Simple questions and requests Understand simple questions and requests Respond appropriately to simple questions and requests For example: Examiner: What was the weather like yesterda
Trang 2Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
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Trang 3Word list and Picture dictionary page 53
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Trang 4Where the audio provides models that have prompts to respond to, a short pause has been included so that students have enough time to think of a response Short pauses are also included when new or useful phrases are modelled for the students By listening and repeating in this way, students get plenty of practice saying phrases fluently, with correct stress and linking Prompts can be directed at individual students around the class, whereas repetition of answers provides a good opportunity for whole-class response Varying the dynamic in this way should keep students attentive and motivated
If you feel that your students need more time to provide the answers to prompts, you could pause the audio for longer As the course progresses, it would be a good idea to reduce this time, to more accurately model exam conditions An exercise which has provided particular problems – with pronunciation, fluency, or an appropriate response – can be repeated Again, this is an advantage of the material being a series of oral, rather than written, exercises
Each student is provided with a copy of the audio CD, so that they can further practise on their own
Trinity GESE Grades 3–4 prepares candidates for the successful
communication required in the exam Through carefully staged and scaffolded tasks, students are encouraged to build on both fluency and accuracy This controlled approach to pairwork, with the provision of prompts on page, and clear models, offers students guidance on what to say, and how to say it Monitoring these pairwork exercises will help you to assess whether students are on-track, and how much correction or additional guidance is required
The pairwork activities provide a break from teacher-centred lessons, and focus students on the language requirements
of the level, and how to convey them An effective way of providing even more support in pairwork, or learner-generated content, is to select two able students to give a quick model of how the activity works before getting the whole class to do it
Trinity GESE Grades 3–4 is designed to prepare students for
Grades 3 & 4 of the Trinity exam It is aimed at the typical age
range of students taking these exams, i.e 10–14-year-olds It
is a stand-alone course, with its own grammar reference, but
would be ideally used as supplementary exam practice material
alongside an elementary general English course
The course covers everything on the Trinity GESE syllabus for
these grades, and more besides, in order to give the course
more variety Students who work through all the material in the
book should be more than prepared to meet the demands of
both exams
In order to make the practice genuinely relevant to the
Trinity exams, the material is quite different from general
English course material The difference is most clearly seen
in the fact that in the GESE sections, the students do almost
no written work, as the focus of the exam is exclusively oral
communication In the exam, students have to respond to
verbal or visual prompts only, and are not required to read texts
or produce written answers Therefore, reading and writing
is kept to an absolute minimum in the practice activities The
focus is very much on responding to audio models, prompts,
and discussion questions closely designed to follow the GESE
model This makes for lively and stimulating practice, ensuring
that there are plenty of opportunities for meaningful interaction
throughout each lesson
Audio
Due to the focus on oral communication, audio is used as a
prompt for many 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 model answers they hear on the
audio, which confirm possible answers, and correct 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
provided in the Teacher’s Book However, it is worth noting
that listening to different voices on the audio is a good way
to prepare the students for the fact that they will be hearing a
different voice in the actual exam
Trang 5practical and fun! Success in the exam should naturally be a product of engaging and genuinely communicative practice, rather than something to strive towards stressfully!
by-For more information about GESE, including syllabus information and extra support materials, go towww.trinitycollege.co.uk
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
Group activities
There are several activities where students are encouraged to
work independently in a group These activities are designed
for sharing ideas, and asking follow-up questions to naturally
extend the conversation In this way, they offer a supportive
model of interaction that is similar to the exam, but allows for
peers to work on question formation and fluent answering
in a more relaxed manner As students work in groups, it is
important to monitor their contributions, and assist where
necessary with vocabulary, grammar, and functions that are
relevant to the Trinity Grade
Spotlight
These are very brief aids to key vocabulary and grammar points
If the grammar has been studied in other general English
classes, they will serve as a quick reminder If it has not, they can
serve as a focus for explanations which can be supplemented
by turning attention to the Grammar reference at the back of
the Student’s Book
Aim at the Exam
These sections come at the end of each unit, and as 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 come up 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 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 These are particularly useful
for classes which need to be stretched further
Audio CD
A copy of this is included with each Student’s Book to give
students the option of listening again at home if they wish
Enjoy!
Above all, this material, like the exam it prepares for, aims to
make the idea of being tested in a foreign language both
© Oxford University Press
Trang 6Grading tool
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 3 Grading tool Can your students understand and use all of these items spontaneously?
Here’s a quick checklist to ask yourself:
• How much of the English in the Grade 3 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 3 English being spoken by giving appropriate short answers?
• Which Grade 3 language items have you heard them say in or out of class in English?
• Can they orally produce all of the language of Grade 3 when required?
If you think your students can comfortably meet all of the requirements on the list, then look at the Grade 4 Grading tool and consider the points in the checklist against the requirements provided there (see page 9)
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 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 3 candidates,
moderating their delivery and content to match the Grade of
the candidate Of course, the advantage of talking to a native
speaker in the 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 second point to consider in the Grade 3 examination is that
your students will need to ask the examiner a simple question
Trinity introduces two-way interaction from 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
A third and 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? And
then prepare for the exam by continuing to practise using this
language orally
Trang 7Describe daily routines and times
Understand questions and requests for information about routines and times
Respond appropriately to questions and requests for information about routines and times
For example:
Examiner: What time do you get up, have breakfast and go to
school?
Student: In the mornings, I get up at 7 o’clock, have breakfast at
7.30 and go to school at 8 o’clock.
Examiner: Tell me about your daily routine.
Student: In the mornings, I get up at 7 o’clock I have a shower
and get dressed I have breakfast at about 7.30 and go to school at about 8 o’clock.
Express ability and inability
Understand questions about ability
Respond appropriately to questions about ability, using can /
can’t structures
For example:
Examiner: Can you cook?
Student: No I can’t.
Examiner: What can you do at the beach?
Student: I can swim, I can play beach volleyball and I can eat ice
creams
Present continuous
Understand questions using the present continuous Understand contractions in the present continuous Respond to the examiner’s questions using the present continuous when appropriate
Use contractions in the present continuous, as appropriateFor example:
Examiner: What’s he doing?
Student: He’s playing football.
Examiner: What are they doing?
Student: She’s listening to music and he’s playing on his computer.
Examiner: Are they drinking?
Student: No, they’re eating.
Examiner: What’s the weather like?
Student: It’s raining.
Examiner: What are your mother and father doing now?
Student: They’re working.
Describe places in the local area
Understand examiner questions and requests for information on places in the local area
Name common places in a town/cityFor example:
Examiner: Are there any shops near your house?
Student: Yes, there’s a supermarket behind my house.
Examiner: What else is there near your house? A park?
Student: Yes, there’s a park, and my school, a cinema and some
houses.
Is the student ready for Grade 3? Candidates at this
grade are expected to demonstrate the following …
Use of all the language of Grades 1 and 2.
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.
Simple questions and requests
Understand simple questions and requests
Respond appropriately to simple questions and requests
For example:
Examiner: What was the weather like yesterday?
Examiner: Look at this picture What are they doing?
Examiner: Give me directions to your classroom.
Contractions
Understand contractions when said by the examiner
Use contractions as appropriate
For example:
Examiner: What’s the date today? Where’s the girl? What are they
doing?
Student: It’s the 8th May She’s on the sofa They’re eating.
Dates, including the correct preposition of time
Understand questions about dates
Respond to questions using ordinal numbers and
prepositions of time correctly (on, in, at)
For example:
Examiner: What’s the date today?
Student: It’s April 1st.
Examiner: When’s your birthday?
Student: It’s on the 21st of June.
Times, including the correct preposition of time
Understand questions about time
Respond to questions using correct time structures and
prepositions of time correctly (on, in, at)
For example:
Examiner: What time do you go to bed?
Student: At about 9 o’clock.
Examiner: And at the weekends?
Student: On Friday and Saturday, I go to bed at about 11 o’clock.
Examiner: And in the summer holidays?
Student: In the summer holidays, I go to bed at midnight!
© Oxford University Press
Trang 8Past tense of be
Understand and respond appropriately to questions and
requests for information using the past tense of be Respond using the past tense of be where appropriate
For example:
Examiner: What’s the weather like today?
Student: It’s sunny.
Examiner: And what was the weather like yesterday?
Student: It was raining.
Examiner: Yesterday, I was London What about you?
Student: Yesterday, I was in Rome.
Examiner: What day was it yesterday?
Examiner: It was Tuesday.
Place of study
Describe the student’s place of study, subjects of study and school routine
For example:
Examiner: Where is your classroom?
Student: It’s along the corridor.
Examiner: What subjects do you study at school?
Student: I study English, maths, science, geography, history,
Spanish and physical education.
Examiner: What do you study on Fridays?
Student: On Fridays, I study English, religion, Italian, PE, music and
Examiner: Look at these pictures What jobs can you see?
Student: She’s a teacher, he’s a bus driver, she’s a doctor, he’s a
dentist, he’s a pilot, they’re police officers, he’s a postman, she’s a shop assistant, he’s a waiter and she’s a chef.
Examiner: What do you do in your free time?
Student: I play the guitar, I go shopping and I go to the park.
Examiner: Tell me about your free time activities What do you do
after school?
Student: In my free time, I play football, I watch television and then I
play computer games.
Prepositions of place
Understand examiner questions and requests for
information on prepositions of place near, in front of, behind,
opposite
Respond using the appropriate preposition of place
For example:
Examiner: Look at this map Where is the cinema?
Student: It’s opposite the park.
Examiner: What’s behind the café?
Student: Behind the café, there’s a school.
Examiner: Where’s the bus?
Student: It’s in front of the castle.
Examiner: Where is the station?
Student: It’s near the park.
Prepositions of movement
Understand examiner questions and requests for
information about prepositions of movement
Respond using the appropriate preposition of movement
from, to, up, down, along, across
For example:
Examiner: Look at this picture Where are they going?
Student: Up the stairs.
Examiner: Where’s she going?
Student: Down the stairs.
Examiner: Where are they going?
Student: Across the bridge.
Directions
Understand the examiner’s request for directions
Give simple, appropriate directions from the student’s
current location or using a map
For example:
Examiner: Give me directions from this room to your classroom.
Student: Go out, turn left, walk along the corridor and it’s on your
right.
Examiner: Look at this map Give me directions from the cinema to
the train station.
Student: Go out of the cinema and turn left Go along the street
and take the third street on your right Go along the street, across
the bridge and the train station is on your right, opposite the park.
Link words and and then
Understand and and then when used by the examiner
Use and and then appropriately in the discourse
For example:
Examiner: Give me directions from this room to your classroom.
Student: Go out and turn left Then walk along the corridor and go
up the stairs.
Examiner: Tell me about your daily routine.
Student: I get up at 6.30 Then I have a shower, and then I have
breakfast at 7.30
Trang 9It is not a requirement of the examination to ask the examiner a question about the six Subject Areas for Conversation, however,
it is good training to practise asking questions as part of communication skills development and to anticipate examiner questions and prompts
Discuss past events using the past simple
Understand questions and requests for information about the past
Answer using the appropriate forms of regular and common irregular past simple verbs
Use negative forms of the past simple as appropriate Ask the examiner a question using the past tense For example:
Examiner: Where did you go last weekend and what did you do?
Student: Last weekend we went to the beach and swam in the sea
We played beach volleyball and I played with my friends.
Examiner: Did you have an ice cream?
Student: No, we didn’t, but we had some cakes.
Examiner: Tell me about your last holiday
Student: We didn’t go abroad, but we visited my cousins They
live in Barcelona We stayed with them for two weeks and went shopping, played games, went to the park and spent the weekend
at the beach.
Examiner: How did you get there? By car?
Student: No, we didn’t go by car, we took the train Where did you
go on your last holiday?
Examiner: I went to France and stayed with my friends.
Discuss future plans and intentions using going to
Understand questions and requests for information about future plans and intentions
Answer using going to appropriately Use the negative forms of going to as appropriate Ask the examiner a question using going to
For example:
Examiner: What are you going to do this weekend?
Student: I’m going to go to the restaurant with my friends.
Examiner: And what are you going to have?
Student: I’m going to have a pizza and then ice cream.
Examiner: What about a cake?
Student: No, I’m not going to have any cake – I don’t like it! What
are you going to do this weekend?
Examiner: I’m going to visit Pompeii and after that, I’m going to
climb Mount Vesuvius.
Home life
Understand questions and requests for information about
home life
Respond appropriately to questions and requests for
information about home life
For example:
Examiner: What do you do with your brother?
Student: We play video games together and we ride our bicycles.
Examiner: Tell me about your mother and father What are their jobs?
Student: My mother is a teacher and my father is an office worker.
Examiner: What do you do at the weekends with your family?
Student: On Saturdays, we go shopping and then we go to a
restaurant And on Sundays, we visit my grandmother.
Weather
Understand questions and requests for information about
the weather
Respond appropriately to questions and requests for
information about weather
For example:
Examiner: What’s the weather like today?
Student: It’s sunny and hot.
Examiner: And what was the weather like yesterday?
Student: It was raining and cold.
Examiner: Look at these pictures What’s the weather like?
Student: It’s snowing and cold It’s windy It’s stormy.
Ask the examiner a simple question about everyday life
Ask the examiner a simple question using the language of
Grade 3
For example:
Student: What do you do in your free time?
Student: Can you cook?
Student: Where were you yesterday?
Student: What’s the weather like today?
Pronunciation
Understand and use the correct pronunciation of all of the
above
Use contractions where appropriate
Use appropriate basic stress patterns for words, phrases,
short sentences and simple questions
Is the student ready for Grade 4? Candidates at this
grade are expected to demonstrate the following …
Use of all the language of Grades 1, 2 and 3.
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.
© Oxford University Press
Trang 10Make contrasts using but
Understand the use of but in examiner questions and
Student: I like shoe shops, but I don’t like supermarkets.
Discuss ‘holidays’ using the language items and functions
Examiner: Let’s talk about holidays How often do you go on
holiday?
Student: We usually go on holiday every summer Sometimes, we
go skiing in the winter, but it’s expensive!
Examiner: Tell me about your last holiday Where did you go and
what did you do?
Student: We went to the coast and stayed in a hotel Every day,
we played on the beach and swam in the sea I learnt to build big sandcastles.
Examiner: What did you eat?
Student: I had an ice cream every day! And in the evenings, we
went to different restaurants – fish, Italian, Japanese, Indian.
Examiner: Which restaurant was the best?
Student: The best was the Indian I love curry!
Examiner: And the worst?
Student: The Italian restaurant I love pasta and pizza, but the food
in this restaurant was bad.
Examiner: And what’s the difference between the weather in your
village and in your holiday city?
Student: My village is colder and it rains more often My village is in
the mountains But the city on the coast was warm and sunny every day.
Examiner: What about your next holiday?
Student: For my next holiday, we’re going to London! We’re going
to stay near Trafalgar Square and we’re going to visit the city, go sightseeing and go shopping!
Discuss ‘shopping’ using the language items and functions
Examiner: Let’s talk about shopping I like shopping, but I don’t like
shoe shops What about you?
Make simple comparisons, using comparative and
superlative adjectives
Understand questions about and requests for comparisons
Answer using comparative and superlative forms
Examiner: What’s the difference between the shops in your town
and the shops in Milan?
Student: The shops in Milan are bigger and more expensive But the
shops in my town are not as interesting as in Milan.
Examiner: Tell me about the best food in winter and the best food in
summer.
Student: In summer, the best food is ice cream and in winter, the
best is soup.
Examiner: And what’s the worst food in summer?
Student: The worst is lasagne.
Examiner: And what’s the most delicious food in the world?
Student: The most delicious food is sushi! What’s the best food in
your country?
Examiner: The best food in my country is chicken curry.
Discuss likes and dislikes
Understand questions and requests for information about
likes and dislikes
Answer using like / dislike / don’t like appropriately
Use the like + gerund / infinitive appropriately
Ask the examiner a question related to likes and dislikes
For example:
Examiner: What do you like doing at the weekend?
Student: At the weekend, I like playing with my friends and going to
the shops
Examiner: And what don’t you like doing at the weekend?
Student: I don’t like going shopping with my mother!
Examiner: What shops do you like and what don’t you like?
Student: I like clothes shops and shoe shops, but I don’t like
supermarkets I also dislike department stores What types of shops
do you like?
Examiner: I like clothes shops as well.
Describe manner and frequency
Understand questions and requests for information about
manner and frequency
Answer using appropriate adverbs of manner and frequency
appropriately
Ask the examiner a question related to manner and frequency
For example:
Examiner: How often do you go shopping?
Student: I go every weekend
Examiner: And how often do you go shopping in Madrid?
Student: I never go shopping in Madrid I usually go to Barcelona.
Examiner: And how often do you go to Barcelona?
Student: I go there once a month How often do you go shopping?
Trang 11Student: I like shopping, and I like toy shops and shoe shops But I
don’t like clothes shops
Examiner: How often do you go shopping?
Student: I go to the supermarket twice a week, but I go shopping for
clothes every month.
Examiner: Tell me about your last shopping trip Where did you go
and what did you buy?
Student: I went with my friends to an enormous shopping centre
in the centre of the city We went to the clothes shops and the video
games shop And then we went to the cinema I bought some new
jeans and a T-shirt, but I didn’t buy any video games.
Examiner: Tell me about your next shopping trip.
Student: I’m going to go shopping in Buenos Aires this weekend My
cousin lives there and together we’re going to go shopping in the
city centre.
Examiner: What’s the difference between the shops in your village
and the shops in Buenos Aires?
Student: The shops in my village are not as big as the shops in
Buenos Aires But the shops in Buenos Aires are more expensive
Examiner: And where are the best shops?
Student: The best shops are in Buenos Aires.
Examiner: And the worst shops?
Student: The worst shops are also in Buenos Aires Some of the
shops there are very boring and expensive.
Discuss ‘school’ using the language items and functions at
Show knowledge of vocabulary relevant to school
Participate in a simple discussion on the subject of school
For example:
Examiner: Let’s talk about school Do you like school?
Student: Yes, I like some subjects I like English, maths, and science,
but I don’t like history.
Examiner: In English classes, what do you like studying?
Student: I like practising speaking It’s more interesting!
Examiner: How often do you study English?
Student: We usually have four English classes a week.
Examiner: And how often do you have an English test?
Student: Too often! We have a test every Friday and a big test at the
end of the school year.
Examiner: What is the most difficult subject, and what is the
easiest?
Student: For me, history is the most difficult and English is the easiest!
Examiner: What did you study in English yesterday?
Student: Yesterday, in English, we studied vocabulary and grammar
Examiner: Did you have any homework? When did you do it?
Student: Yes, we had homework I did it last night after my dinner.
Examiner: What are you going to do after the exam?
Student: I’m going to have an Italian class and then I’m going to
play football in my physical education class.
Discuss ‘hobbies and sports’ using the language items and functions at Grade 4
Understand questions and requests for information about hobbies and sports
Answer using appropriate language and functions listed above
Show knowledge of vocabulary relevant to hobbies and sports
Participate in a simple discussion on the subject of hobbies and sports
For example:
Examiner: Let’s talk about hobbies and sports What are your
hobbies and what sports do you play?
Student: I like dancing and listening to music and I like tennis But I
don’t like football.
Examiner: Do you play tennis or watch it?
Student: I like playing tennis, but it’s very difficult I like watching it
on TV
Examiner: What’s the most difficult sport to play?
Student: I tried basketball, but I’m too small!
Examiner: What sports do you play in the winter and what sports
do you play in the summer?
Student: In winter, I do gymnastics but in summer, I go swimming
and play tennis.
Examiner: And what about your hobbies in the winter and
summer?
Student: In winter, I watch TV, I play computer games and listen to
music But in summer, I go cycling, walking in the mountains and help my mother in the garden.
Examiner: What’s the difference between learning tennis and
learning to swim?
Student: Tennis is easier than swimming in the beginning But it is
more difficult to be very good at tennis.
Examiner: How often do you play tennis?
Student: I never play it in winter, but in summer I practise tennis
twice a week.
Examiner: And how often do you listen to music?
Student: I listen to music every day!
Examiner: Tell me about your hobbies and sports last weekend
What did you play or do?
Student: Last weekend, I went to the park and played with my
friends, and I went to the swimming pool and practised swimming with my friends and my swimming teacher
Examiner: What about next weekend? What are you going to do?
Student: Next weekend, I’m going to go to the beach with my
parents and friends and we’re going to have a barbecue on the beach
Examiner: Are you going to stay there all weekend?
Student: Yes, we’re going to stay in my parents’ beach house.
© Oxford University Press
Trang 12For example:
Examiner: Let’s talk about weekend and seasonal activities What
do you usually do at the weekend?
Student: At the weekend, I usually do my homework on Saturday,
go shopping with my friends, and go to a restaurant with my family
on Saturday night On Sunday, I usually visit my grandparents.
Examiner: What do you like doing on Friday evenings?
Student: On Friday evenings, I like playing with my dog in the park,
and I like watching DVDs.
Examiner: And what don’t you like?
Student: I don’t like going to bed!
Examiner: What’s the difference between your weekends in the
winter and in the summer?
Student: Weekends in the winter are more boring It’s colder and
darker in winter and I stay in my house In the summer, it’s warmer and we can go to the beach We can stay outside in the evenings at restaurants and we can go swimming.
Examiner: How often do you visit other cities at weekends?
Students: Sometimes We sometimes go to visit my cousins who live
in different cities We usually visit them in summer or at Christmas.
Examiner: Tell me about last weekend What did you do and where
did you go?
Student: Last weekend, we went to Rome We visited the famous
historical monuments, the Coliseum, the Pantheon, the Vatican City
Examiner: What was the best part of your visit last weekend?
Student: The best part was the Coliseum We went inside and we
saw the amphitheatre It was big!
Examiner: What about next weekend? What are you going to do?
Student: Next weekend I’m going to study I’m going to take some
exams next week and I’m going to stay in my room practising my French!
Discuss ‘food’ using the language items and functions at
Show knowledge of vocabulary relevant to food
Participate in a simple discussion on the subject of food
For example:
Examiner: Let’s talk about food What food do you like and what’s
your favourite food?
Student: I like pasta, pizza and omelettes Pizza Margherita is my
favourite
Examiner: And what don’t you like?
Student: I don’t like onions.
Examiner: How often do you eat in restaurants?
Student: We go to a restaurant every weekend.
Examiner: And fast food restaurants?
Student: We go to fast food restaurants in the shopping centre
every month But I don’t like hamburgers
Examiner: What are the best and worst restaurants in your town?
Student: The best restaurant is my uncle’s restaurant! The food is
delicious The worst restaurant is the bar near my house I don’t like
the food there.
Examiner: Tell me about your last visit to a restaurant Where did
you go and what did you eat?
Student: We went to a Chinese restaurant and I had rice and
chicken And I had an ice cream.
Examiner: What’s the difference between Italian food and Chinese
food?
Student: Chinese food is cheaper, and has more meat Italian food
has more fish and is healthier.
Examiner: Can you make any food?
Student: Yes, I can make pasta, and a salad and a sandwich.
Examiner: What’s the most difficult food to make and what’s the
easiest?
Student: The most difficult is pasta and the easiest is a sandwich
Examiner: Tell me about your next visit to a restaurant Where are
you going to go and what are you going to have?
Student: On Saturday, I’m going to an English restaurant I’m going
to have potatoes and sausages.
Discuss ‘weekend and seasonal activities’ using the
language items and functions at Grade 4
Understand questions and requests for information about
weekend and seasonal activities
Answer using appropriate language and functions listed
above
Show knowledge of vocabulary relevant to weekend and
seasonal activities
Participate in a simple discussion on the subject of weekend
and seasonal activities
Trang 133 $ 1.2
• Ask students to listen to the recording Tell them that the students are providing a model for a short number checking activity
Transcript
A: Sixty
B: Did you say sixteen?
A: No, I said sixty
• After listening to the recording, have students discuss different ways that they could respond, or check information,
e.g Did you say sixteen?, Was that sixteen? Sorry, I didn’t catch
that – was it sixteen? Sixteen? Note these different ideas on the
board, and discuss which are the most polite, or best to use
Identifying times and dates
Identifying school subjects
Discussing school and school subjects
Questions: When … ? What … ? What time … ?
How old … ? Which … ?
• Ask students to look at the pairs of numbers 1–7 and decide
how they would pronounce each number Ask students to
listen to the recording, and tick the number they hear Pause
after the first pair, and ask an individual student to provide
an answer Check if the rest of the class agree, then move on
After the recording has finished, play the whole recording
again, so students can check
© Oxford University Press
Trang 14these with listen and repeat exercises until you are satisfied with the pronunciation
• As a whole class work on identifying and pronouncing dates – by using ordinal numbers If this is revision for your class,
call out a number e.g 24, elicit the ordinal number 24th Do
this with a selection of numbers, or dates to ensure students understand the difference If students are not familiar with ordinal numbers, write down 1–10, and explain that when we
refer to order in English we add st, nd, rd, or th to the number.
• Ask students to look at the four coloured blocks of numbers, and give you reasons why they are grouped in this way If students need a prompt, provide a list of the ordinal number suffixes, and have them match one to each colour
Optional activity
• To consolidate work on ordinal numbers call out random numbers yourself, and ask students to give you the ordinal number before or after the number you say, e.g 22nd [23rd]
• You can add a further challenge by asking for numbers two higher, three higher, etc
Transcript
Antonio It’s funny, all of my family have birthdays in July That’s
my mum, dad, brother, sister, and even my grandma! My mum’s birthday is on the 21st of July My dad’s is on the 12th Then
my brother and sister, well, his birthday’s on the 30th and her birthday’s on the 13th And then it’s my grandma, her birthday’s
on the 28th July I’m the only person with a birthday not in July
My birthday’s on March the 27th
4
• Ask students to choose three friends or relations and note down when their birthdays are Ask students to work on the pronunciation of these dates to ensure they are accurate, and fluent, during the next communicative stage
5
• Ask students to work in pairs, asking and answering questions about birthdays and dates For classes who are a bit stronger, you could encourage students to ask follow-up questions about the people listed
How old are they?
Pairwork
This is the first pairwork activity in the Student’s Book Students
will occasionally be directed to the endmatter to look at
information to complete a task where the focus is on spoken
interaction with an information gap The rationale behind these
pairwork activities is that a genuine information gap should
encourage more natural patterns of interaction – people want
to speak when they need information to complete a mental
picture Students are referred to A and B pages where content is
similar, yet different The tasks require sharing of information to
complete tables, diagrams, or charts Where possible, encourage
pairs not to show each other the information on their pages,
but to describe it This will ensure opportunities for speaking are
maximized As with most of the speaking tasks in the Student’s
Book, there are usually audio models provided These offer
support through scaffolded, Grade-appropriate grammar and
language functions All the language covered should be readily
transferred into exam situations
1
• Put students in A and B pairs Before beginning the task, ask
students which questions they would need to ask to elicit the
answers below the pictures: How old is he? How old is she?
• Refer Student A to page 48, and Student B to page 49 Work
with a strong student to model an example exchange:
How old is the boy in picture one?
He’s 13.
• Ask students to ask and answer questions in the same way
until they have completed the ages
2
• Before beginning the task, elicit the vocabulary for members
of a family
Optional activity
• Divide the class into two teams Set a time limit of
three minutes, and ask students to write down as many
family vocabulary words as they can Once the time has
finished, you could ask students to organize these –
either by age, or family-tree
• Ask students to work in pairs, and ask and answer the
questions about ages of family members As this should be
revision, focus on the accuracy of possessive adjectives, and
• Ask students to look at the list of numbers As a whole class,
count through the numbers from 1–30 Make a note of any
numbers that cause difficulty with pronunciation, and drill
Trang 15school at about a quarter past eight School finishes at 2.30 and then I go home I have lunch with my mum and my sister at around quarter to three I do my homework at about 4 o’clock
Then, at about 5 o’clock, I play tennis with my friends I have dinner at about 8 o’clock, then at 8.30, I watch TV and I go to bed at 9.30
Times
1
• Ask students to work out how to say the times individually, then have them check their answers in pairs As an extension you could provide flashcards with more times to check the concept Note that there are different ways of expressing times, and all are acceptable Explain that phrases using
digits, e.g seven thirty, are slightly less formal than phrases that use structures like half past, but are commonly used.
1 quarter to eight, seven forty-five
2 eight o’clock, eight
3 half past one, one thirty
4 quarter past four, four fifteen
5 quarter to ten, nine forty-five
2
• Ask students to work in pairs, asking and answering the questions Depending on the strength of your class, you could ask them to think of one follow-up question to ask
per item, e.g What time does school start? What time do you
leave home to get there? Monitor at this point to ensure that
students are using full sentences when they respond The benefit of this is that during the exam they will be expected
to respond to questions using a range of language and functions Encouraging longer responses in all speaking activities consolidates this Providing only short answers is less likely to achieve good grades during the exam
Optional activity
• If you want to extend this activity further, you could ask students to write down all their answers, and then form two large groups Each group should collate their answers, and work out average times for each part of their daily routine Once they have done this, they can report back their findings to the other group
Your daily routine
1
• Ask students to complete the boxes with six activities If they require prompting for ideas, refer them to the activities Sara does in the Daily routines section Alternatively, as a whole class you could brainstorm all the different activities a person does
in an average day This brainstorming could be done in groups, who then share their ideas as a whole class in a feedback stage
Asking students to generate ideas as a whole class supports weaker students, and gives everyone more opportunities to speak This should build confidence when using English
Optional activity
• With classes who have an interest in popular culture,
music, sports, etc you could provide pictures of famous
people and have students tell you what they know
about their ages, and birth dates
page 5
Daily routines
1
• Ask students what they understand by the term daily routine
Elicit an example of a routine on a weekday, and a routine on
a weekend Note down common times for getting up, having
lunch, having dinner, going to bed
• Ask students to work in pairs, or small groups, and look at
pictures 1–10 Ask students to discuss what activities they
can see Students can also describe the pictures, to give them
practice of speaking together in English However, describing
pictures is not a Trinity exam task, so you may want to raise
this at this point For stronger groups, ask students to think of
follow-up questions relating to each picture e.g She’s eating
toast for breakfast What do you eat for breakfast?
2
• Ask students to work with a new partner and ask and answer
the questions As a follow-up stage, you could have students
return to their original partner, and report back what they
have discussed
3 $ 1.4
• Ask the students to listen to the audio and tick the boxes
beside the activities Sara talks about
Transcript
Sara In the morning, I get up and get dressed I’m very tired!
Then I go downstairs and have breakfast with my sister Then I
brush my teeth and my mother drives me to school in her car
At school I study different subjects including English, maths and
Spanish After school, I go home and have my lunch Then I do
my homework and play tennis I have dinner then I watch TV
and go to bed
4 $ 1.5
• Play the recording, which this time is a dialogue between
Sara and an examiner The focus here is on times, and acts
as a diagnostic exercise for the next section Ask students to
note down the times they hear
• Play the recording again, and pause after each activity to give
students time to check their answers
Transcript
Examiner Tell me about your daily routine What time do you get
up, etc.?
Sara Well, in the morning, I get up at 7.30 I have breakfast at
around 7.45 Then I get dressed and brush my teeth I go to
© Oxford University Press
Trang 16Sara Oh, at school I study, umm … English and French and German and maths and science and history and music and religion
• Play the recording again, and ask students to speak at the same time as Sara After the recording finishes, choose individual students to repeat the list in a similar style
4 $ 1.8
• Play the recording, which is now close to native speaker speed Have the class first listen, then repeat with the recording They can then practise as a whole class chanting the list Being able to express themselves in this way should increase levels of confidence
6
• Explain that students are going to be discussing favourite school subjects Ask them to choose their favourite, and think of the reasons why it is their favourite They won’t be tested on this at Grade 3, but thinking about reasons allows students to extend their spoken ideas
English we usually say have, rather than study or do, e.g I have
maths at 11.
10
• Ask students to complete their table with the information their partner gave them As an extension, you could now place students in new pairs, and have them compare timetables They could decide which timetable is best, and why
2
• Ask students to form groups of three, and complete the table
Carefully monitor this stage for accuracy, as describing daily
routines is a key language function at Grade 3 Note down
any difficulties with pronunciation, and take time to go over
these after the students have finished speaking
3
• Ask students to work in the same groups, and find out what
time their partners do each activity Before students speak
draw attention to the use of prepositions with time phrases
You could practise this by presenting the following gap-fills
on the board
I play football ……… Saturday (on)
I meet friends ……… the morning (in)
I go to bed ……… 22.00 (at)
For the current activity, students will most likely be using
the final structure However, it is important that they use
prepositions accurately when describing varying routines
page 6
School subjects
1
• Explain to students that in the Grade 3 exam it is very
important to be able to understand and use vocabulary
related to what you study Ask students to work in small
groups, and think of as many school subjects as they can Set
a time limit of around two minutes At the end of the time
limit, or when students have stopped speaking, ask groups
to compare their lists When there is one comprehensive list,
have individual students call out the names of subjects Note
these on the board, and work on any pronunciation issues
• Ask students to work with a partner, and complete the
list so it is true for them Monitor students for accurate
pronunciation, and intonation patterns in the school subject
words
2 $ 1.6
• Ask students to tick the subjects that Sara studies Play the
recording As this is quite slow, you may only need to play it
once before checking as a class
Transcript
Sara Oh, at school I study, umm … English and French and
German and maths and science and history and music and
religion
3 $ 1.7
• Play the recording Elicit from the students what is different
this time They should be able to pick up that each subject is
stressed, and the conjunction and is unstressed
Trang 17correctly using the relevant Grade 3 language and functions to answer the questions, move on to the next stage.
2
• Ask students to work in pairs, and practise the exam using the examiner cues that they noted down in 1 Remind students that they can vary the answers so that the content is true for them Encourage students to think of interesting questions to ask the examiner
• When students have completed the dialogue, ask them to change roles As an extension, you may wish to have students role-play the exam in front of the class
page 7
Aim at the Exam 1
This is a short introduction to the format of the Trinity exam In
these sections students are given prompts – either examiner
questions or candidate responses – and asked to complete
the dialogue The rationale behind this is that students will
be exposed to useful model language, and be comfortable
responding to an examiner during exam conditions Activity 1
offers a very scaffolded approach, with plenty of visual support
Activity 2 allows for controlled practice, where students use the
cues in 1 to facilitate a spoken interaction like the exam The
task is then repeated, so both students have the opportunity to
ask and answer questions It is worth reminding students that
these are not the only ways to answer the questions, and that
by bringing their own ideas to the Aim at the Exam stage they
will be building their confidence and fluency
1 $ 1.9
• Ask students to work in pairs, and predict what language
could be used to complete the questions and answers
• Play the recording, and have students listen to the examiner
and candidate questions to check their predictions
Transcript
Examiner Hello What’s your name?
Candidate Hello My name’s Davide
Examiner Hello, Davide How are you?
Candidate I’m very well, thank you
Examiner And how old are you, Davide?
Candidate I’m 12 years old
Examiner How old are your family?
Candidate My mum’s 40, my dad’s 42 and my grandma’s 70
Examiner And when’s your birthday?
Candidate My birthday’s on the 6th July
Examiner And when are your family’s birthdays?
Candidate My mum’s birthday is on the 26th August, my dad’s is
on the 13th December, and my grandma’s is on the 8th May
Examiner What’s the date today?
Candidate Today is the 12th February
Examiner Tell me about your daily routine What time do you get
up, have breakfast and go to school?
Candidate I get up at 7.30, I have breakfast at 8.00, and I go to
school at 9.00
Examiner What subjects do you study at school?
Candidate I study, maths, English, science, geography, history
and physical education
Examiner And what do you do in your free time?
Candidate In my free time, I play football, I play video games and
I listen to music
Candidate And what do you do in your free time?
Examiner In my free time, I read books, I play tennis and I watch TV
• Play the recording again, and point to individual students to
provide an answer that is true for them Pause the recording
between questions if you want to point to more than one
student for an answer When you are satisfied that students are
© Oxford University Press
Trang 18Speaker He’s; She’s; We’re; You’re; They’re
• As an extension activity, select students to produce sentences using each of the contracted words
4
• Ask students to work in pairs, and take turns asking and
answering the question What’s Davide doing in picture
1/2/3/4/5/6/7?
5 $ 2.2
• Ask students to listen to the recording Tell them that the students are providing a model for a short activity describing everyday life events Students can use this to check that their description of Davide’s day matches the model They can also use this to guide them through the next activity where they will use the present continuous tense to describe the actions and activities of other family members in the pictures
Transcript
1 In the first picture, behind the house, I can see some trees, and a park
2 In the second picture, he’s getting dressed
3 In the third picture, he’s in the kitchen He’s eating breakfast
His mum’s making some tea
4 In the fourth picture, he’s practising karate, he’s playing table tennis, he’s playing football, he’s swimming, and he’s playing basketball
5 In the fifth picture, he’s watching TV His mum’s reading a book His sister’s drawing And the cat’s playing with a ball
6 In the sixth picture, they’re in the kitchen They’re having dinner
7 In the seventh picture, he’s in his bedroom reading a book
The cat’s sleeping
Lesson objectives
Discussing free time
Identifying common free time activities
Describing current activities
Expressing ability and inability
Questions: When … ? Can you … ? What … ?
• Ask students to work in pairs and discuss what they can see
in the pictures First ask them to focus on what they can see,
and the vocabulary that they need to express this Then ask
students to look at the questions in each panel, and answer
them
Pronunciation
• Explain to students the importance of using contractions
whenever they are appropriate Using contractions helps
to make intonation more natural, and allows students to
show that they are comfortable using level-relevant forms
of connected speech Remind students that the contracted
form of is is a /z/ sound rather than an /s/
2
• Ask students to note down the contractions, then practise
them individually
Trang 193 $ 2.4
• Play the recording Ask the students to answer the question:
What is the girl doing in Lucia’s picture?
Transcript
Marco Is she outdoors?
Lucia Yes, she is
Marco Is it raining?
Lucia No, it isn’t
Marco Is she playing with a ball?
Lucia Yes, she is
Marco She’s outside, playing tennis
Lucia Yes, she is!
4
• Ask students to work in pairs Remind them that the questions used by Marco and Lucia can offer a good model, but that they can ask their own questions too
5
• Ask students to change roles, so Student B now chooses a picture If you feel it would be useful, you could ask several pairs of students to role-play the conversation in front of the whole class
6
• Explain that this is a freer conversation stage where students can bring in their own ideas Remind students that during the exam it is better to give more than just short answers or ideas
Encourage the students to think about where the girl in the picture is, what she is doing, and also to extend this if possible
to talk about themselves, e.g She’s riding a horse I can’t ride
3 language and functions You could provide a model as an example:
What are they doing in 4?
They’re playing a computer game Do you like games?
Yes, I do I play the X-box most evenings I like playing Skyrim
8
• Ask students to work in pairs, and discuss which activity is their favourite As a follow-up to this, have the pairs form larger groups and compare favourite activities This could lead to a whole class feedback stage where students talk about the favourite choices in their groups, and explain who likes what Encourage students to add any extra information
as they feed back, as using English as much as possible will increase their confidence
6
• Ask students to work in pairs and discuss the different
pictures Monitor to ensure that they are discussing what all
the people are doing, using the correct tense to describe
current activities, and using appropriate contractions while
doing this
page 9
What’s she doing?
Optional activity
• Write up on the board indoors, outdoors, rainy weather,
sunny weather Ask students to work in four groups –
one for each heading Set a time limit of three minutes
for students to brainstorm as many free time activities
as they can for their section When the time limit is up,
or students have finished speaking, ask them to share
their lists Students should then rank the activities
in terms of popularity During this stage, monitor
student production to ensure that vocabulary and
pronunciation are accurate
1
• Ask students to work in pairs and think of questions for each
picture Refer them to the spotlight box for examples of
question formation and short answers
2 $ 2.3
• Explain to the students that they are going to listen to a
conversation between Marco and Lucia Explain that this
conversation is a model for the speaking activity that they
will be doing later in the lesson
• Play the recording and ask students to answer the question:
What’s the girl doing in Marco’s picture?
Transcript
Lucia Is she outdoors?
Marco No she isn’t
Lucia Is she in the kitchen?
Marco No she isn’t
Lucia Is she in the bedroom?
Marco Yes, she is
Lucia Is she standing?
Marco No, she isn’t
Lucia She’s watching TV!
Marco Yes, she is!
• Divide the class into two groups – one group for Marco, and
one group for Lucia – and play the recording again After
each line, pause the recording so the students can repeat the
question or answer
• Play the recording for the third time This time have each
group speak at the same time as the recording Then, ask the
class to have the conversation without the recording Drilling
the students in this way should help them build on their yes/
no question and answer fluency
© Oxford University Press
Trang 20• Ask students to work with their group and complete the questionnaire Draw attention to the incomplete first column
Highlight that these are questions that they may be asked
in the exam Stress the importance of recognizing and understanding the verbs used with each activity Highlight each activity, or write them on the board Ask students which verbs go with them
AnSwErS
What sports can you do?
What languages can you speak?
What food can you make?
What musical instruments can you play?
Can you swim?
Can you ride a bike / a scooter / a horse?
Can you dance?
6
• Ask students to now think about their own answers, then complete the You column, before asking their partners, and completing the rest of the questionnaire Remind students that these are not the only ways to ask the same question
As an extension, you could ask students to think of one other
way of asking the same question, e.g Do you do any sports?
Which ones?
7
• Ask students to report their favourite activities individually
Encourage full sentences
• As a whole class extension, you could write up a version of the questionnaire as below As students give answers fill in each column with the activity, or number of students who
say yes / no After you have answers for all the activities, ask
the students to look at the questionnaire and decide which are the favourite sports, most common languages, most
popular food to make, etc Remind students that you play
tennis, football etc., but do karate, gymnastics.
Our class
• What sports can you do?
• What languages can you speak?
• What food can you cook?
• What instruments can you play?
• Can you swim?
• Can you ride a bike?
• Can you ride a scooter?
• Can you ride a horse?
• Can you dance?
page 10
What can you do?
1
• Ask students to work in pairs and describe the pictures This
stage is a warmer for the activity that focuses on using can
and can’t for ability, and describing different contexts for free
time activities Where possible, encourage students to give
full answers, and reasons for their choices Again, this helps
build confidence
2
• Ask students to form groups of four Where possible, ensure
that students are grouped evenly – i.e there is a mix of
stronger and weaker students in each group, and that each
student is working with at least two students that they
don’t usually work with Changing the dynamic of the class
like this ensures that students get used to conversing with
a wider range of people, and have the ability to practise
vital communication skills such as rephrasing and using
approximations to clarify their ideas
• Allocate one picture per group, and set the time limit of five
minutes
• If necessary, during the monitoring stage offer any suggestions
to groups who are having difficulties in producing ideas
Explain that there are no wrong or right ideas, but that any
logical or well-justified ideas will be accepted
3
• Ask students to form new groups The easiest way to do this
is number students 1–4, then ask all the ones to sit together,
all the twos, etc Make sure that when the students feed
back they use full sentences Explain that this is extremely
important during the exam as it shows the examiner the
range of grammar, language functions, and vocabulary that
students know Explain that the more comfortable they are
at doing this in a non-exam situation, the better they will be
able to transfer the idea during the exam Explain that being
familiar with what you are expected to do in the exam helps
overcome nerves in a potentially stressful situation
4
• Ask students to individually, or as a whole class, tell you which
place is their favourite As they do this, ask for the reasons
why this is their favourite
Optional activity
• With a stronger class you may wish to extend this stage
so students are given the opportunity to ‘make a case’
for their particular place Tell each group that they have
to persuade the rest of the class that their place is better
than all the others Encourage students to think of
reasons why a beach, for example, is better than a park
Trang 21page 11
Aim at the Exam 2
1 $ 2.5
• Ask students to work in pairs, and predict what language
could be used to complete the examiner and candidate
questions and answers
• Play the recording, and have students listen to the examiner
and candidate questions to check their predictions
Transcript
Examiner Hello When are your family’s birthdays?
Candidate My dad’s birthday is on the 23rd August, my mum’s is
on the 7th October, my sister’s is on the 12th February
Examiner What are your family doing now?
Candidate My mum’s working My dad’s waiting for me and
talking to my teacher My sister’s studying in her class
Examiner What’s your teacher doing now?
Candidate She’s talking to the other students in my class
Examiner What’s your best friend doing now?
Candidate My best friend’s practising for the exam
Examiner Look at these pictures of people What are they doing?
Candidate She’s cooking They’re riding their bikes He’s doing his
homework They’re dancing He’s playing football She’s playing
the piano They’re singing She’s playing computer games
Candidate What’s your best friend doing?
Examiner My best friend’s working now?
Examiner What musical instruments can you play?
Candidate I can play the recorder and the guitar
Examiner What food can you make?
Candidate I can make a sandwich and pasta
Candidate Can you dance?
Examiner No! I can’t dance!
• Play the recording again, and point to individual students to
provide an answer that is true for them Pause the recording
between questions if you want to point to more than one
student for an answer When you are satisfied that students are
correctly using the relevant Grade 3 language and functions to
answer the questions, move on to the next stage
2
• Ask students to work in pairs, and practise the exam using the
examiner cues that they noted down in 1 Remind students
that they can vary the answers so that the content is true for
them Encourage students to think of interesting questions to
ask the examiner
• When students have completed the dialogue, ask them to
change roles As an extension, you may wish to have students
role-play the exam in front of the class
© Oxford University Press
Trang 22up onto the board Any extra words from other lists could
be added at the end Having a whole class list like this on the board is a useful tool as it gives the students a reference bank of vocabulary for any later discussion, and allows for more focussed work on the pronunciation and intonation of words that are Grade appropriate
3
• Ask students to work in pairs, asking and answering the questions During this stage, monitor the students to ensure they are using full sentences Refer them to the lists
of vocabulary they have noted down to support them in this task Explain that activating vocabulary immediately in discussion is a useful way of remembering it Also explain that these are exam-style questions, so being prepared to answer them in full sentences should assist them when the exam is sat
4
• Explain to students that this stage of the conversation is more personalised During the exam students will be expected to talk about themselves, and their own situations By doing this
on a number of occasions while using the Student’s Book, students should become more confident about expressing facts about themselves in basic information exchanges
Lesson objectives
Discussing directions and locations
Identifying and describing jobs
Asking simple questions about everyday life in the present
Giving directions and locations
Asking simple questions about everyday life
Vocabulary
Places in the local area
Positions and directions
Jobs
page 12
Sara’s town
1
• Ask students to form small groups – between four and six
students Direct students to the picture of Sara’s town Ask
some questions to prompt discussion, e.g Where do you think
it is? Is it a big town?
• Ask students to work together to compile a list of the things
they can see Set a reasonable time limit of around five
minutes Monitor at this stage to ensure that students are
using English, and full sentences when they describe the
picture When required, offer assistance with vocabulary
Note any new vocabulary on the board, and following the
discussion refer the students to it Ensure that they are all
happy with the pronunciation of new vocabulary items
before moving on
Trang 23prepositions of place to describe where people or objects are
in the classroom
5
• Ask students to work in pairs, and describe Sara’s town
Remind them that they can use prepositions of place, present continuous for activities, and linking words to show their range of Grade 3 language Monitor at this stage to ensure all students are using full sentences
page 14
Directions
1
• Ask students to look at the pictures, and match the directions
As this may be reviewing content from students’ general English class, it may be useful to practise the pronunciation of these phrases to ensure they sound as natural as possible
• As a whole class, or pointing to individual students, drill the phrases as you check the answers
to get there Students then give the directions aloud
If the students’ directions are accurate, and followed accurately, then the ‘pedestrian’ should reach the chosen destination Points could be awarded for the student fastest to follow the directions
2 $ 3.2
• Explain to students that they are going to be given directions around Sara’s town Ask students to refer back to the map of Sara’s town and find the three locations mentioned
• Play the recording, pausing after each set of directions to confirm answers with the class
Transcript
1 First, from the theatre, go along the street Then, take the first turning on the left Then go up the stairs Then go along the
know A good way to do this is to ask the students to draw
diagrams on the board, and have the other students guess
the preposition At this point, make sure that students are
accurately pronouncing the prepositions they generate
• Ask students to match the pictures and prepositions
• Elicit from the students the difference between near and next
to, in front of and opposite This is a useful way of checking the
concept, and comprehension
2
• Ask students to work in pairs Refer them to the map of Sara’s
town, and have them ask and answer the questions Once
again, encourage students to use full sentences If necessary,
explain that this is a key requirement in the exam as it shows
their ability much better than shorter, one word answers
AnSwErS
1 The bus station is opposite the supermarket
2 The castle is behind the hospital
3 There’s an ambulance in front of the hospital
4 The police station, and railway station, are near the offices
5 There’s a garage next to the café
3
• Ask students to read through the sentences, and check
against the map When they have decided on the suitable
location, ask them to complete the sentences This can be
done individually, or as a whole class activity
4 $ 3.1
• Play the recording so students can check their answers to
questions 1–5
• Pause after each sentence, and check if the class agree You
could also ask the class to listen and repeat, as the audio
provides a good model for using prepositions of place in a
meaningful context
Transcript (and answers)
1 The post office is between the cinema and the café, opposite
the park
2 The stadium is opposite the post office and next to the train
station
3 The castle is behind the hospital and near the offices
4 The cinema is next to the post office and opposite the park
5 The theatre is opposite the school and next to the
supermarket
Exam tip
• Draw students’ attention to the use of more than one
preposition being used in a sentence Have students practise
this by discussing places in their own town, or by using
© Oxford University Press
Trang 24Jobs and places
1
• Ask students to work in pairs and first decide the location of each picture
• Check as a whole class, then ask students to work together
answering the follow-up question: Who works in these places?
• As an extension, you could ask students what the people who work in these places usually do, e.g in a bus station a bus driver drives buses, a conductor checks tickets, a porter carries luggage, etc
Optional activity
• To prompt the lexical set of jobs, write out the alphabet
on the board Divide the class into two teams and give each team a board marker Tell the students that they have 3 minutes to write down a job for as many of the
letters as they can, e.g A – accountant Tell students
you will give points for correct spellings, but the aim is
to get as many words on the board as possible Once the students have completed the task, or the time limit is up, ask students to check and correct the job vocabulary You could also ask them to put the jobs in
categories, e.g jobs you do outside / indoors, jobs that
pay well, etc.
• Play the recording, and have students listen to the examiner and candidate questions to check their predictions
Transcript
Examiner Hello! Where do you live?
Candidate I live in Sao Paulo
Examiner Do you live in a house or a flat?
Candidate I live in a flat
Examiner Which floor is your flat on?
Candidate My flat is on the 4th floor
Examiner What can you see from your kitchen window?
Candidate From my kitchen window, I can see shops and houses
street and take the first turning on the right Then cross the
bridge and it’s on the right, opposite the train station
2 From the stadium, go across the bridge, then go along the
street past the cinema and take the first turning on your left
Go along the street and then go down the stairs Then go
across the street and it’s next to the hairdresser and opposite
the bus station
3 From the bus station, go across the road to the stairs Go up
the stairs and then turn left Then go across the park and it’s
opposite the school and next to the hospital
• Play the recording again, pausing at the gaps to give students
time to complete them
Optional activity
• Intonation is very important when giving directions,
as it helps to express information clearly To work
on getting intonation right, you could focus on the
transcripts, and the pauses that are in the model
Have students listen to either one, or all extracts and
note down where they hear the speaker pause They
could do this by writing a line over the word, or part of
word where the pause happens Ask students to then
practise giving the directions, and pausing in the same
places Once students have done this individually, then
in pairs, play the recording again, with the students
speaking as the audio plays
4
• Ask students to work in pairs, and complete the task
following the instructions This is an information gap exercise,
with a focus on interaction, so it is useful for students to be
clear on the instructions Make sure they all know not to
tell their partner the destination Doing this will ensure that
students closely listen to their partner, and concentrate on
accurate directions Remind students that this is important,
as giving directions using a simple map is a task that often
appears in the Grade 3 exam Remind students to use Grade
3 structures like, Give me directions from … to … and How do
you get to … ?
5
• Allowing students to swap roles gives everyone the
opportunity to speak After students have done the activity
twice they can work together identifying any vocabulary, or
functional language, that they found difficult to pronounce
This should be dealt with in a whole class feedback session to
ensure students are confident using Grade 3 language
Trang 25Examiner Look at this town You are at the school Give me
directions from the school to the swimming pool
Candidate Go along the street and take the third turning on your
left and the swimming pool is in front of you
Examiner Where is the post office?
Candidate It’s opposite the park and next to the theatre
Examiner Where is the café?
Candidate It’s behind the bus station and opposite the post
office
Candidate Where do you go in your free time?
Examiner In my free time, I go to the theatre and the cinema
Examiner What are your family’s jobs?
Candidate My mum’s a teacher and my dad’s an office worker
Candidate What’s your job?
Examiner I’m an examiner!
• Play the recording again, and point to individual students to
provide an answer that is true for them Pause the recording
between questions if you want to point to more than one
student for an answer When you are satisfied that students
are correctly using the relevant Grade 3 language and
functions to answer the questions, move on to the next
stage
2
• Ask students to work in pairs, and practise the exam using the
examiner cues that they noted down in 1 Remind students
that they can vary the answers so that the content is true for
them Encourage students to think of interesting questions to
ask the examiner
• When students have completed the dialogue, ask them to
change roles As an extension, you may wish to have students
role-play the exam in front of the class
© Oxford University Press
Trang 26unit 04
Weather & jobs
Transcript and answers.
1 It’s stormy 2 It’s cold 3 It’s raining 4 It’s foggy
5 It’s snowing 6 It’s warm 7 It’s windy 8 It’s cloudy
9 It’s icy 10 It’s hot
3 $ 4.1
• Play the recording again, this time pausing after each weather description Choose individual students, or the whole class to repeat the phrase that you’ve just played
Remind students of where the stress falls in these weather descriptions, by referring them to the pronunciation box
5
• Put students in pairs and refer Student A to page 48 and Student B to page 49 of the Student’s Book Explain that both students have a world map, with cities and their weather highlighted Explain that each box also shows what a person
or people are doing at that time Tell students to ask each other questions to elicit the weather, and what the people are doing
• As a whole class, think about the questions needed for Rome,
e.g What’s the weather like in Rome? What are the boy and girl
doing?
6 $ 4.2
• Play the recording so students can check their answers
Transcript
In Rome it’s stormy, and they’re reading a book
In New York it’s icy Two girls are ice skating
In Rio two boys are swimming in the sea It’s sunny
In Madrid it’s cloudy Two boys are playing football
In London, it’s rainy A boy and girl are riding bikes
In Hong Kong two girls are watching TV Outside it’s foggy
In Moscow it’s snowy A boy and girl are making a snowman
Lesson objectives
Discussing the weather now, and in the past
Identifying and describing jobs now and in the past
Asking simple questions about everyday life in the past
Language
Grammar
Present simple
Past simple of be for describing states
Questions: What was … ? What’s the weather like … ?
Where were … ?
Functions
Describing the weather
Describing states in the past
• Ask the students what the weather is like today Once you’ve
been given a satisfactory answer, ask students where they
find out about the weather each day Elicit weather forecasts
– either on TV or the internet Ask how different kinds of
weather are shown on these media Elicit a few ideas of
commonplace weather symbols, e.g a white cloud covering
a sun for sunny with a little cloud
• Ask students to open their Student’s Book, and look at the
weather symbols Ask them to point at the weather symbol
for rainy, cold, hot, etc Check that students are pointing at
the correct symbols
• Ask students to complete the weather for each symbol, then
to check with their partner
2 $ 4.1
• Play the recording so students can check as a whole class