TEACHER’S BOOK TEACHER’S BOOK

now
GESE Grades GESE Grades
Pass Trinity 5-6
5-6
Laura Clyde Ray Parker

Pass now
ISE I

Pass Trinity now has been updated to cover the Trinity syllabus.
It is the only complete series for Trinity exam preparation for ISE I

Trinity
Grades 1-10 and ISE levels Foundation-II with Easy eBook offline
and is 100% recorded. It has been completely revised for the ISE
2015 exam.
Pass Trinity now course books provide essential language practice
and help to build students’ communication skills.
with revised ISE exam

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Contents
Procedures file 4
GRADE 5 UNIT 1 Festivals & special occasions 8

UNIT 2 Means of transport 12

UNIT 3 Entertainment & music 16

UNIT 4 Recent personal experiences 20

Review units 1-4 23
GRADE 6

UNIT 5 Fashion & money 24

UNIT 6 Travel 28

UNIT 7 Learning a language; Rules and regulations 32

UNIT 8 Health & fitness 35

Review units 5-8 38

ISE file 39
Recording scripts 41

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Procedures file
Listening tasks the task, then go back to the answers that are in doubt
Stage 1 and, one at a time, replay the relevant parts of the
recording, repeatedly if necessary, until all students
If there’s a picture to illustrate the topic, elicit
agree on the correct answer. At this point, you can rub
information from your students which will help
out the other possible answers on the board, leaving
prepare them for what they’re going to listen to, e.g. in
only the correct one for that question.
Unit 4, page 32, the photos can be used as prompts to
ask students what they know about the subject area. Stage 6
Stage 2 You could play the recording one last time, now that
students have all the answers, so that they can listen
Tell students what kind of conversation they’re going
with a new level of understanding. You will have to
to be listening to, e.g. a candidate and examiner
decide whether it’s appropriate to do this, or not; it
talking about the candidate’s topic, or a radio
could be that, if students have had to listen repeatedly
presenter giving answers to a quiz.
to various parts of the recording in Stage 5 in order to
Stage 3 agree on answers, they won’t be very enthusiastic
Before students listen, go through the task/s they have about listening yet another time.
to do while listening, using the following procedure:
1 Get students to read the instructions.
2 Ask students to volunteer to tell you what they have Brainstorming vocabulary
to do; this could be in the students’ first language Stage 1
(L1) if you are teaching in a mono-lingual Give students a specified time limit to think together
environment and you speak the L1 yourself. (in pairs or small groups) and to make a list of all the
3 Select a student who you are reasonably sure will vocabulary they can connected with the subject in
have understood what to do, and ask her/him to hand. Make it clear that they should also be prepared
explain to the class. to provide an explanation about what the word/phrase
4 Check that she/he gives the correct instructions! means.
Give further clarification yourself, if necessary.
Stage 2
5 Give students a further chance to ask questions
Now ask students to tell you their words/phrases from
about what they have to do, or the meaning of
Stage 1. Write them up on the board as they do so. It’s
vocabulary items in the task/s.
important, here, that, if students are not familiar with a
Stage 4 word/phrase that another student gives, they ask
Play the recording a first time. If you judge that most about the meaning; when this arises, the student who
students have managed to hear a good proportion of gives the word/phrase in question should also try and
the answers, get them to compare their answers in explain it – obviously, if she/he has difficulty doing
pairs, then play the recording again and get them to this, you will need to help.
check with their partner a second time. However, if Stage 3
you think that, after the first time, a lot of students
If there are target vocabulary items that need to be
haven’t managed to hear most of the answers (look
introduced, e.g. because later tasks depend on them,
out for blank faces!), then play it a second time before
and they didn’t come up in Stage 2, introduce them
they check answers in pairs, then play it a third time,
now yourself. How you do this will depend on the
and let them compare again in pairs after this.
vocabulary itself, e.g. some items will be best
Stage 5 introduced through pictures, others by explaining the
Now elicit answers from students. If all students agree meaning and eliciting from students the word/phrase.
on an answer to a question, and it is the correct
answer, confirm that it’s correct. However, where there
is disagreement on the correct answer, write all the
possible answers that students give you for that
question on the board, put a big question mark next
to them, and tell students that, in a minute, you’ll
replay that part of the recording so that they can listen
again. Finish eliciting answers for all the questions in

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Speaking tasks
This guidance is to help teachers organise, monitor
and give feedback for roleplays and speaking activities
to practise fluency, not for more controlled speaking
tasks that are designed primarily to practise specific
functions or grammatical structures.
Stage 1
Roleplays – details about individual roles are provided
in the instructions for students for these types of tasks.
Get students to read their roles before going on to
Stage 2.
Fluency-type speaking tasks – start off by giving a
model yourself of what students have to do, for
example, where they have to tell one another about
their own personal experiences in relation to the
subject, tell them about a relevant experience that
you have had.
Stage 2
Give students the chance to prepare for what they’re
going to talk about. For roleplays, students are usually
asked to prepare roles together. For fluency-type
speaking tasks, students will usually be preparing
alone. Set a time limit, e.g., five minutes, and
encourage them to make notes to organise their
thoughts and to help them with what they’re going to
say, but not to write a script. Make it clear that, during
this preparation phase, they can consult you about
vocabulary they need, etc., but that during the
speaking phase that will follow, they can’t. While they
are preparing, you should circulate, helping and
answering questions as necessary.
Stage 3
Students now perform the speaking phase. Work in
pairs to do the speaking 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 is for them to practise
speaking fluently, without interrupting their ‘flow’ to
ask about how to say something. While they are
speaking, monitor and make notes about any aspects
that you think they do particularly well, and also any
aspects that could be improved, including grammar
and vocabulary mistakes that you hear. If students try
and ask you for help while you are monitoring, tell
them that you will help them afterwards, but, for the
moment, they should try and say it in a different way.
When they 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 the points for praise and an unsmiling/
Procedures file
frowning face for the points for improvement.
Stage 4
When students have finished Stage 3, ask them if they
noticed anything that they themselves or their partner
did particularly well and get them to tell the class (in
this way, they are reflecting on their own performance
and that of their peers). After this, go through the
points for praise that you wrote on the board, followed
by the points for improvement. Don’t mention which
student/s made the individual mistakes; instead, elicit
the correct version from all the students and correct it
on the board.
Stage 5
Now give students an opportunity to ask you about
things they may have realised they didn’t know how
to say when they were doing the speaking phase.
Answer these queries and write the words/phrases
they want to know on the board.
Stage 6
Now get students to repeat the speaking phase (Stage
3 above) with a different partner/s. The aim of
repeating this phase is that, after the correction and
query phases (Stages 4 and 5 above), they have a
chance to improve their performance in the task.
Writing tasks
Guidance for ISE I writing tasks
Writing genre guidance in Pass Trinity Now
In most units of the Student’s Book, there is a focus on
how to write one of the specific types of texts which
feature in ISE I, i.e. letters, e-mails, articles, reviews,
narratives, descriptions. This focus involves a series of
tasks to help students prepare for writing a genre of
text independently. There is also information in the
Writing file about characteristics of the various text
types, which students are referred to before they start
a writing task. Writing tasks in the units follow on from
other tasks where students have worked with
vocabulary and/or grammatical forms that will be
useful for the writing.
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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 6-7 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 5, Grade 6 or ISE I 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 student’s speaking skills, and
additionally for ISE I, their productive writing skills and their reading skills. The test is design 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 – 4 relate to the Grade 1 syllabus.
Questions 5 – 10 relate to the Grade 2 syllabus.
Questions 11 – 18 relate to the Grade 3 syllabus.
Questions 19 – 29 relate to the Grade 4 syllabus.
Questions 30 – 40 relate to the Grade 5 syllabus.
ANSWERS
1 B 9 C 17 C 25 A 33 C
2 B 10 B 18 A 26 C 34 C
3 C 11 A 19 A 27 A 35 C
4 A 12 A 20 B 28 C 36 C
5 C 13 A 21 B 29 A 37 C
6 B 14 A 22 A 30 A 38 A
7 A 15 B 23 C 31 A 39 A
8 B 16 C 24 C 32 A 40 B

When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the following:
• Speaking skills • Application
• Writing skills • Motivation
• Reading skills • General learning rate
Interpretation of scores
24 or less A score of 24 or less indicates that a student is probably not yet ready to start preparing for a Grade 5
examination.
25-32 A score of between 25 and 32 indicates that a student is probably ready to start preparing for a Grade
5 examination but probably not yet ready to start preparing for Grade 6 or ISE I.
Over 33 A score of 33 or over may indicate that a student is ready to start preparing for a Grade 6 examination
or ISE I.

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Diagnostic test answer sheet

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

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GRADE 5

UNIT 1
Festivals & special occasions
Trinity subject areas Festivals; Special occasions
Grammar The Present Perfect
Phonology Have in the Present Perfect
Conversation phase Dos and don’ts
Topic phase Preparing for the Topic Phase

Vocabulary, page 8
1a Focus students on the photos and elicit the special occasions that they show. Then get students to look at the
list of activities 1-8 and to match them with the photos.
ANSWERS
A4 B1 C6 D3 E8 F2 G7 H5
1b
ANSWERS

BRITISH NATIONAL INTERNATIONAL

- May Day
- Pancake Day (held the day
before lent starts ie: 40 days
before Easter)
- St Patrick’s Day (celebrated in
Ireland)
- Guy Fawkes’ Night (Bonfire Night,
which is a celebration with
firework displays and big fires, is
held in Britain on 5th November.)
This will change depending on
countries
- Christmas
- St Valentine’s Day
- Graduations
- Weddings
- Halloween
- New Year
- Carnival
- Birthdays
- Easter
- Thanksgiving (Thanksgiving is a
traditional harvest festival
celebrated in the USA in
November and Canada in
October. It’s traditional to eat
turkey with family and friends.)
- Divali (Divali is celebrated mainly
in India between mid-October
and mid-November and is
sometimes called the festival of
lights.)
- Music festivals

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2a Ask students to look at the pictures and elicit any 3 Go through the instructions with the class. You
vocabulary they know connected to the might want to do an example with the class and
celebrations. Students then look at the words in write the information on the board first.
the box and match them to the pictures. Students Suggested example:
either use a dictionary or you could pre-teach any
CHRISTMAS
vocabulary which you feel most students will not
know. List of things Sentences
ANSWERS we do
1 Christmas – carols, cards, decorations, presents, Decorate home We put decorations all round our
Boxing Day home and usually have a tree.
Give presents We give each other presents and
2 Halloween – pumpkin, ghosts, witches,
put them around the tree. We
3 New Year’s Eve – fireworks, resolutions, midnight
don’t open them until the day
4 Wedding – rings, bride and groom, cards, itself.
decorations, presents, the best man See our family Traditionally the whole family get
5 St Valentine’s Day – lovers, chocolates, cards, together in one place for this
presents, roses celebration.
2b Have a big We eat too much! We have a lot of
special meal very rich food. In Britain they have
ANSWERS
roast turkey and a very heavy
Across
pudding.
1 midnight 3 cards 5 fireworks 6 chocolates
7 pumpkin If the class is large, you might want to put the
Down students in smaller groups for this activity. To avoid
2 decorations 4 roses students picking the same festival, you could prepare
the names of festivals on cards and give them to each
2c Follow the suggested procedure for listening group. Students pick a card and make notes on that
tasks in the Procedures file on page 4. festival.
Give students a few moments to decide in pairs
which festival each person is describing. You Grammar Focus, page 10
could help them by eliciting what they think the
Go through the example sentences in the Grammar
first one is, then writing up the following on the
focus with the class, emphasizing the fact that when
board:
there is a specific time reference, students have to
A I think that the person in number 1 is describing use the Past Simple.
New Year’s Eve. What do you think? You could write an example on the board
B Yes, I agree./No, I don’t agree. I think she’s/he’s highlighting the difference between the two tenses:
describing... A I’ve been to Venice twice.
ANSWERS B Really? I’ve never been. Did you like it?
1 New Year’s Eve A Well, the first time I went I was only a child but I had a
2 Valentine’s Day fantastic time when I went last year.
3 Halloween
4 Christmas You might take this opportunity to check that
students remember the past participles of irregular
After giving answers, you might want to explain that,
verbs, and highlight that been in the Present Perfect
in some countries such as Britain, people send
is pronounced /bin/ not /bin/.
Valentine’s Day cards without signing their names
and people have to guess who the mysterious sender 4
is. ANSWERS
1B 2A 3A 4A 5B 6A

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UNIT 1 Festivals & special occasions
GRADE 5
5a
ANSWERS
1 for 4 never 2 since 5 ever 3 just
5b
ANSWERS
1 ever 4 just 2 since 5 never/just 3 for 6 ever
5c Before students do this task, you might want to
drill each of the questions and check that
students know the meaning of raw. In larger
groups, you might want to allow students to write
more than one name for each of the sentences. To
make this activity more competitive, you could
set a time limit and see how many students found
a person for each of the sentences within the
time set.
5d For this part of the task, students can either
return to two students who answered
affirmatively to one of the experiences on the list
and ask her/him further questions about it, as in
the example box, Student’s Book, page 11. Or you
can put students directly into pairs. Have
students repeat the previous exercise to see
which of the activities their partners have done.
Go over the sample conversation in the example
box, Student’s Book, page 11 and then have
students practise similar conversations with their
partners. It will help if you get an example
exchange from two students before they begin
the pairwork.
Phonology, page 11
6a
ANSWERS
We use contractions in positive and negative
statements and not in questions (and short answers).
You might want to drill these sentences and make
sure that students are using the contractions and
pronouncing been /bin/ correctly.
6b and c Students practice saying the sentences with
their partners. Students then listen to the text
and repeat the sentences.
Reading, page 12
7a Pre teach any vocabulary students might not
know.
ANSWERS
Pamplona, Spain
10
7b Students read the article again. You might want
to set a time limit for this stage.
ANSWERS
1 The run is 825 metres long.
2 The average time of the run is about 3 minutes
from start to finish.
3 Six fighting bulls run the route each day.
4 The bull run first took place in 1591.
5 Over 200 people have been seriously injured
since 1924 during the run.
7c
ANSWERS
... has happened nearly every year since 1591.
... it has become a big tourist attraction.
... the gate has just opened at the Santo Domingo
corral.
... the bulls have left.
Over 200 people have been injured since 1924...
Have you ever seen a spectacle...
The Present Perfect is used because it is describing an
event which still happens.
7d Students work in pairs to describe the bull run
and try to incorporate the phrases.
ANSWERS
1 The Pamplona bull run has happened nearly
every year since 1591.
2 In recent years it has become a big tourist
attraction.
3 They fire a rocket to confirm that the gate has just
opened.
4 Have you ever seen a spectacle like this?
Writing, page 12
8 Go through the instructions for the task with the
class, emphasising that they have to describe
what they saw at the Pamplona bull run and say
what they liked about it. Refer them to the ISE file
for guidance on writing reviews.
Topic phase, page 13
These tasks aim to familiarise students with the Topic
phase of the Speaking exam and to show them how
to prepare a mind map, which they can take into the
exam with them. Describe the format of the Speaking
exam with the students (refer to page 4 for
information) and discuss what the Topic phase entails
(refer to the box on page 13).
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9 Conversation phase, page 14

ANSWERS
1 interests 2 learn 3 remember 4 prepare 5 Add
Go over the points in these sentences with the
students, and stress how important it is that students
be prepared on their topic and that they must not
memorise the information.
11 This task aims to give the students some advice
about what they should and shouldn’t do
during the exam. Students could work in pairs
to do this exercise. Give them five minutes to
complete the sentences with do or don’t, before
checking the answers together as a class.

10a Before students listen to the tex, elicit form the
students which points they think Peter will talk
about and tick the points in column A.
10b Students then listen and tick the points Peter
discusses in column B. Conduct class feedback
to see how many points they guessed correctly.
You might want to explain to students that
Christmas pudding is dark brown and is a very
sweet, cooked dessert with lots of candied fruit
in it.
ANSWERS
1, 2, 4 and 6 are mentioned
10c
ANSWERS
The students should tick all of the language items. If
not, replay the tape so that they can hear them.
10d
ANSWERS
1 Because he spends it with his family.
2 He buys the tree, food and presents.
3 He prefers buying presents.
4 He likes playing games with them.
5 Because his sister came from Australia. He
describes it as ‘the best Christmas I’ve ever had’.
6 He’s going to spend Christmas in England.
ANSWERS
1 Do 2 Don’t 3 Do 4 Do 5 Do 6 Do
Writing, page 15
12 Go through stages A-H with students,
emphasising the importance of planning their
work before they start writing.
ANSWERS
A4 B6 C3 D7 E8 F5 G2 H1
13 Explain to the students that there is a Writing file
at the end of the Student’s Book and refer them
to the relevant ISE file for each of the text types.
Go through the two tasks with the class,
explaining that they should choose one, or more,
of the tasks to do for homework.
Trinity Takeaway, page 15
Practise the examiner/candidate exchange in pairs
and then get students to answer the examiner’s
question themselves.

10e Students choose an important festival which

they celebrate and they plan a mind map using
Peter’s headings. Monitor students closely and
give help as needed.

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GRADE 5
UNIT 2
Means of transport
Trinity Subject area Means of transport
Grammar Will referring to the future; Expressions of quantity
Phonology Intonation of basic question forms
Topic phase Planning a topic; do’s and don’ts
Vocabulary, page 16
1a Ask students to look at the pictures and elicit any
vocabulary they know connected to them. Then
students look at the vocabulary in the box and
see if any of the words they have come up with
are there. If they’ve mentioned extra – and useful
– vocabulary, write it on the board and get
students to add these extra words to the pictures,
too.
ANSWERS
A runway/airport D airport/terminal B cruise ship
E minibus C underground F train
You might want to mention that we use the term
underground in Britain, but that they use the term
subway in America.
1b Students put the words into the correct column.
Remind students that some words can go into
more than one column. You might want the
students to use a dictionary, or you could pre
teach the vocabulary or you could set a time limit
and discuss unknown words during the feedback
session.
ANSWERS
Air helicopter, runway, airport, terminal
Sea port, cruise ship, lighthouse, ferry, terminal
Land car, train, minibus, tram, bicycle, bus, coach,
underground, taxi
12
Phonology, page 17
2a Play the recording and explain to the students
that questions can have a rising or falling
intonation.
2b
ANSWERS
1 How often do you travel by bike? t
2 Can you drive? s
3 How much did the ticket cost? t
4 Have you ever flown on a helicopter? s
5 Where is the airport? t
6 Do you like travelling by train? s
Vocabulary, page 17
3a Monitor students as they practice to make sure
students they are using the falling and rising
intonation patterns. You might want to review the
structure it takes about to describe a length of
time.
3b Suggested procedure: Put the students in groups
of 7-10. Refer them to the survey sheet at the
bottom of the page. Elicit from them what they
have to do, then get some example exchanges
between students with the whole class listening,
before they start the group work.
3c For this stage, you could reform the groups, so
that each student is now in a different group and
reports their results to the new group. Before
doing this, however, check that students know
the expressions of quantity and encourage them
to use them while reporting to the group.
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Reading, page 18
4a Before you get students to read the introductory
text, introduce the subject of ‘no-frills’ airlines by
asking your class if anyone’s ever travelled with an
airline you know will be familiar to them (e.g., one
that flies to your local airport) and getting
students to describe what the journey and service
were like. Alternatively, or in addition, tell them
about your own experiences (good or bad) with a
no-frills airline. Students then discuss questions
1-3 in pairs.
4b Pre teach any vocabulary students might not
know.
ANSWERS
A3 B1 C2
4c
1 boarding gate 4 queue 2 book 5 fare(s) 3 aisle
seat 6 travel agent
4d
SUGGESTED ANSWERS
Advantages: cheap; simple procedures; allow people
without much money to travel; small airports (not as
busy as larger ones).
Disadvantages: airports small, far from town; no
choice of class; can’t book ticket through a travel
agent; no free meals or drinks; no choice of seat; no
in-flight entertainment; long queue at check-in desk.
Writing, page 19
5 Go through the instructions for the task with the
class. They must also include a conclusion stating
which airline they prefer and why.
Grammar Focus, page 20
Before looking at the Grammar focus box, you could
put the following sentences from the reading text on
the board and elicit why will for the future is used.
The airport will probably be small and some way from
the city.
- will is used to make a prediction
You won’t get any free snack, drinks or meals with a
low cost airline.
- will is used to give information.
(You might want to focus on the pronunciation of
won’t - /wəυnt/ rather than /wɒnt/.
6a
ANSWERS
1C 2F 3B 4D 5E
6b
ANSWERS
1 will leave 2 will be 3 will take 4 will include
6c
POSSIBLE ANSWERS
1 I think that the traffic problems will get worse.
2 I imagine that it will be difficult to persuade
people to use public transport instead of their
cars.
3 I’m sure that town planners will try and do
something to improve the situation.
4 Levels of air pollution will probably increase.
If students find this topic interesting, you could either
extend the discussion or have them do a mini-
presentation the next lesson where students
describe what they think will happen in the next
decade and present some solutions for the problems.
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UNIT 2 Means of transport
Topic phase, page 21
GRADE 5
7a Direct the students to the picture of Turin and ask
them if they know what country / town it is. Then
elicit the names of the forms of transport.
Students then compare Turin to their home town.
7b Look at Emilio’s Topic form at the bottom of the
page and read the headings together before they
listen to the recording.
ANSWERS
The transport I prefer 2
My dad’s job in transport 3
My future job in transport 5
Turin, my home town 1
Future transport in Turin 4
7c
ANSWERS
1T 2F 3F 4T 5T
7d If Turin is your students’ home town, then ask
them to choose another city to talk about.
If students find this topic interesting you could
extend the discussion, either as a class or in pairs,
to include any towns they’ve visited that they
think had an impressive public transport system.
8a Remind students that in the Topic stage of the
Speaking exam they will have to speak for up to 5
minutes and will need to be able to extend their
discussion. A useful way of preparing for this is
through mind maps and smaller, detailed mind
maps. In this stage, the students are looking at
the detailed mind maps. Go over the example
together. However, you should make it clear that
they will not be able to use notes like this in the
exam.
14
8b Follow the suggested procedure for listening
tasks in the Procedures file on page 4.
Students do mind maps number 2-5. Pause the
recording after every mind map to give the
students time to write and conduct feedback
after each section.
ANSWERS
1 The tram – it’s faster
2 Sometimes use the bus
3 Car for longer distances
4 Has done it for over 30 years
5 Likes it as he loves driving
6 It’s difficult because of the traffic
7 Underground railway
8 More buses will use gas or batteries
9 Study Town Planning at University
10 Work as a manager or a planner
11 Won’t be a bus driver
8c Remind students that they mustn’t memorise their
topic, and that if they do the examiner will
interrupt them. Listen to the example of a
memorised topic and discuss the differences
between the two versions.
Ask the class which version they think is better
(the first one).
ANSWERS
- The second topic doesn’t include any pauses nor
any hesitation devices (…well;
…erm, …; I mean…), which are normal in every day
speech.
- The intonation is flatter in the second presentation.
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9 This task aims to give the students some advice Trinity Takeaway, page 23
about what they should and shouldn’t do in Practise the examiner/candidate exchange in pairs
preparation for and during the exam. Students and then get students to answer the examiner’s
could work in pairs to do this exercise. Give them question themselves.
five minutes to complete the sentences with do
or don’t, before checking the answers together as
a class.
ANSWERS
1 Don’t 2 Do 3 Do 4 Do 5 Don’t
Remind candidates that for the actual exam they
must choose a topic not on the list of Subject areas
for conversation

Writing, page 23
10 Go through the two tasks with the class,
explaining that they should choose one, or more,
of the tasks to do for homework. Refer students to
the relevant Writing file for each of the text types.

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GRADE 5

UNIT 3
Entertainment & music
Trinity Subject areas Entertainment; Music
Grammar Expressions of preference
Phonology Intonation patterns of more complex question forms
Conversation phase Exam practice
Topic phase Responding to the examiner

Vocabulary, page 24 2a Before you do this section you could elicit singers
1a Before doing this activity, you could ask your and bands that the students like, or bring in some
students what musical instruments they music and elicit the music genres.
play/would like to play. You could also brainstorm ANSWERS
different types of instruments. Refer to 1H 2E 3A 4B 5G 6C 7F 8D
brainstorming vocabulary in Procedure file on (Answers 1,4 and 8 can be open to interpretation as
page 4. Shakira could also be defined as a pop singer, and has
ANSWERS some songs with hip hop singers in them and Lady
A3 B6 C4 D2 E1 F7 G10 H5 I9 J10 Gaga’s music could also be considered dance. The
Black Eyed Peas could comfortably fit in all 3 categories).
1b Students can do this activity in pairs or directly
with the teacher as a class activity. 2b Students get the opportunity to talk about all
ANSWERS aspects of music. If students are interested in the
subject, you could do a class survey to find out
-ist -er -player who the most popular musicians in the class are or
accordionist trumpeter keyboard-player students could prepare a presentation for homework
violinist drummer and then present their favourite musician to the
pianist class or their groups the following lesson.
organist
trombonist
3a The introduce the topic, ask students which films
they like and if they like any film which they know
guitarist
is British.
saxophonist
If you think the students might not know that the
Note the shifting stress in the pronunciation films are British and you want to play a game with
/saksəfəυn/ versus /saksɒf(ə)nist/. the students, you could do the following:
(It is possible to use -player with most instruments.) - Write the letters of the names of Hugh Grant,
Gwyneth Paltrow, Julia Roberts, Brad Pitt and
1c and d Encourage students to extend their Renee Zellwegger in a mixed up order on the
discussion in this section as they normally have
board, e.g.: aujli trorbes (Julia Roberts).
something to say on this subject. Monitor and
- Give students a few moments to try to figure
conduct a short class feedback with some of the
out the name of the actors.
information you heard (eg: Marco said he plays
the trombone and Yoko said she’d like to play the - Elicit the actors’ names.
drums). - Elicit the name of any film the students know
they’ve been in.
- Do the quiz.
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3b 5a
ANSWERS ANSWERS
1B 2A 3B 4C 5C 6B 7C 8A 1 They’d rather read a book than see a film.
2 He’d rather meet his friends than do his
3c homework.
ANSWERS 3 I’d rather play football than watch it.
Positive: exciting, entertaining, funny, moving, 4 My father would rather stay at home than go to a
fascinating, beautiful, interesting, romantic, great. party.
Negative: boring, dull, predictable, slow, silly. 5 She’d rather travel for a year than go straight to
University.
3d Draw students’ attention to the use of really.
Explain that we use really when we want to 5b Warn students that they will need to changes
express strong opinions. Again, if this topic verbs in numbers 2, 3 and 4 (see answers below).
interests your students, you could conduct some ANSWERS
kind of feedback where you see which film is the 1 What would you rather go to – a classical concert
most popular in the class, or which actors are. or a rock concert?
2 What would you rather do – watch TV or listen to
Grammar Focus, page 27
music?
Go through the grammar in the Grammar focus box. 3 What would you rather do – see a film or go to a
If you want to personalise the examples, you could restaurant?
use your own opinions in the sentences and see if the 4 What would you rather do – go for a walk or
students agree with you. watch a DVD?
E.g.:
I prefer Johnny Depp to Brad Pitt. Phonology, page 28
I prefer watching films at the cinema to watching films
at home.
6a Students sometimes find it quite hard to use a
falling intonation in question forms. Draw
4a students’ attention to this feature before they
ANSWERS listen to the recording.
1 Giuseppe prefers playing music to listening to it. 6c
2 She prefers Scarlett Johansson to Halle Berry.
ANSWERS
3 We prefer action films to romantic films. ·
·

4 My mother prefers romantic novels to 1 Do you prefer pop music or classical music?
·
·
science-fiction novels. 2 Do your prefer adventure films or romantic films?
·
5 They prefer going to the cinema to watching ·
3 Do you prefer Christmas or New Year?
·
DVDs. ·
4 Do you prefer cars or motorbikes?
·
4b ·
5 Do you prefer studying or shopping?
ANSWERS
1 What do you prefer – classical concerts or rock
concerts?
2 Who do you prefer – Robert Pattinson or Daniel
Radcliffe?
3 What do you prefer – visiting art galleries or
museums?
4 Who do you prefer – Rihanna or Lilly Allen?

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UNIT 3 Entertainment & music

Listening, page 28 Writing, page 29
GRADE 5

7a 9a Go through the instructions for the task with the

ANSWERS class, emphasising that they can write anything
Follow the suggested procedure for listening tasks in they like – both positive or negative.
the Procedures file on page 4. 9b Read the task together carefully and ensure
Peter Maria students understand they have to talk about the
1 3 concert first and then explain which music they
2 3 liked best. Refer students to the ISE file for extra
3 guidance on writing emails.
3
4 3 Topic phase, page 30
5 3 Rather than reading through the boxed plan of the
6 3 interview together, you could elicit what the
7 3 interview includes and write this up on the board.
8 3
10a
7b ANSWERS
ANSWERS 1F 2A 3C 4B 5E 6D
A6 B1 C2 D3 E5 F4 Students practise the conversations together in pairs
7c or, to provide more practice, you could have students
ANSWERS go round the class asking different students the same
3A C D E questions. Set a time limit for this. Review the
alphabet before the task if you think your students
7d Give students enough time to think about what might have problems remembering- and
entertainment they like or dislike. You could, pronouncing - some of the more difficult letters.
otherwise, elicit some of the ideas in this unit
(pop music, classical music, watch TV, go for a 11a Remind students that they have to ask the
walk, romantic novels, science fiction etc.) and examiner at least one question in the Topic
write them on the board. Students then make phase (and one in the Conversation phase, too),
questions based on these prompts for their so they need to prepare some questions they
partners, who in turn answer using the language could ask the examiner in the Topic phase.
from 7b). Students write two questions per presentation
title. Encourage students to write questions that
Reading, page 29 elicit a longer response. Try to have students
8a Conduct a class feedback after the discussion in working alone, and remind them that their
pairs to see what type of concerts are popular questions will probably vary from their partners.
with students in the class. POSSIBLE ANSWERS
1 Do you like living in your home town?
8b Pre teach any vocabulary students might not Does your town have lots of places to visit?
know.
2 What did you do in London?
ANSWERS What was the best thing you did in London?
Bach 3 Which places did you go to with the scouts?
Elvis Presley What was the best experience you’ve ever had
the Beatles with the scouts?
8c 4 What’s the most difficult thing you’ve ever done
in a canoe?
ANSWERS
Do you go canoeing all year?
1 All Saint’s Church
5 How long have you done karate?
2 It started at 8 p.m. and finished at 10.
Have you ever been in a competition?
3 Yes

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11b Have students write at least two questions that
they could ask the examiner on their topic.
Students should write the questions somewhere
that will be easy for them to find – and review –
before the exam.
Trinity Takeaway, page 31
Practise the examiner/candidate exchange in pairs
and then get students to answer the examiner’s
question themselves.

Conversation phase, page 31

12a
ANSWERS
1B 2E 3A 4C 5H 6F 7G 8I
12b Encourage the students to not only ask the
questions but also to extend their discussions
by asking follow up questions and exchanging
views.
12c
Answers will vary.

Writing, page 31
13 Go through the three tasks with the class,
explaining that they should choose one,
or more, of the tasks to do for homework.
Refer students to the relevant ISE file
for each of the text types.

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GRADE 5

UNIT 4
Recent personal experiences
Trinity subject area Recent personal experiences
Grade 5
Vocabulary Weekend activities; Past time expressions
Phonology -ed past tense endings
Grammar Connecting clauses
Conversation phase Showing understanding of the examiner

Vocabulary, page 32 for two months

1a Focus students on the photos and elicit the the past two weeks
activities that they show. Then get students to Shirin’s post
look at the list of activities 1-8 and to match them two hours ago
with the photos. Luca’s post
last night
ANSWERS
A4 B8 C2 D6 E7 F5 G3 H1 for ages

1b Give students a minute or two to tick the
activities in exercise 1a), then go through the
example with the class. Students then compare
with a partner the activities they like and don’t
like doing. Encourage them to use the example as
a model for their conversations.
2a After students have read the blog posts and
matched them to an activity from exercise 1a), get
them to compare their answers with a partner,
before checking the answers together as a class.
2b Elicit from the class the two time expressions in
the first blog post (yesterday afternoon and the
weekend before last in Alex’s post). Give students
two minutes to find and underline the time
expressions in the other posts, before checking
the answers together as a class.
Note that gig is an informal way of saying concert.
ANSWERS
Alex’s post
yesterday afternoon
the weekend before last
Ana’s post
last Saturday
Jie’s post
yesterday
2c Give students a minute or two to complete the
table, then check the answers together as a class.
ANSWERS
1 last 2 past/last 3 last 4 yesterday 5 ago
2d Elicit the answers to the two questions from the
class. Note that for ages is another way to say for a
long time.
for + time period (two months, a year, etc.) can
also be used to talk about the past, e.g. I lived in
the UK for two months when I was in my 20’s.
for ages could also be used to refer to the present
and future, e.g.
I wait for ages every morning for the school bus to
arrive.
I’m not going to see him again for ages, because he’s
going to university abroad.
ANSWERS
...no school for two months. Jie is referring to the
future.
It was the best gig I’ve been to for ages. Luca is referring
to the past.
3 Give students a minute or two to think of five
questions to ask a partner about activities they
have done recently. Go through the example with
the class, then give students a few minutes to ask

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and answer their questions. Encourage them to
use the example as a model for their conversations.
Monitor while they are talking, noting what they
do well and what they could improve on. When
they have finished, give feedback on their
performance. For more practice, you could get
students to change partners and repeat the activity.
Phonology, page 34
4a Start by writing up the phonemic symbols from
the table on the board, before students look at
the exercise in their books. Elicit the sounds the
symbols represent from the class and then the
sound represented by the -ed ending of the word
played (from the first sentence). Students then
look at the exercise in their books and write in the
correct column the words finished and recorded.
4b Play the recording for students to listen and
check their answers. Explain that the -ed ending is
pronounced as /id/ only when the last sound of
the verb in the infinitive is /t/ or /d/. Play the
recording again for students to listen and repeat
the sentences together as a class.
4c Students can do this exercise in pairs, trying out
the pronunciation of the words to help them
decide which column to put them in. Play the
recording for students to check their answers.
Play the recording again, stopping after each
sentence for students to repeat it.
ANSWERS
1 /t/ 2 /d/ 3 /id/
finished played recorded
missed arrived visited
danced enjoyed celebrated
watched loved decided
talked wanted
relaxed waited
worked
5a Give the pairs ten minutes to invent the story.
Monitor, giving help as necessary. Make sure that
they practise telling the story at this stage.
5b Divide each pair into Student A and Student B.
Then ask all the Students Bs to stand up and form
a new pair with the student to their left (or right).
Give them ten minutes to tell each other their
stories. Monitor, noting pronunciation of the -ed
endings, as well as content of the stories. When
they have finished, give feedback to the class on
their performance.
Reading, pages 34-35
6a After students have compared their answers in
pairs, you could go through the list of things and
experiences, asking the class to put up their
hands if they ticked the things/activities.
6b After students have discussed the questions, ask
students to share their opinions with the whole
class.
7a Give students five minutes to read the text and
answer the questions, then go through the
answers with the class.
ANSWERS
1B 2C
7b Students could compare their answers with a
partner, before you check them with the class.
ANSWERS
1F – it took place in the USA 2F – it lasted for several
years 3T 4T 5T
8 Start the exercise by giving some examples
yourself. Then give students five minutes to talk
to each other, before asking one or two students
to tell the class what their partner said.
Grammar focus, page 36
9a Go through the example sentences from the
reading text with the class, eliciting from the
students the explanations about the use of the
connecting words (1-4) to match them to the four
words (A-D).
ANSWERS
1 because 2 also 3 but 4 so
9b Give students a minute or two to match the
beginnings and endings, before checking the
answers with the class.
ANSWERS
1D 2B 3A 4C
9c Give students two minutes to complete the
sentences, before checking answers with the
class.
ANSWERS
1 because 2 also 3 so 4 but 5 so
9d After students have compared their answers with
a partner, go through the sentences with the
class, getting an example for each sentence from
four different students.
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UNIT 4 Recent personal experiences

Writing, page 36
GRADE 5

11f Give students a few minutes to write the

10 Go through the instructions for the task with the
class, emphasising that their article should be
based on information from the reading text on
page 35 as well as their own personal
experience.
Conversation phase, pages 37-38
11a Focus students on the question, then play the
recording. Elicit the answer to the question.
ANSWERS
The subject area is Recent Personal Experience.
11b Play the recording again for students to listen
for specific information. Get them to compare
their answers in pairs, before checking the
answers with the class.
ANSWERS
1, 3, 6, 8
11c Point out that some of the things in exercise
11b) match with more than one question, and
that some of the things don’t have any
matching questions. Give students a few
minutes to match the questions to the items,
before checking the answers with the class.
ANSWERS
B1 C3 D6 E8 F0 G0 H0 I6
11d Give students a few minutes to match the
questions to the items, then play the recording
again for them to check their answers.
ANSWERS
1I 2A 3B 4D 5G 6H 7E 8F
11e Play the end of the recording again for students
to complete the question that the candidate
asks the examiner. You may need to play it more
than once. Get students to compare their
answers in pairs, then elicit the answers from
the class, writing the whole question up on the
board.
ANSWERS
And what about you – have you been away for the
weekend recently?
questions in pairs, then check the answers with
the class.
ANSWERS
Have you done anything special recently?
Have you lived in another country?
Do you like driving?
Do you like going to the beach?
What’s the weather like where you live?
What’s the traffic like where you live?
Where do you live exactly?
12a Give students a few minutes to write the
questions, then get some examples from the
class and write them on the board.
POSSIBLE ANSWERS
2 Where did you go exactly?
What’s it like?
Did you like it?
What was the weather like?
3 What did you buy?
Who did you go with?
Where did you go?
4 What exams did you have?
Were they difficult?
Did you revise for them?
Did you pass them?
5 What’s the friend’s name?
How do you know her/him?
Where does s/he live?
6 Where did you celebrate it?
How did you celebrate it?
How old was she?
12b Go through the example with the class, then
give students five minutes to ask and answer
their questions. Monitor while they are talking,
then give feedback to the class on their
performance when they have finished.

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Conversation phase, page 38

13 Divide the class into Student A and Student B pairs.
REVIEW UNITS 1-4
Go through the instructions on the role cards with 1
the class. Give them set times for each stage of the 1 graduation 2 resolutions 3 bicycle 4 runway
activity, e.g. five minutes for stages 1 and 2. 5 Boxing Day 6 bride
Monitor while they are having the conversations,
A1 B6 C4 D0 E2 F5 G3
noting things they do well and things they could
improve, in preparation for the feedback in stage 3. 2
After they have self-evaluated their performance in 1 They have been in Paris since last weekend.
stage 3, give your feedback to the class, before 2 OK
they change roles and repeat stages 1-3. 3 I saw him at the wedding last Saturday.
4 OK
Writing, page 39
5 When I finish my studies I’ll probably become a
14 Go through the two tasks with the class, teacher.
explaining that they should choose one, or more, 6 OK
of the tasks to do for homework. Go through
stages A-H with them, emphasising the 3
importance of planning their work before they 1 The Bull Run in Pamplona has happened every
start writing. Refer them to the relevant ISE file in year since 1951.
the Student’s Book for each of the text types. 2 The rocket announces that it’s time for the bulls
to leave.
Trinity Takeaway, page 39
3 Have you ever eaten octopus?
Get students to practise the exchange in pairs and 4 Do you often travel by train?
then to think of some other possible answers to the 5 She has just finished her homework.
examiner’s question. 6 I’ll probably become a doctor when I’m older.
7 I’m certain they’ll arrive here in an hour.
8 I went to Tokyo in 1999 but I haven’t been there
again.
4
Jazz saxophone
trombone
trumpet
Pop keyboard
drums
guitar
Classical violin
piano
organ
Folk accordion
piano
5
POSSIBLE ANSWERS
1 boring 2 exciting 3 romantic 4 predictable
6
1 I’ve finished 2 swimming to skiing 3 go 4 visited
5 Have you done
7
1T 2TC 3TC 4T 5T 6C
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GRADE 6

UNIT 5
Fashion & Money
Trinity Subject areas Fashion; Money
Grammar Past Continuous
Phonology Sentence stress to clarify meaning
Conversation phase Preparing questions for the interview

Vocabulary, page 42 Examples of use

1a You will probably need to help students with the
meaning of some of these adjectives. You could
elicit descriptions of the five groups of people
with the whole class, feeding in and explaining
the adjectives as you do so. You might want to
write any extra vocabulary that comes up on the
board.
ANSWERS
First picture extreme fashion
Second picture unfashionable
Third picture high fashion
Fourth picture old fashioned
Fifth picture street fashion
Suggested definitions of vocabulary connected with
fashion
• trendy – following a new fashion, linked with youth
fashion.
• fashionable – styles that are popular at a particular
time.
• old-fashioned – styles from a previous time, that
are no longer popular with most people.
• casual – a relaxed way of dressing, in clothes that
aren’t formal.
• smart – more formally dressed, in clothes that are
clean and well-cared for.
• scruffy – dressed in clothes that aren’t well-cared
for, e.g. perhaps they’re dirty, or torn.
• sporty – dressed in clothes and shoes that can be
used for doing sport.
• well-dressed – wearing well-made clothes, which
go well together, and which are suitable for the
occasion when they’re being worn.
24
to dress/to wear:
• Hurry up and get dressed, then we can go out.
• She always dresses well.
• I couldn’t believe it. He was dressed in a suit and tie!
• What are you going to wear to the party tonight?
• That’s a nice dress you’re wearing. Where did you buy
it?
• I wear trainers when I do sport, but I never wear them
at any other time.
1b Students discuss the questions, trying to
incorporate all the vocabulary introduced so far.
1c
SUGGESTED ANSWERS
1 cool, scruffy, casual, fashionable casual
2 cool, smart, well-dressed, fashionable
3 sporty, casual, fashionable
4 cool, sporty, scruffy, casual, fashionable
1d Remind students that they might need to change
the form of the verbs.
ANSWERS
1 suits 2 fit 3 match/go with 4 go with
Listening, page 43
2a Ask the class who has been to a wedding and did
they enjoy it. Extend the discussion to include
what the students and the other guests wore.
Then students discuss the two questions in pairs.
2b Follow the suggested procedure for listening
tasks in the Procedures file on page 4. Before
playing the recording ask students to guess who
they think knows more about what to wear. Then
students listen to see if they are correct.
ANSWER Patricia
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2c Vocabulary, page 44
ANSWERS 4a Follow the suggested procedure for
1 M 2 yes 3 no 4 no 5 yes brainstorming vocabulary in the Procedures File
on page 4.
Phonology, page 43 ANSWERS
3a A2 B1 C4 D3
1 Would you like to try the jacket with a matching 4b Students discuss the questions in pairs. If you
skirt or a dress? have younger students in your class, they might
2 Would you like to try the jacket with a matching not be all that familiar with different forms of
skirt or a dress? money, so you could ask them to talk about what
If students find it difficult to understand the they see their parents or people in shops use, or
difference, explain that in recording number 1, the put them into larger groups for this part of the
words jacket with a matching skirt are stressed discussion. If you have older students, you might
because the jacket only matches the skirt (but not want to extend this discussion to include
the dress). In recording number 2, there is a jacket anecdotes on when people have had
with a matching skirt and also a jacket with a technological problems paying for things (e.g.:
matching dress, so therefore, both skirt and dress when I was on holiday last year, my credit card
need to be stressed. wouldn’t work / got stolen / was never accepted
etc.)
3b
1 Would you like to try the shirt with a tie, or a smart 5a Conduct a class feedback to collect opinions
pullover? before students refer to page 95 for the answers,
and then have another class feedback session
ANSWERS
when they’ve seen the results to discuss any
A and B
surprising facts.
2 Would you like to try the long-sleeved shirt or
T-shirt?
ANSWERS
A and C

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UNIT 5 Fashion & Money

Grammar Focus, page 45 Reading, page 46
GRADE 6

Go through the grammar focus box. Highlight how 8a If you think very few students will know the
the pronunciation of was /wɒz/ and were /wεr/ meaning of tip, you might want to discuss
change to /wəz/ and /wə/ in the Past Continuous question 1 as a class and then students do
tense as they become weak forms. questions 2 and 3 in pairs.
6a 8b Pre teach any vocabulary, aside from the
ANSWERS vocabulary in the exercise, students might not
1 She was talking… know.
2 Steve was eating… ANSWERS
3 Were you working… 1 rude 2 wages 3 bill 4 elegant (restaurant)
4 They were staying…
8c
5 Was Tom running…
6 Daniel’s family were looking… ANSWERS
1F 2F 3T 4F
6b
ANSWERS 8d Conduct a class feedback at the end of the
discussion to see if there are differing views in the
1 They were walking in the park when the dog class.
escaped.
2 Megan was eating a sweet when her tooth fell Writing, page 47
out. 9 Go through the instructions for the task with the
3 Mum was buying a new dress when she saw a class, emphasising that they have to not only tell
thief. the reader about tipping in the UK, but they have
4 Peter heard the phone ring when/while he was to also include their opinion on the subject. Refer
reading the newspaper. students to the ISE file for extra guidance on
5 It was raining heavily when the lights went out. writing articles.
6 We were shopping online when someone stole
our credit card details.
7
ANSWERS
1 went/were
2 were waiting
3 started
4 were talking/were chatting
5 missed
6 found
7 looked for/was looking for
8 saw/found out/discovered

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Conversation phase, page 47 Writing, page 49

These tasks aim to highlight to the students how 12 Go through stages A-H with students,
important it is for them to take an active part in the reminding students of the importance of
exam and ask the examiner questions, and to show planning their work before they start writing.
the students some techniques to use. ANSWERS
10 A8 B4 C3 D7 E1 F6 G5 H2
ANSWERS 13 Go through the two tasks with the class,
1 two 2 one 3 examiner 4 all 5 question explaining that they should choose one, or
more, of the tasks to do for homework. Refer
11a Go through the examples with the class. You
students to the relevant ISE file for each of the
might want to practise this conversation with a
text types.
student playing the part of the candidate,
before students do the exercise.
Trinity Takeaway, page 49
SUGGESTED ANSWERS
Practise the examiner/candidate exchange in pairs
1 What do you think of fashion?
and then get students to answer the examiner’s
2 Have you seen anything interesting recently?
question themselves.
11b Get students to look at the questions first, and
give them a few moments to come up with
possible ‘echo’ questions. Students practise,
taking it in turns to be both examiner and
candidate. Monitor closely, giving help when
needed. If you feel that your students are weak
in this area, you could give them further practice
based on other topics in the exam. E.g.:
Grade 5
Have you been to any exciting festivals recently?
Do you enjoy listening to music?
Grade 6
When you go shopping do you like to go alone or
with your friends?
Do you do any kind of sport?

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GRADE 6

UNIT 6
Travel
Trinity subject area Travel
Grade 6
Grammar Present Continuous for future use
Conversation phase Examiner & candidate role play
Topic phase Topic structure; Dos and don’ts

Vocabulary, page 50
1a Focus students on the map in the centre of the
photos and elicit the names of the continents.
ANSWERS
1D 2G 3E 4F 5C 6A 7B
1b
ANSWERS
1 Africa 2 Antarctica 3 Asia 4 Australia
5 Europe 6 North America 7 South America
2 Focus students on the first photo and elicit the
continent that they think it could depict,
encouraging students to use the language in the
Focus box for expressing an opinion. Then ask
students to work in pairs and to request and
express opinions about where the places in
photos 2-6 are.
POSSIBLE ANSWERS
2 Europe, South America
3 Europe
4 Africa, Asia, Australia, Europe, South America
5 South America, Europe, Asia
6 Asia, Africa
3a Explain to the class that learners of English often
confuse these four words to do with travel. Give
them a minute or two to match the words and
the definitions, then check the answers together
as a class.
ANSWERS
1A 2D 3B 4C
3b Give students two minutes to complete the
sentences, then check the answers together as a
class.
ANSWERS
1 travelling 2 travel 3 travelling 4 journey 5 trip
6 journey
4a Give the pairs five minutes to decide where the
words and phrases go in the table and to write
them in. Point out that some can go in more than
one category. While they are doing this, write the
table with the headings on the board. Go through
eliciting the answers from the class, category by
category, and write the words and phrase up in
the table on the board. You could do some
pronunciation practice of the items with the class
after you have written each one on the board.

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holiday types places accommodation activities transport

a cruise the mountains a hotel going sightseeing by train
backpacking a lake self-catering backpacking by plane
camping the countryside (apartment, villa) camping by boat/ferry
walking a city a tent sunbathing by car
a package holiday the seaside bed and walking
a beach holiday the desert breakfast (B&B) relaxing
an activity holiday a youth hostel doing sport

4b Focus students on the first photo in exercise 1
again and elicit answers to the questions, giving
examples yourself as necessary. Point out the
structure for expressing purpose in the Focus box
and give students an example of an answer to the
last question in the list in relation to the first
photo, using the infinitive of purpose structure,
e.g. People go to a city to go sightseeing. Give
students a few minutes to answer the questions
in relation to photos 2-6, then get some examples
answers from the pairs.
Conversation phase, page 52
5a Divide the class into Student A and Student B
pairs. Go through the instructions on the role
cards with the class. Give them set times for each
stage of the activity, e.g. five minutes for stages 1
and 2. Monitor while they are having the
conversations, noting things they do well and
things they could improve, in preparation for the
feedback in stage 3. After they have self-
evaluated their performance in stage 3, give your
feedback to the class.
5b Give more feedback to the class after students
have repeated the activity in a different role.
6a After students have read the blog posts and
matched them to a holiday type from exercise
4a), get them to compare their answers with a
partner, before checking the answers together as
a class.
ANSWERS
1 a beach holiday 2 an activity holiday/It’s not a
holiday 3 an activity holiday! 4 backpacking
6b Start the activity by telling the class which of the
trips you would prefer to take and why. Give them
two or three minutes to then tell each other in
their pairs, before asking students to volunteer to
share their preferences with the class.
6c Elicit from the class the phrases for the Present
Continuous for future use and the expression
relating to future time in the first blog post (At the
end of July, I’m going on holiday.., We’re staying…
in Louise’s post). Give students three minutes to
find and underline the phrases for the Present
Continuous and the future time expressions in
the other posts. While they are doing this, write
the target language from the first post on the
board. Check the answers together as a class.
ANSWERS
Louise’s post
At the end of July, I’m going on holiday…
We’re staying in an apartment at the seaside.
Pierre’s post
I’m not really having a holiday this summer.
I’m spending all of August studying English…
I’m leaving on 31st July… and coming back to France
on 1st September.
Jim’s post
I’m going on a really cool trip in June.
I’m going with my parents and my brother..
Marina’s post
I’m not really going on holiday this summer, but I am
going away.
I’m leaving at the beginning of August and coming
back in a year’s time!
I’m going with a friend...
We’re travelling around North and South America…
for a year…
Grammar focus, page 53
Go through the explanation in the Grammar focus,
using the phrases you wrote on the board in exercise
6c) as examples.

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UNIT 6 Travel
GRADE 6
7a Give students a few minutes to complete the
sentences, before checking the answers together
as a class.
ANSWERS
1 Louise is going on holiday for two weeks at the
end of July. She is staying in an apartment on the
Costa Brava.
2 Pierre isn’t having a real holiday this summer.
He is spending all of August studying English.
He is going to France on 31st July.
3 Jim is going on a trip to Africa with his parents, in
Tanzania.
4 Marina is leaving at the beginning of August. She
is travelling with a friend around North and South
America for a year.
7b Go through the examples in the table of
questions and answers about future plans, then
give students a few minutes to ask and answer
the questions.
7c Put students with a different partner for this
activity. After they have told their new partner
three of their previous partner’s plans, ask two or
three students to tell you their new partner’s
previous partner’s plans and ask the original
partner to confirm whether the plans have been
reported correctly or not.
Reading, page 54
8a Give the pairs a minute or two to discuss the
questions, then get opinions from the whole
class.
ANSWERS
1 a backpacking holiday
2 Students’ own answers.
8b Give the pairs five minutes to make their lists.
9a Give students two minutes to read the article and
to do the matching task.
ANSWERS
A456 B23 C1
9b Give students three minutes to read the article
again and to complete it with the verbs.
ANSWERS
1 Check 2 Walk 3 check 4 Buy 5 eat 6 eat
7 drink 8 take 9 waste 10 Take 11 keep
30
9c Students work with their partner from exercise 8b)
and compare their lists with the money-saving
tips in the article. They then go on to discuss
whether they agree or not with all the advice in the
article. Emphasise that they should give reasons
for why they agree or don’t agree. When they
have finished, find out from the pairs how many
of the same points as the article they had on their
lists, then ask two or three students to volunteer
to share their opinions from the second question.
Writing, page 55
10 Go through the three tasks with the class,
explaining that they should choose one, or
more, of the tasks to do for homework. Go
through stage A-H with them, emphasising the
importance of planning their work before they
start writing. Refer them to the relevant ISE file
in the Student’s Book for each of the text types.
Topic phase, page 56
11a Explain to the class that they are going to listen
to a candidate called Beatriz talking about her
topic with the examiner. Play the recording
while students number the points on the topic
form at the bottom of page 56 in the order that
Beatriz talks about them. Give students a minute
or two to compare their answers in pairs, then
check the answers with the class.
ANSWERS
1 Why I go there 2 How often I go there 3 How I
prefer to travel 4 What visitors must see there
5 Plans for the future
11b Play the recording again for students to tick the
questions. They can then compare their answers
in pairs, before you check the answers with the
class.
ANSWERS
3, 4, 5
11c Give students some time to underline the
correct word or phrase from what they
remember. Then play the recording again,
pausing it after each answer is given and
eliciting it from the class.
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ANSWERS Trinity Takeaway, page 57

1 name 2 enjoy the scenery 3 long 4 a lot Get students to practise saying the dialogue in pairs.
5 by bus 6 the village 7 don’t need to 8 might Then ask them to answer the examiner’s question
11d Play the last part of the recording again for themselves.
students to complete the examiner’s question.
Elicit the questions from the class and write
them up on the board.
ANSWERS
And what about you? Where’s your favourite place?
12 Students could work in pairs to do this exercise.
Give them five minutes to complete the
sentences with do or don’t, before checking the
answers together as a class.
ANSWERS
2 Don’t 3 Don’t 4 Do 5 Do 6 Do 7 Do 8 Don’t
13a Divide the class into Student A and Student B
pairs. Go through the instructions on the
rolecards with the class. Give them set times for
each stage of the activity, e.g. ten minutes for
stage 1 and five minutes for stage 2. Monitor
while they are preparing their topic points and
questions in stage 1, helping as necessary, then
monitor while they are having the
conversations, noting things they do well and
things they could improve, in preparation for
the feedback in stage 3. After they have self-
evaluated their performance in stage 3, give
your feedback to the class.
13b Students change roles and repeat stages 1-3.
Before they start, emphasise that they should
try and put into practice the suggestions for
improvement from stage 3 in exercise 14a).

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GRADE 6
UNIT 7
Learning a language; Rules & regulations
Trinity subject areas Learning a language; Rules and regulations
Grade 6
Phonology Connected speech at sentence level; Stress and weak forms
Grammar Expressing obligation, necessity and uncertainty
Conversation phase Talking about your portfolio
Vocabulary, page 58
1a Get students to work in pairs and discuss what
they can see in the photos and to match each one
to the different ways of learning a foreign
language (1-8).
ANSWERS
1H 2C 3E 4D 5A 6G 7B 8F
1b Go through the examples with the class, then
give the pairs a few minutes to discuss the
questions, before discussing them together as a
class.
Reading, page 59
2a Give students two minutes to read the article and
match the headings with the paragraphs, before
checking the answers with the whole class.
ANSWERS
1D 2A 3B 4C
2b Go through the example with the class, then give
pairs two minutes to discuss the questions, before
discussing them together as a class.
3 Focus the class on phrase 1 in bold in the text
(What do I have to do to really learn a language?)
and elicit from them its matching function (It’s
necessary to do). Give them a minute or two to
match the other phrases with their functions,
then go through the answers together with the
class.
Grammar focus, page 60
Go through the explanation in the Grammar focus
box with the class, pointing out that they have already
seen the example phrases in the article on page 59.
32
4a Give students five minutes to complete the
sentences, then go through the answers with the
class.
POSSIBLE ANSWERS
1 have to 2 must/need to 3 might, has to
4 mustn’t 5 doesn’t have to 6 do you have to
7 might not 8 Do you have to
4b Go through the examples with the class, then
give the pairs about ten minutes to discuss
questions 1-3 and make the list in 4.
4c Put students with a different partner for them to
compare their lists from b). After they have
finished, ask students to volunteer to report to
the class their answers to the questions in b).
Phonology, page 61
5a Students have their books closed. Start the
exercise by writing the example sentence on the
board and eliciting from the class which words
the stress is on in the sentence. Play the
recording, pausing after this first sentence for
them to listen and check. Students now open
their books. Play the rest of the recording while
students listen and mark the stress in sentences
1-5. Play the recording again, stopping after each
sentence to check the answers with the class.
ANSWERS
1 You don’t have to understand everything.
2 You mustn’t get demotivated.
3 You need to hear other people speaking.
4 You must choose things that you’re interested in.
5 What do I have to do to really learn a language?
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5b Play the recording again, stopping after each
sentence for students to repeat it together as a
class.
5c Play the first sentence and elicit from the class
how many words it has. Write the sentence on the
board as they give it to you. Explain that
contractions count as two words.
ANSWERS
1 9 2 8 3 9 4 7 5 10
5d Play the recording again for students to write the
sentences.
ANSWERS
1 You don’t have to learn lots of grammar.
2 You must get lots of practice at listening.
3 When do you have to go back to school?
4 You mustn’t talk during the exam.
5 You need to work hard to learn a foreign language.
5e Play the recording again, stopping after each
sentence for students to repeat it together as a
class.
Vocabulary, pages 61-62
6a Start the exercise by eliciting from the class what
two or three of the signs show that you mustn’t
do. Then go through questions 1-3 and the
example answers with the class. Give students a
few minutes to answer the questions in pairs,
then go through the rest of the signs with the
whole class, eliciting from them what is
prohibited and whether they think this is a good
idea or not.
6b Introduce the subject of rules and regulations in
everyday life, e.g. by talking about things they
have to do connected with school life (I have to do
homework every evening, I have to get to school on
time). Then give them a few minutes to make
their lists.
6c Elicit from students how to form a question with
‘have to’ (see point 5 in Grammar focus, page 60),
write this up on the board and practise the
pronunciation together as a class. Go through the
example question and answer with the class, then
give them a few minutes to ask and answer
questions about their lists in b and how they feel
about the rules and regulations. When they have
finished, round the activity off in a whole class
activity by getting students to volunteer to ask
and answer some questions about their lists.
7 Go through instructions 1 and 2 with the class, then
start the activity off by telling them about the
rules and regulations in your schooldays. You
could exaggerate these for dramatic effect, e.g. I
had to start school at 7am. I had to do three hours
of homework every day. I had to go to school on
Saturdays. (With this, you will be using ‘have to’ in
the Past Simple tense – if you have young
students who are still at school, this can stay at a
receptive level, but if you have older students,
whose schooldays are over, you will need to
briefly go through this past tense form, as they
will need to use it themselves.) Tell students how
you would have liked things to have been
different in your schooldays.
Now put students into groups of three or four
and ask them to follow instructions 1 and 2. Give
them about fifteen minutes for this.
For stage 3, give each group a name and write it
on the board. Then get students to nominate one
person in the group to present their rules for the
perfect school to the class. Tell students to write
down the name of each group, leaving space
between each one, and to note what they like
and what they don’t like about the rules that each
speaker mentions on behalf of their group.
For the final stage, go through each of the group
names on the board, asking students to raise their
hands if they want to vote for that group – they
can only vote once! Write on the board the
number of votes that each group gets, to see at
the end which group is the winner.
Reading, page 62
8a Give students five minutes to read the text and to
see if they can match the countries with the laws.
8b Students can check their own answers on page
92, or you can go through them together with the
class.
ANSWERS
1 Miami, USA 2 Singapore 3 Britain 4 Britain
5 France 6 Florida, USA 7 Vermont, USA 8 Britain
9 Athens, Greece 10 Arkansas, USA 11 Britain
8c Go through the example, then give students a
few minutes to discuss the questions, before
discussing them together as a class.
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UNIT 7 Learning a language; Rules & regulations

Writing, page 63
GRADE 6

13b Students change roles and repeat stages 1-4.

9 Go through the instructions for the task with the Before they start, emphasise that they should
class. Refer them to the ISE file for guidance on try and put into practice the suggestions for
writing articles. improvement from stage 4 in exercise 12a).

Exam expert, page 63 Writing, page 65

10a 15 Go through the three tasks with the class,
explaining that they should choose one, or
1B 2C 3D 4A
more, of the tasks to do for homework. Go
through the different stages of the writing
11a Any 6 of the following facts: process A-H, emphasising the importance of
• In the past pupils got detention for not doing planning their work before they start writing.
their homework or talking in class. Refer them to the relevant ISE file in the
Student’s Book for each of the text types.
• Corporal punishment was when a teacher hit
a student. Trinity Takeaway, page 65
• Corporal punishment was common in the Get students to practise the dialogue in pairs. Then
1970s. ask them to answer the examiner’s question
• Pupils got corporal punishment for fighting differently.
or being rude to a teacher.
• Corporal punishment stopped in the 1970s.
Nowadays, teachers mustn’t hit students.
• Recently some teachers wanted to bring back
corporal punishment.
• Detention is still common.
• If a pupil has to stay away from school, he has
to do school work.

13a Divide the class into Student A and Student B

pairs. Go through the instructions on the role
cards with the class. Give them set times for
each stage of the activity, e.g. ten minutes for
stage 2 and five minutes for stage 3. Monitor
while they are preparing their topic points and
questions in stage 1, helping as necessary, then
monitor while they are having the
conversations, noting things they do well and
things they could improve, in preparation for
the feedback in stage 4. After they have self-
evaluated their performance in stage 4, give
your feedback to the class.

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UNIT 8
Health & fitness
Trinity subject area Health and fitness
Grade 6
Phonology Intonation at sentence level; Subject-area vocabulary; Intonation patterns
of more complex question forms
Grammar Zero conditional; First conditional
Conversation phase Health and fitness
Topic phase Choosing a topic

Vocabulary, page 66
1a Give students a few minutes to decide on their
answers to the quiz and to compare their answers
with a partner.
1b Play the recording for students to check their
answers to the quiz with the answers given by the
radio presenter. You could stop the recording
after the presenter gives each answer and elicit it
from the class.
ANSWERS
1B 2A 3B 4C 5C 6B 7C 8A
1c Play the recording again for students to match
the phrases with the quiz questions. Explain to
the class that some of the phrases relate to more
than one question, even though there is only one
answer box for each item.
ANSWERS
A 8 B 2 C 1 D 7 E 1 and 5 F 1 and 6 G 4
H 3 and 5
1d Start the activity by giving the class some
example answers to the second two questions.
Use the phrases for expressing surprise in the
focus box for the question about surprising facts
and statistics, and encourage students to do the
same. Give them two minutes to discuss the
questions, then ask one or two students to share
their answers with the class.
1e Give students some time to try and complete the
conditional sentences from the recording and to
compare their answers with a partner. While they
are doing this, write the gapped sentences on the
board. Replay the relevant parts of the recording,
eliciting the missing words for each sentence
from the class and writing them in to your
sentences on the board.
ANSWERS
1 If you want to be healthy, you need to drink at
least two litres of water per day...
2 If you drink more water, you’ll have less chance of
getting heart disease...
3 ...if you have caffeine in the afternoon, it may stop
you sleeping at night.
4 ...when you talk about the problem to someone,
you feel better...
Grammar focus, page 68
Go through the explanation in the Grammar focus,
using the sentences you wrote on the board in
exercise 1e) as examples.
2a Give students five minutes to complete the
conditional sentences, before checking the
answers together as a class.
ANSWERS
1 talks, ’ll feel 2 won’t sleep, have 3 drink, ’ll have
4 eats, ’ll put on 5 eat, do, lose 6 use, ’ll be 7 won’t
go, don’t find 8 comes, ’ll phone

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UNIT 8 Health & fitness
GRADE 6
2b Give the pairs about ten minutes to write their
lists. Remind them to use the conditional
structures from the Grammar focus.
2c Give the pairs five minutes to compare their lists,
then ask the pairs to tell you how many of their
points were the same. You could round the
activity off by getting an example sentence from
each pair.
Phonology, page 69
3a Play the recording two or three times for students
to complete the sentences, then go through the
answers with the class, writing up the first two
sentences on the board.
ANSWERS
1 It helps if you talk about problems.
2 If you don’t have a good diet, you won’t be
healthy.
3 If you do some exercise, you may lose some
weight.
4 When you exercise, you need to warm up first.
5 You’ll have less chance of getting heart disease if
you drink more water.
6 If you exercise twice a week, you’ll be fitter.
7 It’ll be more fun if you exercise with someone.
8 If you want to stay healthy, eat lots of fruit.
3b Play the first sentence again, eliciting from
students what happens with the instructor’s
intonation at the end of each sentence and
marking this with an arrow on the sentence on
the board. Repeat this with the second sentence.
ANSWERS
The instructor’s voice goes down at the end of the
sentence.
3c Play the recording again, stopping after each
sentence for students to repeat it together as a
class.
Vocabulary, page 69
4a Explain that the photos all show people and
places to do with healthcare, then ask students to
match the photos with the words. Check the
answers together as a class.
ANSWERS
1A 2B 3D 4C 5F 6E
4b Play the recording, stopping after each word for
students to repeat it.
36
4c Explain to the class that they need to use the
words from exercise 4a) to complete the
sentences. Give them five minutes to do this, then
check the answers together as a class.
ANSWERS
1 optician
2 dentist
3 patient
4 physiotherapist
5 surgery
6 nurse
7 chemist’s/pharmacy
8 pharmacist
Reading, pages 70-71
5a Give students a minute or two to make a list with
their partner, then ask the class to tell you what
they have on their lists and write these up in two
columns on the board, with the headings ‘free’
and ‘you pay’.
5b Give students five minutes to read the text, then
elicit from them whether the list on the board
from exercise 5a includes the same free services
as the ones in the article.
5c Give students a minute or two to do the matching
task, then check the answers together with the
class.
ANSWERS
1C 2D 3B 4A
5d Give students a few minutes to look back through
the text and decide whether the statements are
true or false, then check the answers together
with the class.
ANSWERS
1F – they provide routine and urgent care 2F – they
are also open outside office hours 3T 4T 5T 6F –
you can see a nurse 7T 8T
Writing, page 71
6 Go through the instructions for the task with the
class, emphasising that their essay should be
based on information about Britain from the
reading text on page 70 as well as their own
country. Refer them to the ISE file for guidance on
writing descriptive essays.
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Phonology, page 71
7a Start the exercise by writing example sentence 0
on the board with the intonation arrows. Play the
first sentence on the recording and explain how
the intonation goes up and down on the words
marked with the arrows. Elicit from students that
these words are where the main stress is in the
question, because these are the main ‘content’
words, i.e. the words that carry the meaning. Play
sentences 1-4 for students to mark where the
intonation goes up and down in these questions.
ANSWERS
1 Have you ever been to a hospital? If so, was it to
visit someone or because you were ill?
2 When did you last visit your GP? What was wrong
with you?
3 What are the opening times of your local surgery?
What happens if you’re ill when it’s closed?
4 How often do you go to the dentist’s? How do
you feel about going?
7b Play the recording again, pausing after each
question for students to repeat it together as a
class.
7c Give students a few minutes to ask and answer
the questions from exercise 7a). When they have
finished, go through the questions together with
the class, for each one asking students to
volunteer to answer.
Conversation phase, page 72
9a
1 Give the pairs two minutes to make their lists,
reminding them to look back at exercises 1, 4 and
5 for ideas. When they have finished, elicit ideas
from them, building up a list on the board.
2 Go through the example questions and answers
with the class, then give the pairs five minutes to
write the questions and think about how they
could answer them.
3 Give the pairs a minute or two to prepare their
questions for the examiner.
9b Divide the pairs into Student A and Student B. Go
through the instructions on the role cards with
the class. Give them five minutes for the
conversation in stage 1. Monitor while they are
having the conversations, noting things they do
well and things they could improve, in
preparation for the feedback after stage 2. After
they have self-evaluated their performance in
stage 2, give your feedback to the class. If there is
time, you could get them to change roles and
repeat stages 1-2.
Topic phase, pages 72-73
Please note that in the exam candidates can't do a
topic on one of the Subject areas for conversation, so
topics about Health and Fitness in general would not
be a suitable choice for the actual exam.
10a Give the pairs five minutes to make their topic
lists.
10b Put pairs of students together so that they form
groups of four. Give them five minutes to
compare and add to their lists.
10c Ask students to work individually to choose the
topic that they think is the most interesting
from their list in exercise 10b).
10d Put students back with their partner from
exercise 10a). Give them five minutes to ask and
answer the questions about their choice of
topic.
10e Ask the class to put up their hands if they
answered ‘yes’ to questions 2-8 in 10d). Ask
those who didn’t to think again about their
choice of topic.
10f Give students a few minutes to work on their
own to plan what they are going to say. Help
them with vocabulary as necessary.
10g Give students a few minutes to present the
points about their chosen topic to each other
and to ask each other questions about their
topics. Monitor while they are doing this, noting
things they do well and things that could be
improved. When they have finished, give
feedback to the class on their performance.
Writing, page 73
11 Go through the two tasks with the class,
explaining that they should choose one, or
more, of the tasks to do for homework. Remind
students of the different stages of the writing
process, emphasising the importance of
planning their work before they start writing.
Refer them to the relevant ISE file in the
Student’s Book for each of the text types.
37
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UNIT 8 Health & fitness

Trinity Takeaway, page 73
GRADE 6

Practise the examiner/candidate exchange in pairs

REVIEW UNITS 5-8
and then get students to substitute the language 1
using some of their own ideas. 1 scruffy 2 cool 3 fit 4 suits 5 by cheque
6 on package holidays 7 youth hostels 8 hotels

2
1 was backpacking, met 2 was raining, decided
3 was doing, arrived 4 were shopping, did not find
5 got, exercised, ate

3
On Monday I’m starting university at 8 a.m. and at 6
p.m. that evening I’m studying English.
On Tuesday I’m not doing anything.
On Wednesday morning I’m starting university at 8
a.m. again.
On Thursday I’m doing yoga at 11 a.m. and I’m going
to my English class at 6 o’clock.
On Friday I’m going to university at 11 a.m.
On Saturday I’m going shopping with my mum at 5
o’clock and at 8 p.m. I’m seeing a film with Fabio at
the cinema.
On Sunday I’m visiting my grandparents.

4
1 doesn’t have to 2 has to 3 mustn’t, have to
4 might 5 mustn’t 6 have to

5
1 surgery 2 nurse 3 optician 4 pharmacist
5 chemist’s, pharmacy

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

7
1A 2B 3C 4F 5D 6E

38
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pages 83-84-85-86
ISE file 16 Text B
17 Text D
18 Text A
ANSWERS
19 Text B
pages 78-79 20 Text C
1 Paragraph 1 C
2 Paragraph 2 A 21 B
3 Paragraph 3 F 22 C
4 Paragraph 4 B 23 E
5 Paragraph 5 E 24 F
25 H
6 A
7 C 26 21
8 E 27 downloading
9 G 28 concert
10 H 29 very little money
30 value
11 city centre
12 environmentally friendly
13 up to date page 87
14 low cost 3 1c 2b 3d 4a
15 discount 4 1 paragraphs 2 introduction 3 link 4 neutral
5 contraction
At ISE I a discursive essay will be a discussion using
pages 80-81-82-83 Language Functions of the level, for example, giving
16 C opinions, reasons and preferences, writing about the
17 A future, expressing certainty and uncertainty
18 D (may/might, etc.) and expressing obligation (must,
19 A have to). The most important thing is to read the
question well before you start writing, so that you
20 B
focus on exactly what the question is asking you to
write about.
21 A
22 B
page 88
23 C
3 1 title 2 concluding 3 ideas 4 connecting
24 E 5 adjectives
25 H

page 89
26 biologically programmed 3 1 title 2 question 3 paragraphs 4 readers
27 experiment 5 writer 6 examples
28 later
29 homework
30 school results

39
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page 90 page 94
ISE file

3 1 Do 2 Do 3 Do 4 Don't 5 Do 6 Do 7 Do Listening – Task 2 answers

8 Don't

6
page 91 1 topic
3 1 sender 2 recipient 3 date 4 start 5 end 2 instructions
6 emails 7 closing; contractions 3 twice
4 six
5 notes
page 92
6 reference
3 1 title 2 three 3 Start 4 Go on 5 bad 6 Finish
7 facts
8 questions
page 93
Listening – Task 1 answers

4
1 30 metres
2 2,000 men
3 an elephant
4 a year
5 7.5 metres
6 hundreds of miles

5
1 think
2 prepare
3 ask
4 listen
5 make
6 concentrate
7 refer

40
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2
Diagnostic test
1 What’s your name?
2 How old are you?
3 What colour is my shirt?
4 How many days are there in a week?
5 Where do you come from?
6 Have you got any pets?
7 What’s your sister’s name?
8 How old is your dog?
9 Where is the bank?
10 What day is it today?
11 Where do you live?
12 What’s the weather like today?
13 What was the weather like yesterday?
14 When’s your birthday?
15 Can you play the guitar?
16 What time do you get up in the morning?
17 What do you do in the evenings?
18 What are the teachers doing?
19 Can you help me with this exercise?
20 Do you know his sister?
21 Did you go on holiday last year?
22 What do you like to do at the beach?
23 What did you do last night?
24 Who is the best student in the class?
25 Tell me the difference between London and your
home town.
26 When did you buy those trousers?
27 How often do you play football?
28 What are you going to do next weekend?
29 Do you go to the cinema often?
30 Have you ever been to Britain?
31 Why did you decide to take this exam?
32 When did you last have something to eat?
33 Is there much traffic in town?
34 How long have you been at this university?
35 Which kind of music do you prefer?
36 Do you prefer riding a bicycle or driving a car?
37 What will you do after the examination?
38 Have you ever eaten English food?
39 How long have you been interested in this?
40 When did you see the film?
3 Peter: Because I choose the presents very carefully. I
1 We go to a big party and stay there until midnight .
We celebrate with fireworks.
2 The postman delivers special cards on this day. It’s
fun trying to guess who sent them.
Recording scripts
3 My favourite festival is really popular in America,
where people make faces using pumpkins.
4 We usually have a tree with lights and we put up
decorations around the house.
4
1 I’ve been to Venice.
2 I haven’t been to Venice.
3 Have you been to Venice?
Yes, I have./No, I haven’t.
5
1 They’ve finished their studies.
2 He’s been to Paris.
3 Peter’s gone shopping.
4 Yes, she has.
5 No, she hasn’t.
6 Have you ever eaten roast beef?
7 I’ve been in the queue for hours!
8 She’s just finished her shower.
6
Peter: My favourite festival is Christmas. We celebrate
it on Christmas Eve, the 24rd of December and on the
25th of December, which is Christmas Day. I love it!
José: Why do you love Christmas so much?
Peter: Because I always spend it with my family.
There are a lot of people in my family and we travel
to my parents’ house to celebrate together. It’s great
to have so many people in the house. It’s very lively!
José: And what preparations do you make before
Christmas?
Peter: It’s a very busy time. We buy and decorate the
Christmas tree, buy all the food and, of course, buy
presents for each other. It’s lovely out in the streets at
Christmas because of all the lights, and people sing
Christmas carols.
José: And what part of Christmas do you prefer?
Peter: I like all of it. I like getting presents, of course.
But the thing I prefer is giving people presents on
Christmas Day. That’s my favourite thing.
José: Why’s that?
don’t spend a lot of money, but I think about the
person and get something they’ll like. And I always
buy special presents for my nephews and nieces.
They’re usually games and they love playing with
41
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Recording scripts
them. I like playing with them, too!
José: Do you do anything else on Christmas Day?
Peter: Yes, we cook a lot of food, so I help my Mum in
the kitchen. And then we eat it! We have special food.
The first course is turkey with roast potatoes and
vegetables, and after that we have Christmas
pudding. It’s dark and fruity, and it’s delicious! Do you
eat special food at Christmas in Mexico?
José: Yes, we have turkey too, and a special salad on
Christmas Eve.
Peter: Mmm, that sounds nice.
José: It is! What was special about last Christmas,
Peter?
Peter: Well, it was very special because my sister and
her family came to England from Australia. I saw my
baby nephew for the first time. It was the best
Christmas I’ve ever had.
José: Yes, it sounds great! And next year?
Peter: I’m going back to England again, the same as
every year. I can’t miss that. But I’ll probably spend
New Year in Mexico. It’ll be the first time I’ll be away
from England for New Year. I’m feeling very excited
about it.
José: Thank you…
7 are using gas instead of petrol… or diesel, so in
1 What’s your name?
2 Do you speak any other languages?
8 town planning. That’s what I really want to do. Then
1 How often do you travel by bike?
2 Can you drive?
3 How much did the ticket cost?
4 Have you ever flown on a helicopter?
5 Where is the airport?
6 Do you like travelling by train?
9
Emilio: I come from Turin and I’ve lived in Turin all my
life. Turin is a big… modern city in the North of Italy
with a population of… well, around 1 million people.
They all need some kind of transport to get from
place to place.
Examiner: So which means of transport do you
prefer, Emilio?
Emilio: You know, like all large cities, Turin has a
42
complicated public transport system. In Turin we
have buses, trams, taxis and… erm… of course, a lot
of private vehicles as well. I personally prefer using
the tram, because they don’t get …you know …stuck
in traffic jams. But I sometimes use buses and for
longer journeys the car is easier. What about you?
Which means of transport do you prefer?
Examiner: I love driving, like your father, but I’ve
never driven a bus! I prefer travelling by car.
Emilio: I’ve never driven a bus, either! (laughs)
Examiner: Tell me about your father’s job, Emilio.
Emilio: My father is a bus driver in Turin. He’s driven a
bus for over thirty years. He likes his job because he
loves driving, but, … I mean… it is difficult because
there is so much heavy traffic in the centre of the city.
Examiner: So what will happen in the future in Turin?
Emilio: Well, Turin already has a modern electronic
system of traffic control. It’s had that for a …erm… a
few years now. Since it started journey times have
improved by… erm… about 20%.
Examiner: So people are able to travel much faster?
Emilio: Yes, that’s right. One day Turin will also have
an underground railway. … erm… This will be much
better for everybody. We won’t to travel through
heavy traffic and …you know … we’ll get where we
want to go much more quickly. More and more buses
future all of them will use gas, or batteries.
Examiner: And what about your plans for the future?
Will you be a bus driver, like your father?
Emilio: No, in a few years I’ll go to university to study
I’ll join my father in the Transport Department, but as
a manager … I mean… or planner. I won’t be a bus
driver because I don’t like a lot of traffic.
Examiner: No, nor do I! Thank you …
10
Emilio: I come from Turin and I’ve lived in Turin all my
life. Turin is a big, modern city in the North of Italy
with a population of around 1 million people. They all
need some kind of transport to get from place to
place.
Examiner: So which means of transport do you
prefer, Emilio?
Emilio: Like all large cities, Turin has a complicated
public transport system. In Turin we have buses,
Trinity 5-6_TB 1-14_195x260_NI0072 15/10/15 15:17 Pagina 43
trams, taxis and, of course, a lot of private vehicles as
well. I personally prefer using the tram, because they
don’t get stuck in traffic jams. But I sometimes use
buses and for longer journeys the car is easier. What
about you? Which means of transport do you prefer?
Examiner: I love driving, like your father, but I’ve
never driven a bus! I prefer travelling by car.
Emilio: I’ve never driven a bus, either! (laughs)
Examiner: Tell me about your father’s job, Emilio.
Emilio: My father is a bus driver in Turin. He’s driven a
bus for over thirty years. He likes his job because he
loves driving, but it is difficult because there is so
much heavy traffic in the centre of the city.
Examiner: So what will happen in the future in Turin?
Emilio: Well, Turin already has a modern electronic
system of traffic control. It’s had that for a few years
now. Since it started journey times have improved by
about 20%.
Examiner: So people are able to travel much faster?
Emilio: Yes, that’s right. One day Turin will also have
an underground railway. This will be much better for
everybody. We won’t to travel through heavy traffic
and we’ll get where we want to go much more
quickly. More and more buses are using gas instead
of petrol or diesel, so in future all of them will use gas,
or batteries.
Examiner: And what about your plans for the future?
Will you be a bus driver, like your father?
Emilio: No, in a few years I’ll go to university to study
town planning. That’s what I really want to do. Then
I’ll join my father in the Transport Department, but as
a manager or planner. I won’t be a bus driver because
I don’t like a lot of traffic.
Examiner: No, nor do I! Thank you …
11
1 Would you like tea or coffee?
2 Do you prefer Rihanna or Lilly Allen?
3 Would you rather go to the cinema or to the theatre?
12
Peter: I must admit I’m quite fond of staying in and
watching television.
Maria: Really? I don’t. I prefer going out to staying in.
Peter: Interesting. What sort of entertainment do you
go out to see?
Recording scripts
Maria: Well, I really love live music and we’ve got a
couple of great local bands that play regularly in
clubs in the city.
Peter: What sort of music do they play?
Maria: Well one’s reggae and the other’s heavy metal.
They’re very different! But I love them both. What
kind of music do you like?
Peter: Personally, I prefer classical music to pop
music, but, in fact, when I go out I prefer going to the
cinema or to the theatre rather than to concerts or
clubs. Do you like the cinema?
Maria: Oh yes! I go at least once a week – usually at
the weekend. My favourite films are romantic dramas
and comedies – what about you?
Peter: I like most types of film but especially science
fiction. To be honest though, I can’t stand romantic
films!
Maria: Oh dear! Science fiction leaves me cold! We do
have different tastes! It sounds as if I go out every
night but actually sometimes I’d rather rent a DVD
and stay at home.
Peter: Oh really? I prefer going to the cinema – my TV
is very small!
13
I played in a match for the school team yesterday
afternoon and we lost, 5-nil!
They’re over! I’ve finally finished.
I think they played every song they have recorded.
14
1 I missed the train this morning.
2 We visited my grandmother last weekend.
3 We danced for hours at the party.
4 I watched TV yesterday evening.
5 My parents celebrated their twentieth wedding
anniversary last month.
6 He arrived on Tuesday night.
7 They decided not to come this afternoon.
8 She wanted to go to the cinema last night.
9 We talked for ages.
10 She relaxed by sitting on the sofa and reading a
book.
11 They really enjoyed the party.
12 I loved the film.
13 She worked all day yesterday.
14 We waited for ages for him to arrive.
43
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Recording scripts
15
Examiner: So, have you done anything special
recently?
Candidate: Let me think. Oh, yes, I’ve been to our
house at the seaside with my family. We went last
weekend.
Examiner: That sounds nice. Where is the house
exactly?
Candidate: It’s on the south-west coast, in a small
village, about 200 kilometres from here.
Examiner: OK, so, how did you get there – by car,
train...?
Candidate: By car – we usually prefer travelling in the
family car, but this time it was terrible.
Examiner: I’m sorry to hear that. So how long did the
journey take?
Candidate: It took about seven hours so we went
straight to bed! But the next morning we got up
quite early and had breakfast out on the terrace.
Examiner: So was the weather good?
Candidate: Oh yes, it was beautiful – really hot and
sunny all weekend.
Examiner: How nice! Did you go the beach?
Candidate: Yes, we spent most of Saturday and
Sunday on the beach. But I didn’t swim very much
because the sea was so cold.
Examiner: Oh, that was a pity. So, what do you prefer
doing there?
Candidate: Well, I like playing beach ball with my
brother... and reading... but the thing I prefer doing is
eating ice cream!
Examiner: And did you do anything on the Saturday
night?
Candidate: Yeah, I went out for dinner with my
family, then I met some friends and we went to a café
– for some ice cream!
Examiner: I can see you really like ice cream! So are
you going to go there again next weekend?
Candidate: No, we probably won't go next weekend
because the roads are so busy. And what about you,
have you been away for the weekend recently?
16
Patricia: So, Peter, I must talk to you about the
wedding on Saturday.
Peter: What’s the problem?
44
Patricia: What are you going to wear?
Peter: I don’t know. I hadn’t thought about it.
Patricia: It’s the day after tomorrow, Peter! Now listen
carefully. Obviously you must wear your suit – you
know – that nice navy blue one.
Peter: Well, I’ve only got one suit so that wasn’t a
difficult decision!
Patricia: But don’t wear trainers or brown shoes with
it.
Peter: Oh... OK.
Patricia: Why don’t you wear that tie I gave you for
Christmas – but only if you’ve got a shirt that goes
with it. If not, buy a new shirt tomorrow.
Peter: OK, I can manage that – I might go shopping
during my lunch hour.
Patricia: Oh and get your hair cut – long hair is so
old-fashioned!
Peter: Is this a wedding or a fashion show?
17
1 Would you like to try the jacket with a matching
skirt or a dress?
2 Would you like to try the jacket with a matching
skirt or a dress?
18
1 Would you like to try the shirt with a tie, or a smart
pullover?
2 Would you like to try the long-sleeved shirt or T-
shirt?
19
1 Africa 2 Antarctica 3 Asia 4 Australia 5 Europe
6 North America 7 South America
20
Beatriz: My favourite place is in the mountains near
Madrid, in Spain, about 50 km to the North-West of
the city. It’s the village where my grandparents live
and it’s called Cercedilla.
Examiner: Sorry, I didn’t catch that. What’s it called
again?
Beatriz: Cer-ce-di-lla – it’s hard to say!
Examiner: Yes, it is a bit hard!
Beatriz: So what about you, what’s your favourite
place?
Trinity 5-6_TB 1-14_195x260_NI0072 15/10/15 15:17 Pagina 45
Examiner: It’s my home town, it’s on the coast. It’s
very nice. Why do you go to the village, Beatriz?
Beatriz: I go there to visit my grandparents.
Examiner: How long have they lived there?
Beatriz: Oh, they’ve always lived there. But I also go
to enjoy the scenery and the wildlife. It’s very
beautiful, and the air is fresh. I love it.
Examiner: So, have you been there a lot this year?
Beatriz: Yes, I’ve been six or seven times already. I go
if I have a free weekend. Sometimes I go for longer if I
have a holiday from university. It’s quiet so I can study
there.
Examiner: And what’s the best way to travel to your
village?
Beatriz: Well, we usually travel there by car, because
it’s comfortable, and faster. If we go by car it only
takes about an hour from Madrid, if the traffic’s not
too bad. If I go without my parents, then I go by bus.
It’s much slower because it stops in a lot of places. It’s
strange, but I prefer travelling this way, because it’s
such a beautiful journey.
Examiner: So tell me about this place, Beatriz. If I go
there, what must I see?
Beatriz: Well, it’s in the mountains, as I said, and it’s
quite small. The thing you really must do is go up to
the ski station, it’s great!
Examiner: But I can’t ski!
Beatriz: It really doesn’t matter. I can’t ski either! You
don’t have to ski. If you go there, you can sit on the
terrace of the café and look at the fantastic views.
And you must walk around the village, as it’s got a lot
of traditional buildings.
Examiner: It sounds lovely. I’ll have to visit it some
time.
Beatriz: Yes, it’s a great place to visit. You must go
there.
Examiner: So what are your plans for the future,
Beatriz? Are you thinking of living in the village in the
future?
Beatriz: Well, I’m not sure at the moment, but I might
do. If I can find a teaching job in the village when I
finish college, I’ll live and work there. But I might have
to stay in Madrid to get a job. Anyway, I’ll always go
back to the village as much as possible, because I
love it so much.
Examiner: So when are you next going there?
Beatriz: In two weeks’ time.
Examiner: Have a nice time. Thank you…
Recording scripts
21
Example: You might not understand much at all.
1 You don’t have to understand everything.
2 You mustn’t get demotivated.
3 You need to hear other people speaking.
4 You must choose things that you’re interested in.
5 What do I have to do to really learn a language?
22
1 You don’t have to learn lots of grammar.
2 You must get lots of practice at listening.
3 When do you have to go back to school?
4 You mustn’t talk during the exam.
5 You need to work hard to learn a foreign language.
23
In your country, if school pupils behave badly at school,
what punishment do they get?
When I was at school we got detention for things like
not doing our homework, or lines for talking in class. If
you have to write the line ‘I will not talk to my friend in
History lessons’ 300 times, you really think before you
open your mouth in the next lesson!
But these punishments were nothing compared to
corporal punishment. I mean, when a teacher, or the
headteacher, actually hits a student. This was common
in my school in the 1970s. We got this for things like
fighting or being really rude to a teacher.
Today, things have changed and teachers mustn’t hit
students any more. They banned corporal punishment
in state schools in 1987, but lots of schools stopped
using it a long time before that.
Not long ago, a few teachers wanted to bring corporal
punishment back. One of the main reasons for this was
to stop very bad behaviour, and so help teachers to
teach and students to learn.
Fortunately, most teachers these days think that there
are much better ways to teach good behaviour.
Detention is still common. Pupils have to stay behind at
the end of the school day and do some work. If a pupil
behaves very badly, they may have to stay away from
school for some days. They have to do school work at
home.
So, what do you think is the best way for pupils to learn
good behaviour?
45
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Recording scripts
24
Okay, the results of today’s quiz on health are coming
up next. Number one, if you want to be healthy, you
need to drink at least two litres of water per day, so
the answer is B. That’s a lot of water, isn’t it? But it will
do you a lot of good. If you drink more water, you’ll
have less chance of getting heart disease and some
cancers. And you’ll have more energy – every extra
half litre of water can give you 20% more energy.
Now, for question number two, if you think you need
to do an hour of exercise two or three times a week to
get fitter – you’re wrong! You don’t need to do that
much – just 20 minutes is enough, so the answer’s A.
And leave at least 24 hours between exercise sessions.
Okay, moving on to question three, to have a healthy
diet, you need to eat a lot of fruit and vegetables. All
those vitamins and minerals are just what your body
needs. So, the answer is B – that’s five portions of fruit
and vegetables every day.
Are you having a coffee at the moment? Well, if you
are, stop! Because it’s already after midday! And if you
have caffeine in the afternoon, it may stop you
sleeping at night. So, for question four, the answer is
C. This was a surprise to me – so no more espressos
after lunch.
Question number five has given me something to
think about. I’m not a big fan of fish, but it looks like I
need to eat it a lot more than I do – two or three times
a week more than I do, actually! – because in some
fish, like salmon and sardines, there are some special
acids, called Omega three, that help keep our hearts
healthy. And in all fish there are lots of proteins and
vitamins and minerals that your body needs. So, the
experts say that we need to eat it two or three times
a week. The answer to question five, then, is C.
Did you think that all fat was bad for you? A lot of
people do, but the fat in things like extra virgin olive
oil is actually healthy. This kind of fat can stop you
getting lots of illnesses, like heart disease, some
cancers – and even depression. The fat in margarine
and chips isn’t ‘good’ fat, though, so don’t eat things
like that! For question six, then, the answer is B.
Now, for question seven, we don’t need doctors to
tell us the answer to this, do we? If you’re feeling
down or depressed about something, when you talk
about the problem to someone, you feel better,
right? So, yes, C is the right answer. A problem shared
really can be a problem halved.
And, finally, number eight. I was surprised about this
one, too. Did you know that about 4 million people
46
around the world die every year from smoking? And by
2030, it will be 10 million! I thought that AIDS was the
biggest killer... So the answer to question eight is A.
25
Number one, if you want to be healthy, you need to
drink at least two litres of water per day, so the
answer is B. That’s a lot of water, isn’t it? But it will do
you a lot of good. If you drink more water. you’ll have
less chance of getting heart disease and some
cancers. And you’ll have more energy...
Are you having a coffee at the moment? Well, if you
are, stop! Because it’s already after midday! And if you
have caffeine in the afternoon, it may stop you
sleeping at night. So, for question four, the answer is
C...
If you’re feeling down or depressed about something,
when you talk about the problem to someone, you
feel better, right? So, yes, C is the right answer...
26
1 It helps if you talk about problems.
2 If you don’t have a good diet, you won’t be healthy.
3 If you do some exercise, you may lose some
weight.
4 When you exercise, you need to warm up first.
5 You’ll have less chance of getting heart disease if
you drink more water.
6 If you exercise twice a week, you’ll be fitter.
7 It’ll be more fun if you exercise with someone.
8 If you want to stay healthy, eat lots of fruit.
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1 chemist’s/ pharmacy 2 dentist 3 nurse 4 optician
5 physiotherapist 6 surgery
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Example: What do you think about getting
healthcare advice on the Internet?
1 Have you ever been to a hospital? If so, was it to
visit someone or because you were ill?
2 When did you last visit your GP? What was wrong
with you?
3 What are the opening times of your local surgery?
What happens if you’re ill when it’s closed?
4 How often do you go to the dentist’s? how do you
fell about going?
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Examiner: Hello, my name’s Simon. What’s your name?
Candidate: My name’s Xavier Fernandez.
Examiner: Nice to meet you, Xavier. Can I have your
Topic form, please?
Candidate: Yes, here you are.
30 Grade 5
Examiner: Do you celebrate a lot of festivals in your
country?
Candidate: Yes, we celebrate many festivals, but I think
the most important one is carnival, in February.
Examiner: Which means of transport do people in your
city prefer?
Candidate: Well, they prefer the underground because
it's the fastest way, but the bus is cheaper.
Examiner: Will you spend Christmas with your family
this year?
Candidate: Yes, definitely. We always eat lunch with my
aunt and uncle on 25th December.
Examiner: Have you seen any good films recently?
Candidate: Yes, I've seen the new Harry Potter film.
Examiner: Which do you prefer, hip hop or pop music?
Candidate: I prefer hip hop. What about you, do you
like pop music?
Examiner: Yes, I do, but I prefer classical music!
Examiner: Have you done anything special recently?
Candidate: Yes, I went to Bilbao two weeks ago,
because my cousin lives there.
31 Grade 6
Examiner: What were the tourists doing when the
tour guide was speaking?
Candidate: Some were looking at the Eiffel Tower
and others were taking photographs.
Examiner: Do you have to help your parents in the
house?
Candidate: No, but if I don’t, they don’t give me any
pocket money.
Examiner: If you go to the party on Saturday, what
will you wear?
Candidate: I think I’ll go shopping on Saturday to
buy something new.
Examiner: What time does school start?
Candidate: Well, lessons start at 9 o’clock, but we
have to be there at 8.50 for registration.
Examiner: Do you prefer playing sport or watching it?
Recording scripts
Candidate: I prefer playing sport, but this weekend
I’m watching Arsenal play against Liverpool.
Examiner: What is the best way to remember new
vocabulary in English?
Candidate: If I write an example sentence using each
word, it helps me to remember the vocabulary.
32 ISE I
Today we’re going to learn about an amazing animal.
The blue whale is the largest animal that’s ever lived.
Yes, that’s right! It’s bigger than even the biggest
dinosaur was. An adult blue whale can be 30 metres
in length and weigh more than 140 tonnes (the same
as 2000 men together!). The heart of a blue whale is
the size of a small car, and its tongue alone weighs as
much as an elephant.
Baby blue whales are big, too. When a blue whale
baby is born, it’s 7.5 metres long. The mother and
baby stay together for about a year, but blue whales
don’t become adult until they’re 10-15 years old.
One way that blue whales communicate with each
other is through sound. Their calls are very loud and
you can hear them hundreds of miles away.
33 ISE I
A sign language is a natural human language with its
own vocabulary and grammar. It’s based on the idea
that sight is the most useful tool a deaf person has to
communicate and receive information.
There is no one universal sign language. Different
sign languages are used in different countries or
regions, for example, British Sign Language, or BSL, is
different from American Sign Language, or ASL, even
though both countries use English as their first
language.
American Sign Language doesn’t only use signs
made by the hands – it also involves facial
expressions and body positions. For example, to ask a
question a person lifts their eyebrows, makes their
eyes wider and leans their body forward.
American Sign Language has local accents and
dialects, just as spoken languages do.
Ethnic background and age can also affect the form
of ASL that people use.
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