Oxford trinity GESE grades 5 6 teachers book

Discuss ‘means of transport’ using the language items and functions at Grade 5 Show knowledge of vocabulary relevant to means of transport Respond appropriately to examiner questions a

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

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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 caused 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 copies of the audio CDs, so that they can further practise on their own

Trinity GESE Grades 5–6 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 the 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

Trinity GESE Grades 5–6 is designed to prepare students for

Grades 5 & 6 of the Trinity exam It is aimed at the typical age

range of students taking these exams, i.e 12–14-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 in the Trinity exam specifications

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 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 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; this

confirms possible answers, and corrects any pronunciation

problems by providing a model to imitate

• Students analyse model answers they hear on the audio

for natural usage of Grade 5 and 6 language; this highlights

relevant language functions and consolidates pronunciation

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

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For more information about GESE, including exam specifications and extra support materials, go to www.trinitycollege.com/GESEPlease refer to www.trinitycollege.com/GESEexaminformation for the language requirements and assessment criteria of Trinity GESE exams.

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

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 relevant questions on the subject

area of the unit, and bring together the language that has

been practised 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 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 CDs

Copies of these are included with each Student’s Book to give

students the option of listening again at home if they wish

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6 Grading tool

Grading tool

HOW TO USE THE GRADING TOOL

Look at the list of language items and the example examiner questions/statements, and the example candidate responses

in the Grade 5 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 5 Grading Tool do you think each student can understand when you are speaking or when they hear an expert speaker?

• Can they respond appropriately to Grade 5 English being spoken by giving appropriate short answers?

• Which Grade 5 language items have you heard them say in or out of class in English?

• Can they orally produce all of the language of Grade 5 when required?

If you think your students can comfortably meet all of the requirements on the list, then look at the Grade 6 Grading tool and consider the points in the checklist against the requirements provided there (see page 10)

To download a copy of the most recent GESE exam specifications, go to www.trinitycollege.com/GESE

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 examiner Remember that all Trinity exams are conversations

and interactions between one candidate and one examiner

only There are no other candidates in the room and no other

examiners This means that the candidate must understand the

examiner and must be able to respond appropriately Examiners

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

about giving lots of examples of expert speaker voices to your

students in their preparation classes in order to improve their

listening skills Be assured, however, that all examiners will speak

clearly for candidates, moderating their delivery and content to

match the Grade of the candidate Of course, the advantage of

talking to an examiner is that when a student passes a Trinity

exam, they can say they held a real conversation with an expert

speaker – this boosts their confidence hugely!

A second point to consider in the 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

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7Grading tool

Examiner: Do you like special occasions?

Student: Yes, I love my birthday, and Christmas.

Examiner: Which do you prefer and why?

Student: I prefer my birthday, because I get more presents! Which

events using for, since, ever, never and just

Understand questions and requests for information, facts or details

Answer questions about the indefinite and recent past, and the duration of events, by providing information, facts, details and reasons

Discuss both positive and negative events in the indefinite and recent past, and the duration of events

Ask the examiner a question related to the indefinite and recent past, and the duration of events

For example:

Examiner: Have you got a bicycle?

Student: Yes, I’ve got a bike.

Examiner: Have you ever cycled anywhere interesting?

Student: Yes, I’ve cycled up in the mountains.

Examiner: And how about at the beach?

Student: No, I’ve never cycled at the beach

Examiner: How many bikes have you had?

Student: I’ve had three bikes in my life

Examiner: And how long have you had this bike for?

Student: Since I was eleven, so for four years Have you ever cycled anywhere interesting?

Examiner: Yes, I went on a cycling holiday in Germany It was great!

Give reasons using because

Understand questions and requests for reasons Give reasons for facts and details

Discuss both positive and negative reasons Ask the examiner a question related to giving reasonsFor example:

Examiner: What sort of music do you like?

Student: I like dance music, but I prefer rock.

Examiner: Why?

Student: Rock music has more character It has more passion, and the lyrics in the songs are better.

Examiner: And what about classical music?

Student: I really don’t like classical music.

Grade 5

Is the student ready for Grade 5? Candidates at this

grade are expected to demonstrate the following …

Use all of the language of Grades 1 to 4 (A1–B2.1).

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.

Communication skills

Give information on the prepared Topic in a series of linked

long turns

Answer questions and respond to requests for more

information, facts or details on their prepared Topic

Respond to requests for clarifications and give reasons for

making particular statements

Ask the examiner at least one question about their Topic area

Respond appropriately to questions on the six Subject

Areas for Conversation: festivals, means of transport, special

occasions, entertainment, music, and recent personal

experiences

Ask the examiner at least one question on the Subject Areas

for Conversation

Talk about the future – informing and predicting using will

Understand questions and requests for information, facts or

details

Answer questions about informing and predicting, by

providing information, facts, details and reasons

Discuss both positive and negative predictions in the future

Ask the examiner a question related to informing and

predicting

For example:

Examiner: Which festivals do you think you’ll go to this year?

Student: I think I’ll go to the summer music festival in my town.

Examiner: What do you think you’ll do there?

Student: I think I’ll spend the day with my friends, watching the

bands and eating ice cream!

Examiner: Do you know who’s playing at the festival? Will there be

anyone famous?

Student: There won’t be anyone famous, but one of my friend’s

bands will be there They’re playing their first concert Do you think

you’ll go to a festival this year?

Examiner: Yes, I probably will.

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Grading tool

8

Student: In this region and nationally Lots of people come to visit.

Examiner: How many times have you been to it?

Student: A lot of times I’ve been nearly every year.

Examiner: Have you ever been part of a parade in the festival?

Student: I have I was in the parade last year and I think I’ll be in it again this year.

Examiner: Do you prefer winter or summer festivals?

Student: I like Christmas, but I think I prefer summer festivals

Examiner: Why?

Student: Because you can sit in the sun and enjoy the warm weather I think it’s more relaxing What about you? Which do you prefer?

Examiner: I think I prefer summer festivals I love the sunny weather.

Discuss ‘means of transport’ using the language items and functions at Grade 5

Show knowledge of vocabulary relevant to means of transport

Respond appropriately to examiner questions and requests for more information, facts or details on means of transport Respond to requests for clarification, and give reasons Answer using appropriate language and functions as listed above

Ask the examiner at least one question about means of transport

Examiner: Which do you prefer using? Train, bus, car, or bike?

Student: I prefer going by car, because you can go whenever you want and you can drive right to your destination

Examiner: Have you got a car?

Student: No, I haven’t, but my parents have.

Examiner: Do you think you’ll learn to drive a car one day?

Student: Yes, I think I will Last year, my mum showed me how the car works and I’ll take driving lessons when I’m 18.

Examiner: And have you got a bike?

Student: Yes, I have I’ve just got a new bike It was a birthday present Have you ever had a bike?

Examiner: Yes, I’ve got a bike.

Student: How long have you had your bike for?

Examiner: I’ve had my bike for five years.

Discuss ‘special occasions’ using the language items and functions at Grade 5

Show knowledge of vocabulary relevant to special occasions Respond appropriately to examiner questions and requests for more information, facts or details on special occasions Respond to requests for clarifications and give reasons Answer using appropriate language and functions as listed above

Ask the examiner at least one question about special occasions

Examiner: No? Why?

Student: Because there are no words so it’s difficult to sing What

about you? Do you like classical music?

Examiner: Yes, I do.

Student: Why?

Examiner: Because I find it’s very relaxing.

Quantify using adjectives and adverbials of quantity, e.g a

lot (of), very, not very much, many …

Understand questions and requests to quantify information,

facts or details

Answer questions about quantity

Quantify both positively and negatively

Ask the examiner a question related to quantifying

For example:

Examiner: Have you got an MP3 player?

Student: Yes, I have.

Examiner: How many songs have you downloaded to it?

Student: Lots! I’ve got loads of tracks on my computer, and I’ve put

a lot of them on my MP3 player.

Examiner: And have you got many CDs?

Student: Not many What about you? Have you got many CDs?

Examiner: Oh yes, I’ve got lots of them.

Expressions related to past and future time, e.g two days

ago, in the future

Understand questions and requests for information, facts or

details related to past and future time

Answer questions about and discuss past and future time

Ask the examiner a question related to past and future time

For example:

Examiner: Have you been to England?

Student: Yes, I have I went to London two years ago and to

Manchester last month.

Examiner: And do you think you’ll go again?

Student: Yes, I’ll be in London next week! Do you think you’ll visit

London this year?

Examiner: I don’t know.

Student: Do you think you’ll go next year?

Examiner: Yes, I’ll go next year.

Discuss ‘festivals’ using the language items and functions

at Grade 5

Show knowledge of vocabulary relevant to festivals

Respond appropriately to examiner questions and requests

for more information, facts or details on festivals

Respond to requests for clarification, and give reasons

Answer using appropriate language and functions as listed

Student: My city has a festival every summer It takes place in July

and it’s the best festival of the year.

Examiner: Is it an important festival in this region?

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9Grading tool

Discuss ‘music’ using the language items and functions at Grade 5

Show knowledge of vocabulary relevant to music Respond appropriately to examiner questions and requests for more information, facts or details on music

Respond to requests for clarifications and give reasons Answer using appropriate language and functions as listed above

Ask the examiner at least one question about musicFor example:

Examiner: Let’s talk about music What types of music do you like?

Student: I like rock music and pop music.

Examiner: And which do you prefer?

Student: I prefer pop music.

Examiner: And can you play a musical instrument?

Student: Yes, I can play guitar

Examiner: How long have you played guitar for?

Student: I’ve had my guitar since I was ten So for six years

Examiner: Do you prefer playing or listening to music?

Student: I prefer playing music.

Examiner: Why?

Student: Because it’s more creative, and more fun.

Examiner: Have you played in any concerts this year?

Student: Not yet, but I will next month I’ll be in a school concert with my new band.

Discuss ‘recent personal experiences’ using the language items and functions at Grade 5

Show knowledge of vocabulary relevant to recent personal experiences

Respond appropriately to examiner questions and requests for more information, facts or details on recent personal experiences

Respond to requests for clarifications and give reasons Answer using appropriate language and functions as listed above

Ask the examiner at least one question about recent personal experiences

For example:

Examiner: What have you done in the last seven days?

Student: I’ve been to school I’ve been to my grandparents’ house and I’ve also been to the new big shopping centre near my house.

Examiner: And which of those activities was the best?

Student: I prefer visiting my grandparents to going to school or going shopping!

Examiner: Why?

Student: Because at school, we just study When we go shopping,

we have to go to supermarkets, and I think they’re boring But with

For example:

Examiner: Let’s talk about special occasions How important is your

birthday for you?

Student: Oh, it’s very important I love my birthday!

Examiner: Have you had your birthday yet this year?

Student: No, not yet It’s in December.

Examiner: And how old will you be this year?

Student: I’ll be 15.

Examiner: What do you think you’ll do for your next birthday?

Student: I think I’ll go to a restaurant with my friends.

Examiner: You don’t think you’ll spend it with your family?

Student: I will spend time with them, but in the evening, I prefer to

have fun with my friends!

Examiner: What’s the best birthday present you’ve ever received?

Student: The best present I’ve ever received was my MP3 player I

love it

Examiner: Why?

Student: It’s got loads of songs on it and it looks really cool What

about you? What’s the best present you’ve ever received?

Examiner: I think it was my computer

Discuss ‘entertainment’ using the language items and

functions at Grade 5

Show knowledge of vocabulary relevant to entertainment

Respond appropriately to examiner questions and requests

for more information, facts or details on entertainment

Respond to requests for clarifications and give reasons

Answer using appropriate language items and functions as

listed above

Ask the examiner at least one question about entertainment

For example:

Examiner: Let’s talk about entertainment What type of

entertainment do you like?

Student: I like watching films and reading books.

Examiner: Do you prefer reading books or watching films?

Student: I think I prefer reading books.

Examiner: Have you ever read a book and then watched the film?

Student: Yes, I have I read the book of Twilight last year and then

saw the film.

Examiner: And which one did you prefer?

Student: I preferred the book.

Examiner: Why?

Student: Because there’s more detail about the characters and their

emotions in the book.

Examiner: Which book do you think you’ll read next?

Student: I think I’ll read another Twilight book

Examiner: How many Twilight books have you read?

Student: I’ve read three of them so far

Examiner: And how many of the films have you seen?

Student: I’ve only seen two of the films.

Examiner: Have you read many other books?

Student: Yes, lots! How about you? What do you prefer? Films or

books?

Examiner: I think I prefer books as well.

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Grading tool

10

For example:

Examiner: In your opinion, how important is it to be rich?

Student: For me, I don’t think you need to be rich Money’s not that important.

Examiner: In some people’s opinion, money is the most important thing in the world.

Student: That’s not what I think In my opinion, you don’t need to

be rich to be happy And many happy people are not rich What do you think?

Examiner: For me, money is important, because we need to pay for things in life, but I have a similar view to you: being rich doesn’t always make you happy

Express intention and purpose, using the present continuous tense and infinitive of purpose

Understand questions and requests for information about intentions and purpose

Answer using the present continuous and infinitive of purpose appropriately

Use the negative forms of the present continuous and infinitive of purpose as appropriate

Ask the examiner a question related to intention and purpose

For example:

Examiner: Do you have any travel plans this summer?

Student: Yes, we’re going to the UK.

Examiner: And why are you visiting the UK?

Student: Well, to visit London and to go shopping, and also to see some of the famous sights

Examiner: When are you going?

Student: We’re going in July and staying for two weeks

Examiner: So you’re not visiting any other cities in the UK?

Student: No, we’re not going anywhere else, we’re just staying in London What about you? Have you got any plans for the summer?

Examiner: Yes, I’m going to Japan for a summer holiday and staying for two weeks

Express obligation, necessity, prohibition, and absence of obligation

Understand questions and requests for information about obligation and necessity

Answer questions using obligation and necessity appropriately

Use appropriate negative forms to express prohibition and

absence of necessity, e.g mustn’t, don’t have to

Ask the examiner a question related to obligation and necessity

For example:

Examiner: What rules do you have to follow at school?

Student: In my school, we have lots of rules: We have to do our homework and we have to arrive on time We mustn’t run in the corridors and we mustn’t use our mobile phones in class.

Examiner: Do you have to turn your mobile phones off?

Student: Yes, we have to turn off the phones when we arrive in school, and we mustn’t turn them on again until we go home.

Examiner: Do you have to wear a school uniform?

my grandparents, we play games, laugh, and eat fantastic food

And my grandmother is a great cook.

Examiner: Does she cook good things for when you visit?

Student: Yes When we went there last week, she baked lots of cakes

and biscuits for us They were really delicious What about you?

Have you done anything interesting recently?

Examiner: Yes, on Saturday, I went to visit Pompeii.

Student: Have you ever been there before?

Examiner: No, I haven’t It was fantastic

Pronunciation

Understand and use the correct pronunciation of all of the

above

Use sentence stress to clarify meaning

Use intonation patterns of sentences and questions

Avoid speech patterns of recitation

Grade 6

Is the student ready for Grade 6? Candidates at this

grade are expected to demonstrate the following …

Use all of the language of Grades 1 to 5 (A1–B2.1).

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.

Communication skills

Give information on the prepared Topic in a series of

sustained turns

Start to initiate and maintain the conversation

Answer questions and respond to requests for more

information, facts or details on their prepared Topic

Make the sequence of events clear by referring back to

previous events and forward to forthcoming events

Ask the examiner at least one question about their Topic area

Respond appropriately to questions on the six Subject

Areas for Conversation: travel, fashion, money, rules and

regulations, health and fitness, learning a foreign language

Ask the examiner at least two questions on the Subject Areas

for Conversation

Express and request opinions and impressions

Understand questions and requests for information about

opinions and impressions

Answer providing examples of their opinions and

impressions

Discuss both positive and negative opinions and impressions

Ask the examiner a question related to opinions and

impressions

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11Grading tool

Student: No, we don’t But we mustn’t wear training shoes or

sneakers to school We have to wear dark shoes Do you have any

rules to follow in your job?

Examiner: Yes, we have rules, too We have to arrive at work on time

and do our paperwork.

Express certainty and uncertainty using the modal verbs

might, might not, zero and first conditional

Understand questions and requests for information about

certainty and uncertainty

Answer using might, might not, zero and first conditional

appropriately

Ask the examiner a question related to certainty and

uncertainty

For example:

Examiner: What do you think you might do this summer? Do you

think you might go somewhere?

Student: I’m not sure If we have enough money, we always go

abroad But we might go on holiday in my country.

Examiner: Do you know where you might go?

Student: We might go to my auntie’s village and stay with her, if we

can But it’s quite far, so we might not be able to do it.

Examiner: Do you think you might spend the whole summer in your

home town?

Student: I don’t know If we can’t go aboard, I think we’ll do one trip

somewhere else What about you? Do you think you might go on

holiday this summer?

Examiner: Yes, I might But I haven’t decided yet It depends if I have

enough money!

Use expressions related to future time, e.g the day after

tomorrow, in a week’s time, this time next year

Understand questions and requests for information using

expressions related to future time

Answer using expressions related to future time

appropriately

Ask the examiner a question using expressions related to

future time

For example:

Examiner: Are you going to school tomorrow?

Student: No, not on Saturday.

Examiner: And what are you doing the day after tomorrow?

Student: The day after tomorrow, I’m visiting my big sister She lives

on the other side of the city.

Examiner: How long will that take you?

Student: About 20 minutes.

Examiner: And when did she move there?

Student: About a year ago.

Examiner: Do you think you’ll still be at home in a year’s time?

Student: No, I’m planning on going to university this time next year,

so I’m moving to another city What about you? What are you doing

the day after tomorrow?

Examiner: I’m travelling home the day after tomorrow.

Describe past actions over a period of time using the past continuous

Understand questions and requests for information about past actions over a period of time

Answer using the past continuous appropriately Ask the examiner a question related to past actions over a period of time

For example:

Examiner: Have you ever broken the rules?

Student: Yes, I have – but not often!

Examiner: Tell me about the last time you broke the rules What were you doing?

Student: The last time was a few months ago We were studying for a maths test, and sitting silently in the classroom As my teacher was walking past me, my mobile phone rang We’re not allowed to have our mobile phones on at school.

Examiner: Oh dear.

Student: What about you? What were you doing the last time you broke the rules?

Examiner: I was sitting on the bus, and I didn’t see that I was sitting

in a special seat for older people One of the passengers told me and

I was very embarrassed!

Use common phrasal verbs

Understand questions and requests for information using common phrasal verbs

Answer using common phrasal verbs For example:

Examiner: Do you have any younger brothers or sisters that you have to look after?

Student: Yes, I have to look after my little brother on Saturday mornings.

Discuss ‘travel’ using the language items and functions at Grade 6

Show knowledge of vocabulary relevant to travel Respond appropriately to examiner questions Provide information and opinions on travel Answer using appropriate language and functions as listed above

Ask the examiner at least one question about travelFor example:

Examiner: Let’s talk about travel How important is travelling for you?

Student: Really important In my opinion, travel is one of the best ways of learning about the world.

Examiner: So, why do you travel?

Student: I travel to discover new places, to meet new people and to speak other languages.

Examiner: Is the opportunity to speak English important to you?

Student: Yes I think that going to a country where you have to speak English is the best way of improving your language.

Examiner: So, when you travel, what types of things do you always need to take with you?

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Ask the examiner at least one question about moneyFor example:

Examiner: Let’s talk about money Is money important for you?

Student: It’s important, but I don’t think money is everything.

Examiner: Do you get pocket money or do you have a little job?

Student: I get pocket money from my parents every week But it’s not free! I have to do some small jobs around the house to earn my pocket money.

Examiner: And if you want any extra money, what do you do?

Student: If I want some extra money, I ask my parents But I might have to do some extra jobs around the house to earn it.

Examiner: What do you spend most of your money on?

Student: I go to the cinema quite a lot But I also like to save money.

Examiner: So you’re quite good with money, then?

Student: Yes, I think so In my opinion, we need to learn to save and

to budget for things I’m quite responsible with money!

Examiner: So do you save money to buy books?

Student: Sometimes, but I usually save money to buy new games for my computer.

Examiner: So you don’t often go shopping, then?

Student: Not that often, no

Examiner: What were you looking for the last time you went?

Student: I was looking for a new jacket for winter.

Examiner: And did you spend a lot of money on it?

Student: No, I found a real bargain! What about you? Are you good with money?

Examiner: Yes, I think so I like to save up for things and when I have enough, I buy them.

Discuss ‘rules and regulations’ using the language items and functions at Grade 6

Show knowledge of vocabulary relevant to rules and regulations

Respond appropriately to examiner questions Provide information and opinions on rules and regulations Answer using appropriate language and functions as listed above

Ask the examiner at least one question about rules and regulations

For example:

Examiner: Let’s talk about rule and regulations Do you have many rules to follow in your life?

Student: Yes, quite a lot! We have lots of rules at school, and I have

to follow some rules at home

Examiner: For example?

Student: Well, at school, we mustn’t use our mobile phones in class and we have to do a lot of studying But we don’t need to wear a school uniform!

Student: I need a dictionary! But we don’t need to take a paper

dictionary with us any more, we can just use an app on our phone

to translate.

Examiner: Anything else?

Student: Yes I always have to take my passport and my camera

Examiner: Where was your last trip?

Student: The last journey I made was to Scotland I went to

Edinburgh to visit the city When we went, we found out that an

important festival was happening.

Examiner: Fantastic And do you have any travel plans for this

summer?

Student: Yes, we’re going to Berlin We’re staying there for a week.

Examiner: Are you travelling with your family?

Student: No, I’m travelling with my school But if it’s good, I might

go back there with my family What about you? Are you going

anywhere this summer?

Examiner: Yes, I’m flying to Brazil the week after next.

Student: Fantastic! The week after next, I’ll be in Berlin!

Discuss ‘fashion’ using the language items and functions at

Grade 6

Show knowledge of vocabulary relevant to fashion

Respond appropriately to examiner questions

Provide information and opinions on fashion

above

Ask the examiner at least one question about fashion

For example:

Examiner: Let’s talk about fashion Do you follow fashion?

Student: Sometimes, but I don’t need to buy new clothes every

week! In my opinion, people spend too much money on fashion.

Examiner: So what’s your opinion of the people that spend lots of

money on famous brands?

Student: I think it’s a waste of money You don’t have to spend a lot

of money on clothes to look good And a label is just a label.

Examiner: And you don’t need to buy the latest fashions to look

good?

Student: In my opinion, no.

Examiner: So how do you choose your clothes?

Student: Well, if I see something I like, and if the price is good, then

I’ll ask my parents But I don’t buy a lot of new clothes.

Examiner: Do you ever copy other people’s fashion ideas?

Student: I might – if I see something on TV or in a magazine.

Examiner: And do you ever criticise other people’s fashion choices?

Student: I try not to, but sometimes it’s hard not to!

Examiner: What about in five years’ time? Do you think you’ll still

have the same style?

Student: Probably not! Five years ago, I was wearing different

clothes, so I guess in five years’ time, I’ll have a different style But I

won’t spend a lot of money updating my wardrobe! What about

you? Is it important for you to be fashionable?

Examiner: Well, I have a similar opinion to you, really I like to look

good, but I don’t think you need to spend lots of money on clothes.

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13Grading tool

Student: Yes On Sunday, we’re cycling to the beach We’re staying for the day and we might play beach volleyball while we’re there.

Examiner: What about in three years’ time Do you think you’ll be more or less healthy and fit?

Student: I think I’ll still be healthy, but I would like to be fitter and stronger What about you? What do you do to stay fit and healthy?

Examiner: I go swimming a lot and I go to the gym twice a week.

Discuss ‘learning a foreign language’ using the language items and functions at Grade 6

Show knowledge of vocabulary relevant to learning a foreign language

Respond appropriately to examiner questions Provide information and opinions on learning a foreign language

Answer using appropriate language and functions as listed above

Ask the examiner at least one question about learning a foreign language

For example:

Examiner: How important is learning a foreign language for you?

Student: Very important I need English to visit English-speaking countries, and to talk with people whose language I can’t speak.

Examiner: So is learning a language a hobby?

Student: Yes and no It’s not a hobby at school, because we have to study, but when I go travelling, speaking to people in English is like

a hobby.

Examiner: What do you need to do to be a good speaker of English?

Student: To be a good speaker, you need to practise speaking, not just practise the grammar.

Examiner: And what happens if you don’t practise the speaking?

Student: You might be good at grammar, but when you have to have a conversation with someone, you won’t understand what they’re saying.

Examiner: So what’s your opinion of teachers who just want to teach grammar?

Student: In my opinion, they need to include more speaking practice, otherwise we’re wasting our time.

Examiner: Do you think you might pick up another language in the future?

Student: I might try and learn Chinese They might teach it in my school the year after next It will be difficult, but I like a challenge!

Examiner: Have you studied English today?

Student: Yes, I had a lesson this morning!

Examiner: And what were you studying this morning?

Student: This morning, we were studying the past continuous!

What about you? Can you speak any other languages?

Examiner: Yes, I can speak German

Examiner: And at home?

Student: At home, I have to do my homework and I have to tidy my

room.

Examiner: And what happens if you don’t do your homework?

Student: If I don’t do my homework, the teacher will punish me and

so will my parents

Examiner: Do you often break the rules?

Student: Not often, but sometimes

Examiner: What were you doing the last time you broke the rules.

Student: I was talking in class and the teacher got angry with me

Examiner: Which rules do you think are really good in the school?

Student: In my opinion, the rule about not smoking is a really good

one You mustn’t smoke in the school building, in the playground or

outside the school.

Examiner: Do you think they might change any of the rules this year?

Student: Yes, next month, they’re changing the rule on mobile

phones We will have to turn them off when we’re in the school

building What about you? Do you have many rules to follow in

Respond appropriately to examiner questions

Provide information and opinions on health and fitness

Student: I like playing sport and I ride my bike a lot.

Examiner: So are you very health-conscious?

Student: I think so In my opinion, it’s important to do regular

exercise and eat healthily

Examiner: Do you have a sensible diet?

Student: Usually, but not always! I try to eat a lot of fruit and

vegetables, but I do also like some junk food.

Examiner: Is there a difference between health and fitness?

Student: Yes, I think health is more about your general lifestyle

To stay healthy, you have to eat well and do regular exercise Fitness

means doing lots of exercise to stay in perfect condition I’m healthy,

but I don’t know if I’m fit!

Examiner: A lot of people smoke What’s your opinion of smoking?

Student: In my opinion, it’s a silly thing to do It’s harmful to you and

other people around you I hate it.

Examiner: What do you do if your friends smoke?

Student: If my friends smoke, I tell them to go somewhere else to do

it One of my friends was smoking before the exam I said he had to

stop.

Examiner: Are you planning any physical activity this week?

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• This task can be done as a whole class or in pairs.

• Draw attention to the useful language box – explain that these are high-frequency expressions of preference that are tested in the Grade 5 exam

• If students are working in pairs, monitor to ensure that students provide reasons to justify their choices

additional verbs, e.g I drive, I catch a bus

• Ask students to work in pairs, asking and answering the questions Again, monitor to ensure that students provide reasons to justify their choices

4

• Direct students to the boxed time expressions As a class, and then individually, drill the expressions by listening and repeating Draw attention to features of elision and linking e.g /lɑːs ˈkrɪsməs/, /tuː deɪz əˈɡəʊ/

• Ask students to order the time expressions so they are true for them

• As a follow-up activity, ask students to choose a selection

of time expressions, and to ask and answer questions about events and actions during these time periods Write on the board:

A What did you do three months ago?

B Three months ago, I was on holiday, in Mexico.

• Remind students that asking follow-up questions is a useful exam strategy as it shows they can maintain interaction

Refer to the above dialogue and ask for suitable follow-up questions, e.g

A What did you do there?

• Ask students to work in pairs and ask and answer the questions

Lesson objectives

Talking about the future

Identifying and expressing preferences

Identifying and giving reasons

Discussing travel and means of transport

Expressing preferences with prefer, ’d rather

Giving reasons with because

Informing and predicting with will

• Ask students to work together Ensure that they provide

logical reasons to justify their choices, and that they speak in

full sentences Remind students that although comparatives

and superlatives are Grade 4 language, during the Grade 5

exam they will be expected to accurately use language from

earlier grades

• Explain that using full sentences is extremely important

during the exam as it shows the range of grammar, language

functions, and vocabulary that students know

Optional activity

• To further practise the language of giving reasons, you

could extend this task by providing other criteria, e.g Which

is the most exciting / least exciting means of transport?

Which means of transport is most popular with elderly

people / young people?

2

• Direct students towards pictures 1–6 As a whole class, check

the pronunciation of the different means of transport

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15Unit 01

• Again, monitor, ensuring that reasons are being given as students compare types of transport

4 $ 1.2

• Play the recording The focus here is on identifying needs, and presenting reasons to meet these needs Ask students to note down the most suitable transport

• Play the recording again, and pause after each extract to give students time to check their ideas

Transcript

1 Oh no, it’s pouring with rain again The children leave for school in five minutes.

2 What a lovely day! I’m glad I told Derek I’d meet him at the park.

3 I’m going to travel to Japan to attend a business conference next month.

4 The family and I are going to the beach for the weekend I’m really excited.

5 John! Where are you? I think Alan’s broken his leg It’s important to get him to the hospital immediately.

5

• Ask students to work in pairs, comparing their ideas, and providing reasons Monitor to ensure task completion, and note down any good examples for whole-class feedback

6

• During this stage, students should be using a broad range of Grade 5 language Ask students to give examples of relevant Grade 5 language that they could use to answer each question

• Ask students to work in groups of between four and six, asking and answering the questions Monitor this stage

7

• Ask students to form new groups and report back on their discussion Again, monitor this stage to ensure students are using full sentences, correct intonation, and appropriate Grade 5 language

• Once students have completed the task, ask a selection of pairs to summarize their discussion Open this stage up to the class to see if there is a consensus of opinion

6 $ 1.1

• Ask students to listen to Paul talking about his travel experiences Play the audio, and ask students to check their answers

Transcript

tourist, but this time I was cycling I prefer to ride in the countryside, because it’s much safer, and the … environment is better The air is much cleaner And there are not as many cars Every day I rode for many hours At night, I was tired because there were lots of hills In the future, I’ll go by bike through France Maybe I’ll do the Tour de France route …

7

• Ask students to work in pairs, discussing when they last used the means of transport in pictures 1–6 Remind students to use time expressions to refer to their experiences

• Ask students to compare their ideas and completed tables

• Monitor, ensuring that reasons are being given for each choice Note down any frequent ideas, for a follow-up stage where the class feeds back on their discussions Also take this opportunity to note down any common errors for later consolidation

To consolidate work on giving reasons, you could divide the class into groups of up to twelve Each group should be allocated a type of transport, e.g train, ferry, hydrofoil, and a focus – either Good or Bad Set a time limit of five minutes, and tell students to come up with as many points for their means of transport, and focus, as possible Explain that these should all have reasons to justify their choices After the time limit is up, have groups take turns presenting their ideas Ask the other students to note down whether they are giving good or bad things, and decide whether the reasons are well justified At the end, you could have a class vote on the best argument

Trang 16

Unit 01

16

aren’t many trains that go far, so the bus is better I’ve been all the way

to Patagonia from Buenos Aires That’s a long journey The buses are really comfortable, because you can get a chair that’s like a bed I think you’ll enjoy travelling like this … Oh, the food on the bus is great, too.

in Holland there are a lot of cycle paths People also ride on the

pavements Nobody really wears a helmet because there is no law about it It’s not really safe but I’ve never had an accident I ring my bell, and people move out of the way.

3 $ 1.3

• Before playing the recording again, draw students’ attention

to the table Ask them what An’s main idea means

• Play the recording again, and pause after each extract to give students time to check their ideas in pairs, then feed back to the class as a whole

ANSWERS

An – motorbike not just a vehicle – it’s a way of life;

motorbike is good for travelling quickly

Lidia – if you travel long distances, use a bus; buses are comfortable

Arno – bikes are popular because there are lots of cycle paths

4

• Ask students to work in pairs, noting down the good and bad things for each means of transport mentioned by the three speakers

Good: routes cover more of the country than trains;

comfortable; good foodBad: none given

• Explain that there are no right or wrong answers, as

popularity varies with different ages, social groups, etc

However, explain that there are some statistics that can

support particular choices

POSSIBLE ANSWERS

USA – Travelling by car is the most popular form of transport

in the USA The highway network is more than 75,000 km

long, and is the longest in the world Most cities in the USA

are designed for travel by car

China – Rail is the major mode of transport in China In 2011,

China’s railways carried 2,947 billion tonnes per km of freight,

and 961.23 billion passengers per km; both traffic volumes

are the highest in the world Rail is popular because of the

size of the country Bicycles are still popular in cities, but

people are becoming richer, and buying cars

Italy – Italy is one of the countries with the most vehicles

per capita – 690 per 1000 in 2010 In many towns and cities,

young people ride scooters or small motorbikes

Vietnam – motorbikes are very popular in Vietnam, due to

their low cost, and their ease of use in busy cities In August

2011, there were 33.4 million motorbikes in the country,

which has a population of around 88 million

The Netherlands – According to OECD (Organization for

Economic Co-operation) figures, 39 per cent of all journeys

under 5 km are made by bicycle It is estimated that 59 per cent

of all journeys in cities are made on bicycles There are 35,000

km of cycle paths in the country

Brazil – local bus services are popular in Brazil, as most

Brazilians take the bus to work every day These are also quite

cheap In the larger cities of Rio and São Paulo, the metro

system is very popular – in 2012, 4 million people rode the

São Paulo metro each day

2 $ 1.3

• Before playing the recording, draw students’ attention to the

photograph Ask them where they think it is, and what they

can see Ask them to describe how easy or difficult it would

be to travel around in the place in the picture At this point,

don’t provide any answers, as these are given in the following

audio The photograph depicts a busy street scene in Hanoi,

Vietnam

• Play the recording The initial focus here is on tuning in to the

speaker, so the questions are simple comprehension tasks

Ask students to note down each speaker’s nationality, and

the means of transport they prefer

• Play the recording again, and pause after each extract to give

students time to check their ideas

Transcript (and answers)

An For most of us in Vietnam, a motorbike is not just a vehicle – it’s a

way of life In Ho Chi Minh City I don’t really walk anywhere – I always

go by motorbike They say there are 3 million motorbikes here – that’s

one for every two people … there are really so many My bike is pretty

small – 150cc – but it’s really good for travelling around quickly One

problem is that the bikes are very noisy, and people ride almost

anywhere Some people even ride their motorbikes into supermarkets

I’ve never done that, because I think it’s dangerous.

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17Unit 01

the last few years?

3

• Play the recording again, and point to individual students to provide an answer that is true for them, using relevant Grade 5 language

• Ask students to work in pairs, and practise the exam using the examiner cues that they noted down in 1 Encourage students to think of interesting questions to ask

4

• Direct students towards the collage of images relating

to means of transport Ask them to work in pairs and first identify what they can see in each picture

• Once students have identified a broad range of subjects, ask them to work individually, writing as many questions as they can about means of transport based on the images

• As an extension, you may wish to have students role-play the exam in front of the class

• At this point, direct students to the exam tip This should be

revision for students, but if necessary, work with the whole

class on forming relevant, accurate questions

7

• Ask students to work with a new partner, and take turns

asking and answering the questions they formed in

exercise 6 Remind students that maintaining a conversation

is a key communicative skill, so where possible they should

ask follow-up questions, e.g

A Have you ever travelled by plane?

B Yes, yes I have

A Where did you go?

8

• Ask students to work in groups of between four and six

Explain that this task is a game which provides a chance

to consolidate useful language functions and vocabulary

for answering questions on the Subject Area of Means of

transport

• Explain the rules of the game – each person in the group

will take turns choosing a word, and then decide how many

points they wish to score Correct definitions are worth 1 point;

correct sentences are worth 2 points, and an anecdote (if

required, explain that this is a short personal story) is worth 3

points The winner in the game will be the student with the

most points after all the words have been used

• If necessary, go over the items in the word cloud to ensure

that students are comfortable with the pronunciation of each

word or phrase Do not discuss the meaning of the words or

phrases as this is an option in the game

• Set a time limit, e.g ten minutes, and ask students to begin

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 Following activities allow for

controlled practice, where students use the cues in 1 to

facilitate a spoken interaction like the exam Students are

given the opportunity to add their own questions, based on

their knowledge of Grade 5 language The final speaking task

is then repeated, so paired students have the opportunity to

ask and answer questions It is worth reminding students that

by bringing their own ideas to the Aim at the Exam stage,

they will be building their confidence and fluency

Trang 18

• As a whole class, drill the sentence frames provided in the table Model the phrases in isolation, then with additional

context, e.g Last week I watched a couple of DVDs

• Ask students which questions they would use to elicit the

response, e.g What did you do last week? / What have you done recently? Draw attention to the different use of tense,

and if necessary, refer students to page 59 of the Grammar reference section

• Remind students that in exam conditions it is useful to show your communicative abilities by maintaining interaction

Ask students how they could do this here – by asking

follow-up questions

• Ask students to discuss their lists of activities, using the prompts provided Monitor to ensure that students are using full sentences and asking follow-up questions

1 listen to music 2 watch TV 3 play computer games

4 go to the cinema 5 go to a disco 6 watch a play

• After checking as a whole class, draw attention to the Spotlight box

A Do you like going to the cinema?

B Yes, I do, but it’s expensive

A What was the last film you saw?

4

• As a warmer to this stage, write the numbers 9 and 34, and

the word Television on the board Ask students to work in

pairs to decide what the numbers refer to

Identifying and discussing forms of entertainment

Identifying and discussing musical preferences

Giving reasons for preferences

Discussing past experiences

Language

Grammar

Present perfect + ever to talk about the indefinite past

Functions

Expressing preferences with don’t like, prefer, ’d rather

Predicting with will

• Write the word Entertainment on the board, and ask a

selection of students what they do for entertainment Note

these suggestions on the board

• Ask students to work individually or in pairs Students should

add to the list, providing examples where possible

To change the dynamic of this task, you could divide the class

into teams, and set a time limit of around five minutes During

this time, the teams have to generate a list with as many

different forms of entertainment as possible When the time

limit is up, have groups compare lists, and write up a master

list on the board The group who has the most correct words

is the winner Use this list to check pronunciation – additional

points can be allocated to teams for accurate pronunciation

2

• Ask students to work in pairs, and divide their lists (or the

whole-class list) into two columns – activities they have done

recently and activities they are planning to do.

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19Unit 02

7 $ 2.1

• Ask students to listen to the audio again, this time noting down the phrases used to talk about events in the recent and indefinite past – explain that these are Grade 5 language that students should be familiar with

ANSWERS

I’ve watched a lot of series recently; I started when I was;

Since January; I usually watch them after; lately; When I was;

nowadays

page 9

Changing interests

1

• As a warmer to this section, write up on the board 2003–2013

Ask students to think about what has changed over these

years in your country – growth of the internet, faster broadband, more online shopping, more online gaming, social media, etc

Ask students how these changes have affected the way we are entertained

• During this stage, students should be using a broad range of Grade 5 language Ask students to give examples of relevant Grade 5 language that they could use to answer each question

• Ask students to work in pairs, asking and answering the questions Monitor and note down examples for whole-class feedback

do in the future Ask students to note down their predictions before listening

• Play the recording, pausing after each extract to give students time to check their ideas

Transcript Sam When I was younger I got together with friends every day after school to watch DVDs We really enjoyed it, but things have changed, and now we just watch a lot of films online It’s much faster and

ANSWERS

9 = the number of years the average person will spend

watching TV during their life

34 = the average number of hours per week an American

watches TV

• Ask students to listen and repeat the question How much TV

do you watch in a week? Remind students of the weak form of

do, and the linking in the question, e.g /də jə/

• Draw attention to the use of adverbials to describe quantity

given in the example answers Drill the phrases Quite a lot

and Not much Elicit other expressions students could use to

express quantity, e.g loads, lots, a little bit

• Ask students to work in pairs, asking and answering the

question Remind them to use full sentences and follow-up

questions, e.g What do you usually watch? Do you mostly

watch sport, or movies?

5

• Draw students’ attention to the images Ask students to work

in pairs and describe what they can see in each image

• Check that students have correctly identified each image,

and the activity it represents

ANSWERS

1 a TV, and an MP3 player – watching TV, listening to music

2 a computer, a board game – playing computer games,

playing board games

3 cinema, film on TV – watching films at the cinema or at home

4 a club, a theatre – dancing at a club, going to the theatre

• Ask students to work with the same partner, choosing the

activity they prefer from each pair Before they begin, draw

attention to the example dialogue below the images, and

highlight the Grade 5 language being used – expressions of

preference and connecting clauses using because Remind

students that providing reasons is a key language function in

the exam

• Ask students to ask and answer the questions so that they are

true for them Monitor this stage to ensure that students are

providing reasons and using full sentences

6 $ 2.1

• Draw students’ attention to the table, and the two headings

Explain that Simon is a British teenager Ask them to predict

what he will say for each column

• Play the audio, and ask students to check their predictions

Transcript

because my parents didn’t allow me to watch more than two hours of

TV a day Since January, I’ve watched lots of episodes of my favourite

series I usually watch them after school, either on TV or online My

brother prefers movies, but I find them too long sometimes I’ve also

listened to lots of music lately I bought a couple of CDs I really like and

keep listening to them When I was younger, I read books all the time

I was fond of the Harry Potter series and couldn’t put the books down,

but I don’t read as much nowadays.

ANSWERS

What he did in the past: read books – Harry Potter

What he’s done recently: watch TV series; listen to CDs

Trang 20

Ask students to note down each speaker’s preference.

Transcript (and answers)

type I listen to depends on the mood I’m in At night-time I often want

to relax so I listen to classical music I find the sound of violins very relaxing But I like listening to something faster and more upbeat when I’m exercising This helps me to go on

just makes me feel good I adore the sound of saxophones and pianos because they can be smooth and lively at the same time

dancing to music, but I prefer lively music … I mean, I find classical music and other types boring.

• Play the recording again, and pause after each extract to give students time to check their answers

3 $ 2.3

• Ask students to listen to the audio again, this time noting down the instruments that are mentioned, and the adjectives used to describe the music – explain that this is useful Grade 5 vocabulary that will aid students when they discuss music during the Conversation phase of the exam

ANSWERS

Lucy – violin; relaxing; upbeat; fast-pacedAndy – saxophone and piano; energetic; soothingNicole – catchy; lively; boring

The photos show the following:

(top left) a crowded outdoor concert (top right) listening to an MP3 player (bottom left) a DJ playing music in a club (bottom right) watching music videos/listening to music online

• Ask students to give examples of a well-known outdoor concert or music festival Elicit some of the positives, e.g

chance to see lots of bands together, good atmosphere, and negatives, e.g expensive, weather might not be so good, etc

• Draw attention to the first part of the useful language box, which highlights structures for providing contrasting points

Model the phrases, and discuss which of them are more or less formal

cheaper! When I’m older, …I think I’ll enjoy going to the cinema

instead … or at least that’s what my parents do!

my little brother, which I still do When I’m older? Who knows? I’d like to

relax by reading a good book.

comedies and action films I think I will enjoy the same kinds of films

when I grow older I don’t think my preferences will change.

ANSWERS

Sam watched DVDs watches films

online go to the cinema

4

• During this stage, students should be using a broad range of

Grade 5 language Ask students to give examples of relevant

Grade 5 language that they could use to answer each

question

• Ask students to work in groups of between four and six,

asking and answering the questions Monitor and note down

examples for whole-class feedback

5

• Ask students to form new groups, and give two true and

one false answer to the questions in 4 Their partners have to

guess which answer was made up

To change the dynamic, you could make this stage into a

game, where each player is given a point for every lie that

they manage to tell without being discovered Divide the

class into teams, and have individual students answer either

question 1, 2 or 3 truthfully or not The opposite team is given

a minute to discuss whether they have been told a truth, or a

lie, before guessing If they guess correctly, they get a point; if

they are incorrect, the other team gets awarded the points

page 10

Music

• Ask students to work in pairs, noting down as many different

genres of music as possible Set a time limit of around three

minutes, then collate a whole-class list

Again, to change the classroom dynamic, you could make

this stage into a game Divide the class into teams, and

set a time limit as above The group with the most correct

genres are the winners You could give extra points for good

pronunciation, or examples of musicians in each genre

Trang 21

21Unit 02

3

• Play the recording again, and point to individual students to provide an answer that is true for them, using the relevant Grade 5 language to answer the questions

• Ask students to work in pairs and practise the exam using the examiner cues that they noted down in 1 Encourage students to think of interesting questions to ask

4

• Direct students towards the collage of images relating to entertainment and music Ask them to work in pairs and first identify what they can see in each picture

• Once students have identified a broad range of subjects, ask them to work individually, writing as many questions as they can about forms of entertainment and music, based on the images

• After completing this first stage, ask students how they would then answer their questions using Grade 5 language

Draw their attention to the exam tip and encourage them not be too repetitive

8

• Draw students’ attention to the questions, and drill for pronunciation and intonation

• Ask students to work in pairs, generating more questions

• Ask them to compare their lists with another pair, and to practise asking and answering the questions

• Draw attention to the last part of the useful language box,

which highlights structures for expressing preferences and

giving reasons

• As a whole class, drill the phrases chorally, then ask individual

students to model the sentences

• Ask students to work in pairs, and go through each option,

asking and answering questions 2 and 3 Remind students to

ask follow-up questions to maintain the interaction

6

• Ask students to work with a new partner and ask and answer

the questions

• Monitor this stage to ensure students are using full sentences,

correct intonation, and appropriate Grade 5 language

7

• Explain that this task provides a chance to consolidate useful

language functions and vocabulary for answering questions

on the Subject Area of Music

• Explain that each partner should use items from the word

cloud, and the prompts, to form questions to interview their

partner

• If necessary, as a class, go over the items in the word cloud to

ensure that students are comfortable with the pronunciation,

and meaning of each word or phrase

• Set a reasonable time limit, e.g three minutes, and ask

students to begin their interviews Monitor and note down

examples for whole-class feedback

8

• This task will encourage students to extend their awareness

of one of the key Grade 5 Subject Areas

• Direct students to the table on page 56 Divide the class into

groups of four or six, and set a time limit, e.g five minutes

page 11

1

• Ask students to work in pairs and predict what Grade 5

language could be used to complete the questions and

answers

2 $ 2.4

• Play the recording, and ask students to listen to the examiner

questions to check their predictions

Transcript

Trang 22

of around three minutes The students could either race to write the names of festivals up on the board, or write on a large piece of paper Once the time limit is up, compare lists, allocating points for each correct festival The team with the most points is the winner After comparing lists, ask students

to categorise the festivals, and choose two per group to present on

2

• In the same pairs, get students to ask and answer these questions about the festivals they noted down in 1

3 $ 3.1

• Before listening to the audio, draw attention to the table

Elicit from the students the kind of information that they will

be listening for, e.g a location, a date

• Play the recording, as students complete the table

• Play the recording again so they can check their answers

Transcript

they wanted us to experience the magic of Rio’s Carnival The costumes and carriages are really impressive, and – of course – expensive

I couldn’t believe my eyes as I saw hundreds and hundreds of people dancing in the ‘sambodromo’ The music is great, too, really catchy … you can’t help dancing! The parade lasts for hours, so people don’t get much sleep.

which takes place every year in Valencia, Spain Like many festivals around the world, ‘La Tomatina’ involves food The difference is that people don’t eat it, they throw it!

‘La Tomatina’ takes place on the last Wednesday in August, right in the middle of the summer People get together in the ‘Plaza del Pueblo’

and try to knock down a ham hanging from a pole I saw it on TV and thought it was funny! When someone knocks the ham from the pole, the real frenzy begins … Trucks bring a lot of tomatoes into the square

People rush to the tomatoes, crush them in their hands, and throw them at each other This tomato fight lasts for an hour Afterwards, fire engines come and clean up all the tomato juice

It takes place on Cooper’s Hill, near the small village of Brockworth, England People roll a large wheel of Gloucester cheese down Cooper’s Hill The festival is actually a race because competitors run down the

Identifying and discussing festivals

Identifying and discussing special occasions

Discussing past and recent past experiences

Language

Grammar

Present perfect + never, just, for, since

Quantifiers many, a lot (of)

Functions

Expressing quantity

Informing with will

• Write the word Festival on the board Elicit from students as

many different kinds of festival as they can think of, e.g film

festival, music festival, arts festival, etc

• Ask students to provide one example for each of the

categories that they have generated

• Direct students’ attention to the wordle Select individual

students to read out each option, giving a brief definition

• Ask students to work in pairs to generate a short list of

festivals from other countries, and then add information

using the categories provided

unit 03

Festivals and special occasions

Trang 23

23Unit 03

kites, … the home-made kites; Flight of the Hot Air Balloons takes place and three hot air balloons fly into the air from

‘Piazza del Duomo’, full of children’s messages and poems

of peace, which people later throw to the wind, in the hope that they will fly around the world carrying their messages of colour and peace

• To practise this distinction further, note down a selection of

phrases randomly on the board, e.g 1998, Monday morning, six months, a week Ask students to make sentences using the

correct adverb structure

• Never: Draw attention to the sentence, and ask students to note the position of never Look at the glossary together, and

then ask students to generate their own sentences using a similar frame, and a different adverb of frequency

page 13

Many happy returns!

1

• Ask students to describe the pictures

• Ask students to work individually ranking the options

Remind them to think about the reasons for their choices

2

• Before beginning this speaking task, remind students of the language required for both giving reasons and providing contrasting points, e.g the expressions on page 10 Elicit more examples and write under two headings on the board

• Ask students to work in pairs discussing their rankings

3 $ 3.3

• Ask students to work in pairs to predict what Jake will say

• Play the recording, and ask students to compare their notes

• Play the recording again and check answers as a class

hill after the rolling cheese The first person to cross the finish line at

the bottom of the hill wins the cheese The event has happened every

year for over 200 years and it can be dangerous – the rolling cheese

can reach nearly 70 miles per hour! Because of this, the local council

has tried to ban it.

ANSWERS

Where: Rio, Brazil; Valencia, Spain; Brockworth, England

When: February; the last Wednesday in August; the last

Monday in May

What makes it special: impressive costumes and carriages,

hundreds of people dancing, it lasts for hours; lots of people,

lots of tomatoes, it looks really funny; it’s a race, it has

happened every year for over 200 years, it is a bit dangerous

4

• Explain that offering a personal response to information and

events is a useful way of practising giving reasons Draw

students’ attention to the useful language box

Pronunciation

• Draw attention to the examples provided here, taken

from the audio extracts Read out each sentence, stressing

the differences between /ɒv/ and /ɒf/.Ask students to

repeat the sentences, and then check the distinction by

writing examples on the board, which individual students

read out

5 $ 3.2

• Draw attention to the notes Elicit the kind of information that

they will be listening for, e.g a location, a date, etc

• Play the recording, as students complete the notes

• Play the recording again so they can check their notes

Transcript

The most impressive festival I’ve been to is the Kite Festival in San

Miniato, Italy In Italian it’s called ‘Festa degli aquiloni’ This festival takes

place on the first Sunday after Easter each year, and it has been held

since 1968, that is … for more than 40 years now Dozens of kites fly

into the air from the front lawn of the ‘Torre di Federico segundo’ The

kites follow an old Tuscan tradition, and on this occasion children ask

their parents to build the kites by hand, which can be quite difficult

and can take a long time! Unsurprisingly, a lot of parents would rather

buy a kite.

Of course, there are prizes for the best kites, … the home-made kites,

not the ones people buy In the afternoon, the traditional Flight of

the Hot Air Balloons takes place and three hot air balloons fly into the

air from ‘Piazza del Duomo’, full of children’s messages and poems of

peace, which people later throw to the wind, in the hope that they will

fly around the world carrying their messages of colour and peace I’ve

never seen anything as beautiful as that in my life I hope I can take my

own children to see it one day.

ANSWERS

Where: San Miniato, Italy

When: first Sunday after Easter each year

Origin: it has been held since 1968, that is … for more than

40 years now

Other traditions: Dozens of kites fly into the air from the

front lawn of the ‘Torre di Federico segundo’; children ask

their parents to build the kites by hand; prizes for the best

Trang 24

Unit 03

24

• Ask students to work in pairs, thinking about what different kinds of people, e.g teenagers, young children, etc, might like and dislike about each type of party

8

• Elicit from the class the questions they will need to ask to get the information to complete column two of the table, e.g

What will you eat? What music will you listen to?, etc

• Draw attention to the example dialogue, and ask students

to tell you the reason given for the speaker’s choice Remind them that when they speak, they should give reasons, too

• Draw attention to the spotlight box, then get students to work in pairs asking and answering the questions As they do this, they should complete column two of the table in 7

• As an optional follow-up stage, ask members of each group

to form new groups, and report back their discussions

Reasons to celebrate

1

• Ask students to work in pairs, discussing what has happened

in each picture, and the reason for celebrating

2 $ 3.4

• Play the recording, so students can check their predictions

Transcript

believe we’ve got our own place at last It’s really exciting and we’re going to have a house-warming party on Friday I hope everyone can come.

Our wedding today has been the best day of my life We’re going to Greece for our honeymoon … I can’t wait!

I’ve finished my studies I hope to get a good job that pays well!

baby, so we think we’ll have a little party with some of our relatives and closest friends next weekend.

Transcript

It was my best friend’s birthday party She wanted to celebrate it at an

expensive place in town, but her parents couldn’t afford it In the end,

we went to her grandmother’s house Her sister prepared the food

and drinks because she’s a chef in a local restaurant Sophie asked her

to make simple food that would be easy to eat, such as mini pizzas,

Mexican tacos, sandwiches and crisps … and for dessert she made the

best chocolate cake I’ve ever had We’re big fans of pop music, so we

listened to all of our favourite songs We also listened to other types of

music, such as hip-hop and rock, because some of our friends

prefer that.

ANSWERS

Venue: friend’s grandmother’s house

Food: mini pizzas, Mexican ‘tacos’, sandwiches and crisps;

brownies

Music: pop music; hip-hop and rock

Spotlight

• Draw attention to the examples taken from the audio extract

Ask students to read through the notes, then generate their

own sentences using just and ever.

4

• Explain that these are questions derived from Trinity exams,

and may be similar to the ones they are asked on the Topic of

Special occasions

• Ask students to read through the questions Direct them the

exam tip, and remind them that it is most common to follow

up present prefect sentences with past simple questions

Highlight the tenses used in questions 1 and 2

• Ask students to work through the questions individually first,

thinking about which Grade 5 language they would use to

answer each question, and any examples they could provide

Remind them that they shouldn’t be writing detailed notes,

or a script, as they will lose marks if the examiner thinks they

have memorised their responses

• Set a time limit of four minutes, then ask the students to work

in pairs, asking and answering the questions

• As a follow-up stage, or a variation on pairwork, ask students

to role-play their conversation in front of the class

5

• Ask students to look at images 1–5 Ask them what kind of

party each depicts, and who would have each kind of party

• Ask students to work in pairs exchanging their ideas, and

giving reasons for their choices

• Read through the example, and ask them if they can think

of something they dislike about sleepovers, e.g ‘you are very

tired the next day’

Trang 25

25Unit 03

year.

3

• Play the recording again, and point to individual students to provide an answer that is true for them, using the relevant Grade 5 language

• Ask students to work in pairs, and practise the exam using the examiner cues that they noted down in 1 Encourage students to think of interesting questions to ask

4

• Direct students towards the collage of images relating to festivals and special occasions Ask them to work in pairs and first identify what they can see in each picture

• Once students have identified a broad range of subjects, ask them to work individually writing as many questions as they can about festivals and special occasions, based on the images

• After completing this first stage, ask students how they would then answer their questions using Grade 5 language

8

• Draw students’ attention to the questions, and drill for pronunciation and intonation

• Ask students to work in pairs, generating more questions

• Ask them to compare their lists with another pair, and to practise asking and answering the questions

ANSWERS

1 Moving home 3 Graduated

2 Getting married 4 New baby

3 $ 3.4

• Play the recording again, this time asking students to focus

on the language used to talk about the future and past

ANSWERS

Future: We’re moving next week; we’re going to have a

house-warming party on Friday; I hope everyone can come;

We’re going to Greece for our honeymoon; I hope to get a

good job; we think we’ll have a little party

Past: We’ve just moved into our new home; I can’t believe

we’ve got our own place at last; We’ve been together since

university, so of course I said yes; Our wedding today has

been the best day of my life; I’ve just graduated; I’ve finished

my studies

4

• Ask students to work in pairs discussing questions 1 and 2

Then have all students work together comparing their ideas

• Set a time limit of around eight minutes Ask two students

to volunteer to be the note-takers during the discussion The

note-takers should note down key ideas in the discussion,

e.g what most people agree / disagree on

• Once the time limit is up, ask the groups to nominate a

speaker to report the findings, using the key expressions

The above task can be done in several smaller groups, with a

note-taker per group The same procedure is followed, but for

the final stage, the speaker swaps groups to report findings

Each group should listen, and ask any relevant follow-up

questions

5

• Ask students to give examples of relevant Grade 5 language

that they could use to answer each question

• Ask them to work in small groups, asking and answering the

questions

page 15

1

• Ask students to work in pairs, and predict what Grade 5

language could be used to complete the questions and

answers

2 $ 3.5

• Play the recording, and have students listen to the examiner

Transcript

Trang 26

• Ask two pairs to work together Each group of four should decide who has done the most interesting thing since the last lesson Students should be using Grade 5 language, such as expressing preferences, giving reasons, talking about events in the recent past, quantifying, and a broad range of grade-appropriate grammar and lexis

• Monitor to ensure that students are demonstrating the communicative skills required in the Grade Conversation phase, e.g responding appropriately to questions, clarifying choices, and giving reasons for their statements

5

• Ask students to work in small groups Make sure that these groups are made up of students who haven’t yet worked together in this lesson

6 $ 4.1

• Draw students’ attention to images 1–5 Ask students to work

in pairs describing the images, and predicting what kind of experiences they will hear about

• Ask students to work with another pair, quickly sharing their predictions

• Open this up to a whole-class prediction, and write these up

on the board

• Play the recording Note that these are responses to exam questions, and therefore demonstrate Grade 5 language requirements

Transcript

was quite surprised, because I’ve driven a lot with my dad, and studied about road signs and speed limits, but I’ve found it hard to concentrate

on everything at once

Discussing personal experiences

Discussing past and recent past and future experiences

Language

Grammar

Present perfect + for, since, ever

Functions

Informing with will

Stating the duration of events

• Ask students to work individually Set a time limit of three

minutes, asking students to note down as many things as

they can remember doing since your last class

• Ask students to now look at their lists and decide on the

most interesting experiences that they have had Ask them

to think about why the experiences are interesting, and what

additional information they can give about them

• Remind students that in an exam situation they will be asked

about personal experiences

Spotlight

• Draw attention to the examples in the spotlight box, and

remind students about the use of time expressions with the

present perfect If necessary, refer them to the Grammar

reference section on page 59

Trang 27

27Unit 04

• Monitor this stage to ensure students are using a broad range

of Grade 5 language requirements, full sentences, and are asking follow-up questions to maintain interaction

page 17

New Experiences

1 $ 4.2

• Explain that students are going to listen to an extract from

an exam, with a teenage Italian candidate talking about her recent personal experiences Explain that students are shortly going to be practising a similar exam-style conversation, and that the audio provides a model of a range of Grade 5 language being used within the context of the Subject Area

of Recent personal experiences

• Explain that the first questions are to help students tune

in to the recording, and deal with the general gist of the conversation

• Play the recording, then allow students a few minutes to discuss answers before checking as a class

Transcript

little digital one and I liked taking pictures of friends and family and a lot of things around my house But when I was twelve, my uncle gave

me his old camera that uses film – an SLR – I prefer that kind of camera

more about what photos I want to take With a digital camera you can take lots of photos, and choose the best, but with an SLR I think you are more creative It’s better because it’s more like art.

photographer?

photography competition in a local newspaper Two days ago I met the photographers who work there, and they showed me how to take photographs like them I’ll do something like that when I’m older …

It was really exciting I never thought I’d win, but my brother said my photo was really good.

because they’re difficult to do well But I’ll take more in the future with

my new camera.

started using it There are lots of instructions, and it will take a long time to learn about it I think I’d rather use my old SLR until I’m more confident.

I haven’t driven on my own yet, because I’m still a little nervous I prefer

to have somebody in the car with me Not many of my friends drive, so

I think I’ll become very popular when people want a lift home.

I never imagined playing in front of so many people To be honest,

I’d rather just play on my own, at home Anyway, the concert was

successful – lots of relatives came to see me Next month, I’ll be in

another concert at school This time I’m playing folk music instead of

classical I prefer playing that My cousin Lily is going to come and see

me That’ll be great I haven’t seen her since last Christmas

room in our apartment I was really surprised when I saw what mum

and dad bought me, because when I asked before they said ‘no’ I think

I’ll call her Smudge She’s great … Actually, I prefer dogs, but I won’t be

able to have one until I’m older.

evenings and at weekends A lot of people that I know sat the exam,

but only I passed it I think that’s because I worked hard I’ll try the next

grade some time in the future, because passing the exams helps you

when you want to go to university I’ve decided that I want to study in

the UK, or America.

though, because I’m usually in defence Two days ago the coach asked

me to play as a striker in the second half I’ve never liked playing there,

so I was surprised Perhaps I was lucky, but I scored three That’s a lot of

goals in one game I’ll probably play up front again next week, but I’d

rather be a defender because that’s my best position.

ANSWERS

1 Speaker 3 2 Speaker 1 3 Speaker 2 4 Speaker 5

5 Speaker 4

• Check answers Ask students which phrases they used to help

match the pictures, e.g played, goals, defence, scored, for the

football match image, etc

7 $ 4.1

• This time students are listening for specific information Elicit

key words in the questions, and possible Grade 5 language

that they will hear to help them answer the questions Play

the audio again

• Ask students to work in pairs checking their answers

ANSWERS

1 Speaker 4 – I’ve decided that I want to study in the UK or

America

2 Speaker 3 – She’s great Actually, I prefer dogs…

3 Speaker 1 – Not many of my friends drive, so I think I’ll

become very popular when people want a lift home

4 Speaker 2 – My cousin Lily is going to come and see me

That’ll be great

5 Speaker 5 – Two days ago the coach asked me to play as a

striker in the second half I’ve never liked playing there, so I

was surprised Perhaps I was lucky, but I scored three

8

• Ask students to work in pairs, discussing the experiences that

they have just heard about Explain that as they decide which

is the most interesting, they should provide reasons, and offer

contrasting ideas to show personal preference

Trang 28

• Get students to work in groups of four or five, and use the boards in their books

• Ask students to read through the rules, then check understanding with a few short concept questions, e.g

How many spaces do you move if you get a head? Do you ask a question, or answer it?

• Ask students to put their counters on the START logo, and then take turns flipping the coin

• As each student lands on a square, they must choose another student to ask a question using the Grade 5 sentence or question stem provided It is up to the rest of the group to decide if the sentence or question has been used correctly, and if the answer requires an appropriate Grade 5 response

• If the stem has been used correctly, the player stays on the square If the stem has been incorrectly used, then the player returns to the square they began their turn from

• The first person to reach FINISH wins, but the game should continue until each player has finished

• Monitor as students play, and make note of any question forms that caused problems either in asking or answering

3

• Ask students to work with a new partner, asking and answering the five questions, and the follow-up questions that they prepared in 2

ANSWERS

1 She won a photography competition

2 It was important because she got the chance to meet

real photographers, and she has decided to become a

photographer in the future

2 $ 4.2

• Explain that during this stage students will have the

opportunity to note down the range of Grade 5 language

that the speaker uses to talk about different functions Draw

attention to the variety of forms used in a short exchange

• Play the recording, pausing throughout to give students the

opportunity to take notes

• After playing the whole recording, ask students to work in

small groups comparing their notes Then feed back as a

whole class

• As a follow-up stage, drill these phrases chorally, and then

individually Then ask students to use certain phrases, e.g

I’ll probably …, with examples that are true for them, e.g I’ll

probably meet friends after school.

ANSWERS

talk about what has recently happened: I’ve just; two days

ago I; I’ve had it since; I’ve just started

give reasons: it’s better because

talk about numbers of things: a lot of things; lots of; many

of those

talk about preferences: I prefer that kind; I’d rather … , until;

it’s better

talk about the future: I’ll definitely … in the future; I’ll do

something like that when I’m older; it will take a long time

3

• Ask students to work in pairs, completing the speaking tasks

For the first task, ask students to think of a recent personal

experience that they could talk about in the exam

• Refer them to their answers in 2, and ask them to begin

planning how they could use a broad range of language

requirements to express their ideas Remind students that in

the exam they won’t have time to prepare notes on answers

• In the second task, the focus is on generating relevant

questions to ask one another in the more formal exam

role-play that follows

• Encourage students to work individually on creating a list

of questions, based on their own experiences Ideally, there

should be one question per question word

• For the third task, ask students to work with the same partner,

and practise the exam using the examiner cues, and the

questions that they generated in the second task

• When students have completed the dialogue, ask them to

change roles and practise the exam again

28

Trang 29

29Unit 04

2 $ 4.3

• Play the recording, and have students listen to the examiner

Transcript

plans.

3

• Play the recording again, and point to individual students to

provide an answer that is true for them, using the relevant

Grade 5 language to answer the questions

• Ask students to work in pairs, and practise the exam using

the examiner cues that they noted down in 1 Encourage

students to think of interesting questions to ask

4

• Direct students towards the collage of images relating to

experiences Ask them to work in pairs and first identify what

they can see in each picture

• Once students have identified a broad range of subjects, ask

them to work individually, writing as many questions as they

can about experiences, based on the images provided

5

• Ask students to work in pairs Ask them to share their lists of

questions, and work together deciding which of them might

be suitable for a Grade 5 exam If necessary, write up an

overview of Grade 5 language requirements

• Monitor this stage, assisting where required Where students

have questions that don’t use Grade 5 language, encourage

them to think about ways that they could reformulate the

questions to meet the exam criteria

• After completing this first stage, ask students how they

would then answer their questions using Grade 5 language

6

• Ask students to form new pairs, and practise the exam using

the examiner cues, and the questions that they generated in 5

• Draw attention to the exam tip Remind students that asking

a relevant question is a key exam requirement

• Monitor to ensure students are using full sentences, correct

intonation, accurate pronunciation, and appropriate Grade 5

language Note down any interesting examples or common

errors for a whole-class follow-up stage

7

• When students have completed the dialogue, ask them to

change roles and practise the exam again

• Encourage students to vary the questions they ask, and the

order they ask them, to ensure that their partner can’t provide

memorised responses

Trang 30

Unit 05

30

I’ve heard that a lot of people forget to do that They’re so busy thinking about what they’re saying

range of Grade 5 language.

• Check answers around the class, then play the recording again, to confirm

• Ask students to work in groups, and have them note down

as many types of Grade 5 language requirements they can

think of under each heading Provide the example Language Functions – Talking about the future; Grammar – Present perfect;

Lexis – Festivals

• Ask students to form a larger group, and collate their lists

• When the students are satisfied, check as a whole class against the list derived from the Trinity exam specifications

Expressions of preference, e.g I’d rather, I prefer

Phrases and expressions related to Grade 5 language

• Play the recording again, and ask students to individually note down any Grade 5 language that they hear

Familiarization with the Topic phase

Familiarization with the Topic form

Generating Topic ideas

Evaluating a Topic phase

• Explain that students are going to hear a student and teacher

discussing the Grade 5 exam Before this, however, there is an

exam fact-file with gaps containing information that will help

them prepare for the Topic phase

• Ask students to work in pairs and read through the fact-file

• Ask students to work in pairs again, and discuss possible

answers to the gaps Highlight some of the clues that

help students complete gaps, e.g gap 2 has the noun way

following it, so it is probably an adjective

2 $ 5.1

• Once students have finished discussing the text, play the

recording Ask students to write down what they hear As this

is a long dialogue, you may wish to pause throughout

Transcript

for it?

think that will be the hardest part for me.

show how much English you understand by discussing your prepared

Topic with the examiner The examiner asks you questions Give full

answers – not just one or two words!

ask you to talk about at least four of them Remember, it’s an informal

discussion rather than a presentation so speak in a natural way The

examiner will look at your Topic form, and ask for more information,

facts, or details to keep the conversation going.

really nervous when I have to do presentations.

Trang 31

31Unit 05

film described, but can use their own ideas about the language requirements of Grade 5 to produce a meaningful example

• Set a time limit of around eight minutes, and monitor this stage, assisting students where required Refer students to the list of Grade 5 language requirements for support

POSSIBLE ANSWERS

A I’ve always liked reading a lot, and prefer to read longer books because you can really get lost in a new world

B I first saw the film six months ago, on DVD

C I’d rather read the books than watch the films because sometime they change parts of the story

D I think that many more people will read the books as more films come out

E One day I’ll write a book Perhaps not exactly like

The Hunger Games, but similar.

Have you ever seen the films?

Do you prefer books or films, in general?

How often do you go to the cinema?

What was the last book you read?

4

• Ask students to work individually initially, and to note down suitable examiner questions on the main points of the Topic, using Grade 5 language

• Then ask students to work in pairs, comparing their questions

During this stage, they should practise asking the questions,

to work on accurate intonation of question forms

POSSIBLE QUESTIONS

What do you prefer, the books or the films?

When did you first read / see The Hunger Games?

Why do you like the books / films so much?

What do you think will happen with The Hunger Games in the

• Ask students to form new pairs, and practise the exam using the examiner questions that they generated in 4

• Remind students that asking a relevant question is a key exam requirement

• Monitor use of language and errors, and note down examples for a whole-class follow-up stage

• Ask students to compare their notes in pairs, before checking

as a whole class

ANSWERS

Grade 5 language used: I’ve worked hard recently; because

I think that will be the hardest part for me; I’ll need to talk

about five discussion points; I prefer just chatting about

things; I’ve heard that a lot of people forget to do that

because they are concentrating

The Topic form

• To orient students to the exam procedure, ask them what

they are allowed to take into the exam, and what they have

to take into the exam Write as two lists on the board:

Can take: pictures, photos, diagrams, useful objects (maximum

of four)

Must take: Report form, Topic form

• Elicit that the Topic form is a mind map with five sections for

students to write in

• Explain that the students have to give the Topic form to

the examiner at the beginning of the exam, and that the

examiner will use this form as a way of organising the

discussion Explain that students should only put their

general ideas on a Topic form, and not examples of Grade 5

language or detailed notes

Spotlight

• Draw attention to the spotlight box, and point out that

students should be prepared to answer on any discussion

point at any time, and not rehearse their Topic in sequence

1

• Ask students to look at the candidate’s Topic form on page 20,

and match these with extracts A–E on page 21

• Set a time limit of around five minutes, to give students time

to read the extracts During this stage, ask them to underline

any words or phrases that they don’t recognise

• After the time limit is up, ask students to work with a partner

and check their answers

• Check the answers as a class, and use this stage to discuss

any challenging lexis Encourage students to practise

reformulating words, a skill they will need in the exam when

explaining an idea or if they have forgotten a word

ANSWERS

A The reasons I like The Hunger Games

B When I first read / saw The Hunger Games

C Which I prefer: the book or the film

D The popularity of the series

E The future of The Hunger Games

page 21

2

• Ask students to work in pairs Explain that the focus here is on

adding another example of Grade 5 language to the extract

Students don’t necessarily have to be familiar with the book or

Tiêu đề	Trinity Gese Grades 5–6
Trường học	University of Oxford
Chuyên ngành	English Language
Thể loại	teachers book
Năm xuất bản	2013
Thành phố	Oxford

Định dạng
Số trang	63
Dung lượng	9,82 MB