new pass trinity grades 3 4 teacher s book by cochrane stuart

However, ifyou think that, after the first time, a lot of studentshaven’t managed to hear most of the answers lookout for blank faces!, then play it a second time beforethey check answer

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First edition: February 2011

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Listening task

Remember that there is no formal listening test in the

Trinity Grades 3 and 4 exam The listening practice in

the this book is here for three main reasons:

• to provide examples of target language (grammar,

vocabulary and functions) in context These

examples are usually highlighted in the Grammar

& Practice section that follows

• to give learners a chance to hear typical exam

conversations

• to provide practice in this skill

It’s important that you point out to learners that they

don’t need to worry too much about the listening

since it will not be formally tested in the exam at this

level

Stage 1

If there’s a picture to illustrate the topic, elicit

information from your students which will help

prepare them for what they’re going to listen to, e.g

in Unit 1, page 9, the photo of Kelvin can be used as a

prompt to ask student who the boy might be, where

he lives and what kind of life he leads

Stage 2

Tell students what kind of conversation they’re going

to be listening to, e.g a candidate and examiner

talking about the candidate’s topic, or a radio

presenter talking about the local entertainment

events

Stage 3

Before students listen, go through the task/s they

have 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 to do; this could be in the students’ first

language (L1) if you are teaching in a

mono-lingual environment and you speak the L1

yourself

3 Select a student who you are reasonably sure will

have understood what to do, and ask her/him to

explain to the class

4 Check that she/he gives the correct instructions!

Give further clarification yourself, if necessary

5 Give students a further chance to ask questions

about what they have to do, or the meaning of

vocabulary items in the task/s

Stage 4

Play the recording a first time If you judge that moststudents have managed to hear a good proportion ofthe answers, get them to compare their answers inpairs, then play the recording again and get them tocheck with their partner a second time However, ifyou think that, after the first time, a lot of studentshaven’t managed to hear most of the answers (lookout for blank faces!), then play it a second time beforethey check answers in pairs, then play it a third time,and let them compare again in pairs after this

Stage 5

Now elicit answers from students If all students agree

on an answer to a question, and it is the correctanswer, confirm that it’s correct However, where there

is disagreement on the correct answer, write all thepossible answers that students give you for thatquestion on the board, put a big question mark next

to them, and tell students that, in a minute, you’llreplay that part of the recording so that they can listenagain Finish eliciting answers for all the questions inthe task, then go back to the answers that are in doubtand, one at a time, replay the relevant parts of therecording, repeatedly if necessary, until all studentsagree on the correct answer At this point, you can rubout the other possible answers on the board, leavingonly the correct one for that question

Stage 6

You could play the recording one last time, now thatstudents have all the answers, so that they can listenwith a new level of understanding You will have todecide whether it’s appropriate to do this, or not; itcould be that, if students have had to listenrepeatedly to various parts of the recording in Stage

5 in order to agree on answers, they won’t be veryenthusiastic about listening yet another time.Procedures file

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Brainstorming vocabulary and ideas

Brainstorming is a good way to introduce an activity,

and is of ten suggested in the procedures for each

unit in this book The advantages of starting an

activity with a brainstorming session are:

• it helps to get learners focussed on the topic of

the task to follow it helps learners ‘revive’

vocabulary that they know, but haven’t used

recently

• it provides a chance for peer teaching – i.e

working in groups, students will share words and

expressions with each other

• it gives you a chance to see what your learners

know and what knowledge gaps exist

• it demonstrates a way for learners to approach

their learning and (by your writing their ideas on

the board) how to organise their learning

Stage 1

Give students a specified time limit to think together

(in pairs or small groups) and to make a list of all the

vocabulary they can connected with the subject in

hand Make it clear that they should also be prepared

to provide an explanation about what the

word/phrase means Encourage learners to explain to

each other in their group what words mean if they

are new to other members of the group

Stage 2

Now ask students to tell you their words/phrases

from Stage 1 Write them up on the board as they do

so It’s important, here, that, if students are not

familiar with a word/phrase that another student

gives, they ask about the meaning; when this arises,

the student who gives the word/phrase in question

should also try and explain it – obviously, if she/he

has difficulty doing this, you will need to help As you

write on the board, demons t rate different ways of

organising ideas visually For example, you could put

simple column headings or draw a mind map

Stage 3

If there are target vocabulary items that need to be

introduced, e.g because later tasks depend on them,

and they didn’t come up in Stage 2, introduce them

now yourself How you do this will depend on the

vocabulary itself, e.g some items will be best

introduced through pictures, others by explaining

the meaning and eliciting from students the

word/phrase

Speaking tasks

Generally encourage learners to speak as muchEnglish as they can, although at this level it isunrealistic to expect learners not to resort to their L1when they need explanation and help However,there will be times that you will need to insist onEnglish only, especially during speaking tasks Thereare three types of speaking task in the book:

1 Structured practice of particular language forms or vocabulary

These usually follow vocabulary and grammarfocus sections of the book During this kind ofspeaking practice, it is important that learners areactually using the target structure or vocabulary inorder to achieve the task You will need to monitor

to make sure this is the case If not, encouragelearners to use the new language Equally, don’tinsist on correcting other errors at this stage; theimportant thing is to get the target structurecorrect

2 Freer speaking practice

This kind of speaking task doesn’t requite learners

to use any particular structure Learners will talkabout topics which are typical exam topics, butthey are free to use the language they thinknecessary These tasks are intended to encouragefluency, so there’s no need to insist on completeaccuracy while they are completing the task

3 Exam practice

These provide a chance for learners to practiseanswering typical exam questions Each taskfocuses on a certain stage of the interview, and on

a particular skill or exam technique The aim of thiskind of practice is to help your learners to becomemore familiar with what the interview entails and

to help them prepare for likely questions It’simportant that this kind of practice is followed upwith a feedback phase This can be peer feedbackwhich learners give to each other, plus moregeneral feedback from you on things that younoticed while monitoring

The procedure suggested on page 6 applied mainly

to the fluency focussed practice mentioned above(types 2 and 3), but may occasionally also apply totype 1

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Procedures file

Stage 1

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 You could choose a

reliable student from the class to go through the

activity with you before the rest of the class start

Stage 2

Give students the chance to prepare for what they’re

going to talk about 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 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

Make sure that learners are not simply reading the

notes that they made in the preparation stage In

some cases, it is better for learners to close their

notebooks altogether once they are ready to speak

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/frowning face for the points for

improvement

Stage 4

When students have finished Stage 3, ask them ifthey noticed anything that they themselves or theirpartner did particularly well and get them to tell theclass (in this way, they are reflecting on their ownperformance and that of their peers) After this, gothrough the points for praise that you wrote on theboard, followed by the points for improvement Don’tmention which student/s made the individualmistakes; instead, elicit the correct version from allthe students and correct it on the board

Stage 6

Now get students to repeat the speaking phase(Stage 3 above) with a different partner/s The aim ofrepeating this phase is that, after the correction andquery phases (Stages 4 and 5 above), they have achance to improve their performance in the task

Trinity Takeaway

At the end of each unit, the Trinity Takeaway sectionsprovide the students with useful examiner/candidatelanguage for the exam It’s important that you pointout to learners that they mustn’t memorise the mini-dialogues, but use them as examples of the type ofconversation they will have with the examiner There is also a section a the end of the book withfurther examples of examiner/candidate language,which are 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 usingdifferent vocabulary from the unit

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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 theoptions given on pages 8-9 of their coursebooks The CD should be played without interruption

It is important to understand that the Diagnostic test is not a precision instrument It will help you in deciding

whether particular students are in a position to start preparing for a Grade 3 or Grade 4 examination It will helpyou in the sense that it tests listening comprehension and receptive knowledge of appropriate responses to

questions However, to this information you must add your own knowledge of the students’ speaking skills, andadditionally for ISE I, their productive writing skills and their reading skills The test is designed to determine

whether students are ready to start preparing for a specific examination – not whether they are ready to take it.When assessing students’ readiness, you, as the teacher, must also add your knowledge of the individual student

in terms of her/his application, motivation and normal rate of progress

The questions are distributed as follows:

Questions 1 – 20 relate to the Grade 3 syllabus

Questions 21 – 40 relate to the Grade 4 syllabus

When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the

following:

Interpretation of scores

10 or less indicates that a student who starts preparing for a Grade 3 examination still needs to study most of

the language functions and lexis before attempting the interview

11 – 21 indicates that students know some of the grammar and vocabulary for Grade 3 and the teacher

could spend more time on phonology and communication skills

22 – 29 indicates that a student is probably ready to start preparing for a Grade 4 examination

over 30 indicates that a student has a good grasp of the language areas for Grade 4 and the teacher can

focus more preparation time on Topic preparation and pronunciation

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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 acircle around your choices on this sheet

PHOTOCOPIABLE

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UNIT 1

Home life and free time

Trinity subject area Home life & free time

Grammar Present Simple to talk about routines and facts

Functions Describing daily routines and events

Expressing likes and dislikes

Vocabulary Members of the family/Free time activities/What time

Advice to candidates Typical questions: family and daily life

with the prompts in the phrase pool Follow up with

a drill to practise the two ways of saying the timeusing a large clock / pictures on the board etc

A a quarter to three; three forty-five /

B a quarter past two; two fifteen / C half past two;

two thirty

b

D twenty past four; four twenty /

E twenty-five past six; six twenty-five / F twenty-five

to eight; seven thirty-five

SUGGESTED PROCEDURE:

Introduce this by getting learners to look at thephoto of Kelvin Ask them where they think he livesand what his daily life is like See also Procedures Filefor listening task ideas

1 T / 2 T / 3 T / 4 F / 5 F / 6 Fb

Get students to read through the prompt questionscomparing Kelvin with themselves Give them a fewminutes to think about their answers, then putlearners into pairs First A asks and B answers, thenswap roles Finally, bring the whole class together toelicit answers and share ideas

Give student s a few minutes to do this matching

activity on their own, then go through the exercise

with the class, eliciting answers from individual

learners You could ask students for other daily

activities they could add to the list for example: get

up, have lunch, etc

1 J / 2 G / 3 L / 4 C / 5 K / 6 D / 7 A / 8 I /

9 F / 10 E / 11 B / 12 H

b

Before listening, ask learners to guess answers based

on their own experience Then listen to check

1 have breakfast; seven o’clock / 2 go to school; eight o’clock / 3 watch TV; seven o’clock /

4 go to bed; nine o’clock

c

Divide the class into pairs, A & B, and ask A to speak

to B first and then swap roles Follow the suggested

procedure for roleplays in the Procedures file

Follow up: students say if their routine was same or

different to their partner

Open answers

See if students can give the correct time without

using the prompts first Then ask them to complete

ANSWERS

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10

Some other examples are: Go – horse riding, skiing,

shopping Play – board games, musical instruments,

computer games

b

to B first and then swap roles Teacher tells the class

what s/he does at the weekend

Open answers

Lesson B Grammar & Practice

b

Partly open ended, but the correct form of ‘be’ must

be used: 1 is / 2 am / 3 are / 4 is

have

a showerbreakfast

play

cardtennisfootballchess

negative

1 am not (‘m not)

is not (isn’t)

3 are not(aren’t)

negative

4 do not(don’t) likedoes not(doesn’t)like

6 do not(don’t) like

questions

Do I like ?

Does shelike ?

Do theylike ?

Focus learners’ attention on the photo of the girlplaying piano Elicit from the class who she is, what shedoes, what’s special about her and what they think herdaily routine is You could write these questions on theboard Ask learners to read through the text quickly –ignoring the gaps – in order to answer the questionsyou put on the board Elicit answers to your questions,then ask learners to work alone completing the gaps.Does Cindy think it’s nice to be famous?

1 is / 2 travels / 3 goes / 4 makes / 5 starts /

6 arrives / 7 have / 8 doesn’t watch / 9 plays / 10 likes /

1 name / 2 are you / 3 are you from /

4 any brothers and sisters / 5 do you start school every day / 6 you get home from school / 7 in your free time / 8 do you like

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UNIT 2

Local places

Trinity subject area Places in the local area

Grammar Prepositions of movements

Pronunciation Stress in sentences and questions

Advice to candidates Giving directions using a map

Describing your local area

Some learners find giving and understandingdirections difficult even in their first language Forthis reason, you may want to introduce this activity

in learners’ first language (for monolingual groups).Give learners a chance to become familiar with themap by asking them to find places and followingdirections in their L1 first After a few minutes, theyshould be familiar enough with the map to be able

to start this listening task While listening, pause theaudio after each ‘chunk’ of information to allowlearners time to follow the instructions At the end,once they have found the answer, you can play thewhole audio uninterrupted

Katerina wants to go to the station

bSUGGESTED PROCEDURE:

Don’t go through the answers with learners until theyhave heard the audio again

1 turn left / 2 Go along / 3 turn right /

4 past / 5 first turning / 6 oppositec

Follow the suggested procedure for 1a) above –although you shouldn’t need to help with L1 workthis time

She’s going to the post office

With closed books, elicit words for places and facilities

in the local area from the class Put their ideas on the

board See Procedures file for brainstorming

Then ask learners to open their books and do

exercise 1a) Get them to compare answers in pairs

before going through answers with the whole class

Once you’ve done this, you could go back to the list

you wrote on the board and compare words learners

thought of with those in the book

1 hospital / 2 bakery / 3 petrol station / 4 theatre /

5 library / 6 sports centre / 7 railway station / 8 town

hall / 9 museum / 10 shops / 11 church / 12 bus stop /

13 park / 14 post office / 15 school / 16 hotel /

17 town square

b

Divide the class into groups of 3 or 4 for this activity,

with one member of each group taking notes After 3

or 4 minutes discussion in groups, get the group

‘secretary’ to feedback to the class Note their top five

lists on the board You could finish off with a class

vote to find the top 3 most important places See

Procedures file for speaking task procedures

Open answers

ANSWERS

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This concept may seem a little odd or difficult to

some learners at first, so provide a few simple

examples of sentence stress using the same system

on the board before doing this exercise Follow up

with a drill exercise or by getting students to make a

similar exercise of their own

Some have more than one correct answer

1 over, across / 2 opposite / 3 down / 4 between /

5 behind / 6 past / 7 along, down / 8 through

c

Some words can go in both groups

Follow up

Ask learners to write their own example sentences

for the prepositions in their notebooks In pairs, get

learners to ask each other where things are in the

classroom or the school or about their journey to

school each day Make sure they’re using the

prepositions correctly Walk around the class

monitoring for problems Feedback on what you

heard at the end

It is worth spending some time before going into thislistening task explaining that there are many differentways of saying the same thing Elicit from learnershow they might ask for help from someone, and whysome ways of asking are better than others A generaldiscussion about how politeness can be expressed(choice of words, intonation, grammar) will also helpthem understand the ‘point’ of this activity

Speaker 1 D Speaker 4 E

Speaker 2 A Speaker 5 F

Speaker 3 B Speaker 6 D

bSpeaker 1 ✗ Speaker 4 ✓

on some of the common errors you heard

Open answers

b

1 Are there theatres or cinemas near where you live? /

2 Is your school close to your home? / 3 What are you favourite places near where you live? / 4 Do you like the place where you live? / 5 What don’t you like about

the place where you live?

cSUGGESTED PROCEDURE:

As for exercise 1a) above, monitor and providefeedback

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UNIT 3

Dates to remember

Trinity subject area Dates & times

Grammar Prepositions of time

Present Simple questions

Functions Telling the time & giving dates

Vocabulary Dates (months, years), times

Ordinal numbers up to 31st(for dates)

Advice to candidates Organisation and stages of the interview

pairs You could prepare flash cards with other datesand drill those too

Spoken

1 two thousand and five

2 nineteen ninety seven

3 seventeen eighty six

4 nineteen eighty two

5 two thousand and one

✓: 1 / 4 / 5 / 6

Make sure that learners have read through the tablebefore they listen and understand the kind ofinformation that is required in each column On firstlistening, pause the audio after each ‘chunk’ ofinformation to allow learners time to note downanswers Once you’ve checked answers with the class,play the audio again, uninterrupted

This activity will have more meaning if learners know

a few things about these people You could begin by

handing out a photocopy of page (or using an IWB)

with the names covered, and elicit the names from

learners

Follow up with a few simple questions, like ‘What

do/did they do?’ or ‘Where are/were they from?’ Then

go into the listening activity Make sure that learners

know they only have to match the photos with the

years – they don’t need to write down other details, yet

It may be a good idea to have learners do this in pairs

in their notebook first, and then to write the correct

dates and months in the spaces provided when you

go through it together with the class

1 H William Shakespeare: 23rdof April, 1564

2 C David Beckham: 2ndof May 1975

3 A Albert Einstein: 14thof March, 1879

4 D Lady Gaga: 28thof March 1986

5 G Maddox Jolie-Pitt: 5thof August 2001

6 B Brad Pitt : 18thof December 1963

7 F Queen Isabella: 22ndof April 1451

8 E Elvis Presley: 8thof January 1935

c

Bring learners’ attention to the first Focus box Read

the examples out to learners It’s a good idea to drill

these with the whole class before they do in c) in

ANSWERS

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Other verbs

Question word do/does + subject + verb etc.

of question formation, but try to teach these aslanguage chunks which can be reused

1 What time do you get up on Monday mornings? /

2 What is your favourite day of the week? / 3 Do you get up early on Saturday? / 4 What do you do on Sunday afternoons? / 5 When is your birthday? /

6 When do you have English lessons?

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Remind learners of the overall format of the exam

and why it will help them to know it Refer them to

the information about the exam that can be found

earlier in this book If your class is preparing for Grade

3, point out that the prepared topic phase is only for

Grade 4 Now do the listening task

b

Before learners begin speaking, ask them to write

one likely question for each stage Go round the class

and ask them to read one of their questions, from any

stage at random Check for grammar (word order and

auxiliary verbs) and elicit from the rest of the class

which stage the question relates to After a few

examples like this, let learners go into the pair work

end of the interview and

You Turn! page 20

1 I get home at about four thirty I usually have a

snack and then I do my homework We eat dinner

at six o’clock and then I listen to music or read

2 On Saturday morning I go swimming On Saturday

evening I meet friends

3 I don’t watch TV often Sometimes I watch TV on

On Saturday we can go to the park near my house

We can play tennis In the evening we can go to thecinema I can’t wait

See you soon,Rob

ANSWERS

SAMPLE ANSWERS

ANSWERS

SAMPLE ANSWERS

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a come / b do / c get / d go / e go / f have / g have /

h take / i wake / j brush

b

Open answers

1 wake, get / 2 has / 3 don’t / 4 past, to / 5 doesn’t /

6 takes / 7 doesn’t / 8 at / 9 past / 10 does / 11 don’t /

1 Have you got any sisters? (d)

2 Does your family have dinner at six o’clock? (b)

3 Where do you do your homework? (a)

4 When is your birthday? (f)

5 What time does school start? (c)

6 When do you have English lessons? (e)

1 post office / 2 bus stop / 3 theatre / 4 library /

5 hotel / 6 bakery / 7 shoe shop, shop / 8 hospitalb

1 Excuse / 2 tell / 3 along, down / 4 Turn / 5 across /

6 along, down / 7 right / 8 through, across / 9 past /

10 opposite

ANSWERS

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UNIT 4

A place to study

Trinity subject area Place of study

Grammar Can and can’t Present Simple for likes and dislikes

Linking words: first, next, finally

Functions Talking about routines

Expressing likes and dislikes

Vocabulary School subject

Different places to study

Advice to candidates Typical questions: schools routines and ability

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

Again, when you go through the answers withlearners, ask them to tell you what they heard thathelped them find the answer

S Speaker 1 / S Speaker 2 / U Speaker 3 /

S Speaker 4 / U Speaker 5 / S Speaker 6d

1 I love / 2 I really like / 3 I quite like /

4 I don’t like / 5 I can’t stand / 6 I hateb

Before they listen, you could ask them to lookthrough the list of subjects and say which they likeand which they don’t Are these subjects all taught attheir school? See Procedures file for more ideas Playthe audio once Give learners a moment to compareanswers with their partner If necessary, play oncemore and check answers

1K/ 26/ 36/ 46/ 5K/ 66/ 76

ANSWERS

ANSWERS ANSWERS

ANSWERS

Lesson A Words & Ideas

With closed books, try to elicit from students words

for places of study and other classroom words they

already know You could write the following group

headings on the board: Places to study; School

subjects; Classroom objects; Other ‘study related’

words

Now get them to open their books and work alone or

in pairs on 1a)

1 E / 2 A / 3 D / 4 C / 5 Bb

Begin by telling learners that they’re going to hear six

different people, all of whom have a connection with

education Elicit from them the kinds of people that

these might be (do a spidergram on the board while

eliciting) e.g student, school pupil, teacher, head

teacher, etc Get student to look carefully at the list and

make sure they understand that they don’t need to

worry about the boxes yet Make sure they know what

the subjects are in the list Ask them what other words

they associate with these subjects e.g geography –

cities, mountains, rivers etc Play the audio and let

learners match Play a second time, but this time pause

after each speaker to allow learners to check At this

stage you could check the answers with the class Ask

learners why they chose to match each speaker with

the subject – what words helped them?

ANSWERS

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Go through the words in the word pool fist Make

sure learners understand their use and meaning

Get learners to complete the text alone, then play

the audio for them to check Finally, go through the

exercise together

1 First / 2 After that; Then; Next / 3 Then;

After that; Next / 4 after / 5 after / 6 Then; After that;

Next / 7 Then; After that; Next / 8 finally

d

Get learners to write their timetable for a typical

school Monday in their notebooks They don’t have

to include everything, only the subjects that are

suggested here (their favourite, their least favourite,

an interesting subject etc.) Divide the class into pairs

Give each partner about 2 minutes before swapping

roles Make sure they understand that they should

use the connectors practised in 2c) Monitor and

provide feedback at the end Watch out for errors

with connectors and telling the time

Open answers

Give learners time to read through before hearing

the audio and checking answers Once you’ve checked

answers, it’s important that you:

i) concept check for understanding of the meaning

of ‘can’ and ‘can’t’

ii) do pronunciation work on can and can’t – point

out that ‘can’ is often a weak form, whereas ‘can’t ‘

is the main sentence stress:

e.g contrast: I can play the piano with I can’t play

the piano

Listen through the audio again from 2b) on page 25

and ask learners if ‘can/can’t’ is stressed or not It’s

worth spending time on pronunciation drills which

will help with both recognition and natural

production of these forms

Give students time to write their own examples intheir notebooks Go round checking what learnersare writing and helping as necessary Before going on

to d), you’ll need to introduce the interrogative form

of ‘can’, pointing out the change in word order Askstudents to close their notebooks and try to do to d)from memory

1 go / 2 takes / 3 eat / 4 have / 5 makes /

6 study / 7 finish / 8 watch / 9 listens / 10 go

Candidates need to ask the examiner a simplequestion You may choose to use this exercise as adiagnostic exercise and follow up with remedial work

on question forms as necessary Alternatively,introduce with presentation of question forms beforegoing through the exercise

1 What time do you start school? /

2 What time is your first lesson on Tuesday? / 3 When

is your lunch break? / 4 What time do you get home from school? / 5 What lessons do you have on Monday morning? / 6 What is your favourite lesson? /

7 Can you play music? / 8 Can you speak a foreign language? / 9 What lessons don’t you like? / 10 Do

you have homework every day?

to B first and then swap roles Monitor and providefeedback at the end

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UNIT 5

Jobs

Trinity subject area Jobs

Grammar Present Simple vs Present Continuous

Functions Describing current activities and describing photographs

Vocabulary Jobs vs works and activities for describing jobs

Ask learners to draw up a similar table to that in a) intheir notebooks They should work in pairs Again,allow time for pairs to report back to the class onwhat they chose and why

ANSWERS

hospital

cleanercookmanagernursesecretarysurgeondoctorother jobssecurity guardcaretaker

school

cleanercooksecretaryhead teacherteachernurseother jobscaretaker

shop

cleanermanagershop assistantother jobssecurity guard

POSSIBLE ANSWERS

restaurant

chefcookcleanermanagerwaiter /waitress

hotel

managercleanerchefwaiter /waitressreceptionist

office

secretarymanagercleanerworkers

factory

secretarymanagercleanerworkers

Lesson A Words & Ideas

Begin with closed books Brainstorm words for jobs

that learners know Write their ideas on the board

Now ask learners to open their books and see if any

of the pictures relate to jobs that were mentioned

during the brainstorming session

Now allow students time to work through the

matching exercise alone before checking altogether

Remember the focus is on the vocabulary for jobs;

you don’t necessarily need to teach the words for the

objects shown – they are not essential for the exam –

but learners will probably want to know these also

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

b

Explain that the silhouettes just show men and

women, but aren’t supposed to give any indication of

the job they do For that, they have to listen You may

want to give some of the key vocabulary mentioned

in the tape script, but mixed up (i.e not in the order

given), on the board in order to help learners guess

what the jobs are Or during feedback, elicit from

learners the words they heard which helped them

understand the job each speaker does

1 journalist / 2 nurse / 3 waitress / 4 builder /

5 teacher / 6 fire-fighter

ANSWERS

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This is a good opportunity for learners to practise

their dictionary skills These skills are important to

develop at this level, as they will need them

throughout their language learning Note that there

are other activities in this book which require

dictionaries, so it’s important that learners have a

good dictionary with them in class Focus learners’

attention on pronunciation as well as meaning Once

they are sure of the meanings of the word in the

word pool, they can begin the pair work based on the

table they made in their notebooks in c) Monitor and

provide feedback at the end

Good: well-paid, interesting, easy, exciting.

Bad: badly-paid, boring, difficult, tiring, dangerous.

Show learners the photo and ask them to guess what

job Lindsay might do before they listen After

listening, elicit from learners the language they heard

that helped them find the answer

Journalist

b

1 T / 2 F / 3 T / 4 F / 5 Tc

Allow learners a few minutes to discuss this in pairs

before feeding back to the rest of the class Remind

learners of the useful expressions for likes and dislikes

Open answers

Learners can do this exercise by recognising the

grammatical forms, which is fine However, as you’re

going through the exercise together, ask learners

why the form was used (refer them to the explanation

box at the top of the page)

Ask learners to refer to the examples form a) to helpthem complete the table Once they have done this,focus also on the pronunciation of the contractedform It’s worth drilling these forms with the wholeclass a few times so that they get a feel for it

Follow up

This is one possible follow up activity to practisePresent Continuous: ask learners to close their booksand open their notebooks only They should listenquietly to what’s happening outside the classroom.Ask learners what they think is happening, for example

‘a car is driving past the school’ or ‘someone’s talkingoutside the classroom door’

Learners should close their book Brainstorm ideas forthings that journalists have to do everyday Now asklearners to open their book and see if the photos atthe bottom of page 30 match any of the ideas theycame up with Now learners can do c) individuallybefore going through it together in class

1 B / 2 C / 3 F / 4 E / 5 A / 6 Dd

Remind students that we use Present Continuous todescribe actions taking place at the time of speaking

1 She’s using a computer.

2 She’s talking to her boss.

3 She’s travelling.

4 She’s interviewing someone.

5 She’s taking photos.

6 She’s writing.

ANSWERS

subject

IHe/She/ItWe/You/they

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This activity could be extended by asking learners to

listen for 1 minute and then report to the class what’s

happening outside

Open answers

This activity aims to encourage students to use the

contracted form when they speak Follow up with

similar drills, insisting that students use the

contracted forms

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

Get learners to look at the photos and elicit from

them what jobs the people do Then play the audio

for learners to answer the question Elicit from

learners what they heard that helped them answer

First get learners to try completing the sentenceswithout listening Listen again and compare theiranswers with the audio Go through the exercisetogether to check

Accept contracted or full forms

1 What are they doing?

2 They are working very hard

3 One man is cooking something.

4 The woman is cutting vegetables.

5 I think she’s making a salad.

Divide the class into pairs, A & B, and ask A to be theexaminer and ask the questions while B plays thecandidate Give them about 2 minutes before theyswap roles Go round the class monitoring andprovide feedback at the end

Open answers

ANSWERS

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With closed books, ask the class to brainstorm as

many weather related words as they can Then open

books to do the exercise

Divide the class into pairs, A & B, and ask A to ask B

first and then swap roles Note that this is a good

opportunity for learners to practise language from

previous units: Present Simple and Continuous,

can/can’t, vocabulary for free time activities etc

Open answers

Explain to learners that they are going to hear three

different people talking about the weather Each

person mentions the weather at two different times

ANSWERS

Ask learners to describe the weather shown in each

of the pictures Now play the audio, pausing a littleafter each speaker to allow learners time to answer

Angela: 1 A; 2 B / Ruth: 3 B; 4 C / Mike: 5 A; 6 C

Make sure you give learners time to read through thequestions before you play the audio again Check forunderstanding of the questions before starting theaudio Pause after each relevant chunk of information

in the audio to allow learners time to process whatthey’re hearing and answer carefully When you gothrough the answers with learners, ask them to try toexplain their choice

1 is blowing / 2 ’s raining / 3 ’s snowing / 4 ’s pouring /

Trinity subject area Weather

Grammar Present Continuous to talk about the weather (get and start)

Past Simple of the verb to be.

Functions Describing the weather and describing states in the past

Vocabulary Describing weather and temperature

Pronunciation Intonation for simple questions

Advice to candidates Preparing for discussion in the conversation phase

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1 a / 2 d / 3 h (or a) / 4 e (or g) / 5 g (or a) / 6 c / 7 b /

be a good idea to get learners to ‘peer correct’ byswapping each other’s question list and checking forgrammatical accuracy However, don’t spend toomuch time on this This emphasis is on speaking, andyou need to get learners to speak as much as possible.Open answers

Divide the class into pairs (A & B) Ask B to ask A firstand then swap roles Give each partner three to fourminutes before swapping in order to get through areasonable number of questions Monitor andprovide feedback at the end

Ask students to close their books Read out the

sentences Write them on the board and ask students

what the words in bold mean (in their L1 if you have

a monolingual class) Now go back to the book and

let students complete the table

b

1 was / 2 were / 3 wasn’t / 4 weren’t / 5 Were /

6 wasn’t / 7 were / 8 Was

Some students may be tempted to write notes down

in their book, but discourage this At this point you

want to encourage speaking and listening to each

other rather than writing Half a minute is plenty of

time for learners to think about what they want to

say, then divide the class into pairs (A & B) Ask B to

ask A first and then swap roles Monitor and provide

feedback at the end

Open answers

ANSWERS

affirmative / questions negative

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Thanks for your letter I’m glad to help England has

four seasons Winter is from December to February

It’s very cold and wet Sometimes it snows Spring is

from March to May The weather is sunnier than

winter Summer is usually quite hot Autumn is from

September to November It’s cold and windy

My favourite season is summer The days are long and

bright and warm What’s the weather like in Thailand?

Write soon,

Liam

Hi Mark,

Of course I can help you In Scotland winter is very

cold We often have snow People go skiing Spring is

quite cold and it rains a lot Then we have summer

Summer in Scotland isn’t like summer in Australia It

isn’t very warm, but many people go camping!

Autumn starts around September The countryside is

full of beautiful colours It’s my favourite season I like

I’d like to be a Maths teacher or a German teacher I’m

not sure I like maths and I can speak German quite well My Maths teacher is Mrs Rigby She’s very helpful and kind I’d like to do her job My mum was a German

teacher years ago I think she is a good teacher

A teacher is a nice job It isn’t well-paid, but it’s interesting You can help children and that’s very

important

Nurses do a very important job They work inhospitals and they help look after patients It’s hardwork because they work many hours They often startwork early in the morning or work through the night

Nurses check patients and give their medicine

Nurses are important because they help patientskeep comfortable and get better Doctors know whatpatients need, but nurses help the patients every day

When I leave school, I’m going to be a nurse

ANSWERS

SAMPLE ANSWERS

4

J

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