Oxford trinity GESE grades 1 2 teachers book

Understand imperatives ✔ Understand imperatives when said by the examiner Respond appropriately to the examiner imperatives For example: Look at … Point to … Show me … Give me … Touch

Great Clarendon Street, Oxford, ox2 6dp, United Kingdom

Oxford University Press is a department of the University of Oxford

It furthers the University’s objective of excellence in research, scholarship,

and education by publishing worldwide Oxford is a registered trade

mark of Oxford University Press in the UK and in certain other countries

© Oxford University Press 2013

The moral rights of the author have been asserted

First published in 2013

2018 2017 2016 2015 2014

10 9 8 7 6 5 4

No unauthorized photocopying

All rights reserved No part of this publication may be reproduced, stored

in a retrieval system, or transmitted, in any form or by any means, without

the prior permission in writing of Oxford University Press, or as expressly

permitted by law, by licence or under terms agreed with the appropriate

reprographics rights organization Enquiries concerning reproduction outside

the scope of the above should be sent to the ELT Rights Department, Oxford

University Press, at the address above

You must not circulate this work in any other form and you must impose

this same condition on any acquirer

Links to third party websites are provided by Oxford in good faith and for

information only Oxford disclaims any responsibility for the materials

contained in any third party website referenced in this work

isbn: 978 0 19 439740 7

Printed in China

This book is printed on paper from certified and well-managed sources

© Oxford University Press

answer is given, and then repeat the answer quickly when they hear it This quick repetition is a good way to get students to say phrases fluently, and with correct linking, as this is the only way they will be able to repeat the answers quickly enough before the audio moves on to the next prompt The prompts can be directed at individual students around the class, whereas the repetition of the answer is a good opportunity for whole class

to respond together This procedure will keep students alert and

Each student is provided with copies of the audio CDs, so that students can also do further practice by repeating the exercises

Some teachers, and some students, feel uncomfortable using pairwork often, because they feel that there is no guarantee that correct English is being used when the teacher cannot monitor what each student is saying This should be less of a worry in the context of Trinity preparation, as the focus of these exams is on successful communication rather than absolute accuracy Also, this potential practice of ‘wrong’ language is more common with very free pairwork, when students have to think of what they want to say Free pairwork is also the cause of another concern for some teachers – that their students won’t know what to say and will sit in silence for much of the time

In this material, the pairwork is very controlled on the whole It

follows a clear model, and is guided by definite prompts on the page, so there is no likelihood that students won’t know what to say, or that they will use very inaccurate language You should

of course monitor pairs as closely as possible nevertheless, but will see that students are getting useful practice with the key

Trinity GESE Grades 1 – 2 is designed to prepare students for

Grades 1 & 2 of the Trinity exam It is aimed at the typical age

range of students taking these exams, i.e 7–9-year-olds It is

a stand-alone course, with its own grammar reference, but

would ideally be used as supplementary exam practice material

alongside a beginner’s general English course

The course covers everything on the Trinity GESE syllabus for

these grades, and more besides, in order to give the material

more variety The result is that students who have worked

through all this material should be more than prepared for the

demands of the actual exam

In order to make the practice genuinely relevant to the Trinity

exams, the material is quite different from general English

course material This difference is most clearly seen in the fact

that the students do almost no written work, as the focus

of the exam is exclusively oral communication In the exam,

candidates have to respond to verbal or visual prompts only,

and are not required to read texts or produce written answers,

so it is logical that reading and writing is kept to an absolute

minimum in the practice activities This makes for lively and

stimulating practice, which should be particularly enjoyable for

those students who struggle with the written word

Audio

Because of the focus on oral communication, audio is used as

prompts for many of the exercises and activities One of the

most typical exercise procedures is:

• Students listen to and repeat a prompt and answer, which is

reproduced on the page

• Students then listen to further prompts and produce their

own answers, often based on visual prompts

• Students repeat the answer they hear on the audio, which

confirms whether their answer was correct or not, and

corrects any pronunciation problems by providing a model

to imitate

If you do not wish to use the audio so frequently, you could

sometimes read out the prompts yourself, using the transcripts

in the Teacher’s Book However, it is worth remembering that

listening to different voices on the audio is a good way to

prepare students for the fact that they will be hearing a new

and different voice in the actual exam

The audio has been recorded so that students have just enough

time to think of an answer to a prompt and say it before the

© Oxford University Press

For more information about GESE, including syllabus information and extra support materials, go to www.trinitycollege.co.uk

language, and should try not to interfere to make corrections

unless absolutely necessary

Most of the pairwork activities are relatively short breaks from

a teacher-centred lesson This avoids the feeling which some

teachers get when doing extended pairwork, that they are

‘losing control’ of the lesson, and that students are going off at a

tangent You can help to keep the pairwork short and effective

by selecting two able students to give a quick model of how

the activity works, before getting the whole class to do it The

speech bubble examples in the Student’s Book provide such a

model as a rule, but it always helps if students see and hear a

clear example of what is expected of them

Whole class activities

There are a few activities where students are encouraged to get

up and move around the class If this is too difficult because of

the restrictions of your classroom, you could skip these activities

or do them in a more teacher-centred way, but if you can do

them as suggested, it will obviously help to bring some variety

into the lessons

Spotlights

These are very brief aids to key grammar and vocabulary points

If the grammar has been studied in other general English

classes, they will serve as a quick reminder of key points If it

hasn’t, they can serve as focus for explanations which you could

give in the students’ own language There is also a Grammar

Reference at the back of the book if you want to go through

more of the details of a grammar point with the class

Aim at the Exam

These sections come at the end of each unit, and as longer

reviews at the end of each grade They are very closely based

on the actual format of the Trinity exams, though you should

point out to students that this does not mean that the exams

follow a set script These sections cover the most typical

questions that are asked on the topic of the unit, and bring

together the language that has been practised throughout it

Students should always be ready to answer any questions that

might be asked of them, and not expect certain questions to

always come their way in the exam Nevertheless, practising

these sections will greatly help to give students an idea of

what to expect in the exam, and provide plenty of practice in

responding to the most typical questions

The Teacher’s Book

The Teacher’s Book provides detailed notes and guidance on

lesson procedure It includes all the transcripts of the audio, and

answers where relevant The transcripts for the Aim at the Exam

sections contain suggested responses to the questions, but of

course, alternative responses which are communicatively valid

should also be encouraged

The teaching notes include suggestions for preparatory work

in setting up some of the activities, and also ideas for Optional

activities, which provide extra practice for when students finish

an activity sooner than expected, and are particularly useful for

classes which need to be stretched further

Grading tool

Here’s a quick checklist to ask yourself:

How much of the English in the Grade 1 Grading Tool do you think each student can understand when you are speaking or when they hear a native speaker?

Can they respond appropriately to Grade 1 English being spoken either by making the appropriate gesture or by giving

an appropriate oral response, using Grade 1 English?

Which Grade 1 language items have you heard them say in or out of class in English?

Can they orally produce all of the language of Grade 1 when required?

If you think your students can comfortably meet all of the requirements on the list, then look at the Grade 2 Grading tool and consider the points in the checklist against the requirements provided there (see page 6)

An additional point to consider in the Grade 2 examination

is that your students will need to ask the examiner a simple question Trinity introduces two-way interaction at A1 (because real life is interactive!) and so it’s important to get your students

to practise asking each other simple questions This is important for exam success, but there are other benefits: if your students practise asking questions, they will have a much better chance of also anticipating and understanding the examiner’s questions, as they will have already used them themselves

They will also have a much better understanding of what the examiner is expecting them to do

Finally, get the balance right! You want your students to enjoy the experience and not have a difficult exam, so you don’t want

to overgrade them; but you also want your students to fulfil their potential Of course, a difficult exam can be demotivating for students, but also, an exam that is too easy is not always a motivating one, so try to choose a Grade that matches each student’s level and what they individually can do

To download a copy of the most recent GESE syllabus, go to

www.trinitycollege.co.uk

Mark Griffiths Trinity Consultant

THE GRADING TOOL

When deciding which Trinity GESE Grade your students should

take, you need to consider a few points first First of all, is the

role of the native speaker in the examination Remember that

all Trinity exams are conversations and interactions between

one candidate and one native speaker examiner only There are

no other candidates in the room and no other examiners This

means that the candidate must understand the native speaker

and must be able to respond appropriately The native speaker

examiner can be from anywhere in the English speaking world,

from Canada to New Zealand Even British native speakers

will have variations in their accents, so it’s important to think

about giving lots of examples of native speaker voices to your

students in their preparation classes in order to improve their

listening skills Be assured, however, that all native speaker

examiners will speak slowly and clearly for Grade 1 candidates,

moderating their delivery and content to match the Grade

of the candidate Students can also ask for clarification or

repetition, but this must be in English! Of course, the advantage

of talking to a native speaker in your examination is that

when a student passes a Trinity exam, they can say they held

a real conversation with a native speaker – this boosts their

confidence hugely!

A crucial point is to focus on what the students can actually

understand and say, not what they have studied in books

Remember – this is a speaking and listening exam, not just a

grammar and vocabulary test There have been many examples

in the past of students who have studied language in a book

but have never practised hearing or saying these words The

result is that they go into the exam and do not understand

what’s happening The best approach is to ask yourself, ‘What

have my students heard? What can they actually say?’

HOW TO USE THE GRADING TOOL

Look at the list of language and the example examiner

questions/statements, and the example candidate responses

in the Grade 1 Grading Tool Can your students understand and

use all of these items spontaneously?

© Oxford University Press

Examiner: Point to my chair Point to his pen Show me her pen

What’s this? Is this your pen?

Student: No, it’s your pen

Parts of the body

Understand the parts of the body when said by the examiner Say the parts of the body, in no particular sequence

For example:

Examiner: Point to his nose Show me her hands Touch your head

Point to my foot.

Student: This is her nose These are her hands That is her foot.

Examiner: What colour are my eyes? What colour are your eyes?

What colour are her eyes?

Student: Your eyes are green My eyes are blue Her eyes are grey

Understand and use simple adjectives correctly

Understand the adjective+noun English word order used by the examiner

Use simple adjectives with the correct word order

Understand items of clothing when said by the examiner

Say the names of different clothes appropriately.

For example:

Examiner: This is a red T-shirt What’s that?

Student: This is a white T-shirt, these are blue jeans and these are

white and black trainers.

Animals

Understand common animals, domestic, farm and wild Use common animals, domestic, farm and wild For example:

Examiner: What’s this? What are these? Point to the big lion.

Student: It’s a dog They are cows This is the big lion.

Examiner: What’s this? And what are these? What are those?

Student: This is a foot These are feet They are sheep.

Is the student ready for Grade 1? Candidates at this

grade are expected to demonstrate the following …

Understand and respond to basic greetings and

introductions ✔

For example:

Examiner: Hello!

Student: Hello!

Examiner: What’s your name?

Student: My name is Sara.

Examiner: Hello Sara How are you?

Student: I’m fine thank you, and you?

Examiner: I’m fine thank you.

Understand imperatives ✔

Understand imperatives when said by the examiner

Respond appropriately to the examiner imperatives

For example:

Look at … Point to … Show me … Give me … Touch …

Stand up … Go to … Come to … Sit down …

Numbers 1–20 ✔

Understand the numbers 1–20 when said by the examiner

Say the numbers 1–20, in no particular sequence, when

requested by the examiner

For example:

Examiner: What number is this? And that?

Examiner: Point to 15 Touch 12 Show me 11 Give me 4 pens.

Examiner: How many?

Examiner: How old are you?

Student: I’m 7

Colours ✔

Understand common colours when said by the examiner

Say common colours when requested by the examiner

For example:

Examiner: Point to the green Show me the yellow Touch the

orange Give me the brown.

Examiner: What colour is this? And that? And these? And those?

Student: It’s green That is red These are yellow and brown Those

are grey and purple and black.

Classroom objects ✔

Understand classroom objects when said by the examiner

Say classroom objects as required

For example:

Examiner: Point to the table Show me the chair Go to the window

Touch the television Point to the ceiling Point to the floor Point to

the white/black board What’s this? What’s that?

Student: This is a table That is a chair That is the window This is

the door

Student: There are about 30 people in my class.

Examiner: How old are your parents?

Student: My mum’s 35 and my dad’s 37.

Examiner: Point to 43 Show me 34.

Examiner: How old are you?

Examiner: How many people are there in your family?

Student: There are 4 people in my family: my mum, my dad, my

brother and my sister.

Examiner: Tell me about your family.

Student: I’ve got one sister and two brothers, a mum, a dad and two

grandparents.

Examiner: Have you got any brothers or sisters?

Student: Yes I have I’ve got two brothers.

Examiner: How old are they?

Student: They’re 18 and 7.

Examiner: Have you got any pets?

Student: Yes, I’ve got some fish.

Student: No, I haven’t got any pets.

Days of the week

Understand and respond appropriately to questions on the days of the week

Use the appropriate preposition for days of the weekFor example:

Examiner: What day is it today?

Student: It’s Wednesday.

Examiner: And tomorrow?

Student: It’s Thursday.

Examiner: And yesterday?

Student: Tuesday.

Examiner: When do you go shopping?

Student: On Saturday.

Months of the year

Understand and respond appropriately to questions on the months

Use the appropriate preposition for months

Pronunciation

Understand and use the correct pronunciation of all of the

above

Grade 2

Is the student ready for Grade 2? Candidates at this

grade are expected to demonstrate the following …

All of the language of Grade 1.

Questions using who, when, any

Understand and respond appropriately to questions using

who, when, any

For example:

Examiner: Who lives in your house?

Examiner: When is your birthday?

Examiner: Have you got any brothers or sisters?

Contractions

Understand contractions when said by the examiner

Use contractions as appropriate

For example:

Examiner: What’s your name? Where’s the pen? How old’s your sister?

Student: My name’s Davide It’s on the box She’s 13.

There is/there are

Understand questions using … are there?/… is there?

Respond to questions using ‘there are/there is’ appropriately

For example:

Examiner: How many TVs are there in your house?

Student: There are 3 TVs in my house.

Examiner: Is there a TV in your bedroom?

Student: Yes, there’s a TV on my desk.

Have/have got and possessions

Understand questions using … have you got/do you have …?

Respond to questions using I have/I’ve got/I don’t have/I

Examiner: Have you got a computer?

Student: Yes, I’ve got a computer.

Numbers 1–50

Understand the numbers 1–50 when said by the examiner

Say the numbers 1–50, in no particular sequence, when

requested by the examiner

For example:

Examiner: How many people are there in your class?

© Oxford University Press

The home

Understand and respond appropriately to questions about

the home and rooms in the homeFor example:

Examiner: Do you live in a house or a flat?

Student: I live in a house.

Examiner: How many rooms are there in your house?

Student: There’s a living room, two bathrooms, a kitchen and three

bedrooms.

Household objects

Understand and respond appropriately to questions on

household objectsFor example:

Examiner: Tell me about your bedroom.

Student: In my bedroom, there’s a bed, a desk, a chair, some shelves,

a cupboard and lots of books and toys.

Prepositions of place

Understand and respond appropriately to questions using prepositions of place in, on, under, between, next to

For example:

Examiner: What is on the shelves?

Student: There are some books on the shelves.

Examiner: What is in the cupboard?

Student: In the cupboard, there are some toys.

Examiner: What is under the desk?

Student: There’s a cat under the desk.

Examiner: Are there any toys under the desk?

Student: No, there aren’t.

Examiner: What is next to the bed?

Student: There’s a table next to the bed.

Examiner: Put my pen between the box and the book.

Ask the examiner a basic question

Ask the examiner for basic information

For example:

Student: Where do you live?

Student: Have you got any pets?

Student: Do you have any brothers or sisters?

Pronunciation

Understand and use the correct pronunciation of all of the above

For example:

Examiner: What month is it?

Student: It’s June.

Examiner: And next month?

Student: It’s July.

Examiner: And last month?

Examiner: Look at the pen Is it yours?

Student: No, it’s yours.

Examiner: And this hand Is it mine?

Student: No, it’s mine.

Present continuous

Understand present continuous questions

Respond with appropriate yes/no answers to present

continuous questions

Examiner: Look at the picture Are they talking?

Student: No, they’re not.

Examiner: Are they dancing?

Student: Yes, they are.

Pets

Understand and respond appropriately to questions on pets

For example:

Examiner: Have you got any pets?

Student: Yes, I’ve got two dogs and a cat

Parts of the body

Understand their/its when said by the examiner

Reply appropriately using their/its

For example:

Examiner: What are their names?

Student: Their names are Sergio and Laura.

Examiner: What’s its name?

Student: Its name is Lupo.

Friends

Understand and respond appropriately to questions on

friends

For example:

Examiner: Have you got a best friend?

Student: Yes, I have.

Examiner: What’s she like?

Student: She’s tall and slim with blue eyes.

You could ask individual students to answer each one first and ask if everyone agrees with the answers Then play the whole recording again and get them to respond as a class.

Transcript (and correct responses)

‘Hi! How are you?’ ‘I’m OK, thanks.’

‘Hello! How are you?’ ‘I’m fine, thanks.’

‘Hi! How are you?’ [‘I’m OK, thanks.’]

‘Hello! How are you? [‘I’m fine, thanks.’]

3 $ 1.3

• Ask students to listen to the recording

• Before asking them to practise the dialogue in pairs, you could model it again with one of the students, using your own name

• Get them to practise the dialogue in pairs, taking it in turns

to start They have to imagine that they have just met for the first time

• If the classroom allows it, you could ask all the students

to stand up and walk around, and have the dialogue with other students If it’s not possible for them to walk around, you could get individual students to have the dialogue with another student somewhere in the class

Transcript

J: Hello! My name’s Jo What’s your name?

A: Hello! My name is Anna

J: How are you?

A: I’m fine, thanks How are you?

J: I’m OK, thanks

Greeting and leave taking

Giving personal information

Using numbers 1–20

Identifying classroom objects

Language

Grammar

Pronouns: I, you, he/she/it

Verb be: am, is

Questions: What’s this? What’s your name? How old are

you? How many ?

Instructions: Show me Point to

Vocabulary

Numbers 1–20

Classroom objects: pen, pencil, book, bag, table, desk,

chair, door, window

page 4

Hello!

1 $ 1.1

• Ask students to look at the pictures and listen to the

recording and repeat Make sure that they pronounce Hello!

and Goodbye! with the stress on the second syllable

• Ask them which greetings you use with good friends (Hi! and

to answer Get the whole class to repeat the answer when it comes on the recording

Transcript

1 A What’s five and four? B Nine

2 A What’s eight and seven? B Fifteen

3 A What’s six and five? B Eleven

4 A What’s fifteen and four? B Nineteen

5 A What’s three and nine? B Twelve

6 A What’s five and five? B Ten

7 A What’s seven and thirteen? B Twenty

8 A What’s four and eight? B Twelve

• You could play the recording again and get the class to shout the answers together and repeat the answers

6 $ 1.8

• Ask students what happens in their own language when a rocket is about to take off and establish the idea of counting backward from 20 to 1 Ask what people shout as the rocket takes off in their own language, and get them to repeat this

in English: ‘Lift-off!’

• Explain that students must say the numbers as a class, starting with 20, before they hear them on the audio, and that they will have to say them quickly Get them to say

‘20!’ and then start the recording If they don’t say the next number in tine, stop the audio and start the recording from the beginning again When they finally get to 1, shout ‘Lift-off!’ with them and listen to the sound of the rocket taking off

T: Hello! My name’s Tom What’s your name?

C: My name’s Carla How old are you?

T: I’m nine How old are you?

With monolingual classes, if you want to establish a

connection with numbers in English and their own

language, say random numbers in the students’ own

language and get them to say the numbers in English

2 $ 1.5

• Ask students to listen and point to the numbers they hear on

the chart in exercise 1, as in the example Walk around and

check the numbers they are pointing to If you think they

need more practice before doing this in pairs, give them

some more instructions yourself with different numbers

Transcript

Point to eleven

Point to fifteen

Point to twelve

• Get them to practise in pairs, taking it in turns to give the

instruction, and to point to the number on the chart in

exercise 1 Get them to keep practising until they have

covered all the numbers

3 $ 1.6

• Ask students to listen to the numbers and say the next

number Play the recording and ask individual students to say

the next number, pausing the recording if they need more

time (there is already a short pause in the recording for them

to answer)

• Play the recording again and get the students to shout the

next number as a class Don’t pause the recording this time,

and see how many students can say the number before they

hear the next one Repeat the recording if enough students

need more practice

Transcript (and answers)

1 [2], 11 [12], 8 [9], 16 [17], 9 [10], 18 [19], 6 [7], 13 [14],

4 [5], 12 [13], 19 [20], 7 [8]

Optional activity

• If you think the students need more of a challenge,

say random numbers yourself and ask them to say the

number before each of the numbers you say, e.g ‘13

[12], 18 [17] ’

• You can also add further challenges if your students still

find this easy enough, e.g by asking students to say the

number two higher than the number you say, and then

three higher, etc

4 $ 1.7

• With very young students, you could check first in their own

language whether they are able to do simple additions If not,

move straight on to exercise 6 If they are, play the recording

and ask individual students to try and give the answers

Pause the recording for longer if students need more time

hands! In the Trinity exam, point to and show are generally used

interchangeably to mean point to

Point to a blackboard /whiteboard Show me a computer.

4 $ 1.13

Exercises 4 and 5 bring together the numbers and objects that

the students have practised Because there are is introduced later, the shortened question How many pens? is used here, with just the number as an answer If your students have learnt there

are in another lesson, you could use it here

• Ask students to look at the pictures and answer the questions they hear

Transcript (and answers)

How many pencils? [11]

How many chairs? [12]

How many windows? [3]

How many bags? [5]

How many desks? [4]

How many pens? [6]

How many doors? [2]

How many books? [7]

How many tables? [3]

5 $ 1.14

• Ask students to listen to the questions and answer with the number of each of the objects in their classroom

age for themselves They can choose any age from 1 to 20

If they don’t know many English names, ask them to think

of famous British / American / Australian people, or write a

selection of easily pronounced names on the board, e.g

Male: Adam, Alan, Ben, David, Gary, Jack, James, Jim, John, Mark,

Martin, Patrick, Paul, Peter, Robert, Sam, Steven, Tom, Tim

Female: Ann, Anna, Carol, Diana, Emma, Fiona, Jane, Jenny, Judy,

Julia, Karen, Linda, Lisa, Lynne, Mary, Monica, Olivia, Rachel, Sally,

Sarah, Susan

3

• Get them to walk around the class and act out the model

dialogue with 5 other students Ask a couple of pairs to

model the dialogue in front of the class first Students can

write down the names and ages of the students they talk to

4

• When the students are back in their seats, get some students

to tell the class about the people they spoke to, to practise

He’s and She’s.

spotlight

• Focus on the highlighted words Establish that these items

are pronouns, used to avoid repeating the names of people

and things, and that he is for male, she is for female, and it is

for things

page 6

Vocabulary

1 $ 1.10

• Ask students to listen to the dialogue and repeat it

Encourage them to link it’s and a, to make the sound /ɪtsə/

Transcript

A: What’s this?

B: It’s a pen

• Check the names of the objects in the pictures, and get

students to say them with the correct pronunciation,

stressing the first syllable in pencil, table and window [pen,

book, bag, table, pencil, window, chair, door, desk]

• Ask students to work in pairs and practise the dialogue using

the other objects in the pictures The students who answer

should then ask the next question, What’s this? Encourage

them to keep going when they have done all the objects,

repeating different items

2 $ 1.11

• Ask students to listen to and repeat the instruction To check

that they understand the meaning of show, walk around and

ask individual students to show you one of the objects in

exercise 1 Then get them to work in pairs and ask them to

show each other different objects

© Oxford University Press

You can encourage them to choose different numbers and pictures to show each other

• Encourage the students to practise this section on their own, using the audio and without looking at the questions

Transcript (and suggested answers)

Hello! Hello!

My name’s Bob What’s your name? My name’s

How old are you? I’m

Look Show me thirteen

Thank you And eleven?

Thank you And what’s this? Nine

What’s this? It’s a book

And this? It’s a window

Point to a bag

Show me a door

How many pencils? Four

Thank you How many chairs? Eight

OK Thank you Goodbye! Goodbye!

Transcript

In your classroom, how many windows?

How many desks?

How many doors?

How many tables?

How many chairs?

• If the students know the names of other objects in your

classroom, you could ask them further questions

• Check the answers by playing the recording and getting

individual students to give an answer You can ask other

students to confirm or correct the answer (No, it’s a chair!)

before repeating the answer as a class

Transcript

1 What’s this? It’s a chair

2 What’s this? It’s a table

3 What’s this? It’s a bag

4 What’s this? It’s a pencil

5 What’s this? It’s a book

6 What’s this? It’s a pen

7 What’s this? It’s a window

8 What’s this? It’s a door

9 What’s this? It’s a desk

7 $ 1.16

This type of puzzle is called ‘Join the dots’ in English

• Ask students to join the dots of the numbers they hear They

will have to go back across the same line sometimes Pause

the recording after the final number 8 and ask what it is Then

play the answer

• Ask students to listen to the examiner’s questions and answer

them Play the recording and point to individual students to

provide an answer Pause the recording for longer if necessary,

or if you want to point to more than one student for an answer

Check that the students are pointing to the correct number/

picture for the instructions Point to and Show me

• For further practice, students can work in pairs and take it in

turns to take the role of the examiner and ask the questions

• Get students to work in pairs and give each other instructions

to show different colours

Transcript

Point to light green

Point to dark brown

Point to light blue

• Get students to work in pairs and do more practice with giving instructions and pointing to the correct shade of each colour

Lesson objectives

Talking about colours

Describing your own and another person’s clothes

Using short answers

Language

Grammar

Verb be: are

Short answers: Yes, it is.

Possessive adjectives: my, your

Plurals: pens, socks, shoes, dresses

Adjectives: light, dark

Vocabulary

Colours: red, blue, green, yellow, white, black, brown,

orange

Clothes: T-shirt, shirt, jumper, dress, skirt, jeans, trousers,

socks, shoes, trainers

page 8

Vocabulary

1 $ 2.1

• Ask students to write the names of the colours under the

colours in the paintbox

• Ask students to listen to the recording to check their

answers, and repeat the colours Pay particular attention to

the pronunciation of orange /ˈorɪndʒ/

Transcript

1 red, 2 blue, 3 green, 4 yellow, 5 white, 6 black, 7 brown,

8 orange

2 $ 2.2

• Ask students to listen to the recording and pause it after the

example Establish that the pointing hand is showing the

yellow colour Play the rest of the recording and check that

students are pointing to the correct colours

© Oxford University Press

1 T-shirt, 2 jeans, 3 socks, 4 trainers, 5 jumper, 6 skirt, 7 shoes,

8 dress, 9 shirt, 10 trousers

NOTE: as well as jumper, you might hear people refer to this item

of clothing as a sweater, pullover, or jersey In British English jumper

is the most common, though it is not used in American English

2 What’s light blue?

The jeans and the shirt

3 What’s dark green?

• Ask students to listen to the recording and say the answers If

students are familiar with there is / are, they could use that in

their answers

Transcript (and answers)

Is there

a dark green skirt? Yes

light brown shoes? No

a red jumper? No

an orange dress? Yes

black jeans? No

a light blue shirt? Yes

10

• This is an activity you could do in groups, or as a whole class

Ask a student to say a colour, and then ask any student to say something that they are wearing in that colour, as in the

example, Red!, Socks! The first student who says the item

of clothing should point to it, and then say another colour,

so that another student can answer Keep going until the students have covered all the colours and their different items of clothing

page 9

Plurals

1 $ 2.10

• Ask students to listen to and repeat the singular and plural

forms You can check that they are pronouncing the -s differently in pens / shoes /z/, and skirts / socks /s/, but it's probably better not to try and analyse this at this level, as they will usually produce the correct sound automatically

Optional activity

• Again, you could ask students to point to things around

them and ask the question What colour is this? They

can point to things on their desks, and their clothes

Individual students could get up and walk around the

classroom, pointing to things and asking the question

If the other students only answer ‘blue’, you or the

student can ask Is it light blue or dark blue?

NOTE: You could point out that we don’t use light and dark with

red, yellow, and orange With these colours, we don’t usually

distinguish between light and dark, and if we do, we usually say

pale and dark.

6 $ 2.6

• Ask students to listen to the recording and repeat the

questions and answers

A Is the book light brown?

B No, it’s red

A Is the book white?

B No, it’s yellow

7

A Is the pen brown?

B Yes, it is

8

A Is the book red?

B No, it’s orange

• Ask students to listen to the recording again and say the

answers, then repeat them You can ask individual students

to give the answers first, and then get the class to repeat the

answer after they hear it

7 $ 2.7

• Ask students to look at the picture of the clothes shop

window and write the numbers of the clothes next to the

correct names in the table Let them do this in pairs and

discuss the answers

• Play the recording to check the answers and get students to

repeat them, monitoring their pronunciation

How many white T-shirts?

• Ask students to work in pairs and ask each other about

different things in the picture If they are familiar with there

are, they could use this in their question and answers.

6

There are a variety of ways you could do this activity:

• Ask all students to stand up Shout each item of clothing and ask the students wearing these items to put their hands up

Then ask one of the students to count them

• Ask the students to stand up and walk around After you shout each item of clothing, students have to shout how

many they can see, e.g Teacher: ‘White T-shirts!’ Student: ‘4!’, Student: ‘No, 5!’ If there is a disagreement, students can point

to and count the items

• Students could write the items of clothing on a piece of paper and make a note of how many they can see as they walk around the class You can then ask students to give their

totals and see if they agree, e.g ‘4 white T-shirts.’ ‘No, 5 white

T-shirts!’ They could also check their answers in pairs, asking

and answering the question and seeing if they agree

• Focus on the use of is for singular and are for plurals The

students will use both forms in the following task

• Put students into new pairs and ask them to describe their picture to the other student without showing them the picture The other student has to colour in the second picture, B, according to the description When they have both described their pictures, they can look at each other’s pictures and check that their picture B matches the other student’s picture A

2

spotlight

• Focus on the examples of my and your, and ask students to

say the speech bubbles You can demonstrate further by

after unvoiced consonants The important thing is to check

that they are saying /z/ rather than /s/ for standard plurals

Transcript

one pen four pens

one shoe two shoes

one skirt five skirts

one sock two socks

$ 2.11

• Ask students to look at the pictures and listen to the

recording They should produce the plural forms after they

hear the singular forms, and then repeat them when they

hear them

Transcript

one shirt four shirts

one jumper three jumpers

one T-shirt four T-shirts

one trainer two trainers

2 $ 2.12

The irregular plural dealt with here is -es after -s, as this is

needed to talk about the plural dresses.

• Ask students to listen to the recording and repeat the

examples for bus Pause the recording after one dress and get

one or two students to produce two dresses before playing

the example and getting all the class to repeat it

Transcript

one bus two buses

one dress three dresses

3 $ 2.13

• Ask students to read the objects and write ‘1’ if they are

singular and ‘2’ if they are plural Ask students for their

answers and then play the recording to check them

Transcript

1 two books 6 one bus

2 one jumper 7 two T-shirts

3 one shoe 8 one book

4 two pens 9 two trainers

5 two dresses 10 two skirts

4 $ 2.14

• Ask students to look at the picture and listen to the recording

and answer Pause the recording to give students more time

to answer if necessary You could play the recording again

without pausing it to see whether they can give the answers

How many T-shirts are there? Two.

Show me the yellow T-shirt!

Is there a red T-shirt? No

Point to the dark blue dress

Is there a red dress? Yes

Are the trousers light brown? No, they’re dark brown

Are your socks pink? Yes / No

Is my shirt orange? No, it’s white

Thank you Goodbye! Goodbye!

• Ask students to work in pairs and take it in turns to take the role of the examiner and ask the questions You can encourage them to choose different things in the pictures to show each other

• Encourage the students to practise this section on their own, using the audio and without looking at the questions

pointing to an item of clothing that you are wearing and one

of a student, e.g My shirt, your shirt

$ 2.15

• Ask students to look at the pictures of Jane and Susan

Explain that they are going to listen to a recording of a girl

talking about her clothes and that they have to decide if it is

Jane or Susan talking

Transcript

My jumper is light blue, my shirt is white, and my skirt is light

green My socks are dark green and my shoes are light brown

• Play the recording again if students seem unsure, pausing it if

necessary

ANSWEr

it is susan talking her skirt is light green, her socks are dark

green, and her shoes are light brown Jane’s skirt is dark

green, her socks are light green, and her shoes are dark

brown

3

• Put students into new pairs for this activity Shy students

may prefer to be with other students of the same sex

Explain that they have to look at each other’s clothes and

try to remember them Give them only 10 seconds after

you have said this and then get them to stand back to back

They then have to describe the other person’s clothes from

memory You can read out the examples as models of how

the other student can agree with or correct what their

partner says You can repeat this activity by putting students

into different pairs

page 11

Aim at the Exam 2

This is a longer example of the format of the Trinity exam

1 $ 2.16

• Ask students to listen to the examiner’s questions and answer

them Play the recording and point to individual students

to provide an answer Pause the recording for longer if

necessary, or if you want to point to more than one student

for an answer Check that they understand the meaning of

How are you? and I’m fine, thanks., if this is new to them Check

that the students are pointing to the correct pictures for the

instructions Point to and Show me

Transcript (and suggested answers)

Hello! Hello!

How are you? I’m fine How are you?

I’m fine, thank you My name’s Bob

What’s your name? My name’s

How old are you? I’m

Is the pen blue? Yes, it is

Is the pencil red? No, it’s yellow

What’s this colour? It’s (dark) green

o, u) Explain that a / an are for singular, and that we don’t

use them before plurals Hair is included here, though it is

in fact an uncountable noun when it means all the hair on

someone’s head, so it doesn’t have an -s on the end and doesn’t have a before it.

• Ask students to work in pairs and give each other instructions

to point to different parts of the body in the pictures

Point to your nose!

Point to your head!

Point to your leg!

Point to your mouth!

Point to your eye!

Verb be: isn’t, aren’t

Short answers: No, it isn’t, Yes, they are, No, they aren’t

Imperatives: Stand! Sit! Touch! Give!

Articles: a, an, –

Possessive adjectives: his, her

Irregular plurals: feet, hair

Adjectives: big / small, long / short, tall / short

Vocabulary

Parts of the body: head, hair, face, nose, eyes, ear, mouth,

arms, hands, legs, feet

Verbs for imperatives: touch, point to, give, stand up, sit

down, draw

page 12

Vocabulary

1 $ 3.1

• Ask students to look at the parts of the body in the boxes

Then ask them to listen and say the parts of the body after

each number Pause the recording after each number the first

time you play it, and see if any student can say the correct

part of the body Then play the recording and ask students

to repeat the part of the body You could then play the

recording again without pausing it and get the students to

say the words as a class after they hear each number

• Focus on the examples and establish that his before

something or someone tells us that it belongs to someone

male, and that her tells us that it belongs to someone female

4a

• Ask students to draw on the pictures of the boy and girl in A

Read the prompts, which give them ideas, i.e the hair could

be long or short, the nose could be big and long or small, the arms could be long or short, the hands could be big or small, the legs could make them tall or short, and they could have big or small feet

A: Is her hair short? B: Yes, it is

A: Is his hair long? B: No, it isn’t It’s short

2

A: Are they short? B: Yes, they are

A: Are his feet small? B: No, they aren’t They’re big

3

A: Are they tall? B: Yes, they are

A: Are her hands big? B: No, they aren’t They’re small

6 $ 3.8

• Ask students to look at the pictures in 5 again and listen to the recording Get students to give answers to the questions, and then ask them to repeat the answers as a class

spotlight

• Focus on the forms of the negative contractions isn’t and aren’t

Transcript

1

A: Is her hair short? B: Yes, it is

A: Is he tall? B: No, he isn’t He’s short

A: Are her feet big? B: No, they aren’t They’re small

Point to your hair!

Point to your foot!

Point to your face!

• Get students to work in pairs and give each other instructions

to point to parts of their body

Optional activity

• If your students need more of a challenge, you could

model giving instructions to point to more than one

part of the body in sequence, with one of the students,

e.g Point to your nose, leg, and ear! Point to your mouth,

hair, eye, foot and arm! This becomes a memory test as

well as a language test, and students should try to do it

in the correct sequence

Adjectives

1 $ 3.4

• Ask students to look at the pictures of the animals, and listen

to and repeat the adjectives

• Ask students to listen to the adjectives on the recording and

say the opposite adjective, and then repeat it

• You could practise these adjectives further with things

(and students) in the classroom You could point

to things yourself and say, e.g Big? Long? and get

students to answer Yes or No, it’s small Or you could

give instructions, e.g Point to something small! Point to

someone tall!

page 13

3 $ 3.6

• Ask students to look at the pictures in 1 and explain that they

are going to hear a description of one of the girls Ask them

to decide whether it is Jane or Sarah Play the recording and

pause it to ask who it is Then play the answer to check Do

the same with the pictures in 2

Show me a book!

Touch your arm!

Show me your foot!

• Get students to work in pairs and give each other similar instructions

• As a memory test as well as a language test, ask the students

to give each other five orders and see if the other person can remember them and do them in sequence The students who give the orders might need to write them down first so that they can remember the order of them

4 $ 3.11

This is a popular children’s game, ‘Simon says!’, where they have

to listen to instructions but only carry them out when they

come after Simon says ! It sounds easy to do, but is surprisingly

hard to stick to in practice!

• Explain that students have to listen to the recording and carry

out the instructions only if they come after the person says

Simon says ! If they don’t hear Simon says !, they should

just remain as they are and do nothing, waiting for the next

instruction with Simon says ! Don’t pause the recording, as

it’s important that students feel they have to respond to the instructions immediately

Simon says stand up!

Sit down!

Simon says sit down!

Simon says touch your hair!

Touch your nose!

Simon says point to a chair!

Simon says show me a pencil!

Simon says touch your arm!

Stand up!

Simon says stand up!

Simon says touch your ear!

Simon says touch your leg!

Touch your head!

Simon says sit down!

A: Are her feet small? B: Yes, they are

A: Is she tall? B: No, she isn’t She’s short

A: Is he short? B: Yes, he is

3

A: Are they short? B: No, they aren’t They’re tall

A: Are his hands big? B: Yes, they are

A: Is his hair long? B: No, it isn’t It’s short

7

• Get students to work in pairs and say things about their

appearance to each other Explain that they have to say a mix

of things which are true, and things which aren’t true Read the

speech bubbles out to give examples of agreeing with the true

statements If students need more practice, they could do this

again in different pairs

spotlight

• Focus on the pronouns and establish that it is used for

singular things and they for plural things

page 14

Touch your head!

1 $ 3.9

• Ask students to look at the pictures and listen to the verbs

Get them to repeat them and check their pronunciation of

touch in particular If you haven’t done this earlier, explain that

point to and show can mean the same thing, but show can

also mean to hold something up for someone to see Show

me a pen! can therefore be answered by pointing to a pen, or

holding one out in your hand

• This highlights the fact that when we give orders or

instructions in English, the verb doesn’t change from the

base form

2 $ 3.10

• Ask students to listen to the recording and carry out the

instructions They can do this as a class, in preparation for the

for an answer Check that the students are pointing to the

correct picture for the instructions Point to and Show me, and

following the other instructions correctly Make sure that at

least one student has more than one pen, a blue pen, and a

red pencil and be ready to receive the last two so that they

can carry out the instruction Give me a !

Transcript (and suggested answers)

Hello! Hello!

My name’s Jane What’s your name? My name’s

How are you? I’m fine, thanks How are

I’m OK, thanks How old are you? I’m

OK Look at this What is it? It’s a girl

Is she tall? Yes, she is

What’s this? It’s her nose

And what’s this? It’s a dress

What colour is it? It’s light green

Thank you And this? It’s her hand

Show me her mouth!

Thank you And point to her arm!

What are these? They are her feet

Is her hair short? Yes, it is

What colour is it? It’s black

What colour is your hair? It’s

What colour is my hair? It’s black/brown

What colour are my eyes? They’re green

And your eyes? They’re

Touch your nose!

Thank you And stand up!

Point to a door!

Sit down!

Thank you Show me some pens!

Give me a blue pen!

Give me a red pencil!

OK Thank you Goodbye! Goodbye!

• Ask students to work in pairs and take it in turns to take

the role of the examiner and ask the questions You can

encourage them to choose different things in the pictures to

ask about

• Encourage the students to practise this section on their own,

using the audio and without looking at the questions

unit 01

Animals

unit 04

Noise of a cat: ‘What is it?’

Noise of a sheep: ‘What is it?’

Noise of a chicken: ‘What is it?’

Noise of a dog: ‘What is it?’

Noise of a monkey: ‘What is it?’

Noise of an elephant: ‘What is it?’

Noise of a horse: ‘What is it?’

3

• Ask students to work in pairs Students take it in turns to make the noise of one of the animals, or do a mime of it (or both) The other student has to say which animal the other student is pretending to be

4

This drawing activity is in preparation for the animal bingo activity in exercise 5

• Ask students to draw an animal in each of the boxes

Emphasise that artistic skill and detail is not required, only that the animal is (sort of!) recognisable

• Get students to work in pairs and show each other their animals Students should ask questions, as shown in the speech bubbles, to check that they recognise what their partner’s animals are You could suggest that they sometimes ask ‘cheeky’ wrong questions, e.g ‘Is this a dog?’ ‘No!!! It’s a chicken!’

5 $ 4.3

• Explain that the pictures they have drawn are now going to serve as a bingo card to play ‘Animal Bingo’ Check that your students are familiar with the procedure of bingo, i.e with numbers bingo, people have to cross the numbers they hear until they have completed either a line or all the numbers on their bingo card Ask students to listen to the recording and put a cross over their animals when they hear them The first student to have a cross on all eight animals shouts ‘Bingo!’ and has to say their eight animals to check that they are correct

Adjective + noun: a black dog, a white rabbit

Irregular plurals: mice, sheep

Adjectives: happy / sad, pink, purple

Vocabulary

Animals: dog, cat, rabbit, cow, horse, pig, sheep, chicken,

duck, mouse, lion, monkey, elephant

Colours: pink, purple

page 16

Vocabulary

1 $ 4.1

• Ask students to look at the pictures of the animals and listen

to the recording Get them to repeat the names

Transcript

cat, dog, rabbit, mouse, cow, horse, sheep, pig, chicken, duck,

lion, monkey, elephant, tiger

• Get students to work in pairs and take it in turns to give

instructions to each other to indicate one of the animals,

using Point to or Show me

2 $ 4.2

• Ask students to listen to the recording and say which animal

they hear when they hear the question, What is it?

Transcript

Noise of a lion: ‘What is it?’

Noise of a pig: ‘What is it?’

Noise of a cow: ‘What is it?’

Noise of a duck: ‘What is it?’

© Oxford University Press

spotlight

• Focus on the examples of this and these and establish that

this is singular and these is plural Point to the ground below

you, as in the illustration, and establish that this and these are for things near you, here

• Then focus on the examples of that and those, and establish that that is singular and those is plural Point to the other side of the room, as in the illustration, and establish that that and those are for things further away from you, there Things can be very far away when we use that, but they can also be

quite close A good guide is that they are probably not within touching distance

2

• Ask students to work in pairs Ask them to practise the use of

this and that by touching things that are close to them, e.g

on their own desk, and pointing to things that are further away, e.g on their partner’s desk, or somewhere else in the

classroom They should use this when asking answering about the things they are touching, and that when they are

pointing to things on their partner’s desk or further away in the classroom

they have learnt previously, big / small, tall / short, and check

that they remember what they mean

Transcript

happy sad pink purple

2

• Ask students to work in pairs to practise this and these and

the use of adjectives Students take it in turns to point to the

pictures and ask What’s this? or What are these?

spotlight

• Focus on the fact that adjectives always come before the

noun in English, not after Also point out the irregular plurals

mice and sheep

ANSWErS

3 What’s this? it’s a pink mouse

4 What’s this? it’s a sad lion

5 What are these? they’re tall ducks

6 What’s this? it’s a short/small horse

7 What are these? they are happy sheep

8 What’s this? it’s a small chair

9 What are these? they are sad monkeys

10 What’s this? it’s a big pencil

The activities in this section give further practice with the

names of the animals and also revise parts of the body from

the previous unit They do this by also practising the use of the

possessive ‘s, e.g a horse’s head, a rabbit’s ears.

• Ask students to look at the picture and describe the animal as

shown in the speech bubbles

spotlight

• Focus on the examples in the box and establish that ‘s shows

that the following noun belongs to the noun before it You

could pick up some objects belonging to the students to

give other examples, saying, ‘This is ’ and getting students

to say e.g ‘Marco’s pen’, ‘Anna’s book’

ANSWErS

it’s an animal with a horse’s head, a rabbit’s ears, an

elephant’s nose, a cow’s body, a duck’s legs/feet, a tiger’s tail

7

• Explain that the students now have to draw their own

mixed-up animal in A, choosing the head, nose, ears, arms, legs, and

feet of different animals

• When they have finished, put students into new pairs and

get them to describe their mixed-up animals to each other

without looking at each other’s pictures, and draw them in

B When they have finished, they can look at each other’s B

pictures and compare them with their A pictures

this dog / that dog

Hannah: This is a nice horse!

Tom: That’s a big elephant!

B

Hannah: Those are crazy monkeys!

Tom: These are happy pigs!

• In monolingual classes, you could ask students if they can

see and explain when we use this / these and when we use

that / those