • Application
Interpretation of scores
10 or less indicates that a student who starts preparing for a Grade 3 examination still needs to study most of
the language functions and lexis before attempting the interview.
11 – 21 indicates that students know some of the grammar and vocabulary for Grade 3 and the teacher
could spend more time on phonology and communication skills.
22 – 29 indicates that a student is probably ready to start preparing for a Grade 4 examination.
over 30 indicates that a student has a good grasp of the language areas for Grade 4 and the teacher can
focus more preparation time on Topic preparation and pronunciation.
7
Diagnostic test
Diagnostic test answer sheet

As you listen to the examiner on the recording, choose the best answer from A, B and C in your coursebook. Put a
circle around your choices on this sheet.
Question Question
1 A B C 21 A B C
2 A B C 22 A B C
3 A B C 23 A B C
4 A B C 24 A B C
5 A B C 25 A B C
6 A B C 26 A B C
7 A B C 27 A B C
8 A B C 28 A B C
9 A B C 29 A B C
10 A B C 30 A B C
11 A B C 31 A B C
12 A B C 32 A B C
13 A B C 33 A B C
14 A B C 34 A B C
15 A B C 35 A B C
16 A B C 36 A B C
17 A B C 37 A B C
18 A B C 38 A B C
19 A B C 39 A B C
20 A B C 40 A B C
PHOTOCOPIABLE
© 2015 Black Cat
8
UNIT 1
Home life and free time
Trinity subject area Home life & free time
Grammar Present Simple to talk about routines and facts
Functions Describing daily routines and events
Vocabulary Members of the family/Free time activities/What time...
Advice to candidates Typical questions: family and daily life
Lesson A Words & Ideas using a large clock / pictures on the board etc.
Candidates are not required to tell the time from a
1a page 8 clock in the exam, but give times of routines and
SUGGESTED PROCEDURE: activities. E.g. I get up at 7 o'clock, have breakfast at
Give student s a few minutes to do this matching 7.30 and then go to school.
activity on their own, then go through the exercise ANSWERS A a quarter to three; three forty-five /
with the class, eliciting answers from individual B a quarter past two; two fifteen / C half past two;
learners. You could ask students for other daily two thirty
activities they could add to the list for example: get
up, have lunch, etc. b
ANSWERS 1 J / 2 G / 3 L / 4 C / 5 K / 6 D / 7 A / 8 I / ANSWERS D twenty past four; four twenty /
9 F / 10 E / 11 B / 12 H E twenty-five past six; six twenty-five / F ten to seven;
six fifty
b
SUGGESTED PROCEDURE:
3a page 9
Before listening, ask learners to guess answers based
on their own experience. Then listen to check. Introduce this by getting learners to look at the
photo of Kelvin. Ask them where they think he lives
ANSWERS 1 have breakfast; seven o’clock / 2 go to
and what his daily life is like. See also Procedures File
school; eight o’clock / 3 watch TV; seven o’clock /
for listening task ideas.
4 go to bed; nine o’clock
ANSWERS 1 T / 2 T / 3 T / 4 F / 5 F / 6 F
c b
Divide the class into pairs, A & B, and ask A to speak
Get students to read through the prompt questions
to B first and then swap roles. Follow the suggested
comparing Kelvin with themselves. Give them a few
procedure for roleplays in the Procedures file.
minutes to think about their answers, then put
Follow up: students say if their routine was same or learners into pairs. First A asks and B answers, then
different to their partner. swap roles. Finally, bring the whole class together to
ANSWERS Open answers elicit answers and share ideas.
ANSWERS Open answers
2a page 9
SUGGESTED PROCEDURE: 4a page 9
See if students can give the correct time without SUGGESTED PROCEDURE:
using the prompts first. Then ask them to complete Once learners have completed this and you’ve checked
with the prompts in the phrase pool. Follow up with answers, you could ask learners if they know other
a drill to practise the two ways of saying the time activities which collocate with ‘go’ and ‘play’.
9
UNIT 1 Home life and free time

GRADE 3
Some other examples are: Go – horse riding, skiing, 2 page 10

shopping. Play – board games, musical instruments, SUGGESTED PROCEDURE:
computer games
Focus learners’ attention on the photo of the girl
ANSWERS playing piano. Elicit from the class who she is, what she
go do have play does, what’s special about her and what they think her
for a picnic homework a shower card daily routine is. You could write these questions on the
skating the breakfast tennis board. Ask learners to read through the text quickly –
for a walk shopping football ignoring the gaps – in order to answer the questions
swimming chess you put on the board. Elicit answers to your questions,
then ask learners to work alone completing the gaps.
Does Cindy think it’s nice to be famous?
b
ANSWERS 1 is / 2 travels / 3 goes / 4 makes / 5 starts /
6 arrives / 7 have / 8 doesn’t watch / 9 plays / 10 likes /
Divide the class into pairs, A & B, and ask A to speak 11 like / 12 want
to B first and then swap roles. Teacher tells the class
what s/he does at the weekend. 3a page 11
ANSWERS Open answers ANSWERS 1 F / 2 L / 3 L / 4 F / 5 R / 6 R
b SUGGESTED PROCEDURE:
Learners may need to use their notebook for this
activity. Give them five minutes to write down their
Lesson B Grammar & Practice examples – you can go round the class checking that
learners’ examples are good ones for the three ‘uses’.
1a page 10 Then divide the class into pairs, A & B, and ask A to
speak to B first and then swap roles.
ANSWERS
be
positive negative questions 4a page 11
I am (’m) 1 am not Am I...? SUGGESTED PROCEDURE:
(‘m not) There are a number of possible ways to finish these
he/she/it 2 is (‘s) is not (isn’t) Is he...? questions (see below). Give students a few minutes
3 are working in pairs to write down two possible ways for
we/you/ are not Are they...?
each in their notebooks. Elicit a few examples, and
they (aren’t)
correct learners where they have problems with word
order and using auxiliary verbs. Now ask learners to
other verbs
listen to the audio and write down the questions they
positive negative questions hear in the space provided in the Student’s Book.
I like 4 donot Do I like...?
ANSWERS 1 name / 2 are you / 3 are you from /
(don’t) like
4 any brothers and sisters / 5 do you start school
he/she/it 5 likes does not Does she every day / 6 you get home from school / 7 in your
(doesn’t) like...? free time / 8 you like
like
we/you/ like 6 do not Do they b
they (don’t) like like...? ANSWERS 1 C / 2 A / 3 E / 4 B / 5 D / 6 G / 7 F / 8 H
c SUGGESTED PROCEDURE:
b
Divide the class into pairs, A & B, and ask A to ask five
ANSWERS questions first and B to answer. Then swap roles, with
Partly open ended, but the correct form of ‘be’ must B asking five different questions from a).
be used: 1 is... / 2 am... / 3 are... / 4 is...
10
UNIT 2
Local places
Trinity subject area Places in the local area
Grammar Prepositions of movements
Prepositions of place
Functions Giving directions, describing your local area
Local facilities
Vocabulary Expressions for giving directions
Linking words
Pronunciation Stress in sentences and questions
Advice to candidates Giving directions using a map
Describing your local area
Lesson A Words & Ideas 2a page 13

1a page 12 Some learners find giving and understanding
SUGGESTED PROCEDURE: directions difficult even in their first language. For
With closed books, elicit words for places and facilities this reason, you may want to introduce this activity
in the local area from the class. Put their ideas on the in learners’ first language (for monolingual groups).
board. See Procedures file for brainstorming. Give learners a chance to become familiar with the
Then ask learners to open their books and do map by asking them to find places and following
exercise 1a). Get them to compare answers in pairs directions in their L1 first. After a few minutes, they
before going through answers with the whole class. should be familiar enough with the map to be able
Once you’ve done this, you could go back to the list to start this listening task. While listening, pause the
you wrote on the board and compare words learners audio after each ‘chunk’ of information to allow
thought of with those in the book. learners time to follow the instructions. At the end,
once they have found the answer, you can play the
ANSWERS
whole audio uninterrupted.
1 hospital / 2 bakery / 3 petrol station / 4 theatre /
5 library / 6 sports centre / 7 railway station / 8 town ANSWERS Katerina wants to go to the station.
hall / 9 museum / 10 shops / 11 church / 12 bus stop /
13 park / 14 post office / 15 school / 16 hotel /
b
17 town square
Don’t go through the answers with learners until they
b have heard the audio again.
SUGGESTED PROCEDURE: ANSWERS 1 turn left / 2 Go along / 3 turn right /
Divide the class into groups of 3 or 4 for this activity, 4 past / 5 first turning / 6 opposite
with one member of each group taking notes. After 3
or 4 minutes discussion in groups, get the group c
‘secretary’ to feedback to the class. Note their top five SUGGESTED PROCEDURE:
lists on the board. You could finish off with a class Follow the suggested procedure for 1a) above –
vote to find the top 3 most important places. See although you shouldn’t need to help with L1 work
Procedures file for speaking task procedures. this time.
ANSWERS Open answers ANSWERS She’s going to the post office.
11
UNIT 2 Local places

GRADE 3
3 page 13 2a and b page 15

SUGGESTED PROCEDURE: SUGGESTED PROCEDURE:
This concept may seem a little odd or difficult to It is worth spending some time before going into this
some learners at first, so provide a few simple listening task explaining that there are many different
examples of sentence stress using the same system ways of saying the same thing. Elicit from learners
on the board before doing this exercise. Follow up how they might ask for help from someone, and why
with a drill exercise or by getting students to make a some ways of asking are better than others. A general
similar exercise of their own. discussion about how politeness can be expressed
ANSWERS 1 c / 2 h / 3 g / 4 b / 5 a / 6 e / 7 d / 8 f (choice of words, intonation, grammar) will also help
them understand the ‘point’ of this activity.
ANSWERS
Speaker 1 D Speaker 4 E
Speaker 2 A Speaker 5 F
Lesson B Grammar & Practice Speaker 3 B Speaker 6 D
1a page 14 b
ANSWERS 1 behind / 2 along / 3 down / 4 opposite / ANSWERS
5 across / 6 near Speaker 1 7 Speaker 4 3
Speaker 2 3 Speaker 5 7
b Speaker 3 7 Speaker 6 3
ANSWERS
Some have more than one correct answer. c
1 over, across / 2 opposite / 3 down / 4 between / ANSWERS 1 c / 2 d / 3 a / 4 b / 5 e
5 behind / 6 past / 7 along, down / 8 through Indirect questions are not expected at this level, but
these exercises are useful for recognition (Where is the
c station?)
ANSWERS Some words can go in both groups.
3a page 15
Prepositions Prepositions SUGGESTED PROCEDURE:
of place of movement
To ensure that both partners get enough time to
between across speak, give students about 2 minutes before swapping
over to roles. They should swap when you give the signal.
in front of over While students are working in pairs on this activity, go
near through round the class monitoring. Give feedback at the end
opposite from on some of the common errors you heard.
under down
along
past
b
up
under ANSWERS
1 Where do you live? 2 Are there theatres or cinemas
Follow up near where you live? / 3 Is your school near to your
Ask learners to write their own example sentences home? / 4 What are your favourite places near where
for the prepositions in their notebooks. In pairs, get you live?
learners to ask each other where things are in the
classroom or the school or about their journey to c
school each day. Make sure they’re using the SUGGESTED PROCEDURE:
prepositions correctly. Walk around the class As for exercise 1a) above, monitor and provide
monitoring for problems. Feedback on what you feedback.
heard at the end. ANSWERS Open answers
12
UNIT 3
Dates to remember
Trinity subject area Dates & times
Grammar Prepositions of time
Present Simple questions
Functions Telling the time & giving dates
Vocabulary Dates (months, years), times
Ordinal numbers up to 31st (for dates)
Advice to candidates Organisation and stages of the interview
Lesson A Words & Ideas pairs. You could prepare flash cards with other dates
and drill those too.
1a and b page 16 ANSWERS
SUGGESTED PROCEDURE: Spoken
This activity will have more meaning if learners know 1 two thousand and five
a few things about these people. You could begin by 2 nineteen ninety seven
handing out a photocopy of page (or using an IWB) 3 seventeen eighty six
with the names covered, and elicit the names from
4 nineteen eighty two
learners.
5 two thousand and one
Follow up with a few simple questions, like ‘What
do/did they do?’ or ‘Where are/were they from?’ Then
go into the listening activity. Make sure that learners
2 page 16
know they only have to match the photos with the ANSWERS 1 c / 2 e / 3 d / 4 a / 5 b
years – they don’t need to write down other details, yet.
3a page 17
It may be a good idea to have learners do this in pairs
in their notebook first, and then to write the correct
dates and months in the spaces provided when you It’s a good idea to revise some of the vocabulary for
go through it together with the class. entertainment events. Ask learners to close their
book and ask them to think of related words – as they
ANSWERS
give you words, write them up on the board. Now ask
1 H William Shakespeare: 23rd of April, 1564 learners to open their books and underline the items
2 C David Beckham: 2nd of May 1975 which are in the list that they mentioned. Next, do
3 A Albert Einstein: 14th of March, 1879 the first part of the listening task.
4 D Lady Gaga: 28th of March 1986 ANSWERS 3: 1 / 4 / 5 / 6
5 G Maddox Jolie-Pitt: 5th of August 2001
6 B Brad Pitt : 18th of December 1963
b
7 F Queen Isabella: 22nd of April 1451
Make sure that learners have read through the table
8 E Elvis Presley: 8th of January 1935
before they listen and understand the kind of
c information that is required in each column. On first
listening, pause the audio after each ‘chunk’ of
information to allow learners time to note down
Bring learners’ attention to the first Focus box. Read answers. Once you’ve checked answers with the class,
the examples out to learners. It’s a good idea to drill play the audio again, uninterrupted.
these with the whole class before they do in c) in
13
UNIT 3 Dates to remember

GRADE 3
ANSWERS
What’s on Date Time Venue
1 The Strangers in concert 3rd October 2 8.00 p.m. The Mill House
The Liverpool 3 Beethoven’s 5th symphony 7.00 p.m. Saint George’s Hall
Philharmonic Orchestra
Rosa 5th and 4 12th October 11.00 a.m. The Old Vic Theatre
Swan Lake 5 22nd and 6 23rd October 7 8.45 p.m. The Royal 8 Opera House
4a and b page 17
Divide the group into pairs, A & B. Let B ask first and then swap roles. The grids in the student’s book for this activity
are only a template – learners may need to copy them into their notebooks to have enough space for notes.
Lesson B Grammar & Practice

1a page 18
ANSWERS at lunchtime
in June on Monday
the weekend
the morning my birthday
8.30
the afternoon 1st of July 1985
Christmas
the evening
midday
b b
ANSWERS 1 on / 2 in / 3 at / 4 in / 5 at / 6 on ANSWERS 1 Is / 2 Does / 3 Are / 4 is
2a page 18 3a page 19
ANSWERS SUGGESTED PROCEDURE:
be Candidates are expected to ask the examiner at least
one question during the exam. Accuracy is important,
Question word am / is / are + subject etc.
but communicating the question is more so; the
1 Is she ready? word order of questions takes a while for many
Are they Spanish? learners to master. The aim of this exercise is to raise
Who 2 are you? awareness that word order in English questions is
important. Don’t spend too much time on the rules
Other verbs of question formation, but try to teach these as
language chunks which can be reused.
Question word do/does + subject + verb etc.
Do they play tennis? ANSWERS
3 Does he like music? 1 What time do you get up on Monday mornings? /
2 What is your favourite day of the week? / 3 Do you
Where do they live?
get up early on Saturday? / 4 What do you do on
Why 4 does she love Maths? Sunday afternoons? / 5 When is your birthday? /
How 5 do I make coffee? 6 When do you have English lessons?
14
b
REVIEW UNITS 1-3
ANSWERS
a come / b do / c get / d go / e go / f have / g have /
Remind learners of the overall format of the exam
h take / i wake / j brush
and why it will help them to know it. Refer them to
the information about the exam that can be found b
earlier in this book. If your class is preparing for Grade
ANSWERS
3, point out that the prepared topic phase is only for
Open answers
Grade 4. Now do the listening task.
2a page 20
greetings and getting to ANSWERS
know you A D 1 wake, get / 2 has / 3 don’t / 4 past, to / 5 doesn’t /
6 takes / 7 doesn’t / 8 at / 9 past / 10 does / 11 don’t /
talking about your
prepared topic 12 play
(Grade 4 only) C G
conversation F H b
ANSWERS
Open answers
end of the interview and
saying goodbye B E
3 page 20
ANSWERS
b 1 Have you got any sisters? (d)
2 Does your family have dinner at six o’clock? (b)
Before learners begin speaking, ask them to write
3 Where do you do your homework? (a)
one likely question for each stage. Go round the class
and ask them to read one of their questions, from any 4 When is your birthday? (f)
stage at random. Check for grammar (word order and 5 What time does school start? (c)
auxiliary verbs) and elicit from the rest of the class 6 When do you have English lessons? (e)
which stage the question relates to. After a few
examples like this, let learners go into the pair work. 4a page 21
ANSWERS Open answers ANSWERS
1 post office / 2 bus stop / 3 theatre / 4 library /
5 hotel / 6 bakery / 7 shoe shop, shop / 8 hospital
b
ANSWERS
1 Excuse / 2 tell / 3 along, down / 4 Turn / 5 across /
6 along, down / 7 right / 8 through, across / 9 past /
10 opposite ß
15
GRADE 3
UNIT 4
A place to study
Trinity subject area Place of study
Grammar Can and can’t.
Linking words: first, next, finally...
Functions Talking about routines
Vocabulary School subject
Different places to study
Advice to candidates Typical questions: schools routines and ability
Lesson A Words & Ideas ANSWERS Speaker 1 b / Speaker 2 f / Speaker 3 a

/ Speaker 4 e / Speaker 5 c / Speaker 6 d
1a page 22
SUGGESTED PROCEDURE: c
With closed books, try to elicit from students words SUGGESTED PROCEDURE:
for places of study and other classroom words they Again, when you go through the answers with
already know. You could write the following group learners, ask them to tell you what they heard that
headings on the board: Places to study; School helped them find the answer.
subjects; Classroom objects; Other ‘study related’ ANSWERS S Speaker 1 / S Speaker 2 / U Speaker 3 /
words. S Speaker 4 / U Speaker 5 / S Speaker 6
Now get them to open their books and work alone or
in pairs on 1a). d
ANSWERS 1 E / 2 A / 3 D / 4 C / 5 B ANSWERS Open answers
b 2a page 23
SUGGESTED PROCEDURE: ANSWERS 1 Geography / 2 Morning break /
Begin by telling learners that they’re going to hear six 3 French / 4 Lunchtime / 5 History / 6 Science /
different people, all of whom have a connection with 7 Sports
education. Elicit from them the kinds of people that
these might be (do a spidergram on the board while
eliciting) e.g. student, school pupil, teacher, head
teacher, etc. Get student to look carefully at the list and
make sure they understand that they don’t need to
worry about the boxes yet. Make sure they know what
the subjects are in the list. Ask them what other words
they associate with these subjects e.g. geography –
cities, mountains, rivers etc. Play the audio and let
learners match. Play a second time, but this time pause
after each speaker to allow learners to check. At this
stage you could check the answers with the class. Ask
learners why they chose to match each speaker with
the subject – what words helped them?
16
b b
SUGGESTED PROCEDURE: ANSWERS 1 He can play football. / 2 She can’t
Go through the words in the word pool first. Make speak. / 3 He can’t swim. / 4 They can ride bikes. /
sure learners understand their use and meaning. 5 She can’t play the piano.
Get learners to complete the text alone, then play
the audio for them to check. Finally, go through the c and d
exercise together. SUGGESTED PROCEDURE:
ANSWERS 1 First / 2 After that; Then; Next / 3 Then; Give students time to write their own examples in
After that; Next / 4 after / 5 after / 6 Then; After that; their notebooks. Go round checking what learners
Next / 7 Then; After that; Next / 8 finally are writing and helping as necessary. Before going on
to d), you’ll need to introduce the interrogative form
c of ‘can’, pointing out the change in word order. Ask
SUGGESTED PROCEDURE: students to close their notebooks and try to do to d)
Get learners to write their timetable for a typical from memory.
school Monday in their notebooks. They don’t have ANSWERS Open answers
to include everything, only the subjects that are
suggested here (their favourite, their least favourite, 2 page 25
an interesting subject etc.). Divide the class into pairs. SUGGESTED PROCEDURE:
Give each partner about 2 minutes before swapping Ask learners to read through the paragraph first
roles. Make sure they understand that they should without filling the gaps. Check for general
use the connectors practised in 2b). Monitor and comprehension. Now ask learners to read through
provide feedback at the end. Watch out for errors again and complete the gaps.
with connectors and telling the time. ANSWERS 1 go / 2 takes / 3 eat / 4 have / 5 makes /
ANSWERS Open answers 6 study / 7 finish / 8 watch / 9 listens / 10 go
3a page 25
Candidates need to ask the examiner a simple
Lesson B Grammar & Practice question. You may choose to use this exercise as a
diagnostic exercise and follow up with remedial work
1a page 24 on question forms as necessary. Alternatively,
SUGGESTED PROCEDURE: introduce with presentation of question forms before
Give learners time to read through before hearing going through the exercise.
the audio and checking answers. Once you’ve checked ANSWERS 1 What time do you start school? /
answers, it’s important that you: 2 What time is your first lesson on Tuesday? / 3 When
i) concept check for understanding of the meaning is your lunch break? / 4 What time do you get home
of ‘can’ and ‘can’t’ from school? / 5 What lessons do you have on
ii) do pronunciation work on can and can’t – point Monday morning? / 6 What is your favourite lesson? /
out that ‘can’ is often a weak form, whereas ‘can’t ‘ 7 Can you play music? / 8 Can you speak a foreign
is the main sentence stress: language? / 9 What lessons don’t you like? / 10 Do
e.g. contrast: I can play the piano with I can’t play you have homework every day?
the piano.
Listen through the audio again from 2b) on page 23 b
and ask learners if ‘can/can’t’ is stressed or not. It’s SUGGESTED PROCEDURE:
worth spending time on pronunciation drills which Divide the class into pairs, A & B, and ask A to speak
will help with both recognition and natural to B first and then swap roles. Monitor and provide
production of these forms. feedback at the end
ANSWERS 1 b / 2 a / 3 b / 4 a / 5 a ANSWERS Open answers
17
UNIT 4 A place to study

GRADE 3
UNIT 5
Jobs
Trinity subject area Jobs
Grammar Present Simple vs Present Continuous
Functions Describing current activities and describing photographs
Vocabulary Jobs vs works and activities for describing jobs
Pronunciation Contractions
Advice to candidates Describing pictures

1a page 26 There’s no definite answer for this exercise, but
SUGGESTED PROCEDURE: during feedback learners need to be able to explain
Begin with closed books. Brainstorm words for jobs why they put jobs where they did.
that learners know. Write their ideas on the board. ANSWERS
Now ask learners to open their books and see if any
hospital school shop
of the pictures relate to jobs that were mentioned
cleaner cleaner cleaner
during the brainstorming session.
cook cook manager
Now allow students time to work through the
manager secretary shop assistant
matching exercise alone before checking altogether.
nurse head teacher
Remember the focus is on the vocabulary for jobs; other jobs
secretary teacher
you don’t necessarily need to teach the words for the surgeon nurse security guard
objects shown – they are not essential for the exam – doctor
but learners will probably want to know these also. other jobs
other jobs caretaker
ANSWERS
security guard
1D/2H/3E/4B/5A/6G/7C/8F
caretaker
b b
Explain that the silhouettes just show men and
Ask learners to draw up a similar table to that in a) in
women, but aren’t supposed to give any indication of
their notebooks. They should work in pairs. Again,
the job they do. For that, they have to listen. You may
allow time for pairs to report back to the class on
want to give some of the key vocabulary mentioned
what they chose and why.
in the tape script, but mixed up (i.e. not in the order
given), on the board in order to help learners guess POSSIBLE ANSWERS
what the jobs are. Or during feedback, elicit from restaurant hotel office factory
learners the words they heard which helped them chef manager secretary secretary
understand the job each speaker does. cook cleaner manager manager
ANSWERS cleaner chef cleaner cleaner
1 journalist / 2 nurse / 3 waitress / 4 builder / manager waiter / workers workers
5 teacher / 6 fire-fighter waiter / waitress
waitress receptionist
18
c and d b
This is a good opportunity for learners to practise Ask learners to refer to the examples form a) to help
their dictionary skills. These skills are important to them complete the table. Once they have done this,
develop at this level, as they will need them focus also on the pronunciation of the contracted
throughout their language learning. Note that there form. It’s worth drilling these forms with the whole
are other activities in this book which require class a few times so that they get a feel for it.
dictionaries, so it’s important that learners have a ANSWERS
good dictionary with them in class. Focus learners’
attention on pronunciation as well as meaning. Once subject + be + verb + ing
they are sure of the meanings of the word in the I am / ’m writing
word pool, they can begin the pair work based on the He/She/It 1 is / 2 ’s 3 writing
table they made in their notebooks in c). Monitor and We/You/they 4 are / 5 ’re 6 writing
provide feedback at the end.
ANSWERS Follow up
Good: well-paid, interesting, easy, exciting. This is one possible follow up activity to practise
Bad: badly-paid, boring, difficult, tiring, dangerous. Present Continuous: ask learners to close their books
and open their notebooks only. They should listen
3a page 27 quietly to what’s happening outside the classroom.
SUGGESTED PROCEDURE: Ask learners what they think is happening, for example
‘a car is driving past the school’ or ‘someone’s talking
Show learners the photo and ask them to guess what
outside the classroom door’.
job Lindsay might do before they listen. After
listening, elicit from learners the language they heard
c
that helped them find the answer.
ANSWERS Journalist
Learners should close their book. Brainstorm ideas for
things that journalists have to do everyday. Now ask
b
learners to open their book and see if the photos at
ANSWERS 1 T / 2 F / 3 T / 4 F / 5 T
the bottom of page 28 match any of the ideas they
came up with. Now learners can do c) individually
c before going through it together in class.
ANSWERS 1 B / 2 C / 3 F / 4 E / 5 A / 6 D
Allow learners a few minutes to discuss this in pairs
before feeding back to the rest of the class. Remind d
learners of the useful expressions for likes and dislikes.
Remind students that we use Present Continuous to
describe actions taking place at the time of speaking.
ANSWERS
Lesson B Grammar & Practice 1 She’s using a computer.
2 She’s talking to her boss.
1a page 28 3 She’s travelling.
4 She’s interviewing someone.
Learners can do this exercise by recognising the
5 She’s taking photos.
grammatical forms, which is fine. However, as you’re
going through the exercise together, ask learners 6 She’s writing.
why the form was used (refer them to the explanation
box at the top of the page).
ANSWERS 1 PS / 2 PS / 3 PC / 4 PC / 5 PS
19
UNIT 5 Jobs
GRADE 3
2 page 29 b
This activity could be extended by asking learners to First get learners to try completing the sentences
listen for 1 minute and then report to the class what’s without listening. Listen again and compare their
happening outside. answers with the audio. Go through the exercise
ANSWERS Open answers together to check.
ANSWERS
3 page 29 Accept contracted or full forms.
SUGGESTED PROCEDURE: 1 What are they doing?
This activity aims to encourage students to use the 2 They are working very hard
contracted form when they speak. Follow up with 3 One man is cooking something.
similar drills, insisting that students use the
4 The woman is cutting vegetables.
contracted forms.
5 I think she’s making a salad.
ANSWERS 1 d / 2 c / 3 e / 4 a / 5 b
4a page 29 c
Divide the class into pairs, A & B, and ask A to be the
Get learners to look at the photos and elicit from
examiner and ask the questions while B plays the
them what jobs the people do. Then play the audio
candidate. Give them about 2 minutes before they
for learners to answer the question. Elicit from
swap roles. Go round the class monitoring and
learners what they heard that helped them answer.
provide feedback at the end.
ANSWERS D
20
UNIT 5 Jobs
UNIT 6
Weather
Trinity subject area Weather
Grammar Present Continuous to talk about the weather (get and start)
Past Simple of the verb to be.
Functions Describing the weather and describing states in the past
Vocabulary Describing weather and temperature
Pronunciation Intonation for simple questions
Advice to candidates Preparing for discussion in the conversation phase
Lesson A Words & Ideas Ask learners to describe the weather shown in each
of the pictures. Now play the audio, pausing a little
1a page 30 after each speaker to allow learners time to answer.
SUGGESTED PROCEDURE: ANSWERS
With closed books, ask the class to brainstorm as Angela: 1 A; 2 B / Ruth: 3 B; 4 C / Mike: 5 A; 6 C
many weather related words as they can. Then open
books to do the exercise. b
ANSWERS
A8/B4/C7/D6/E1/F2/G5/H3 Make sure you give learners time to read through the
questions before you play the audio again. Check for
b understanding of the questions before starting the
SUGGESTED PROCEDURE: audio. Pause after each relevant chunk of information
in the audio to allow learners time to process what
Listen once, then ask pairs to discuss, then listen
they’re hearing and answer carefully. When you go
again to check.
through the answers with learners, ask them to try to
ANSWERS explain their choice.
1E/2F/3H/4B/5G/6D/7C/8A
ANSWERS
1T/2F/3T/4F
2 page 30
SUGGESTED PROCEDURE: 4 page 31
Divide the class into pairs, A & B, and ask A to ask B SUGGESTED PROCEDURE:
first and then swap roles. Note that this is a good
Before you get learners to complete this exercise, you
opportunity for learners to practise language from
may need to remind them how to form the Present
previous units: Present Simple and Continuous,
Continuous. Remind them that Present Continuous is
can/can’t, vocabulary for free time activities etc.
used to describe things happening at the time of
ANSWERS speaking, including changing conditions like the
Open answers weather.
ANSWERS
3a page 31 1 is blowing / 2 ’s raining / 3 ’s snowing / 4 ’s pouring /
5 is shining
Explain to learners that they are going to hear three
different people talking about the weather. Each
person mentions the weather at two different times.
21
GRADE 3
Lesson B Grammar & Practice 3 page 33

1a page 32 Let learners read the advice at the top of the page
SUGGESTED PROCEDURE: first. Before they listen to the recorded questions, go
Ask students to close their books. Read out the round the class asking for learners’ own examples of
sentences. Write them on the board and ask students questions for each subject area. One example for
what the words in bold mean (in their L1 if you have each is enough. Don’t worry too much at this stage
a monolingual class). Now go back to the book and about correct question formation. Now do the
let students complete the table. listening task and go through it together. During
ANSWERS checking, don’t forget to ask learners why they chose
their answers. In some cases there may be more than
affirmative / questions one possible match.
negative
ANSWERS
I I? 1 a / 2 d / 3 h (or a) / 4 e (or g) / 5 g (or a) / 6 c / 7 b /
He was / 1 wasn’t 2 Do / Does he?
8f
She she?
It it? 4a page 33
We we? SUGGESTED PROCEDURE:
You 3 were / weren’t 4 Do you?
While students are writing their sentences, go round
They they?
and monitor what they are writing. At this stage you
can insist more on correct question formation. It can
b be a good idea to get learners to ‘peer correct’ by
ANSWERS swapping each other’s question list and checking for
1 was / 2 were / 3 wasn’t / 4 weren’t / 5 Were / grammatical accuracy. However, don’t spend too
6 wasn’t / 7 were much time on this. This emphasis is on speaking, and
you need to get learners to speak as much as possible.
c ANSWERS
The voice goes up.
b
d SUGGESTED PROCEDURE:
ANSWERS Divide the class into pairs (A & B). Ask B to ask A first
Open answers and then swap roles. Give each partner three to four
minutes before swapping in order to get through a
2 page 33 reasonable number of questions. Monitor and
SUGGESTED PROCEDURE: provide feedback at the end.
Some students may be tempted to write notes down ANSWERS
in their book, but discourage this. At this point you Open answers
want to encourage speaking and listening to each
other rather than writing. Half a minute is plenty of
time for learners to think about what they want to
say, then divide the class into pairs (A & B). Ask B to
ask A first and then swap roles. Monitor and provide
feedback at the end.
ANSWERS
Open answers
22
UNIT 6 Weather
REVIEW UNITS 4-6

1 page 34 6a page 35
ANSWERS POSSIBLE ANSWERS
1
1
S
2
G T
3
E O F
4
J O U R N A L I S T
G M R
5
R Y F R E E Z I N G
They’re having a picnic.
A F
6
The sun is shining.
P B U I L D E R
She’s wearing a hat.
H G They’re eating.
7
Y H I S T O R Y
8
W T 2
9
S C I E 10N Z E
N U R
D R
Y S
E
It’s raining.
She’s talking on the telephone.
2 page 34
She’s holding an umbrella.
ANSWERS 1 primary / 2 subject / 3 easy / 4 Maths /
5 doctors / 6 interesting / 7 well-paid / 8 university
3
3 page 34
ANSWERS 1 b / 2 c / 3 a / 4 b / 5 c
4 page 35
ANSWERS 1 then / 2 stand / 3 is / 4 warm /
5 wasn’t; was
5a page 35 It’s snowing.

ANSWERS 1 Olga can’t ride a horse. / 2 Olga can’t Someone’s riding a bike.
ski. / 3 Olga can understand Maths. / 4 Olga can run He’s walking in the snow.
fast. / 5 Olga can’t play the piano.
b
b ANSWERS Open answers
23
UNIT 7
Holidays
Trinity subject area Holidays
Grammar Past Simple (regular and common irregular verbs)
Functions Talking about past events
Vocabulary Types of holiday
Expressions of past time
Pronunciation Past Simple endings
Advice to candidates Introduction to topic presentation: the Topic Form
Talking about your topic
Lesson A Words & Ideas d

1a page 36 Make sure that learners understand they should be
SUGGESTED PROCEDURE: making use of the vocabulary from Parts a) and c)
You could introduce this unit with a simple ‘brainstorm’ while they speak. Divide the class into pairs (A & B).
session with closed books to gather as many travel Ask B to ask A first and then swap roles. Monitor and
and holiday related words that learners know already. provide feedback at the end.
Then open books to do this activity. ANSWERS
A camping holiday / B cruise / C beach holiday /
D sightseeing tour 2a page 37
b Refer learners to the Focus box before they do this
SUGGESTED PROCEDURE: listening activity. Before going into the listening, you
After checking answers, ask students what words may want to get learners to practise using these words
they heard that helped them choose. for ‘very good’ and ‘very bad’ by asking them to think
ANSWERS of their own examples. Alternatively, you can leave this
1C/2B/3D/4A as a follow up activity between this listening task and
exercise 3. Make sure learners have read through
c sentences 1-3 before listening. Elicit from learners
what may make a holiday terrible or wonderful.
ANSWERS
ANSWERS
Types of holiday adventure holiday
beach holiday 1 Bruno went to Corfu. It was great.
sightseeing tour 2 Clare went to Wales. It was terrible.
mountain holiday 3 Luke went to Paris. It was lovely.
safari
Accommodation bed and breakfast
b
friend’s/family home SUGGESTED PROCEDURE:
caravan Make sure learners read through and understand the
hotel questions before listening. Ask learners to try and
tent predict answers, and then listen to confirm their
24
predictions. As you play the audio, pause after b

chunks of information that relate to questions. When ANSWERS
you check though, ask learners to give reasons for Open answers
their answers.
ANSWERS 1 a / 2 b / 3 c 2a and b page 39
3a and b page 37 You can help learners appreciate the difference
SUGGESTED PROCEDURE: between the /t/ and /d/ sounds by getting them to
Refer learners to the Focus box. You could give further say the sounds while resting the tips of their fingers
examples from the previous listening task and put on their throat. They should be able to feel the
them on the board: vibration of their vocal chords when saying the
voiced /d/ sound.
ANSWERS
Group 1 /t/ Group 2 /d/ Group 3 /id/
Concept check for understanding of these words and booked arrived ended
phrases before going onto the pair work. cooked loved needed
Learners need to write brief answers to the questions packed played visited
in a) in their notebooks – but make sure they are only stopped travelled waited
a sentence or two in length. They shouldn’t spend
too much time writing, but get into the speaking as 3a page 39
soon as possible.
ANSWERS
Go round checking what learners are writing and 1 Don’t / 2 Do / 3 Don’t / 4 Don’t / 5 Do
helping as necessary. Once they have written
answers, ask them to close their notebooks and get
into pairs. Divide the class into pairs (A & B) for part
4 page 39
b). Get B to ask A first and then swap roles. Monitor
and provide feedback at the end.
Before pair work, you could build a mind map on the
board with the whole class making suggestions.
Follow up with a similar task on a different topic.
ANSWERS
Open answers
1a page 38
Refer learners to the grammar explanation box at the
top of the page before they attempt the exercise. Ask
learners to read through the paragraph about the
holiday once without worrying about the gaps.
Check for general comprehension of the text. Then
ask learners to work individually on the text – remind
them that they will need the auxiliary ‘do’ in order to
form the negative.
ANSWERS
1 was / 2 didn’t want / 3 wanted / 4 decided /
5 camped / 6 liked / 7 didn’t like / 8 rained
25
GRADE 4
UNIT 8
Shopping
Trinity subject area Shopping
Grammar Comparative forms of adjectives (1)
Linking words: but and because; then
Functions Making comparisons
Expressing contrast using but
Vocabulary Types of shops and places to go shopping
Pronunciation ‘Weak’ forms
Advice to candidates Preparing for your topic: mind maps
Talking about your topic
Lesson A Words & Ideas c

1a page 40 Ask learners to read the Focus box. Give a few
SUGGESTED PROCEDURE: examples of your own for learners to hear. Point out
With closed books, elicit from learners any types of that ‘but’ is usually a weak form. Now let learners
shops they can name in English (and in L1 for practise in pairs. Divide the class into pairs (A & B).
monolingual classes). Then open books to do the Ask B to speak first and then swap roles. Monitor and
matching exercise. With younger learners, you may provide feedback at the end.
need to explain what receipts are and why we use ANSWERS Open answers
them. 2a page 41
ANSWERS 1 B / 2 C / 3 D / 4 A / 5 F / 6 E SUGGESTED PROCEDURE:
b Ask students to do the matching exercise individually,
then compare with a partner before checking with
the whole class.
Once pairs have worked on this, do feedback with
ANSWERS A supermarket / B Internet shopping /
whole class, writing their ideas on the board
C street market / D department store / E shopping
randomly. Then get the class to put the words once
more into categories – not necessarily under the centre / F high street shops
heading of ‘types of shop’ but other categories e.g. b
food, clothing, expensive, cheap etc. SUGGESTED PROCEDURE:
Explain to learners that they will hear the audio twice.
Florist’s: bunches of flowers; pot plants; flower pots; The first time they should simply identify the kind of
roses; cactus shopping the speakers are talking about. What words
did they hear that helped them decide?
Greengrocer’s: vegetables; potatoes; cabbage;
onions; fruit; apples; oranges; bananas Before listening the second time, check that learners
understand what’s meant in this context by price,
Butcher’s: chicken; beef; lamb; steak; turkey
quality, choice and friendliness. What’s most important
Newsagent’s: newspapers; magazines; pens; pencils; for them when they go shopping? Can they think of
sweets synonyms for these words? Then play the audio and
Boutique / Clothes shop: dresses; trousers; jackets; do the exercise.
coats; shoes Chloe, Ellen and Mathis give reasons for their choices,
Hair dresser’s: cut; wash; style; dye; perm but Grade 4 candidates are not expected to be able
to do this.
26
UNIT 7 Holidays
ANSWERS using the comparative form. Finally, divide the class
into pairs (A&B). Ask them to take turns comparing
What clothes E / music M / food C
the two stores using the information given. Monitor
Where the Internet M / high street shops C; E and provide feedback at the end.
ANSWERS Hanley’s is older than Supersaver. /
3 page 41 Hanley’s clothes are uglier than Supersaver’s. /
SUGGESTED PROCEDURE: Supersaver’s clothes are more modern than Hanley’s. /
The staff in Supersaver are more polite. / Hanley’s is
You might need to explain to some learners that they
worse than Supersaver. / Supersaver is more crowded
need to refer to the shopping bags at the bottom of the
page. Point out to learners that these are only than Hanley’s. / Supersaver is larger than Hanley’s. /
suggestions, though – they can use their own ideas, too. The staff in Hanley’s are ruder than in Supersaver.
ANSWERS Open answers c

2 page 43
Lesson B Grammar & Practice Follow up with choral drills to practise weak forms
(see the Procedures file).
1a page 42
ANSWERS 1 d / 2 c / 3 b / 4 a ANSWERS 1 It’s black and white. / 2 Some cheese
and bread. / 3 I’d like to pay with cash. / 4 A packet of
b tea. / 5 A bottle of milk. / 6 I want to buy a shirt.
See Procedures file for structured practice of particular
3 page 43
forms. This might seem like quite a complicated task ANSWERS 1, 2 pop; rock 3 / 3, 4, 5 the Internet 3;
for some learners, so it is best to take them through it street market; from my friends 3 / 6, 7 I love old
stage by stage. First, ask learners just to read what things 3; love music 3 / 8 my grandfather’s jazz
the two people are saying. Ask them simple records
questions to check comprehension e.g.
4 page 43
‘What kind of shop are they talking about?’
‘Which shop has lots of customers?’
As this kind of organising ideas may be new to
If necessary, you can write on the board other prompts
students, it may be worth going through another
to help students to use all the adjectives in the box.
example together as a whole class activity before
Supersaver: learners do it individually.
Oh look! Here’s a dress like the one that Beyoncé wore Choose a topic and build a mind map on the board,
on TV last night. eliciting suggestions from the class. If you’re short of
The staff are so nice and polite here! class time, the first part of this task could be done at
It’s got eight floors and twelve departments! home, so that learners are ready to speak when they
This place is huge! Wow! next come to class. Remember, in the exam, the
Hanley’s: candidates will only have the four subject boxes, not
These blouses and skirts are so old-fashioned! the notes.
The staff are so rude! As with all pair work, divide the class into pairs. Get A
The service here is terrible! to ask B, then after three to four minutes tell them to
It’s only got two floors. There’s not much here, is there? swap roles. Monitor and provide feedback at the end.
Now ask learners to read through again and underline
all the adjectives that are used. Give an example of
how they might compare the two department stores
27
GRADE 4
UNIT 9
Food
Trinity subject area Food
Grammar Comparative forms of adjectives (2)
Superlatives
Functions Expressing likes and dislikes
Making comparisons, ordering a meal
Vocabulary Types of food and ways of cooking
Adjectives for describing food
Expressions for likes and dislikes
Advice to candidates Listening to questions and responding appropriately
Talking about food
Lesson A Words & Ideas ANSWERS

fruit vegetables meat and fish
1a page 44
pears potatoes a steak
a mango garlic lamb chops
With closed books, do a quick class brainstorm of a coconut onions a whole salmon
food words. Then open books for the exercise. During carrots
feedback, correct any pronunciation problems which Other words Other words
a lettuce
may occur with some of these items. strawberries beef burger
pineapple Other words cod
ANSWERS
peas
1 a bottle of vinegar / 2 a coconut / 3 garlic /
beans
4 a lettuce / 5 a steak / 6 carrots / 7 a packet of flour /
8 salt / 9 pepper / 10 potatoes / 11 cheese / dairy products other
12 a bottle of milk / 13 a mango / 14 pears / 15 lamb cheese salt
chops / 16 a carton of yoghurt / 17 a whole salmon / a carton of yoghurt pepper
18 onions a packet of flour
Other words
a bottle of vinegar
cream
b
milk Other words
oil
To add a bit of fun, you could make this a team game. herbs
Divide the class into teams of up to five students. spices
Tell them they have five minutes to group the words
correctly. They can use dictionaries to help them. c
After the time has run out, check teams’ answers and SUGGESTED PROCEDURE:
the team to finish first with the most correct answers This activity provides some practise with past forms.
is the winner. Don’t forget to check their you may need to refresh their memories of regular
pronunciation of these items. and irregular forms before proceeding. Alternatively,
let them work first and feedback after the task on any
errors with past forms that you hear.
28
UNIT 8 Shopping
SUGGESTED PROCEDURE: ANSWERS 1 I can’t stand / 2 I don’t like / 3 I’m not
Point out to learners that the mistakes with the menu keen on / 4 I quite like / 5 I really like / 6 I love
are not grammatical, but to do with the vocabulary
covered already in this unit. Learners could do this b
alone at first, then compare with a partner. Then bring SUGGESTED PROCEDURE:
the whole class together for final checking. You could Organise this as for other pair work activities. Remind
follow up by getting learners to make their own students that ‘but’ is a weak form.
menus with deliberately silly mistakes.
ANSWERS
Starters Ice cream
Glass of chicken soup
Mixed Salad
Main course Fruit juice
Spaghetti Bolognese Lesson B Grammar & Practice
A slice of fish and chips
Dessert Mushrooms in garlic 1a page 46
A loaf of chocolate cake SUGGESTED PROCEDURE:
Fresh apple pie and cream You need to focus learners’ attention on the examples
Drinks Bottle of water (still or sparkling) given here from the listening. One way to do this is to
Carton of orange juice ask learners to close their books. Write these sentences
Chicken and potatoes on the board, but with the nouns missing. e.g.
Fizzy drinks Some people like thicker...
They’re sweeter...
b
They’re the tastiest...
Before letting students try this pair work activity, you Ask learners if they can remember what the chef was
may want to give an example yourself, choosing a referring to with these adjectives. Then bring their
student to work with you as the waiter/waitress. attention to the adjective forms themselves. Now
Divide up the class into A and B, A as the customer. show them how the examples can help them find the
Give students about four minutes before swapping rules by completing number 1 from the table together.
roles. Monitor and provide feedback. Finally, give learners a few minutes on their own to
ANSWERS Open answers find the rules and complete the rest of the table.
ANSWERS 1 thinnest / 2 more / 3 most / 4 the
3a page 45 tastiest / 5 better / 6 best
ANSWERS Pizza
b
b ANSWERS 1 colder, coldest / 2 worse, worst /
SUGGESTED PROCEDURE: 3 more delicious, most delicious / 4 hot, hottest
Before listening a second time, ask learners to read
through the items in the list. What would they c
choose to use if they were making a pizza? What can SUGGESTED PROCEDURE:
they remember from the first listening? Now play the Do an example together with the class so learners
audio a second time and check. have a clearer idea of what they have to do. Remind
ANSWERS them that the adjectives in the word pool are only
flour / salt / water / tomato sauce / red onions / small suggestions. Divide the class into pairs or groups of
mushrooms / cheese three. Monitor and provide feedback at the end. You
29
GRADE 4
can follow up by having a class vote on certain issues,

such as who is the best singer or what’s the most REVIEW UNITS 7-9
exciting city.
1 page 48
ANSWERS 1 sightseeing, G / 2 cruise, B /
2a page 47 3 greengrocers, C / 4 newsagents, E / 5 supermarket,
SUGGESTED PROCEDURE: H / 6 lettuce, D / 7 coconuts, A / 8 yoghurt, I
Begin this by getting learners to do the activity in
2 page 48
reverse: learners read through the answers and think
of the questions that might prompt them. Now play ANSWERS
the audio. Pause after each question to give students Hi Suzie,
time to decide. When you go through again to check, We arrived in Athens two days in on Monday but our
make sure you ask learners to explain the reason for holiday didn’t started start well. We doesn’t didn’t
their choices. like our hotel. It was awful. We changes changed
ANSWERS 1 b / 2 c / 3 b / 4 a / 5 b / 6 c hotel yesterday. It’s more good better. Athens is
great. It’s biger bigger and more exciting than our
b small town in Hungary. This morning we walk walked
Give them a few minutes to write down five questions to The Acropolis. The view is fantastic up there. I loved
based on the ideas in the diagram, or others they can it, but Marcus didn’t enjoyed enjoy it. He can’t
think of. They shouldn’t spend too much time writing, standing stand high places. We’re going to eat now.
but this is a good opportunity to check their ability to The food is tasty, but most more expensive than I
form questions correctly: remember that candidates expected. How was your trip back to England? Good I
have to ask the examiner one question. hope.
ANSWERS Open answers Take care
Jan
c and d
SUGGESTED PROCEDURE: 3 page 48
Divide the class into pairs, A & B, and ask A to ask five POSSIBLE ANSWERS
questions first and B to answer. The partner asking 1 Milk is nicer than juice. / Juice is nicer than milk.
the questions should also be ‘marking’ the 2 Vegetables are tastier than sweets. / Sweets are
performance of the student answering. Ask learners tastier than vegetables.
to be fair and not too critical, but to be honest, too. 3 Sightseeing is more interesting than camping. /
To make this work, it might be best to split up usual Camping is more interesting that sightseeing.
partners and get learners to work with someone new.
4 Beach holidays are better than mountain holidays. /
At the end, get feedback from the learners who
Mountain holidays are better than beach holidays.
played the ‘examiner’ and discuss how students can
improve their performance. All of this will help raise 5 Watching TV is more fun than shopping. /
learners’ awareness of how others understand them Shopping is more fun than watching TV.
when they speak English. See Procedures file for 6 Street markets are cheaper than supermarkets. /
Exam practice tasks. Supermarkets are cheaper than street markets.
4 page 49
ANSWERS 1 go / 2 arrived / 3 better / 4 more
expensive / 5 the healthiest
5 page 49
ANSWERS 1 c / 2 b / 3 c / 4 a
6 page 49
ANSWERS 1 d / 2 a / 3 b / 4 e / 5 c
30
UNIT 9 Food
UNIT 10
At the weekend & through the year
Trinity subject area Weekend and seasonal activities
Grammar Like + ing or infinitive
Adverbs of frequency: never, sometimes, seldom, often, usually
Functions Talking about daily life and free time
Vocabulary Weekend and seasonal activities
Collocations with have, go and do
Advice to candidates Topic presentation: how the examiner uses the Topic form questions

1a page 50 Before they listen, elicit from learners what words or
ANSWERS A shopping / B eating / C walking the phrases the speaker might use when talking about
dog / D playing football / E fishing / F gardening / summer or winter. When you check, ask learners
G jogging / H chatting what they heard that helped them make their choice.
ANSWERS 1 Ralph – winter / 2 Antonia – summer
b
ANSWERS 1 B / 2 F / 3 A / 4 E / 5 G / 6 H / 7 D / 8 C b
c Make sure learners read through and understand the
ANSWERS questions before they listen again. Pause after each
do have go for go to relevant chunk of information to allow learners time
0 3 3 a party to assimilate what they hear and decide
appropriately. When you check, ask learners what
1 3 the gardening
they heard that helped them make their choice.
2 3 3 a picnic
ANSWERS 1 T / 2 F / 3 F / 4 T / 5 F / 6 F
3 3 3 a football match
4 3 the shopping c
5 3 3 a walk SUGGESTED PROCEDURE:
As with all pair work, divide the class into pairs. Get A
d to ask B, then after three to four minutes tell them to
ANSWERS Open answers swap roles. Monitor and provide feedback at the end.
Encourage learners to use conjunctions ‘but’ and
2a page 51 ‘because’. Before they start, provide them with a
ANSWERS 1 winter / 2 spring / 3 summer / model of both these connecting words, reminding
4 autumn them that they are usually weak forms: ‘because’ is
often mispronounced by learners, who lengthen the
b second syllable.
Open answers ANSWERS Open answers
31
GRADE 4

1a page 52
ANSWERS 1 R / 2 A / 3 R / 4 R / 5 R / 6 A
You could follow up by playing the audio again always
for them to check. usually
often
sometimes
b never
c b
Before learners look at the Focus box, write a few Remind students what the topic form is for. The aim
example sentences with these adverbs that illustrate of this activity is to make it clear to students that the
the most typical word order. With closed books, ask examiner can ask questions in any order.
learners to work in groups of three and come up with
rules for adverb word order based on the examples
you wrote on the board. Then refer learners to the 4 Things I like 3 What I do
Focus box. You could add a bit of fun to the exercise Main points
by making it a race, with students working in pairs to to discuss
finish first. about my topic
ANSWERS 2 My colleagues
1 Where and when
1 It always snows In the mountains.
2 They usually go out with friends on Saturday
evening.
3 We sometimes go on holiday in winter. 3a and b page 53
4 Sometimes she goes to concerts with friends.
If you’re short on class time, part a) could be prepared
5 My family never watch TV.
for homework so that students go straight into b)
6 I am never late for school. next time.
d Divide the class into pairs, A & B, and ask A to ask
questions first and B to answer. Make sure B changes
the order of the questions from the order written on
Provide an example question to ask one student for their partner’s form. Monitor and provide feedback at
the rest of the class to hear. Then divide the class into the end.
pairs, A & B, and ask A to ask five questions first and B
to answer. Monitor and provide feedback at the end.
2a page 53
ANSWERS 1 sports / 2 Thursday / 3 three / 4 takes
money
32
UNIT 11
Sports and hobbies
Trinity subject area Hobbies and sports
Grammar Adverbs of manner
Adverbial phrases of frequency: every day, once a week...
Functions Describing frequency and manner
Vocabulary Sports and hobbies
Collocations with go and play
Advice to candidates Asking the examiner a question
Lesson A Words & Ideas make: computer; games ( = programming); model

planes
1a page 54 listen to: CDs; music
ANSWERS A sailing / B fishing / C diving / D gaming / go: sailing; horse riding; snowboarding; swimming
E chess / F tennis / G cricket / H rollerblading
e
b ANSWERS Open answers
ANSWERS 1 diving / 2 cricket / 3 rollerblading /
4 tennis / 5 video games / 6 fishing / 7 sailing / 8 chess
Follow up with a memory game. Ask learners to close Extra activity
their books and in team recall as many activities from Quiz
the picture as they can. If you have time, you could do this quick team quiz
with your class.
c
1 Which game does not need a bat?
ANSWERS
a tennis
Suggested extra words in brackets. Tell students b cricket
there is one word they don’t need. c baseball
G bat / F-B net / A sail (life jacket) / X bow / G-H pads 2 What game has kings and queens?
(ball; rollerblades) / D screen (buttons) / D console a backgammon
(buttons) / E queen (king) / C snorkel (mask) / b Monopoly
C flippers (trunks) / F racquet (net) / A yacht (rope) / c chess
H helmet (pads) / B rod (net)
3 Which instrument needs a bow?
a the piano
d
b the violin
c the guitar
Divide the class into groups of 3or 4 and make this a
4 What is a yacht?
team race. At the end, ask learners if they can think of
a a kind of ball
other things to add to the lists.
b a kind of hat for tennis
ANSWERS c a kind of sailing boat
play: basketball; CDs; computer; games; football; 5 Which sport does not need a round ball?
music; volleyball; tennis; the piano a rugby
collect: CDs; comics; computer; games; model planes; b golf
stamps c football
33
GRADE 4
6 What computer game stars Lara Croft? c

a Raiders of the Lost Ark ANSWERS 1 late / 2 early / 3 fast / 4 well / 5 hard
b Tomb Raider
c Pac man 2 page 57
Quiz answers: 1 a / 2 c / 3 b / 4 c / 5 a / 6 b SUGGESTED PROCEDURE:
2a page 55 to B first and then swap roles. It’s important that
SUGGESTED PROCEDURE: learners don’t refer to their notebooks during the
Tell learners that they are going to hear 3 children speaking part of this activity, but just try to remember
talking about their hobbies. Ask them to look at the what they noted down.
questions. Have a quick whole-class brainstorming
session, eliciting words related to the hobbies
mentioned. Now play the listening through once. 3a page 57
ANSWERS 1 Craig: playing the piano / ANSWERS 1 c / 2 d / 3 e / 4 a / 5 h / 6 f / 7 g / 8 b
2 Alice: football / 3 Adam: sailing
b
b SUGGESTED PROCEDURE:
There may be a number of possible questions, but
Ask learners to read through the questions. Remind the list below shows the most likely ones. Students
them what these time phrases mean and ask them if may need to write in their notebooks. As they write,
they can think of any others. The time phrases in the go round the class monitoring and paying particular
first question (once a week etc.) may be new to some attention to word order and use of auxiliary verbs.
learners, so elicit from the class what they think these
POSSIBLE ANSWERS 1 Do you play sport? / 2
phrases mean. You could ask them for synonymous
Where did you go on holiday last year? / 3 What kind
expressions – for example, once a week could be
of books do you like reading? / 4 Who is your
‘every Monday’ or ‘at the weekend’ as these are used
favourite rock band? / 5 Can you play music? / 6 Do
in the audio. Now play through the audio and let
learners answer. When you check, pause the audio at you collect anything? / 7 Do you like playing
the relevant section and ask learners what they heard computer games? / 8 Where do you go swimming?
that helped them make their choice.
c and d
ANSWERS 1 a every day; b once a week; c once a SUGGESTED PROCEDURE:
week (every weekend) / 2 a well; b slowly; c quickly
By now, learners should have decided upon a special
3 page 55 topic to prepare for the interview. Try to encourage
students’ originality when preparing their questions.
Try and ensure that their topic is not on one of the
subject areas. Although at Grade 4 it would be
acceptable to talk about a particular holiday or sport,
‘Holidays’ in general, or ‘My Sports and Hobbies’, for
Lesson B Grammar & Practice example, would not be appropriate.Don’t let them
settle for the first, most obvious questions that occur
1a page 56 to them. If they have prepared a mind map for their
ANSWERS 1 well / 2 badly / 3 fast / 4 terribly / topic then they should refer to this to help them
5 slowly make more interesting questions. For the last few pair
work activities in the book, try to get students to work
b with classmates they haven’t yet worked with. Divide
ANSWERS 1 is riding dangerously / 2 speaks angrily / the class into pairs, A & B, and ask A to speak to B first
3 raining heavily / 4 Look carefully and then swap roles after about 3 or 4 minutes.
Monitor and provide feedback at the end.
34
UNIT 10 At the weekend & through the year
UNIT 12
School and work
Trinity subject area School and work
Grammar Future with going to
Functions Making predictions, talking about future plans and intentions
Describing pictures
Vocabulary School and fields of work
Personal qualities
Advice to candidates Asking for clarifications
Describing pictures
Talking about plans and intentions
Lesson A Words & Ideas You may need to provide some extra vocabulary on
the board. As you monitor or when you get feedback,
1a page 58 make sure learners are giving reasons for their
SUGGESTED PROCEDURE: choices, using ‘because’.
With closed book, get pairs or small groups to ANSWERS Open answers
brainstorm ideas for people who work in schools and
what they do. Then open books to do the activity.
2a and b page 59
ANSWERS E empties bins. / D fixes equipment. /
B gives medicine. / A helps children learn. / D locks Don’t forget that this is supposed to be a
communication activity. Learners should not be
the school. / B looks after sick children. / C makes the
going through this questionnaire alone, but
timetable. / A marks homework. / E mops floors. /
responding as their partner asks them questions.
D organises the school.
b
SUGGESTED PROCEDURE: 3a page 59
After playing, ask learners to recall words or phrases
that helped them decide. Elicit from the class very briefly what the photos
show and what’s happening. Then play the audio
ANSWERS 1 A cleaner / 2 A nurse / 3 A head
through once. Ask learners what they heard that
teacher / 4 A teacher / 5 A caretaker
helped them make their choice.
c ANSWERS Photo A – F / Photo B – C / Photo C – L /
ANSWERS Open answers Photo D – Not mentioned / Photo E – Not mentioned /
Photo F – Not mentioned
d
b
This is quite a difficult task, but sometimes it is
necessary to ‘stretch’ learners a little more. Don’t let it Remind students that they should be using present
go on too long. Give an example to show them the continuous to describe actions in the photo, e.g.
kind of relationships they should be thinking about, ‘They are flying’ and present simple to describe
e.g. ‘Maths is important for a business woman personal qualities, e.g. ‘They are calm and quick
because she deals with money, costs and wages.’ thinking’.
35
GRADE 4

1 page 60
ANSWERS
affirmative (short form) negative (short form) going to + infinitive
I am (’m) am not (‘m not)
He/She/It 1 is (2 ’s) 3 is not (isn’t) going to teach.
We/You/They 4 are (5 ’re) are not (6 aren’t)
2a page 60 b
ANSWERS 1 B / 2 A / 3 B / 4 B / 5 A ANSWERS
3 Excuse me. I didn’t catch what you said.
b 3 I’m sorry, but I don’t understand.
3 To be honest, I don’t know.
This focuses on the ‘predictions’ use of ‘going to’. Point
3 Excuse me. I’m not sure what you mean.
out that there are verbs in the top box and nouns in
the bottom that all relate to the photos on page 65.
4a page 61
POSSIBLE ANSWERS ANSWERS Open answers
He’s going to climb down the building.
They’re going to do and experiment. b
He’s going to put out the fire. ANSWERS Open answers
They’re going to land the plane.
She’s going to interview someone.
They’re going to take the patient to hospital.
c
to B first and then swap roles after about 3 or 4
minutes. Monitor and provide feedback at the end.
3a page 61
Point out that it is perfectly normal not to understand
someone or hear them well – even when we speak in
our first language it often happens. What learners need
to know is how to cope in these situations. This exercise
practises useful phrases for getting clarification.
You could do work on appropriate intonation of these
phrases – correct intonation can make all the difference
between a polite request and sounding rude. Use the
audio as a model, or provide a model yourself, and get
learners to repeat using the same intonation. Practise
with choral drilling with different groups of learners
(girls and boys / left and right side of the class etc.)
ANSWERS a 3 / b 2 / c 1
36
UNIT 11 Sports and hobbies

Keys to the ISE file
REVIEW UNITS 10-12 Page 67
1 page 70 Task 1 - Long reading
ANSWERS Questions 1-5
1D/2A/3F/4B/5C
1 2 3
Y R A C Q E T Questions 6-10
A O True statements (in any order): A, B, E, F,H
4 5 Question 11-15
S C R E E N H
6 7
11 seaside town; 12 rich holiday visitors / holiday
H S N O R K E L visitors; 13 crocodile; 14 47; 15 life on Earth
8
N E T O O L
Page 68-70
L D M Task 2 – Multi text Reading
9
F L I P P E R S E Questions 16-20
10
B A T 16 B / 17 C / 18 A / 19 C / 20 A
2 page 62 Questions 21 - 25
ANSWERS 1 do / 2 a / 3 getting / 4 to buy / 5 at / True statements (in any order): A,B, D, F, H
6 have / 7 racquet / 8 well / 9 go / 10 quickly Questions 26-30
26 rabbits / 27 wet / 28 clean / 29 humans / 30 at least
3a page 62
ANSWERS 1 c / 2 c / 3 a / 4 c Page 71
Task 3 – Reading into writing
b
2
1 C / 2 B / 3 A / 4 F / 5 D / 6 E / 7 D / 8 B / 9 C / 10 A
4 page 63
ANSWERS 1 3 / 2 7 John plays the piano very Page 72-73
well. / 3 7 We ran quickly to catch the bus. / 4 3 / Task 4
5 7 Why are you angry with me? / 6 3 1b)
Food in my country
5 page 63
My country is by the sea. For this reason, most of our
ANSWERS 1 I never go to school on Sunday. / 2 We national recipes use fish. Everyone here loves fish,
always go on holiday in winter. / 3 I am often late for and they eat fish for breakfast, lunch and dinner.
school. / 4 Sometimes my friends are annoying.; My
Fish soup is very popular. We usually make this with
friends are annoying sometimes. / 5 Our teacher
shrimps, vegetables and a fish called cod. It’s easy to
rarely gets angry.
make, and we call it bisque. Another popular dish is
6a page 63 called prinsefisk, or ‘prince fish’. Chefs first made it
years ago for a prince. Prinsefisk is baked in the oven
ANSWERS 1 He isn’t going to write an email. He’s
with eggs and cream.
going to answer the phone. / 2 He isn’t going to go
skiing. He’s going to go swimming. / 3 They aren’t However, my favourite doesn’t have any fish. It’s a
going to watch TV. They’re going to cook dinner. sweet called lingonberry cake, and it’s delicious!
2b)
b
Hatton Hall is a fantastic place for all the family. There
is a beautiful old house, a big park, a farm and lovely
gardens.
37
GRADE 4
The house is 200 years old and full of history. In each

room, clever actors play scenes and visitors
can see how people lived in the past.
Hatton’s huge park and lakes have many plants and
animals. You can also do sports like fishing and
sailing. Boats are quite cheap to rent. In bad weather,
you can visit the café or gift shop.
Hatton is a wonderful day out for everyone!
4b)
1 visited / 2 walked / 3 lived / 4 don’t live / 5 played / Listening task page 74
6 were / 7 rented / 8 sailed / 9 liked / 10 didn’t rain 2
a) Give students time to discuss in pairs, then open
5b) out to a whole class discussion. You could also write
Last weekend I saw 'The lighthouse' at the Garrick some useful vocabulary on the board: castle, coach,
Theatre and I enjoyed it very much. car park, fast food, restaurant, fun fair, rides,
The lighthouse is about life in a small village by the adventure park, beach
sea. The main characters in the play are the family b) Read out the examiner rubric (below) to the class.
that keep the lighthouse. The play tells the story of Examiner rubric:
one terrible stormy night in the village. This is a map of an amusement park in England. You’re
After that night their lives are never the same. going to hear someone talking about the park. You’ll
I liked the play because the story was very exciting, hear the talk twice. These pictures show some places
but also because the actors played so well. There was at the park. The talk will tell you where the places are.
also some beautiful music. It almost made me cry! Each picture has a letter. Write the correct letters in
This is a great play. You’re going to love it. the circles on the plan. There’s one circle that you do
not need to write in.
Listening task page 74 There’s an example to show you what to do. Please
look at plan and the pictures now. You have 15
1a)
seconds. Are you ready?
Accept any of the following suggestions from
students:
A Information desk / kiosk
B Toilets / rest rooms
C luggage / baggage / bag
D newspapers / magazines / newsagent
E bicycle
F tickets
b) Give students some time to discuss this in pairs,
then open up to whole class discussion. There are no
right or wrong answers at this stage, but encourage
students to give reasons for their guesses.
c) Play the audio once.
d) Give students a chance to confer with a partner
before playing the audio a second time.
38
ISE file
Page 75 • How long can they stay under water?

Independent Listening Task 2 For 2 minutes (at a time).
1 • What colour are polar bears’ bodies?
a) After students have discussed in pairs, open up the Black
discussion and elicit or provide the following • How does the colour of their bodies help them?
vocabulary: polar bears, ice, North Pole, fur… It keeps them warm.
b) Read out the following rubric:
You’re going to hear a short talk about polar bears. You 2
will hear the talk twice. As you listen, write down some
a) Ask students to give reasons for their answers.
facts about polar bears.
[Note – in the exam, no photos or information is
Play the audio twice. Students should make notes
given about the subject of the talk on the student’s
about any facts they think they hear in the talk. Then
note taking form.]
get students to compare their notes in pairs (part c).
b) Read out the following rubric:
d) Questions:
You’re going to hear a short talk about the pilot Amy
1 How many countries do they live in?
Johnson. You will hear the talk twice. As you listen,
2 How heavy can they be? write down some facts about her life.
3 How far do they walk? Play the audio twice
4 What else do they eat? c)
5 How long can they stay under water? • What nationality was Amy?
6 What colour are their bodies? English.
Don’t spend too much time on the grammar of • When was she born?
questions at this point, but make sure that students
1903
understand what is being asked. Then play the audio
a third time. Students should now listen out • Where was her father from?
specifically to answer the questions just made. Denmark
e) Students should now have enough information • What did she study?
from the previous tasks to do this. You may want to Economics
finish off with a final whole class summary of the • When did she start flying?
facts given in the talk.
1929
• How many countries do they live in?
• What did her father buy her?
Four countries near the North Pole
A plane
• How heavy can they be?
• What did she do in 1930?
600 kilos
She flew from England to Australia.
• What do they like eating most?
• What date did she leave?
Meat/the biggest meat-eaters on earth
5th May
• How far do they walk to find food?
• How long was the journey?
1000 kilometres
19 days
• What else do they eat?
• Where is Amy’s plane now?
Birds’ eggs or fish
Science Museum in London
• Where do they often try to find food?
In the sea
• What can they do with their noses?
They can close them.
39
Recording scripts
2 3
Diagnostic Test Girl: I usually get up at quarter to seven and have
1 Hello, how are you? breakfast at seven o’clock. I go to school at eight
2 Can you play the guitar? o’clock in the morning. School finishes at three o’clock
3 How do you come to school? in the afternoon and I go home. I have dinner and at
six o’clock in the evening I usually do my homework.
4 When do you go swimming?
At seven o’clock I usually watch television. I always go
5 Where exactly do you live?
to bed at nine o’clock. What about you?
6 What was the weather like yesterday?
7 Can you tell me the way to the station, please? 4
8 What are you doing at the moment? Boy: My name’s Kelvin. I live in Zambia. We’ve got a
9 What languages can you speak? house in a small village. I live with my parents and my
10 How can I get to the supermarket? sister. My mum gets up first and she wakes all the
11 When do you watch television? family. We get up very early, at six o’clock. I have
12 Why is it so cold? breakfast at quarter past six and then I put on my
school uniform. I like school, but it’s far away. Every
13 Why are you late?
morning I walk three kilometres and I get to school at
14 When is your birthday – and your brother’s?
seven o’clock. Lessons start at seven fifteen. We have a
15 What is that teacher doing? break at a quarter to eleven and then lessons end at a
16 Can you tell me where the football stadium is, quarter past one. I walk home again and I have lunch
please? with all my family at half past two. I do homework at
17 Which cinema do you go to? three o’clock and then I play games with my brothers
18 In which month were you born? and sisters in the afternoon. Sometimes we go fishing.
19 What does you mother do? In the evening, at a quarter to eight my dad comes
20 Do you live near the school? home. He’s a fisherman. We don’t watch TV in the
21 Did you go on holiday last year? evenings – we haven’t got one! We sit together and
talk. We usually go to bed at ten o’clock.
22 Are you going to meet your friends next Saturday?
23 How often do you shop for cloths? 5
24 Do you usually drink sparkling water with your 1 What’s your name?
meals?
2 How old are you?
25 Did you go to school yesterday?
3 Where are you from?
26 Choose the best question from your answer sheet.
4 Have you got any brothers or sisters?
27 Are you going to play tennis this weekend?
5 What time do you start school every day?
28 How often do you visit your grandparents?
6 What do you do when you get home from school?
29 Do you often go to the shopping centre?
7 What do you do in your free time?
30 Choose the best question from your answer sheet.
8 What sports do you like?
31 Did you play any sport last weekend?
32 What are you going to eat tonight? 6
33 Do you enjoy meeting your friends at the A I’m twelve years old.
weekends? B Yes, I’ve got one brother. He’s younger than me.
34 Did you have a good time on holiday? C Alexandra.
35 Choose the best question from your answer sheet. D About 9.00 o’clock in the morning.
36 Are you going to visit any other countries? E I’m from Barcelona.
37 How often do you go shopping? F I play the piano and read comics.
38 Do you usually work at the weekend? G I usually have something to eat and then start my
39 What do you like doing on the beach? homework.
40 Was this test easy? H I don’t like football or basketball or anything like
that. I hate sport.
40
Recording scripts
7 9
Man: Oh yes, it’s easy to find. When you come out of 1 Turn left at the lights.
the hospital door you are on High Street. 2 Is the museum behind the school?
Woman: High Street. Okay. 3 Turn right then left.
Man: Yes. Now, turn left and Go along High Street. 4 Hi!
Woman: Along High Street. Okay. 5 It’s opposite the bank.
Man: Yes. Go past the bakery and then turn right. 6 Where’s the post office?
Woman: Turn right after the bakery. What’s that 7 Take the second on the left
street called? 8 Can you see the church?
Man: That’s Library Road. When you’re on Library
Road, go straight ahead. Go past the library. 10
Woman: Okay – I go straight ahead, past the library. 1 Where’s the museum?
Man: That’s right. Then take the first turning on the left. 2 Excuse me, could you tell me the way to the
Woman: Oh, sorry, wait a minute. I go past the library General Hospital, please?
and then...? 3 I can’t find the bus stop. Where is it?
Man: Then take the first turning on the left. That’s 4 Excuse me, do you know the way to the post office?
Lime Avenue.
5 Tell me the way to the station.
Woman: Okay – Lime Avenue.
6 Could you tell me how to get to the library from
Man: Yes. Go straight ahead along Lime Avenue. On
here?
your left is a theatre. It’s opposite the theatre.
Woman: Okay, opposite the theatre in Lime Avenue.
11
Is it far?
1 William Shakespeare: 23rd of April, 1564
Man: No, no. It’s not far at all – about five minutes
from here. 2 David Beckham: 2nd of May 1975
Woman: Oh good. Thanks very much. 3 Albert Einstein: 14th of March, 1879
4 Lady Gaga: 28th of March 1986
8 5 Maddox Jolie-Pitt: 5th of August 2001
Man: Well, it’s very near the church. Do you know 6 Brad Pitt : 18th of December 1963
where the church is? 7 Queen Isabella: 22nd of April 1451
Woman: No, I’m afraid I don’t. 8 Elvis Presley: 8th of January 1935
Man: Okay, well when you come out of the station
turn left and walk along Lime Avenue. 12
Woman: Turn left into Lime Avenue. Yes? ...and there’s a lot going on in town this month. For
Man: Then go straight on and at the end of the road music lovers, there are two concerts. The first is on
turn left again. That’s Library Road. the 3rd of October when the Irish pop group The
Woman: Turn left again into Library Road. Strangers are playing at the Mill House. Doors open
Man: Go across Library Road to the other side and at 8.00 p.m. If you like classical music, the Liverpool
then walk along for about 20 metres. You’ll see a big Philharmonic Orchestra will be playing Beethoven’s
church on your right. Fifth Symphony on the 12th of October. The venue is
Woman: A big church on my right. Okay. Saint George’s Hall and the music starts at 7 p.m.
Man: Go past the church and on the right there are Theatre now, and the Old Vic Theatre has a very funny
some steps. play for children on Saturday the 5th and Saturday the
Woman: Past the church there are some steps on the 12th of October. Rosa is the name of the show, and it
right. Okay. starts at 11 a.m. – so wake up early. And we’re happy
to see that the State Ballet Company of Kiev is back in
Man: That’s right. Go up the steps, and it’s in front of
town. It will be performing Swan Lake at the Royal
you.
Opera House on the 22nd and 23rd of October. The
Woman: Okay. Thanks very much for your help.
performance starts at 8.45 in the evening. There’s
Man: No problem.
more dancing on at the...
41
Recording scripts
study for four or five hours. This week I’m studying

13
the First World War.
1 What time do you get up on Monday mornings? 6 I don’t really like it very much, but on Monday
2 What is your favourite day of the week? mornings our teacher reads us stories and poems,
3 Do you get up early on Saturday? and that’s nice.
4 What do you do on Sunday afternoons?
5 When is your birthday? 16
6 When do you have English lessons? Girl: I like Monday mornings! First we have Maths.
That’s my favourite lesson. Some children can’t do
14 Maths, but I think it’s easy. Next we have Geography. I
A Examiner: Good morning. Would you like to take don’t like Geography. I can do it, but it’s very boring.
a seat? Then we have a break for twenty minutes – that’s
Girl: Good morning. Thank you. always fun – and after the break we have French. I
B Examiner: Thank you. That’s the end of the test. can’t speak French very well, but I like it because our
Boy: Okay, thank you. Goodbye. teacher is really nice. At twenty past twelve it’s the
Examiner: Goodbye. lunch break. Of course I love that part of the day!
C Examiner: So I see that you play the guitar, Marc. After lunch we have History. I don’t like that because I
When did you start playing the guitar? can’t remember anything. Next we have Science
Boy: Yes, that’s right. I started two years ago. which is always interesting and after that we have
D Examiner: What’s your name? Sports. I like football. I can’t play well, but it’s lots of
Girl: My name’s Maria. fun. And finally, we go home at four o’clock.
E Examiner: Well, thank you. It’s been nice talking
17
to you.
Girl: Thanks. Nice to meet you, too. 1 What time do you start school?
F Examiner: What do you normally do at the 2 What is your first lesson on Tuesday?
weekend, Marc? 3 When is your lunch break?
Boy: Oh, I do lots of things. I have a lot of hobbies. 4 What time do you get home from school?
G Examiner: So you like photography, Maria. What 5 What lessons do you have on Monday morning?
kind of photos do you take? 6 What is your favourite lesson?
Girl: I like taking photos of people. My family, 7 Can you play music?
mostly. 8 Can you speak a foreign language?
H Examiner: Maria, can you tell me where you went 9 What lessons don’t you have on Friday afternoon?
on holiday last year? 10 Do you have homework every day?
Girl about 14: Yes, of course. I went to France. It
was lovely. 18
1 I write for a newspaper. Sometimes I tell the news
15
on radio or television.
1 Tomorrow there is a test on the names of all the 2 I work in a hospital. I help to look after patients.
big rivers in Europe. So your homework today is to 3 I work in a restaurant. Customers tell me what
learn their names. they want and I bring it to them.
2 It’s one of my favourite lessons. All the children 4 I make houses, schools, offices and many other
love the teacher. She isn’t French, but she lived buildings.
there for about 15 years, so she can speak the
5 I work with children in a school. I help them learn.
language really well.
6 My job is sometimes dangerous. I put out fires
3 Please don’t forget that tomorrow’s lecture on
and save people’s lives.
Einstein’s theories is very important. If you can’t
come, please speak to me after today’s lecture.
19
4 Mum, can you help me? I can’t do these sums.
Girl: I think I’m very lucky. I love my job. I do three
They’re too difficult. Oh... I hate numbers!
things that I really enjoy: travelling, meeting new
5 Every afternoon I go to the campus library and
42
Recording scripts
people and writing. I usually start my day at the 2 Wow – it’s really strong today. Let’s go and fly our
office. I talk to my boss about the stories she wants. kite.
Then I leave the office and go to see what’s happening. 3 Look at that. Everything is white. It’s really
I don’t need many things to do my job. When I’m in the beautiful. Let’s put gloves and scarves on and go
office, I use a computer to write my articles. When I and play.
travel, I don’t need a computer. I just use a pen and a 4 You’d better take an umbrella with you. It’s
notepad. Sometimes I take photos, so I always carry a pouring down outside. You may even need boots!
camera with me. I often travel to other countries to 5 I can’t drive in this. I can’t see anything. Let’s stop
write about what’s happening there. Today I’m in here and wait for it to clear.
Venice in Italy. The film festival is taking place. Lots of 6 Brrr! It’s so cold. Oh wow – look at the river. There
people are waiting to see famous film stars. I’m are people walking on it!
waiting, too. But I’m waiting to speak to Johnny 7 It’s so dark, but it’s only three in the afternoon. I
Depp. He’s staying in a hotel here and I’m meeting think it’s going to rain very soon.
him later. Yes, I’m very lucky – I love my job!
8 Can you hear the thunder? Quick! Run inside. I
don’t want to be struck by lightning.
20
1 Sounds of a keyboard. 24
2 Girl: I think the Venice film festival will be a good
Angela: It’s raining now but this morning, honestly,
story to cover.
the weather was so different. It was warm and sunny
Man: Yes, I’d like you to go there and I think...
– like a summer’s day. I mean, my daughters were in
3 A landing airplane. the garden sunbathing! I wasn’t outside. It was too
4 Girl: So, Johnny. Tell me about your next movie. hot for me. And now look at it! Never mind, I think
5 The clicking sound of a camera. the rain’s stopping now, and it’s getting warm again.
6 The sound of writing on paper and turning pages. Ruth: Last winter it was really freezing here. The
children were outside in the snow almost every day.
21 They were so happy. But this year it’s raining all the
a He isn’t a good student. time. It never stops. I hope we have some snow by
b She hasn’t got a job. New Year’s Eve.
c I’m studying English. Mike: It was really foggy yesterday morning. I was on
d I can’t play the piano. the bus to work and I couldn’t see a thing out of the
e We don’t work in Rome. window. I was late for work because the bus was so
slow. I was late again today, too – but today it was
22 because of the snow! And it’s still snowing now, look.
Funny weather!
Examiner: Look at this photo. What job do these
people do?
25
Girl: Oh, this is a very tiring job. They are working
very hard. 1 Were you at school yesterday?
Examiner: And what’s happening? What are they 2 Was your mum angry with you?
doing?
26
Girl: Well, there are three chefs. There’s a woman and
two men. One man is cooking something in a frying 1 Was it sunny yesterday?
pan. I can’t see the other man very well. I think he’s 2 Were you on holiday last week?
cooking too. The woman is cutting vegetables. I think 3 Was your sister at the party?
she’s making a salad. I think it’s very hot in the
kitchen. It’s a difficult job. 27
1 Have you got any brothers or sisters?
23 2 What’s the weather like in winter where you live?
1 Ah this is perfect. Not a cloud in the sky! I think it’s 3 What do your parents do?
warm enough to go swimming. Shall we go to the 4 What time were you up this morning?
beach? 5 Who does the cooking in your family?
43
Recording scripts
6 Was there anything interesting on television last

32
night?
7 What’s your favourite lesson? Group 1 Group 2 Group 3
8 Are there any parks near your house? packed loved visited
booked played waited
28 cooked arrived ended
1 Mum, Dad? The sea’s wonderful... it’s really warm. stopped travelled needed
Are you coming in? Don’t sit on the beach all day!
2 Oh, the ship’s leaving. We’re on our way. Come on. 33
Let’s go and leave our suitcase in the cabin, and Point 1
then see the rest of the ship. Examiner: So, you’re going to tell me about your
3 ...And this is one of the most famous sites in the winter holiday, Pierre?
city. It was first opened in 1894 and it was built Boy: Yes, that’s right.
by.... Examiner: Where did you go, exactly?
4 Here we are. This is a good place, isn’t it? Now, I’ll Boy: Well, we went for ten days to a place near Drama
put up the tent and you start making a fire. in Greece and it was...
Point 2
29 Examiner: And who did you go with?
Bruno: We came back from Corfu yesterday. We were Boy: I went with my family.
there for two weeks. It was great. We stayed in a Examiner: How many people was that?
fantastic hotel with a pool, but we didn’t swim there. Boy: Well, there was me, my mum and dad and then I
We walked to the beach every day and swam in the have two...
sea. Well, I swam. My mum and dad just slept on the
Point 3
beach all day. They were so lazy!
Examiner: What did you do there?
Clare: About ten years ago we went camping in Boy: Umm... most of the day we skied.
Wales. It was terrible! It rained every day. One night Examiner: Are you a good skier?
our tent fell and we got soaking wet. My brother Boy: No, not really. But I don’t fall over too often. I
cooked, but he wasn’t very good, so we ate beans had some lessons...
every night. No, we weren’t happy at all!
Luke: We went there last month for a weekend break. Point 4
It was lovely. We were in a hotel not far from the Eiffel Examiner: What did you like most about your
tower, but we didn’t do any sightseeing. We just holiday?
walked around the city in the day, and in the evening Boy: Oh the skiing. I love skiing, and also the
we ate great food and drank wonderful French wine. I mountains. I’m always happy in the mountains.
was a bit disappointed because I wanted to go to the Examiner: Was the food good?
Louvre and another museum, but they weren’t open. Boy: Oh, not so good, actually, because there was
only one...
30
Last year we were in Scotland for our summer 34
holiday. Scotland is lovely, but our holiday was awful. Mathis: I always buy online – you know, Internet
Dad didn’t want a beach holiday. He wanted shopping. It isn’t cheaper than the high street shops,
something different. We decided to go camping. but there’s a bigger choice. There’s rock and pop and
What a mistake! We camped on a campsite in the hip hop – everything. It’s easier, too. I just find what I
mountains. We liked the place, but we didn’t enjoy want on the computer and click the mouse! I think
the weather. It rained every day for a whole week. Internet shopping is great... but my mum and dad don’t!
This year... the beach! Chloe: I don’t like the big supermarkets. I know
they’re cheaper than the market, but you don’t know
31 what you’re buying. You can’t smell the fruit and
Group 1 – /t/ Group 2 – /d/ Group 3 – /id/ vegetables because they’re in plastic packets. The
finished enjoyed started high street shops are friendlier. People speak to you,
44
Recording scripts
you know, and you can have a nice chat with the good enough. Now, it’s ready to go in the oven. Bake it
shop keeper. I like that. at 200 degrees for about 20 minutes.
Ellen: I never buy things on the Internet because I want
to try them on before I buy them. You can’t understand 38
from the computer if it fits you. I like to go to the high 1 How often do you play football?
street shops. They’re more expensive but the quality is 2 What did you do last weekend?
better than the market and the clothes are nicer. 3 What are these people doing in the photograph?
4 What’s your favourite food?
35 5 What do you usually have for lunch?
1 It’s black and white. 6 What’s the weather like here in winter?
2 Some cheese and bread.
3 I’d like to pay with cash. 39
4 A packet of tea. 1 Man: Hmm. This is delicious. Can you pass me
5 A bottle of milk. some more?
6 I want to buy a shirt. Woman: Here you are. Would you like another
sandwich?
36 2 Man: This flower is called a dog rose. You can find
Examiner: So, Sophie, what kind of records do you them all summer in the park. It’s got a lovely smell.
collect? See?
Girl: Oh I have all sorts, but most of them are pop 3 Man: How much were the trousers?
and rock. I have about 50 rock albums, and most of Woman: Only £25 pounds. A real bargain!
them are from... 4 Boy: Are you sure there are fish in here? Oh! Wait
Examiner: And where do you get them from? Do you a minute. Quick! Get the net.
buy them? 5 Man: I’m getting a bit tired now. Can we sit down
Girl: Yes, I buy them from the Internet, mostly. Some for a while.
of my friends have old records, too, and I buy from Woman: Sit down already! We’ve only done two
them. Sometimes people even give me... kilometres.
Examiner: What is it you like about old records? 6 Woman: It’s a family. They’ve got three children. I
Girl: Oh that’s easy... I love music and I love old think he’s from Australia, but I’m not sure.
things. When I was small I was interested in the Anyway, the other day they came round...
records that we had at home, and I always wanted... 7 Boy: OK, here are the teams. John, Mike and Win ,
Examiner: What are your favourite records? you’re one team. Jan, Kim and I are the other
team. Jan, you’re in goal.
Girl: Oh, my Beatles records. I have about 15 and I
play them all the time. I love their music, and so does 8 Woman: Come on Jack. Come here boy. No, Jack,
my dad. When he was younger, he was... no! Don’t chase the rabbits jack. Come back here.
Jack!
37
40
First you need to make the bread. You need some flour,
salt and water. Mix them in a big bowl. Then take the Ralph: I don’t often go out at weekends. It’s always
mixture and roll it out – make sure it’s very thin. Some raining. I usually stay inside. I like to do my hobbies or
people like thicker bread. I hate that. I always make the to play games on my computer. I sometimes go to
thinnest bread I can make. Next, add the tomato football matches on Saturday with my dad - we both
sauce, and then add onions – I use red onions because love Manchester United. It always gets dark early in
they’re sweeter than white onions. I’m not very keen the evenings, so I stay in and watch TV. I love the
on white onions. I usually add mushrooms, too. I use snow, but it never snows where we live. So my family
the smallest mushrooms I can find, because they’re the always go skiing in Italy for a few days. I love skiing.
tastiest. Finally, add the cheese. Mozzarella, of course – That way I see some snow every year.
that’s the best! But I don’t buy the most expensive Antonia: On Saturday morning I often go shopping
Mozzarella – I get the cheapest in the supermarket. It’s with my mum. We go to the market and at this time
of year there are always lots of fresh fruit and
45
Recording scripts
vegetables. It’s a lovely place to be. But the thing I

44
like to do most of all at the weekend is go for a walk
in the park. The days are long, so we usually stay Craig: I like playing classical music. I practise very
there for hours on a Saturday evening. We sometimes hard and I can play the piano very well for my age. I
have a picnic, too. On Sunday we don’t do very much. practise every day. I go to a music school and I have a
My parents always read the Sunday newspapers. lesson twice a week. I’m good at playing on my own
After that my dad usually does jobs like washing the or with my teacher, but I hate playing in front of other
car or gardening. I just sit in the garden and sunbathe! people. I always play badly then.
Alice: I play for a girls’ team. I love it. We practise
41 three times a week in the evenings. We play against
1 It always snows in England. another team once a week, every Saturday. I’m slow! I
can’t run very fast and I’m usually the goalkeeper. I
2 They usually go out with friends on Saturday
like playing against the boys’ team. We always win!
evening.
The boys play terribly... it’s very funny.
3 We sometimes go on holiday in winter.
Adam: My Dad teaches me all about boats. Every
4 Sometimes she goes to concerts with friends.
weekend we go to a lake near our house and
5 My family never watch TV.
practise. We go very quickly. Once a year we hire a
6 I am never late for school. boat in Greece and go slowly round the islands. I
can’t do it very well, but I love the sound of the wind
42 and the sea. It’s great.
Examiner: So where do you work, Liang?
Liang: I work in a shop with sports equipment and 45
clothes. It’s a shop in the centre of my town. a Well, I do play golf a little bit, but I’m not very
Examiner: And how often do you work there? good at all.
Liang: I usually work there every Saturday, but b I went to the south-west of England. I stayed near
sometimes I work on Thursday, too. But that’s only in a beach. It was lovely.
the school holidays. c I like reading detective stories. You know, about
Examiner: Who do you work with? crime and the police.
Liang: I work with three other young assistants. We d Um... I suppose it’s U2. I really love their music. I
have a very nice boss. always listen to it in the car.
Examiner: And what do you do, exactly? e Yes, actually I play the guitar very well. I play with
Liang: Well, I do a bit of everything, except take friends at the weekends.
money. I never take any money from customers. I f No, I don’t, but my son collects stamps. He’s got
help them find what they want, and also help keep thousands of stamps from all over the world.
the shop tidy. g No, I don’t really like playing them, but my son
Examiner: And do you like the job? does. I use the computer but I don’t play games.
Liang: Yes, it’s okay. I have fun, and I can earn some h I go to a pool quite near my house and I swim
money, too. It’s good to meet people, and I like giving there two or three times at week.
them advice about what to buy, because I know a lot
about sports. 46
1 Oh no! I mopped that floor an hour ago, and now
43 look at it. I’ll have to mop it again now! Huh! Kids!
1 Underwater bubbles. 2 Oh dear! Have you got a headache? Come and lie
2 A cricket ball. down for a while.
3 People rollerskating. 3 Good morning everyone. I want to welcome all of
4 People playing tennis. you, children and teachers, to a new year at
5 A videogame. Bollington High school.
6 A person fishing with a rod. 4 Ok everyone, listen carefully please. Your
7 Seagulls crying. homework for tonight is to do exercises...
8 Checkmate. I win! 5 Well, six o’clock now and everything’s locked up.
Time to go home!
46
Recording scripts
47 52
Carmel: I can see two women. They’re wearing masks This map shows part of Dunleigh Park. The main
and hats. They’re scientists. I think they’re trying to entrance is on the west side of the park. There's a car
find out something. Perhaps they’re going to find a park outside, to the north of the main entrance. On
cure for a disease. Good scientists are hardworking the south side of the main entrance there's an area
and clever. Their job is very useful. I’m going to be a for coaches. Near the entrance, there's a large
scientist one day. roundabout with flowers. On the east side of the
Laurant: I can see a person – I think it’s a man. He’s roundabout, opposite the entrance, there's a building
wearing a helmet and a big coat. He’s putting out a with lots of fast food restaurants. There are three
fire. There’s a house on fire and he’s putting it out. He paths off the roundabout. The path north goes to the
isn’t going to save the house. The fire is very big. I castle. The path south goes to the beach. Along the
don’t think that’s a nice job. It’s very dangerous – and path to the beach, there's another path that turns off
it’s important – but I think I’m going to teach, like my to the east. This takes you to the Dunleigh Dares
dad. It’s much safer! Adventure Park. There are lots of exciting rides there.
Fen: There’s a man at the top of a very tall building.
I’m not sure what he’s doing. Maybe he’s going to 53
clean the building or fix it. This is a very dangerous Today we’re going to talk about polar bears. Where
and difficult job. He’s very brave. I’m not going to do do they live? They live in four countries near the
a job like that. You need to be brave and strong and North Pole. These great animals are very heavy and
I’m not brave or strong! I’m going to be a journalist. can weigh 600 kilograms. Did you know they are the
biggest meat eaters on Earth? They sometimes walk
48 1000 kilometres to find food. Sometimes they can’t
1 Examiner: What do you like to do in your free find meat. Then they eat birds’ eggs or fish. Polar
time, Adrianna? bears often look for food in the sea. They can close
Girl: Excuse me. I didn’t catch what you said. their noses under water. They can stay underwater
2 Examiner: Where are you going to go for your for 2 minutes at a time. Isn’t that amazing? Everyone
next holiday? knows that polar bears are white, but a lot of people
Girl: I’m sorry, but I don’t understand. don’t know that under their white fur, polar bears’
bodies are black. This helps them to keep warm.
3 Examiner: And what is the most valuable stamp
in your collection?
54
Girl: I don’t know.
4 Examiner: Are there many places for Amy Johnson was a very interesting woman. Have
entertainment in your neighbourhood? you ever heard of her? Well, Amy Johnson became a
Girl: Excuse me. I’m not sure what you mean. pilot at a time when women didn’t usually fly planes.
She was English and she was born in 1903. Her father
was from Denmark. She went to university to study
51
economics. After university, in 1929 she started a
This is a plan of the new railway station. Outside the
new hobby – it was flying. Then her rich father
main building, on the left of the entrance, there is a
bought her a wonderful present. It was a plane!
place to put bicycles. There are some steps to the
In1930 Amy was the first woman to fly alone from
entrance and, inside the building, on the right of the
England to Australia. She left on the 5th of May and
entrance, there is a large luggage room. In the centre
landed 19 days later. So, Amy became famous and
of the main hall, there is an information kiosk. Behind
today you can see Amy’s plane in the Science
that, opposite the entrance, is where passengers can
Museum in London. Try and go to see it some time.
buy tickets. The toilets are on the right of the main
hall, opposite the exit to the trains. Outside the exit
to trains, on the platform, there is a kiosk selling
newspapers, magazines and snacks.
47

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TEACHER’S BOOK TEACHER’S BOOK

FOR THE STUDENT:

FOR THE TEACHER:

GRATUITO, fuori commercio (vendita e altri atti

di disposizione vietati: art. 17, c. 2, L. 633/1941).

Fuori campo applicazione I.V.A. € 4,00

TeacherBook_Trinity_ITALIA.indd 3 22/10/15 13:28

UNIT 1 Home life and free time 9

UNIT 2 Local places 11

UNIT 3 Dates to remember 13

UNIT 4 A place to study 16

UNIT 10 At the weekend and through the year 31

UNIT 11 Sports and hobbies 33

UNIT 12 School and work 35

Brainstorming vocabulary and ideas Speaking tasks

The questions are distributed as follows:

Diagnostic test answer sheet

UNIT 1 Home life and free time

Some other examples are: Go – horse riding, skiing, 2 page 10

Lesson A Words & Ideas 2a page 13

UNIT 2 Local places

3 page 13 2a and b page 15

UNIT 3 Dates to remember

Lesson B Grammar & Practice

Lesson A Words & Ideas ANSWERS Speaker 1 b / Speaker 2 f / Speaker 3 a

UNIT 4 A place to study

Lesson A Words & Ideas 2a page 27

Lesson B Grammar & Practice 3 page 33

REVIEW UNITS 4-6

5a page 35 It’s snowing.

Lesson A Words & Ideas d

predictions. As you play the audio, pause after b

Lesson A Words & Ideas c

ANSWERS Open answers c

Lesson A Words & Ideas ANSWERS

can follow up by having a class vote on certain issues,

Lesson A Words & Ideas 3a page 51

Lesson B Grammar & Practice

Lesson A Words & Ideas make: computer; games ( = programming); model

6 What computer game stars Lara Croft? c

UNIT 10 At the weekend & through the year

Lesson B Grammar & Practice

UNIT 11 Sports and hobbies

The house is 200 years old and full of history. In each

Page 75 • How long can they stay under water?

study for four or five hours. This week I’m studying

6 Was there anything interesting on television last

vegetables. It’s a lovely place to be. But the thing I

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