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If you judge that most students have managed to hear a good proportion of the answers, get them to compare their answers in pairs, then play the recording again and get them to check wit

Laura Clyde Roz Varuzza

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First edition: March 2011

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inter-Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, Turin

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Year 2011 2012 2013 2014 2015 2016

Internet: www.blackcat-cideb.com

email: info@blackcat-cideb.com

Editors: Joanna Burgess, Maria Grazia Donati

Book design: Veronica Paganin

Cover design: Maura Santini

Page layout: Maura Santini

Design coordinator: Simona Corniola

Art Director: Nadia Maestri

UNIT 1 Festivals & special occasions 10

UNIT 2 Means of transport 14

UNIT 3 Entertainment & music 18

UNIT 4 Recent personal experiences 22

UNIT 5 Fashion & money 26

UNIT 7 Learning a language; Rules and regulations 34

UNIT 8 Health & fitness 38

Contents

Listening tasks

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 4, page 32, the photos can be used as prompts to

ask students what they know about the subject area

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 giving answers to a quiz

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 most

students have managed to hear a good proportion of

the answers, get them to compare their answers in

pairs, then play the recording again and get them to

check with their partner a second time However, if

you think that, after the first time, a lot of students

haven’t managed to hear most of the answers (look

out for blank faces!), then play it a second time before

they 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 correct

answer, confirm that it’s correct However, where this 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

the 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 listen repeatedly

to various parts of the recording in Stage 5 in order toagree on answers, they won’t be very enthusiasticabout listening yet another time

Brainstorming vocabulary

Stage 1

Give students a specified time limit to think together(in pairs or small groups) and to make a list of all thevocabulary they can connected with the subject inhand Make it clear that they should also be prepared

to provide an explanation about what the word/phrasemeans

Stage 2

Now ask students to tell you their words/phrases fromStage 1 Write them up on the board as they do so It’simportant, here, that, if students are not familiar with aword/phrase that another student gives, they askabout the meaning; when this arises, the student whogives the word/phrase in question should also try andexplain it – obviously, if she/he has difficulty doingthis, you will need to help

Stage 3

If there are target vocabulary items that need to beintroduced, e.g because later tasks depend on them,and they didn’t come up in Stage 2, introduce themnow yourself How you do this will depend on thevocabulary itself, e.g some items will be bestintroduced through pictures, others by explaining themeaning and eliciting from students the word/phrase

Procedures file

Procedures file

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 type 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 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

Stage 4

When students have finished Stage 3, ask them if theynoticed anything that they themselves or their partnerdid particularly well and get them to tell the class (inthis way, they are reflecting on their own performanceand that of their peers) After this, go through thepoints for praise that you wrote on the board, followed

by the points for improvement Don’t mention whichstudent/s made the individual mistakes; instead, elicitthe correct version from all the students and correct it

on the board

Stage 5

Now give students an opportunity to ask you aboutthings 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/phrasesthey 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 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

Writing tasks

Guidance for ISE I writing tasks

Writing genre guidance in New Pass Trinity

In most units of the Student’s Book, there is a focus on

how to write one of the specific type of texts which

feature in ISE I, i.e letters, e-mails, reports, 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

Controlled Written exam ‘Reading into Writing’

tasks

In most units of the Student’s Book, there is a section

which practises the ‘Reading into Writing’ component

of the Controlled Written exam, i.e where candidates

read a text, then write either a report or an article (this

varies from one exam to another) based on

information or ideas from the text These sections do

not include an explicit focus on how to write articles

or reports With this in mind, you will probably want to

use the material in the Writing file, page 91

Assessing Portfolio work – the teacher’s role

Trinity has very clear guidelines as to the extent of the

help that you, as the teacher, can give your students

with written work for their portfolios Please see the

ISE Syllabus (available online at the Trinity College

website) for these guidelines Looking at what

teachers must not do, you will see that the traditional

way of marking students’ work, where each mistake is

corrected by the teacher, is not allowed for candidates’

portfolio tasks This means that we need to introduce

an alternative approach for helping students improve

their written work, where teachers guide learners in

working out their own mistakes and discovering by

themselves how they can improve their writing

Trinity helps with this by providing a special form forthe teacher (the Student Portfolio Feedback Form,photocopiable from the ISE Syllabus, downloadablefrom the Trinity College website) to point out tocandidates areas for improvement in their writtenwork; this would most usefully be used beforecandidates write the final version of each task for theirportfolio

Before candidates give a draft of their task to theteacher, however, they can also gain from criticallyassessing their own work, and help other students bycritically assessing one another’s work See page 7 ofthe Teacher’s Book for a Self/Peer AssessmentChecklist you could use, and an activity to helpstudents with comprehension of, and familiarisationwith, the Student Portfolio Feedback Form

In the month or so before candidates begin preparingportfolio tasks, you could start getting them used toreceiving a less directed form of feedback by adopting asystem of correction symbols when marking theirwritten work, so that mistakes are categorised, e.g as

a grammar, or spelling mistake, but not correctedexplicitly In this way, the student has to think aboutwhat the mistake could be and try and correct ither/himself

Samples from the Portfolio section and from theControlled Written exam are available at the TrinityCollege website

Procedure for drafting and improving writing tasks

For portfolio writing tasks to be an example ofcandidates’ best work, they will need to go throughthe process of drafting and redrafting, makingimprovements each time

Stage 1

Students help one another with ideas for the writingtask – instructions for the content of individual tasksare given in the Student’s Book

Procedures file

Stage 4

Students now write a second draft of the task,

improving their writing by taking into account the

points mentioned in Stage 3

Stage 5

Students not give their second draft to you You

suggest ways to improve it by completing the Student

Portfolio Feedback Form, which can be photocopied

from the ISE Syllabus, available online at the Trinity

College website

Stage 6

Students look at the advice you have given them onthe Feedback Form and, taking it into account, writethe third and final draft of the task

Stage 7

If students decide to use the task for their portfolio,they must attach the Feedback Form from Stage 6 totheir final version

Procedures file

Self/Peer Assessment Checklist

1 Part of the task is missing – check the instructions again.

2 I/You need to add some more ideas/reasons/opinions/more description *

3 The handwriting is too difficult to read.

4 The style of language is too informal/formal* for the task.

5 The writing isn’t organised logically.

6 The sentences aren’t organised in logical paragraphs.

7 The introduction/conclusion is missing *

8 I’ve/You’ve repeated points unnecessarily.

9 There are mistakes in the grammar: word order; prepositions; tenses; singular/plural;

subject agreement *

10 Some vocabulary items are used wrongly.

11 I/You should vary the vocabulary more.

12 There are spelling mistakes.

13 There are punctuation mistakes.

* circle as appropriate

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 onpages 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 decidingwhether particular students are in a position to start preparing for a Grade 5, Grade 6 or ISE I examination It will helpyou in the sense that it tests listening comprehension and receptive knowledge of appropriate responses toquestions 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 whetherstudents are ready to start preparing for a specific examination – not whether they are ready to take it Whenassessing 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

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

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

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

- 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 5thNovember.)

- Divali (Divali is celebrated mainly

in India between mid-Octoberand mid-November and issometimes called the festival oflights.)

- Music festivals

UNIT 1 Festivals & special occasions

2aAsk students to look at the pictures and elicit any

vocabulary they know connected to the

celebrations Students then look at the words in

the box and match them to the pictures Students

either use a dictionary or you could pre-teach any

vocabulary which you feel most students will not

know

1 Christmas – carols, cards, decorations, presents,

Boxing Day

2 Halloween – pumpkin, ghosts, witches,

3 New Year’s Eve – fireworks, resolutions, midnight

4 Wedding – rings, bride and groom, cards,

decorations, presents, the best man

5 St Valentine’s Day – lovers, chocolates, cards,

2c Follow the suggested procedure for listening

tasks in the Procedures file on page 4

Give students a few moments to decide in pairs

which festival each person is describing You

could help them by eliciting what they think the

first one is, then writing up the following on the

board:

A I think that the person in number 1 is describing

New Year’s Eve What do you think?

B Yes, I agree./No, I don’t agree I think she’s/he’s

Suggested example:

CHRISTMAS List of things Sentences

we do

Decorate home We put decorations all round our

home and usually have a tree

Give presents We give each other presents and

put them around the tree Wedon’t open them until the dayitself

See our family Traditionally the whole family get

together in one place for thiscelebration

Have a big We eat too much! We have a lot of special meal very rich food In Britain they have

roast turkey and a very heavypudding

If the class is large, you might want to put thestudents in smaller groups for this activity To avoidstudents picking the same festival, you could preparethe names of festivals on cards and give them to eachgroup Students pick a card and make notes on thatfestival

Grammar Focus, page 10

Go through the example sentences in the Grammarfocus with the class, emphasizing the fact that whenthere is a specific time reference, students have touse the Past Simple

You could write an example on the boardhighlighting the difference between the two tenses:

A I’ve been to Venice twice.

B Really? I’ve never been Did you like it?

A Well, the first time I went I was only a child but I had a

fantastic time when I went last year.

You might take this opportunity to check thatstudents remember the past participles of irregular

verbs, and highlight that been in the Present Perfect

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

5dFor 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

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 /bn/ correctly.

6b and c Students practice saying the sentences with

their partners Students then listen to the text

and repeat the sentences

7b Students read the article again You might want

to set a time limit for this stage

1 The run is 825 metres long

2 The average time of the run is about 3 minutesfrom 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 injuredsince 1924 during the run

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 anevent which still happens

7d Students work in pairs to describe the bull runand try to incorporate the phrases

1 The Pamplona bull run has happened nearlyevery year since 1591

2 In recent years it has become a big touristattraction

3 They fire a rocket to confirm that the gate has justopened

4 Have you ever seen a spectacle like this?

Writing,page 12

8 Go through the instructions for the task with theclass, emphasising that they have to describewhat they saw at the Pamplona bull run and saywhat they liked and did not like about it Referthem to the Writing file on page 84-85 forguidance on writing reviews

Topic phase,page 13

These tasks aim to familiarise students with the Topicphase of the Speaking exam and to show them how

to prepare a mind map, which they can take into theexam with them Describe the format of the Speakingexam with the students (refer to page 4 for

information) and discuss what the Topic phase entails(refer to the box on page 13)

ANSWERS

ANSWERS ANSWERS

UNIT 1 Festivals & special occasions

UNIT 1 Festivals & special occasions 9

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

10a Before students listen to the text, elicit from the

students which points they think Peter will talkabout 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 thatChristmas pudding is dark brown and is a verysweet, cooked dessert with lots of candied fruit

in it

2, 4, 5, 7, 8 (1, 3 and 6 are not mentioned.)

10c

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

10d Describe what a mind map is and how useful it

is in the Topic phase of the exam Students listen

to the presentation again and make notes

2 Preparation for Christmas: spend lots of time

preparing; send family and friends cards; put

cards up around house; decorate the house

3 Christmas tree: real or artificial; decorate the tree

4 What we eat: turkey, potatoes and vegetables;

Christmas pudding

5 Christmas shopping: presents for family and close

friends; buy special foods and drinks

10e Students choose an important festival which

they celebrate and they plan a mind map usingPeter’s headings Monitor students closely andgive help as needed

ANSWERS

ANSWERS

ANSWERS

ANSWERS

Conversation phase,page 14

11 This task aims to give the students some adviceabout what they should and shouldn’t doduring the exam Students could work in pairs

to do this exercise Give them five minutes tocomplete the sentences with do or don’t, beforechecking the answers together as a class

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 theirwork before they start writing

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 Writing file for each of the texttypes – correspondence (informal emails) onpage 78, factual writing (a review) on page 84 andcreative/descriptive writing (an entry in a diary)

on page 89

Go through the three 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 pairsand then get students to answer the examiner’squestion themselves

ANSWERS ANSWERS

UNIT 2

Means of transport

Trinity Subject area Means of transport

Grammar Willreferring to the future; Expressions of quantity

Phonology Intonation of basic question forms

Topic phase Planning a topic; do’s and don’ts

Phonology,page 17

2aPlay the recording and explain to the studentsthat questions can have a rising or fallingintonation

2b

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 surestudents they are using the falling and risingintonation patterns You might want to review thestructure it takes about to describe a length oftime

3b Suggested procedure: Put the students in groups

of 7-10 Refer them to the survey sheet at thebottom of the page Elicit from them what theyhave to do, then get some example exchangesbetween students with the whole class listening,before they start the group work

3c For this stage, you could reform the groups, sothat each student is now in a different group andreports their results to the new group Beforedoing this, however, check that students knowthe expressions of quantity and encourage them

to use them while reporting to the group

ANSWERS

Vocabulary,page 16

1aAsk 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

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.

1bStudents 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

Air helicopter, runway, airport, terminal

Sea port, cruise ship, lighthouse, ferry, terminal

Land car, train, minibus, tram, bicycle, bus, coach,

UNIT 2 Means of transport

Reading,page 18

4aBefore 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 boarding gate 4 queue 2 book 5 fare(s) 3 aisle

seat 6 travel agent

4d

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, emphasising that they discuss both

advantages and disadvantages with reference to

both types of airlines They must also include a

conclusion stating which airline they prefer and

why Refer them to the Writing file on page 82-83

for guidance on writing reports

ANSWERS

SUGGESTED ANSWERS

Grammar Focus, page 20

Before looking at the Grammar focus box, you couldput 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/.

1 I think that the traffic problems will get worse

2 I imagine that it will be difficult to persuadepeople to use public transport instead of theircars

3 I’m sure that town planners will try and dosomething to improve the situation

4 Levels of air pollution will probably increase

If students find this topic interesting, you could eitherextend the discussion or have them do a mini-presentation the next lesson where studentsdescribe what they think will happen in the nextdecade and present some solutions for the problems

ANSWERS

POSSIBLE ANSWERS ANSWERS

Topic phase,page 21

7aDirect 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

7bLook at Emilio’s Topic form at the bottom of the

page and read the headings together before they

listen to the recording

Types of transport in Turin 2

My dad’s job in transport 3

My future job in transport 5

Turin, my home town 1

Transport and the environment 4

7c

1T 2F 3F 4T 5T

7dIf 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

8aRemind 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 doing 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

1 complicated transport system

2 buses, trams and taxis

3 private vehicles

4 a bus driver in Turin

5 likes his job

6 it’s difficult, a lot of heavy traffic

7 modern, electronic system of traffic control

8 trams run on electricity

9 other public service vehicles run on electricity

10 more buses use gas instead of petrol

11 study town planning at university

12 join my father in Transport Department

13 as a manager/planner

14 won’t be a bus driver

8cRemind students that they mustn’t memorise theirpresentations, and that if they do the examinerwill interrupt them Listen to the example of amemorised presentation and discuss thedifferences between the two versions

Ask the class which version they think is better(the first one)

- The second presentation doesn’t include anypauses nor any hesitation devices (…well;

…erm, …; I mean…), which are normal in every dayspeech

- The intonation is flatter in the second presentation

UNIT 2 Means of transport

9This task aims to give the students some advice

about what they should and shouldn’t do in

preparation for and 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

1 Don’t 2 Do 3 Do 4 Do 5 Don’t

Writing,page 23

10Go 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 Writing file for each of the text types

– correspondence (a letter) on page 78, factual

writing (an article) on page 85 and

creative/descriptive writing (a story) on page 87

ANSWERS

Trinity Takeaway,page 23

Practise the examiner/candidate exchange in pairsand then get students to answer the examiner’squestion themselves

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

2aBefore you do this section you could elicit singersand bands that the students like, or bring in somemusic and elicit the music genres

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

(Answers 1,4 and 8 can be open to interpretation asShakira could also be defined as a pop singer, and hassome songs with hip hop singers in them and LadyGaga’s music could also be considered dance TheBlack Eyed Peas could comfortably fit in all 3 categories)

2b Students get the opportunity to talk about allaspects of music If students are interested in thesubject, you could do a class survey to find outwho the most popular musicians in the class are orstudents could prepare a presentation for homeworkand then present their favourite musician to theclass or their groups the following lesson

3a The introduce the topic, ask students which filmsthey like and if they like any film which they know

is British

If you think the students might not know that thefilms are British and you want to play a game withthe students, you could do the following:

- Write the letters of the names of Hugh Grant,Gwyneth Paltrow, Julia Roberts, Brad Pitt andRenee Zellwegger in a mixed up order on the

board, e.g.: aujli trorbes (Julia Roberts).

- Give students a few moments to try to figureout the name of the actors

- Elicit the actors’ names

- Elicit the name of any film the students knowthey’ve been in

- Do the quiz

ANSWERS

Vocabulary,page 24

1aBefore doing this activity, you could ask your

students what musical instruments they

play/would like to play You could also brainstorm

different types of instruments Refer to

brainstorming vocabulary in Procedure file on

page 4

A3 B6 C4 D2 E1 F7 G10 H5 I9 J10

1bStudents can do this activity in pairs or directly

with the teacher as a class activity

-ist -er -player

accordionist trumpeter keyboard-player

Note the shifting stress in the pronunciation

/ saksəfəυn/ versus /sak sɒf(ə)nist/

(It is possible to use -player with most instruments.)

1c and dEncourage students to extend their

discussion in this section as they normally have

something to say on this subject Monitor and

conduct a short class feedback with some of the

information you heard (eg: Marco said he plays

the trombone and Yoko said she’d like to play the

drums)

ANSWERS

ANSWERS

UNIT 3 Entertainment & music 3b

1B 2A 3B 4C 5C 6B 7C 8A

3c

Positive: exciting, entertaining, funny, moving,

fascinating, beautiful, interesting, romantic, great

Negative: boring, dull, predictable, slow, silly.

3dDraw students’ attention to the use of really.

Explain that we use really when we want to

express strong opinions Again, if this topic

interests your students, you could conduct some

kind of feedback where you see which film is the

most popular in the class, or which actors are

Grammar Focus, page 27

Go through the grammar in the Grammar focus box

If you want to personalise the examples, you could

use your own opinions in the sentences and see if the

students agree with you

E.g.:

I prefer Johnny Depp to Brad Pitt.

I prefer watching films at the cinema to watching films

at home.

4a

1 Giuseppe prefers playing music to listening to it

2 She prefers Scarlett Johansson to Halle Berry

3 We prefer action films to romantic films

4 My mother prefers romantic novels to

1 They’d rather read a book than see a film

2 He’d rather meet his friends than do hishomework

3 I’d rather play football than watch it

4 My father would rather stay at home than go to aparty

5 She’d rather travel for a year than go straight toUniversity

5bWarn students that they will need to changesverbs in numbers 2, 3 and 4 (see answers below)

1 What would you rather go to – a classical concert

6c

1 Do you prefer pop music or classical music?

2 Do your prefer adventure films or romantic films?

3 Do you prefer Christmas or New Year?

4 Do you prefer cars or motorbikes?

5 Do you prefer studying or shopping?

ANSWERS

ANSWERS ANSWERS

Follow the suggested procedure for listening tasks in

the Procedures file on page 4

7dGive students enough time to think about what

entertainment they like or dislike You could,

otherwise, elicit some of the ideas in this unit

(pop music, classical music, watch TV, go for a

walk, romantic novels, science fiction etc.) and

write them on the board Students then make

questions based on these prompts for their

partners, who in turn answer using the language

from 7b)

Reading,page 29

8aConduct a class feedback after the discussion in

pairs to see what type of concerts are popular

with students in the class

8bPre teach any vocabulary students might not

1 All Saint’s Church

2 It started at 8 p.m and finished at 10

333

3

Writing,page 29

9a Go through the instructions for the task with theclass, emphasising that they can write anythingthey like – both positive or negative

9b Read the task together carefully and ensurestudents understand they have to talk about theconcert first and then explain which music theyliked best Refer students to the Writing file onpage 78-79 for extra guidance on writing emails

Topic phase,page 30

Rather than reading through the boxed plan of theinterview together, you could elicit what theinterview includes and write this up on the board

10a

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

Students practise the conversations together in pairs

or, to provide more practice, you could have students

go round the class asking different students the samequestions Set a time limit for this Review thealphabet before the task if you think your studentsmight have problems remembering- and

pronouncing - some of the more difficult letters

11a Remind students that they have to ask the

examiner at least one question in the Topicphase (and one in the Conversation phase, too),

so they need to prepare some questions theycould ask the examiner in the Topic phase.Students write two questions per presentationtitle Encourage students to write questions thatelicit a longer response Try to have studentsworking alone, and remind them that theirquestions will probably vary from their partners

1 Do you like living in your home town?

Does your town have lots of places to visit?

2 What did you do in London?

What was the best thing you did in London?

3 Which places did you go to with the scouts?What was the best experience you’ve ever hadwith the scouts?

4 What’s the most difficult thing you’ve ever done

in a canoe?

Do you go canoeing all year?

5 Does your town have a good public transportservice?

How do you travel around town?

POSSIBLE ANSWERS ANSWERS

UNIT 3 Entertainment & music

UNIT 3 Entertainment & music

11b Have students write at least two questions that

they could ask the examiner on their topic

Students should write the questions somewherethat will be easy for them to find – and review –before the exam

Conversation phase,page 31

12a

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 exchangingviews

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 Writing file for each of the text types – correspondence (an informal email) on page 78, factual writing (a review) on page 84 and creative/descriptivewriting (a story) on page 87

ANSWERS

Trinity Takeaway,page 31

Practise the examiner/candidate exchange in pairsand then get students to answer the examiner’squestion themselves

Recent personal experiences

Trinity subject area Recent personal experiences

Vocabulary Weekend activities; Past time expressions

Phonology -ed past tense endings

Grammar Connecting clauses

Conversation phase Showing understanding of the examiner

for two monthsthe past two weeks

Shirin’s post

two hours ago

Luca’s post

last nightfor ages

2c Give students a minute or two to complete thetable, then check the answers together as a class

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 inthe 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.

no school for two months Jie is referring to the

ANSWERS

ANSWERS

Vocabulary,page 32

1aFocus students on the photos and elicit the

activities that they show Then get students to

look at the list of activities 1-8 and to match them

with the photos

A4 B8 C2 D6 E7 F5 G3 H1

1bGive 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

2aAfter 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

2bElicit 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.

UNIT 4 Recent personal experiences

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

4aStart 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.

4bPlay the recording for students to listen and

check their answers Explain that the -ed ending is

pronounced as /d/ 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

1 /t/ 2 /d/ 3 /d/

finished played recorded

missed arrived visited

danced enjoyed celebrated

watched loved decided

talked wanted

relaxed waited

worked

5aGive the pairs ten minutes to invent the story

Monitor, giving help as necessary Make sure that

they practise telling the story at this stage

ANSWERS

Reading,pages 34-35

6a After students have compared their answers inpairs, you could go through the list of things andexperiences, asking the class to put up theirhands if they ticked the things/activities

6b After students have discussed the questions, askstudents to share their opinions with the wholeclass

7a Give students five minutes to read the text andanswer the questions, then go through theanswers with the class

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 thereading text with the class, eliciting from thestudents the explanations about the use of theconnecting words (1-4) to match them to the fourwords (A-D)

1 because 2 also 3 but 4 so

9b Give students a minute or two to match thebeginnings and endings, before checking theanswers with the class

1D 2B 3A 4C

9c Give students two minutes to complete thesentences, before checking answers with theclass

ANSWERS

ANSWERS

ANSWERS

ANSWERS

Writing,page 36

10 Go through the instructions for the task with the

class, emphasising that their article should bebased on information from the reading text onpage 35 as well as their own personal

experience Refer them to the Writing file onpages 85-86 of the Student’s Book for guidance

on writing articles

Conversation phase,pages 37-38

11a Focus students on the question, then play the

recording Elicit the answer to the question

The conversation is about a weekend away

11b Play the recording again for students to listen

for specific information Get them to comparetheir answers in pairs, before checking theanswers with the class

1, 3, 6, 8

11c Point out that some of the things in exercise

11b) match with more than one question, andthat some of the things don’t have anymatching questions Give students a fewminutes to match the questions to the items,before checking the answers with the class

B1 C3 D6 E8 F0 G0 H0 I6

11d Give students a few minutes to match the

questions to the items, then play the recordingagain for them to check their 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 candidateasks the examiner You may need to play it morethan once Get students to compare theiranswers in pairs, then elicit the answers fromthe class, writing the whole question up on theboard

And what about you – have you been away for the

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 thequestions, then get some examples from theclass and write them on the board

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, thengive students five minutes to ask and answertheir questions Monitor while they are talking,then give feedback to the class on theirperformance when they have finished