new pass trinity 1 2 teacher s book by cochrane stuart

Remember that this book is mainly for revisions of language so: – begin each new topic with closed books and try to elicit related vocabulary from learners – give them a specified time l

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First edition: February 2011

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UNIT 1 Nice to meet you

Lesson A Hello & goodbye 6

Lesson B How old is he? 7

UNIT 2 At school

Lesson A In the classroom 9

Lesson B Is she your teacher? 11

UNIT 3 Clothes

Lesson A Things to wear 14

Lesson B My clothes, your clothes 15

UNIT 4 The body

Lesson A Show me your nose 17

Lesson B Is he tall? 18

Lesson A Furry friends 20

Lesson B On the farm 21

UNIT 6 Family

Lesson A This is my family 23

Lesson B She’s got long hair 24

Lesson A The pet shop 38

Lesson B Are they playing? 39

Recording scripts 42

Methodology notes 4

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Listening tasks

The Trinity Grades 1 and 2 exams have no formal listening test with recordings and written responses It isimportant that you point out to learners that they don’t need to worry too much about the listening tasks forthis reason However, success in the interview does depend on listening carefully to the examiner andresponding appropriately

Take account of the low level of your learners and:

– if there is a picture to illustrate the topic, elicit information which will help them prepare for what they willlisten to

– tell students what kind of conversation they will hear, e.g two children speaking or an examiner speaking

to a candidate

– play each audio several times if necessary, stopping the audio during the task if needed

– follow up the listening with a drill in order to practise the structures and pronunciation

Brainstorming vocabulary and ideas

Brainstorming is a good way to introduce an activity, and is suggested in this TB because:

– it helps to get learners focussed on the topic of the lesson

– it helps learners ‘revive’ vocabulary that they know, but haven’t used recently

– it gives you a chance to see what your learners know and what knowledge gaps exist

Remember that this book is mainly for revisions of language so:

– begin each new topic with closed books and try to elicit related vocabulary from learners

– give them a specified time limit to work in pairs or groups

– students tell you their words and you put them on the board in columns or mind maps or under specificheadings/categories

– then students open books and do the first vocabulary activity as consolidation

Use of the board

Board prompts are good at this level to support students during speaking tasks and can lessen the ‘memoryload’ required of students so that they can concentrate on communicating Prompts can be useful

vocabulary items for the task, or reminders of the structures that learners should be using or pronunciationwork As the students master the language the teacher can rub off some of the prompts so that studentscommit the language to memory See the shaded boxes for examples of board work

Games

Games provide some light relief and fun, but also a genuine context in which to practise language TheTeacher’s Book makes a number of suggestions for games in the units:

– guessing games, such as I-spy, pictionary, miming

– memory games, such as Kim’s game (covering a picture and remembering what’s there)

– team games, such as sorting races (pairs or teams sort vocabulary items into groups as quickly as

possible)

– knock-out games, such as ‘Simon Says’

Methodology notes

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Methodology notes

Modelling

It is always a good idea to model each task so that everyone understands what they have to do Choose one

of the most able learners in the group to work through a few examples with you It is recommended that you

do this especially for the communication activities that come at the end of each unit

Drills

Regular language drilling helps students learn the patterns of new structures and is a valuable technique forimproving pronunciation A good drill can also liven up a class whose attention or energy is flagging halfway through a long lesson There are a variety of drills you can use:

– prompt and response drills (e.g question and answer) − you can give the prompt, or you can divide theclass into two groups who respond to each other

– substitution drills, using flash cards or prompts written on the board

– choral drills (all class together) or individual drills (teacher points to learners to respond)

– drills with clapping or chants with a strong rhythm (good for word or sentence stress)

Trinity Takeaway

At the end of each unit, the Trinity Takeaway sections provide the students with useful examiner/candidate

language for the exam It’s important that you point out to learners that they mustn’t memorise the dialogues, but use them as examples of the type of conversation they will have with the examiner

mini-There is also a section a the end of the book with further examples of examiner/candidate language, whichare recorded

After listening, you can:

– ask students to read the mini-dialogues out loud to practise question/answer intonation

– ask students to write similar mini-dialogues using different vocabulary from the unit

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Nice to meet you

Lesson A Hello and Goodbye

1apage 6

SUGGESTED PROCEDURE:

You could introduce this with a whole class activity

to see how many countries learners can name in

English Ask learners simply to call out the ones

they know, while you write them on the board

Then let learners do 1 a) in pairs before getting

feedback and checking answers with the whole

class As you listen to the students focus on

pronunciation and word stress

1 England / 2 Italy / 3 USA / 4 Spain / 5 Hong Kong /

6 Greece / 7 India / 8 Canada / 9 Australia /

10 Russia

b

c

Ask students to work individually on this task at

first, then they can check their order with a

partner Now play the recorded dialogue for

learners to check You may need to pause the

dialogue to give learners time to check Once they

ANSWERS

have checked the answers, get learners to practisethe dialogue in pairs You could also drill thedialogue with the whole class, with you playingone role and the whole class playing the other Or

do the same drill, with half the class playing onerole and the other half playing the other role

1 c / 2 d / 3 e / 4 a / 5 b

d

Open answers

2apage 7 SUGGESTED PROCEDURE:

Again, ask learners to do this task individually atfirst, then get them to compare their order with apartner Once they have listened and you’ve gonethrough the correct order with everyone, getlearners to take a role and practise this dialogue:first with open books, then from memory withclosed books

a 1 / b 6 / c 2 / d 4 / e 7 / f 5 / g 8 / h 3

b

Open answers

Give learners time to match the words andnumbers Then play the audio for them to check It

is a good idea to drill these numbers in one ormore of the following ways:

– from 1 to 10 and back from 10 to 1 – round the class, each learner saying the nextnumber

– in teams, team A says the odd numbers (1, 3,5 ), team B the even numbers (2, 4, 6 )– clapping and then stopping on a number – ask a learner what the next number is

1 one / 2 two / 3 three / 4 four / 5 five / 6 six /

7 seven / 8 eight / 9 nine / 10 ten

G/HE/F

B

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b

This is a simple activity to practise the numbers –

the kind of question likely to be asked in the exam

Start by choosing one or two learners to do this

with you while the rest watch, then get everyone

to work in pairs for a few minutes

Open answers

4apage 7

These are all typical things that the examiner

might say or ask Point out to learners that they

can expect to hear these in the first few moments

of the interview Give learners a few minutes to do

the matching activity alone, and then ask them to

compare with their partner Finally, play the audio

for them to check

Play the audio again, but pause to give learners

time to respond First with open books, then with

closed books You can do this as a whole class drill,

or pick out individuals to answer Follow up by

getting pairs to interview each other: Student A

plays the interview and reads out the questions

from page 7; Student B responds with books

Begin by asking learners some basic questions just

to focus their attention For example, ‘How manyboys/girls are there?’ ‘Is this a boy/girl?’ Now asklearners how old they think each of the childrenare Ask them to work in pairs to match the ageswith the photos Finally, play the audio so thatthey can check what they predicted against whatthey hear

to check Finally, go through the answers together

1 he / 2 He / 3 you / 4 I / 5 they / 6 They / 7 you /

a good idea to model the task yourself by choosingone of the stronger learners in the class to do itwith you Finish with a whole class activity: get apair of learners to ask each other about one of thephotos while the rest of the class listen Then asklearners which photo the pair was talking about.You could also ask learners to bring in photos offriends and family and get learners to ask eachother about them using the structures just practised.Open answers

ANSWERS

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1 2apage 9

The aim here is to review and practise present

simple The tables are for learners to refer to, but

you could ask them to close their books and do a

simple Q&A drill to practise the full form:

T: I or Group A: I

Class: am Group B: am

T: You

Class: are

Then focus on the contracted short forms by

asking, ‘Do we say, ‘I am ten’? Then elicit from

learners what the short form is that we normally

use when speaking Now practise these short

forms with a similar Q&A drill

1 she’s / 2 you / 3 are / 4 I / 5 is not / 6 aren’t

b

Ask learners to open their books and complete the

gaps individually – then to compare with a partner

Finally, go through the answers together Finish off

by drilling the answers – make sure that learners

really are using the contracted forms

1 I’m nine / 2 She’s from France / 3 We aren’t from

Hong Kong / 4 My name isn’t Maria It’s Mary /

5 My name isn’t John / 6 They aren’t Italian /

7 I’m fine, thanks / 8 He’s from India.

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The aim here is to revise basic classroom vocabulary

of the kind that is often used in the exam Note

that examiners may use these alternatives to the

word lists in the exercise:

eraser = rubber

school bag = bag

student = learner / pupil

It is a good idea to make learners aware of these

alternatives and to learn them as passive

vocabulary Learners can do this activity in pairs

Then check answers with the whole class You

could practise the items by simply pointing them

out in the class room and getting learners to shout

out the name of what you’re pointing to Also, ask

learners to tell you what they have in their school

bag / pencil case

Alternatively, play a simple game such as I-spy:

Student A: I-spy something beginning with N.

Student B: Notebook?

Student A: Right.

Student B: I-spy something beginning with

1 teacher / 2 cupboard / 3 desk / 4 book / 5 chair /

6 notebook / 7 student / 8 pencil case / 9 pencil /

10 school bag / 11 dictionary / 12 pen / 13 ruler /

14 eraser / 15 sharpener / 16 calculator

b

Vocabulary grouping activities like this one are

good ways for learners to ‘process’ vocabulary

which will in turn help them to remember words

Ask learners to do this individually and then check

with a partner before playing the audio for

learners to check their answers Give learners time

to ask any questions they may have about the

grouping before playing the audio again This

ANSWERS

time, use the audio to drill the vocabulary items –pause after each word for choral or individualrepetition Focus on correct pronunciation, andwatch out in particular for misplaced word stress

in multi–syllable words such as ‘calculator’ and

‘dictionary’

Follow up by asking learners to think of two morecategories that could be used to organise thesewords For example:

Things larger/smaller than a book Things madefrom wood / plastic / metal

You could also follow up with pronunciation work:ask learners to group words according to thenumber of syllables they have Then ask themwhere the stressed syllable usually is Point outthat the stress is most often on the first syllable, forexample:

notebook calculator student dictionary

Practise this with suitable pronunciation drills

c

This aims to revise usage of the indefinite articlea/an and to practise a question and answer formatthat is very common in the exam:

Examiner: What’s this? Candidate: It’s a/an

First, bring students’ attention to the Focus box onpage 10 Then do some simple practice of this with

a drill:

Teacher: Book Teacher: Eraser.

Learners: A book Learners: An eraser.

Focus on pronunciation You need to point out tolearners that the article an becomes linked or

joined to the noun that follows An eraser for example becomes aneraser in connected speech.

In a pencil case

sharpenerpencilrulereraserpen

Furniture

deskchaircupboard

In a school bag

pencil casebookdictionarynotebookcalculator

People

studentteacher

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1 Now use a similar drill, but introduce the whole

phrase:

Teacher: What’s this? Teacher: What’s this?

Learners: A book Learners: An eraser.

At this point you don’t need to expect fuller

answers, such as ‘It’s a ’ Also, make sure you’re

pointing out single items, as the focus here is on

the article a/an Now ask learners to work in pairs

and practise the same Q&A dialogue based on

classroom objects Monitor and check for errors in

use of articles or pronunciation

Open answers

2apage 11

This is simply revision of numbers 11 to 20

Students should already be familiar with these, but

if not then you may want to write the numbers on

the board before playing the audio It’s a good

idea to drill these numbers in one or more of the

following ways:

– From 11 to 20 and back from 20 to 11

– Round the class, each learner saying the next

number

– In teams, team A says the odd numbers, team B

the even numbers

1 twelve / 2 thirteen / 3 fourteen / 4 fifteen /

5 sixteen / 6 seventeen / 7 eighteen / 8 nineteen

b

The aim here is to revise the rules for plural nouns

Although spelling is not important for the exam –

since there is no writing component – these

spelling rules reflect the pronunciation of the

three categories of plural noun Bring learners’

attention to the focus box which gives examples

and rules for the three main categories of noun

Check learners understanding by writing one

example of each category on the board and asking

them to give you the plural Examples could be:

– fox, church, box, brush, glass

– story, party (point out that there is a consonant

to repeat what they hear

1 thirteen watches / 2 fifteen classes / 3 twelve

pencils / 4 sixteen boys / 5 fourteen dictionaries

c

The emphasis here is on the pronunciation of theplural affixes to nouns You need first to model thethree endings for students Write the phonemicsymbols as heading on the board and use theexample words you wrote on the board earlier:

Ask learners to repeat the words after you, givingspecial emphasis to the plural ending Now asklearners how they would pronounce dogs Showthem that, although it has the same plural ending

as cats, it is pronounced differently Now asklearners to do the sorting exercise on their own.Encourage them to say the words to themselves inorder to make them more aware of how theendings sound Finally, play the audio to let themcheck their answers Play once again and asklearners to repeat what they hear

This short activity provides further practise of the

How many are there? question, which is common

in the exam, together with practise of classroomvocabulary and numbers up to 20 Demonstratethe activity yourself by speaking to one of the

ANSWERS

1 /s/

booksstudentsdesks

2 /z/

teachersboyspencilserasersdictionaries

3 /iz/watchesboxesclassespencil cases

ANSWERS

/s/ /z/ /iz/

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As you monitor, make sure students are using the

structures and language practised in this lesson

Open answers

c

The focus here is revision of the determiners this

and these and the pronouns it and they Again, the

example dialogues in the speech bubbles are

typical question and answer formats that occur in

the interview, and learners need to be familiar

with them Ask learners to look at the example

dialogues and then write this on the board:

Elicit from learners how to complete the rules (this /

it for one thing, these / they for many things).

Make sure that learners can distinguish between

this [short sound /i/] and these [long sounds /i/]

Some learners have difficulties both receptively

and productively with these sounds Tell learners

to look at the shape of your mouth as you say the

sounds Now demonstrate the activity yourself

with another learner in the class Then ask learners

to do the activity in pairs As you monitor, make

sure that learners are using a variety of singular

and plural forms Listen out for grammatical

problems such as subject verb agreement, but also

We use this / it for

We use these / they for

Lesson B Is she your teacher?

The aim of this task is to practise short answers ofthe kind that candidates are expected to use in theinterview These are answers to present simple

questions with the verb be.

Give learners a few minutes to look through thequestions on their own and make matches beforethey listen to the audio For the ‘Listen and repeat’,you could split the class into two groups – onegroup repeating the questions and the othergroup repeating the short answers The groupsthen swap roles for a second ‘Listen and repeat’

1 get the whole class to respond, like a choral drill

2 pick out individual learners to respond to the

questions

ANSWERS

ANSWERS ANSWERS

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1 Either way, play the audio a couple of times to give

learners plenty of practice at responding to these

very simple but common questions

Examiner: Hello.

Student: Hello.

Examiner: Is your name Sam?

Student: No, it isn’t It’s

Examiner: Are you from Greece?

Student: Yes, I am / No, I’m not I’m from

Examiner: Are you eleven?

Student: Yes, I am / No, I’m not I’m

Examiner: Is this your classroom?

Student: Yes, it is.

Examiner: How many students are there in your

class?

Student: There are

2 page 13

The aim here is practice of language from the

lesson: numbers, classroom objects, use of the

interrogative form of be and short answers.

One way to do this is have the class ask you what

the objects are, or put learners in pairs First

Student A guesses, then they swap and Student B

guesses

You could follow up by having students draw

objects or parts of objects on the board in class

The rest of the class must guess what the object is

11 calculator / 12 chairs / 13 pencil sharpeners /

14 books / 15 door / 16 clock / 17 school bag /

18 computer

ANSWERS

POSSIBLE ANSWERS

Students need to be able to recognise questionsthat refer to singular or plural items, which is whatthis exercise practises

(Spoken)

1 It’s a pencil case / 2 They’re pens / 3 Yes, it is /

4 No, it isn’t / 5 No, they aren’t / 6 Yes, they are /

7 (There are) eight / 8 No, it isn’t.

c

Divide the class up into pairs You could write thefollowing prompts on the board so that learnersare making the right kind of questions:

Do a few example questions yourself with alearner from the class, then let students do theexercise in pairs Let them continue for about fiveminutes while you monitor for problems

Open answers

ANSWERS

What’s ? Are these ?

What are ? How many ?

Is this ?

ANSWERS

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REVIEW UNITS 1-2

1apage 14

b

1 pen / 2 chair / 3 sharpener / 4 eraser / 5 ruler /

6 notebook / 7 one / 8 five / 9 seven / 10 twelve /

11 nineteen / 12 twelve

2apage 14

1 meet / 2 meet / 3 name / 4 My name’s –

I’m called / 5 old / 6 years / 7 where / 8 I’m

Questions: Is this a boy / girl?

How old is he /she?

Questions: What’s this? / Is this ? /

How many ? / What are these? / What colour is it?

6apage 15

1 it isn’t / 2 computer / 3 are three / 4 they aren’t /

5 they are / 6 are twelve

b

Go round the class, asking each learner one or twoquestions from the list below Ask about peopleand objects in the class

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Start with a few minutes brainstorming the topic

of clothes With closed books, ask learners to call

out as many clothes related words as they can

remember, while you write them on the board

Now ask them to open their books and do the part

a) task

1 glasses / 2 shorts / 3 socks / 4 trainers / 5 T-shirt /

6 skirt / 7 dress / 8 hat / 9 shirt / 10 jacket /

11 belt / 12 jeans / 13 scarf / 14 gloves / 15 coat /

16 jumper / 17 shoes / 18 trousers

b

Some learners may not know what ‘syllable’ means,

so write a word with two syllables on the board

and split the syllables up, like this:

When you think they’ve got the idea of what

syllables are, you can let them do this exercise

alone and then compare their answers with a

partner before listening to the audio to check Play

the audio through once just to let them check,

then play it a second time so that they can repeat

what they hear You could follow up with

pronunciation work focusing on word stress in

two-syllable words Read out the list of two

syllable words, emphasising the stressed syllable,

and elicit from learners where the stress lies They

should see that the stress in two syllable words

tends to be on the first syllable

Group 1 – one syllable coat / belt / jeans / gloves /

dress / socks / shoes / scarf / skirt / shirt / hat /

shorts

Group 2 – two syllables jumper / trousers /

T-shirt / jacket / glasses / trainers

ANSWERS

ja-cket [/'d k.it/]

Again, ask learners to close their books and callout any colours in English that they can remember.Then ask them to open their books and do thematching exercise Play the audio once to check,then again so that learners repeat what they hear.Encourage correct pronunciation

You could follow up by asking learners to find youthings in the classroom that match the colours you

call out For example, call out ‘Green!’ and ask

students to point to things on their desk or aroundthe room

1 brown shoes / 2 a green shirt / 3 pink glasses /

4 a yellow skirt / 5 white shorts / 6 a red hat / 7 a

blue T-shirt / 8 black trousers / 9 a purple dress /

10 grey socks / 11 a beige coat / 12 a orange scarf

b

This activity combines the two vocabulary sets(clothes and colours) and practises anotherquestion format that is very common in the exam:

What colour is/are ? As usual, it’s best if you

demonstrate the activity with a learner from theclass before asking the rest of the class to do it in

pairs Encourage full answers, for example ‘It’s red’

or ‘They’re blue’ instead of single word answers such as ‘Red’ or ‘Blue’

Open answers

You could begin with closed books Write thedemonstrative pronouns mixed up on the board,like this:

Ask learners if they can identify four words in theword snake Then ask them which words refer toone thing (singular) and which words refer tomany things (plural) Now ask them to do theexercise on page 17

1 This That / 2 These Those

ANSWERS

thisthosethatthese

ANSWERS

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b

This provides an opportunity to use classroom

words and clothes vocabulary whilst practising

these determiners Divide the class into pairs Get

each learner first of all to look around them and

write the names of the 6 objects they are going to

talk about There should be a mixture of plural and

singular items Then demonstrate yourself what

they have to do before asking pairs to work

Again, these are all typical questions in the exam

Let learners do the matching alone, then play the

audio once to check Then divide the class into two

groups: Group A repeat the examiners questions,

Group B the answers Groups then swap roles for a

final play and repeat

1 a / 2 e / 3 b / 4 d / 5 c / 6 f

c

Do a few example questions yourself working with

a learner from the class and then divide the class

into pairs As you monitor, encourage learners to

use a variety of question forms here, and encourage

full short answers

Tell learners that they are going to hear part of aninterview in which the examiner asks the candidateabout some of the photos shown here Before theylisten, however, draw learners’ attention to thephotos and ask them a few simple questions aboutwhat each one shows

For example:

Is this a girl/boy?

How many babies/girls/boys are there?

Now play the audio and ask learners to write thenumber of the dialogue (1, 2, 3) next to the correctpicture You may need to play the audio twice

Now ask learners to read through the sentencesand, working with a partner, try to guess themissing word Then learners work alone to listen tothe audio and to check

1 her / 2 her / 3 his / 4 his / 5 their / 6 their

c

You might want to do some drill work practisingthe question:

‘What colour is/are ’

(Remember that candidates are not expected toproduce questions in the exam, but for thepurposes of this exercise they will need to ask theirpartners the question.)

Once learners are comfortable with the question,demonstrate what learners have to do by working

ANSWERS

his – boy / man – masculine, singular her – girl / woman – feminine, singular their – plural

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1 with one of the stronger learners in the class while

the others listen Then organise the rest of the

class into pairs and let them get on with the task

while you monitor – listen out especially for errors

with the determiners

Open answers

2apage 18

The focus here is revision of the rest of the

determiners Get learners to complete the

sentences alone and then compare with a partner

before checking altogether

1 your / 2 his / 3 her / 4 their

b

Again, demonstrate the task yourself by working

with a learner and then get learners to work in

pairs while you monitor

Open answers

3 Communication Task , page 18

This uses the photos of people on page 62 Make

sure that, when doing this exercise, learners are

using determiners correctly, but at the same time

encourage fluency and experimentation

Open answers

4apage 19

Start with a short drill so that learners get used to

the question and answer format for this activity

Divide the class into two groups:

Group A: What’s you favourite colour?

Group B: My favourite colour’s

Do this three times, then groups swap roles By

this time learners should be ready to do the

activity If there is space in your class, this works

best as a mingling activity where learners move

around the class and interview each other while

noting down answers It’s important that they get

information from at least one boy, one girl and two

Group A: What colour does Helen like?

Group B: Her favourite colour’s

Then swap groups as before When you’re happythat the group can manage to form the questionsand answers sufficiently well, put them into pairs.They need to swap books so that each learner cantalk about the people they spoke to during part a)

Open answers

Point out to learners that they will NOT have tomake questions in the exam, but it is importantthat they recognise and understand questions Allthese are typical things that examiners might ask.Give learners a chance to do this exercise on theirown and then to compare with a partner Finally,play the audio to check

1 What’s this? / 2 What are these? / 3 Is this a hat? /

4 What colour is it? / 5 What colour are his trousers?

/ 6 What colour are my shoes?

b

Demonstrate with one learner so that everyoneknows what they have to do, then get pairs tointerview each other To make sure that they use avariety of question forms, you could put upquestion prompts on the board:

As you monitor, don’t worry too much if learnersare making errors in question formation Feedbackshould focus on the answers learners give

Encourage learners to give short answers but notone word answers

Open answers

ANSWERS

What’s ? Are these ?

What are ? What colour is ?

Is this ? What colour are ?

ANSWERS

Trang 17

You could begin with a similar brainstorming

activity to those used in earlier units – simply ask

learners (with closed books) to call out any body

related words they can remember while you write

them on the board Then ask them to open their

books and do a) Play the audio once to check

answers and then a second time so that learners

can repeat what they hear

1 head / 2 eye / 3 ear / 4 foot / 5 hair / 6 nose /

7 leg / 8 teeth / 9 mouth / 10 finger / 11 hand /

12 arm

b

Demonstrate with one learner from the class and

then get pairs to do the same Make sure that

learners aren’t only giving one word answers Also,

make sure that Student A isn’t always asking

questions that elicit the answer ‘Yes, it is’ Make sure

that Student A is using plural forms, too After two

minutes, get pairs to swap roles

Open answers

c

First draw learners’ attention to the focus box about

irregular plurals Point to your teeth / feet / hair and

ask learners What are these? / What’s this? Then

model the questions that learners need to use for

this activity You could do a whole class drill of the

questions, emphasising the difference between this

/i/ and these /i/ Once again, choose a learner from

the group and demonstrate the task Then organise

the class into pairs Make sure they take turns

asking and answering

Give learners a few moments to do this alone andthen check with a partner before listening to theaudio to check their answers

1 Give me a pen / 2 Come here / 3 Open your

book / 4 Point to the door / 5 Go to the window /

6 Touch your nose / 7 Stand up / 8 Show me your

ears / 9 Sit down.

Follow up: Playing the children’s game ‘Simon says ’

In this game, learners should only follow orders if

the speaker begins with ‘Simon says ’ If someone

follows an order without the speaker saying

‘Simon says ’ then they are out of the game Thelast player remaining wins the game Learners cantake turns at being the speaker

Open answers

ANSWERS

Trang 18

This practises common adjectives that learners

ought to know for the exam Get learners to do

this together with a partner before checking

altogether Be ready to explain why ‘short’ is listed

twice i.e that it has two meanings here

1 f / 2 c (e) / 3 d / 4 c (e) / 5 b / 6 a

b

Before they listen, ask learners (working in pairs) to

match one word from the list of adjectives in a) to

each of the pictures Check to see which words

learners have used – this will also be a good

concept check to see if learners understand these

words Then play the audio twice so that learners

can match the descriptions with the pictures

1 E / 2 D / 3 B / 4 F / 5 A / 6 H / 7 G / 8 C

c

It’s useful to show the position of the tip of the

tongue when making each of these sounds:

t /t/ – the tip of the tongue is touching the roof of

the mouth just behind your front teeth

th /ð/ – the tip is just protruding between the

upper and lower teeth

Demonstrate and get students to try it out

themselves

See the section on drills at the beginning of the

Teacher’s Book for further ideas on how to practise

these sounds

2apage 22

These are all questions or orders that could come

up during the interview Remember that they will

now be asked to produce questions or imperative

forms like this, but must understand them and

respond appropriately Give learners five minutes

to do this alone before playing the audio to check

Open answers

Students build a dialogue similar to the one theywill need to have with a partner in part b) Pointout that there are two correct answers for thisactivity Once students have finished and checkedwith the audio, have them memorise the dialogueand act it out in pairs, or do choral drills with thewhole class

Trang 19

1 Show me your feet / 2 Go to the door / 3 Open

your book / 4 Give me a pencil / 5 Point to your nose / 6 Touch the pencil case.

5apage 25

1 Are these feet? / 2 How many are there? / 3 What

are these? / 4 How many fingers are there? / 5 Is this an ear? / 6 What is it?

b

As for 4 b)

6apage 25

1 Yes, she is / 2 No, she isn’t / 3 Yes, he is / 4 No, he

isn’t / 5 Yes, she is / 6 No, they aren’t.

Lia Coco Isobel Maria

Kim Jennifer Aiden Alex

Luke Mathias Max Freddie

I I K

N E

Trang 20

With closed books, ask learners to name as many

animals as they can in English Then with open

books, can they name the animals shown? Ask how

many of each animal are shown – this will lead into

the idea of plural forms, then get learners to try the

exercise Point out the focus box information about

irregular plurals Can they remember any other

irregular plurals (e.g foot-feet)?

1 a dog / 2 fish / 3 bird / 4 cats / 5 mice / 6 a rabbit

b

These are typical exam style questions The focus is

on plural versus singular forms Ask learners which

words in the word pool show ‘one’ and which

words show ‘more than one’ Then get learners to

complete and check Finally, ask learners to try and

memorise the dialogue

1 this / 2 these / 3 They’re / 4 isn’t / 5 Are / 6 they

c

First model with a stronger learner, then get the

rest of the class to do the same Listen out for

correct pronunciation of this / these.

Open answers

2 page 27

This is a revision of questions and answers met

earlier in Units 1 to 4 (How many / What colour /

Is it ) etc Elicit questions altogether from the class

and write them on the board before getting

learners in pairs to ask each other Make sure each

partner gets a chance to ask and answer

ANSWERS

3 page 27 SUGGESTED PROCEDURE:

This is just a fun activity to practise question formsand body language You could begin by drawing asimilar imaginary animal on the board and askingthe whole class to guess which animals it is madefrom – don’t worry about any lack of artistic skills!After the pair work, get learners to draw their ownimaginary beasts and invite them to talk in smallgroups about what their drawings

4aCommunication Task , page 27 SUGGESTED PROCEDURE:

Draw learners’ attention to the photos of the fishand ask them simple focus questions such as ‘Howmany fish are there?’ ‘What colour is this fish?’ ‘Is itblue and yellow?’ etc Tell learners that they aregoing to hear someone talking about the fish andthat they must circle the correct information Givethem a minute to read all the information first, andthen play the audio You may need to play theaudio two or three times

FISH A Name: Bob From: China Age: two FISH B

Name: Mary From: Africa Age: seven FISH C

Name: Angela From: Brazil Age: six FISH D

Name: Squeak From: Japan Age: twelve

in the exam At the end you could ask a good pair

of learners to demonstrate the conversation theyhad to the others

Open answers

ANSWERS

Trang 21

With closed books, ask learners to call out the

English words for any animals they can remember

(farm or otherwise) while you write them on the

board Now ask learners which of the animals they

called out can be found on a farm Finally, get

learners to open their books and do the matching

exercise on page 28 Give them 2 or 3 minutes to

work alone before going through the answers

altogether You could drill the words so that

learners improve their pronunciation

Pronunciation problems often occur with the

vowel sounds of the following: goat, chick, sheep.

For further practice, ask learners to ask each other

what their favourite animal is Model the question

by asking a learner in the class:

A: What are your favourite animals?

B: My favourite animals are horses and lambs

What are your favourite animals?

A duck / B goose / C cow / D chick / E donkey /

F hen / G goat / H horse / I lamb / J sheep

b

First get learners to work individually and try to

match the adjectives in the box with the animals in

the pictures Go through this together Then divide

the class into pairs in order to do the dialogue Get

them first to read the example dialogue in the

bubbles, then you demonstrate with a learner from

the class and finally give learners five minutes

working in pairs

Open answers

c

This is a simple memory game Demonstrate by

asking all the learners to close their books and then

you ask them a few questions about the photos

Remember that learners don’t have to produce

questions in the exam, so you can write prompts

on the board for them to use in this activity:

sh – lips pursed and pushed forward

s – lips wide and pulled back

It can be useful to get students to exercise thesounds and lip shapes in an exaggerated form,slowly becoming more natural

Another classic tongue twister to practise thesesounds is ‘She sells sea shells on the sea shore’

This activity simply provides practice for thelanguage they need to understand and use Firstask learners to look at the photo Ask simplequestions along these lines: Is this a donkey? Is itgrey? How many horses are there? Show me itshead Now tell learners that they’ll hear someonetalking about their pet and they must tick thecorrect information Give them a moment to readthrough list, then play the audio You may need toplay it 2 or 3 times

Open answers

ANSWERS

How many are there? Is there a ?

What colour is/are ? Is the cow ?

ANSWERS

Trang 22

These are all typical things that learners might

hear in the exam Give them a few minutes to work

alone on the gap filling task, then an extra minute

to check with their partner Finally, play the audio

for learners to check

1 Good / 2 What’s / 3 How / 4 Where/ 5 What’s /

6 What / 7 How / 8 What / 9 Is / 10 Are / 11 Show /

12 Point / 13 Stand / 14 Sit / 15 Go / 16 Come

Open answers

ANSWERS

Trang 23

If possible the teacher should bring a photo of

his/her family or a picture of a famous family into

the lesson to set the context of family Then show

learners the family tree on page 30 Show them Li

and ask, ‘What’s her name?’ ‘How old is she?’ Say

that this is her family and ask them to match the

words on the left to the photos – in relation to Li

Learners can do this in pairs if you prefer You

could follow up by asking learners to bring photos

of family members in to talk about, like this:

Student A: Who’s this?

Student B: This is my mum

1 A and B / 2 B / 3 A / 4 C / 5 E / 6 D / 7 F / 8 G

b

Tell learners that they are going to hear Li talking

about her family and that they will make notes

under each photo of names and ages This is

simply an activity to practise the kind of language

they will need to use in the exam with a native

speaker to listen to Play the audio a couple of

times and pause where necessary to give learners

time to make notes

A Jimmy, 38 / B Lia, 34 / C Chen, 10 / D Yan Yan (no

age given) / E Yul (no age given) / F Jing (no age

given) / G Ho (no age given)

c

First of all, revise numbers over 20 by going round

the room and asking each learner to say the next

number – doing this up to 40 should be sufficient

Then model the two numbers in the table – twenty

and twenty two Ask learners how many syllables

ANSWERS

there are Show them that the stressed syllablesare marked with the large boxes (at the top of thetable) then ask them to organise the numbers intothe two groups according to their stress pattern.Learners should do this alone – encourage them tosay the numbers to themselves so that they hearthe pattern – before checking altogether with theaudio

Follow up with a simple drill to practise thesepatterns Simply count from 20 to 100 in steps offive: 20, 25, 30, 35 etc Get the whole group to callout the numbers together while you mark therhythm on the whiteboard

d

Get learners to read the model dialogue, and thendemonstrate yourself what they have to do bychoosing a learner and asking him/her questionslike the examples given Put learners into pairs,Student A asking the questions, Student Banswering – after 2 minutes they should swaproles Follow up by having everyone close theirbooks and you asking questions to see what theycan remember about Li’s family

Open answers

Tell learners that these sentences are taken fromthe audio with Li Working in pairs, see if they canfind the missing words Then play the audio again

so that learners can check

1 got / 2 ’ve got / 3 ’ve got

Trang 24

2 b

Learners should try to complete the table alone and

then compare with a partner Finally go through the

answers together with the whole group

Learners don’t need to be able to make questions

with ‘have got’ for the exam, but they do need to

understand such questions and be able to

respond appropriately You could do a drill to

practise ‘Yes, I have’ and ‘No, I haven’t’ responses:

Make two flash cards, one with a ✓ and one with

a ✗ When learners see the first, they should give a

positive answer, when they see the second they

should give a negative answer Ask the class

questions with ‘have’, they should respond chorally

according to the flash card you show For example:

Teacher: Have you got a dog? (show ✗)

Students: No, I haven’t.

1 have got (’ve got) / 2 have not got (haven’t got) /

3 hasn’t got

c

This simple matching exercise includes different

question forms that the examiner might ask Get

learners to do it alone at first, then check it

altogether

1 b / 2 c / 3 d / 4 a / 5 e

3aCommunication Task , page 31

Introduce this task by asking learners to look at the

four family trees Ask questions like, ‘How many

families are there?’ Point to the named person and

say, ‘What’s his/her name?’ Then describe one of

the families and ask learner to guess which family

you are describing Then organise the group into

pairs First Student A describes and B guesses, then

they reverse roles Remember that learners don’t

have to ask each other questions, but they should

give detailed descriptions of the families so that it

is clear which one they are describing

‘have / haven’t got’

Open answers

Lesson B She’s got long hair

These are all adjectives that learners should know

at this level Give learners a minute or so to matchthe opposites together on their own before goingthrough the answers together

1 long hair A – short hair B / 2 fair hair C – dark hair

A, B / 3 big ears B / 4 old D – young A,B,C /

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