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TrinityTeacher’s Book

NEWPass

5-6Trinity GradesISE I

Laura Clyde Roz Varuzza

Trinity 5-6_TB_195x260_NI0072 04/03/11 09:53 Pagina 1

© 2011 Black Cat Publishing, Genoa, LondonFirst edition: March 2011Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased toinsert the appropriate acknowledgement in any subsequent edition of this publication.All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, elec-tronic, mechanical, photocopying, recording or otherwise, without the previous written permission of the publisher.The publisher reserves the right to concede authorisation for the reproduction of up to 15% of this publication upon payment of the establishedfee. All requests for such authorisation should be forwarded to AIDRO (Associazione Italiana per i Diritti di Riproduzione delle Opere dell’Ingegno),Corso di Porta Romana, 108 – 20122 Milano – email [email protected]; www.aidro.orgIn accordance with DL 74/92, the use of any commercial brand images and/or logos in this text is purely illustrative and should in no way be inter-preted as endorsement on the part of Black Cat Publishing of such products and/or brands.

Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, TurinReprint I II III IV V VIYear 2011 2012 2013 2014 2015 2016

Internet: www.blackcat-cideb.comemail: [email protected]: Joanna Burgess, Maria Grazia DonatiBook design: Veronica PaganinCover design: Maura SantiniPage layout: Maura SantiniDesign coordinator: Simona Corniola

Art Director: Nadia Maestri


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Procedures file 4

3

UNIT 1 Festivals & special occasions 10

UNIT 2 Means of transport 14

UNIT 3 Entertainment & music 18

UNIT 4 Recent personal experiences 22

Review units 1-4 25

UNIT 5 Fashion & money 26

UNIT 6 Travel 30

UNIT 7 Learning a language; Rules and regulations 34

UNIT 8 Health & fitness 38

Review units 5-8 41

Writing file 42Recording scripts 43

Contents


4

Listening tasksStage 1If there’s a picture to illustrate the topic, elicitinformation from your students which will helpprepare them for what they’re going to listen to, e.g. inUnit 4, page 32, the photos can be used as prompts toask students what they know about the subject area.

Stage 2Tell students what kind of conversation they’re goingto be listening to, e.g. a candidate and examinertalking about the candidate’s topic, or a radiopresenter giving answers to a quiz.

Stage 3Before students listen, go through the task/s they haveto do while listening, using the following procedure:1 Get students to read the instructions.2 Ask students to volunteer to tell you what they haveto do; this could be in the students’ first language(L1) if you are teaching in a mono-lingualenvironment and you speak the L1 yourself.

3 Select a student who you are reasonably sure willhave understood what to do, and ask her/him toexplain to the class.

4 Check that she/he gives the correct instructions!Give further clarification yourself, if necessary.

5 Give students a further chance to ask questionsabout what they have to do, or the meaning ofvocabulary items in the task/s.

Stage 4Play the recording a first time. If you judge that moststudents have managed to hear a good proportion ofthe answers, get them to compare their answers inpairs, then play the recording again and get them tocheck with their partner a second time. However, ifyou think that, after the first time, a lot of studentshaven’t managed to hear most of the answers (lookout for blank faces!), then play it a second time beforethey check answers in pairs, then play it a third time,and let them compare again in pairs after this.

Stage 5Now elicit answers from students. If all students agreeon an answer to a question, and it is the correctanswer, confirm that it’s correct. However, where this isdisagreement on the correct answer, write all thepossible answers that students give you for thatquestion on the board, put a big question mark nextto them, and tell students that, in a minute, you’llreplay that part of the recording so that they can listenagain. Finish eliciting answers for all the questions in

the task, then go back to the answers that are in doubtand, one at a time, replay the relevant parts of therecording, repeatedly if necessary, until all studentsagree on the correct answer. At this point, you can rubout the other possible answers on the board, leavingonly the correct one for that question.

Stage 6You could play the recording one last time, now thatstudents have all the answers, so that they can listenwith a new level of understanding. You will have todecide whether it’s appropriate to do this, or not; itcould be that, if students have had to listen repeatedlyto various parts of the recording in Stage 5 in order toagree on answers, they won’t be very enthusiasticabout listening yet another time.

Brainstorming vocabularyStage 1Give students a specified time limit to think together(in pairs or small groups) and to make a list of all thevocabulary they can connected with the subject inhand. Make it clear that they should also be preparedto provide an explanation about what the word/phrasemeans.

Stage 2Now ask students to tell you their words/phrases fromStage 1. Write them up on the board as they do so. It’simportant, here, that, if students are not familiar with aword/phrase that another student gives, they askabout the meaning; when this arises, the student whogives the word/phrase in question should also try andexplain it – obviously, if she/he has difficulty doingthis, you will need to help.

Stage 3If there are target vocabulary items that need to beintroduced, e.g. because later tasks depend on them,and they didn’t come up in Stage 2, introduce themnow yourself. How you do this will depend on thevocabulary itself, e.g. some items will be bestintroduced through pictures, others by explaining themeaning and eliciting from students the word/phrase.

Procedures file


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Procedures file

Speaking tasksThis guidance is to help teachers organise, monitorand give feedback for roleplays and speaking activitiesto practise fluency, not for more controlled speakingtasks that are designed primarily to practise specificfunctions or grammatical structures.

Stage 1Roleplays – details about individual roles are providedin the instructions for students for these type of tasks.Get students to read their roles before going on toStage 2.Fluency-type speaking tasks – start off by giving amodel yourself of what students have to do, forexample, where they have to tell one another abouttheir own personal experiences in relation to thesubject, tell them about a relevant experience that youhave had.

Stage 2Give students the chance to prepare for what they’regoing to talk about. For roleplays, students are usuallyasked to prepare roles together. For fluency-typespeaking tasks, students will usually be preparingalone. Set a time limit, e.g., five minutes, andencourage them to make notes to organise theirthoughts and to help them with what they’re going tosay, but not to write a script. Make it clear that, duringthis preparation phase, they can consult you aboutvocabulary they need, etc., but that during thespeaking phase that will follow, they can’t. While theyare preparing, you should circulate, helping andanswering questions as necessary.

Stage 3Students now perform the speaking phase. Explainthat you will be listening to them during this phase,but you will not be answering questions. Emphasisethat the aim here is for them to practise speakingfluently, without interrupting their ‘flow’ to ask abouthow to say something. While they are speaking,monitor and make notes about any aspects that youthink they do particularly well, and also any aspectsthat could be improved, including grammar andvocabulary mistakes that you hear. If students try andask you for help while you are monitoring, tell themthat you will help them afterwards, but, for themoment, they should try and say it in a different way.When they are approaching the end of this phase,start writing the points you have noted up on theboard. Put them in two columns, perhaps headed by asmiling face for the points for praise and an unsmiling/frowning face for the points for improvement.

Stage 4When students have finished Stage 3, ask them if theynoticed anything that they themselves or their partnerdid particularly well and get them to tell the class (inthis way, they are reflecting on their own performanceand that of their peers). After this, go through thepoints for praise that you wrote on the board, followedby the points for improvement. Don’t mention whichstudent/s made the individual mistakes; instead, elicitthe correct version from all the students and correct iton the board.

Stage 5Now give students an opportunity to ask you aboutthings they may have realised they didn’t know howto say when they were doing the speaking phase.Answer these queries and write the words/phrasesthey want to know on the board.

Stage 6Now get students to repeat the speaking phase (Stage3 above) with a different partner/s. The aim ofrepeating this phase is that, after the correction andquery phases (Stages 4 and 5 above), they have achance to improve their performance in the task.


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Writing tasksGuidance for ISE I writing tasksWriting genre guidance in New Pass Trinity

In most units of the Student’s Book, there is a focus onhow to write one of the specific type of texts whichfeature in ISE I, i.e. letters, e-mails, reports, articles,reviews, narratives, descriptions. This focus involves aseries of tasks to help students prepare for writing agenre of text independently. There is also informationin the Writing file about characteristics of the varioustext types, which students are referred to before theystart a writing task. Writing tasks in the units follow onfrom other tasks where students have worked withvocabulary and/or grammatical forms that will beuseful for the writing.

Controlled Written exam ‘Reading into Writing’tasks

In most units of the Student’s Book, there is a sectionwhich practises the ‘Reading into Writing’ componentof the Controlled Written exam, i.e. where candidatesread a text, then write either a report or an article (thisvaries from one exam to another) based oninformation or ideas from the text. These sections donot include an explicit focus on how to write articlesor reports. With this in mind, you will probably want touse the material in the Writing file, page 91.

Assessing Portfolio work – the teacher’s role

Trinity has very clear guidelines as to the extent of thehelp that you, as the teacher, can give your studentswith written work for their portfolios. Please see theISE Syllabus (available online at the Trinity Collegewebsite) for these guidelines. Looking at whatteachers must not do, you will see that the traditionalway of marking students’ work, where each mistake iscorrected by the teacher, is not allowed for candidates’portfolio tasks. This means that we need to introducean alternative approach for helping students improvetheir written work, where teachers guide learners inworking out their own mistakes and discovering bythemselves how they can improve their writing.

Trinity helps with this by providing a special form forthe teacher (the Student Portfolio Feedback Form,photocopiable from the ISE Syllabus, downloadablefrom the Trinity College website) to point out tocandidates areas for improvement in their writtenwork; this would most usefully be used beforecandidates write the final version of each task for theirportfolio.Before candidates give a draft of their task to theteacher, however, they can also gain from criticallyassessing their own work, and help other students bycritically assessing one another’s work. See page 7 ofthe Teacher’s Book for a Self/Peer AssessmentChecklist you could use, and an activity to helpstudents with comprehension of, and familiarisationwith, the Student Portfolio Feedback Form.In the month or so before candidates begin preparingportfolio tasks, you could start getting them used toreceiving a less directed form of feedback by adopting asystem of correction symbols when marking theirwritten work, so that mistakes are categorised, e.g. asa grammar, or spelling mistake, but not correctedexplicitly. In this way, the student has to think aboutwhat the mistake could be and try and correct ither/himself.Samples from the Portfolio section and from theControlled Written exam are available at the TrinityCollege website.

Procedure for drafting and improving writing tasks

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

Stage 1Students help one another with ideas for the writingtask – instructions for the content of individual tasksare given in the Student’s Book.

Stage 2Students write the first draft of the task. This stagewould usually be done at home.

Stage 3In class, students use the Self/Peer AssessmentChecklist on page 7, first to assess their own work,then to assess another student’s work.

Procedures file


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Stage 4Students now write a second draft of the task,improving their writing by taking into account thepoints mentioned in Stage 3.

Stage 5Students not give their second draft to you. Yousuggest ways to improve it by completing the StudentPortfolio Feedback Form, which can be photocopiedfrom the ISE Syllabus, available online at the TrinityCollege website.

Stage 6Students look at the advice you have given them onthe Feedback Form and, taking it into account, writethe third and final draft of the task.

Stage 7If students decide to use the task for their portfolio,they must attach the Feedback Form from Stage 6 totheir final version.

Procedures file

Self/Peer Assessment Checklist

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

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

3 The handwriting is too difficult to read.

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

5 The writing isn’t organised logically.

6 The sentences aren’t organised in logical paragraphs.

7 The introduction/conclusion is missing. *

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

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

10 Some vocabulary items are used wrongly.

11 I/You should vary the vocabulary more.

12 There are spelling mistakes.

13 There are punctuation mistakes.

* circle as appropriate


Guidance for teachersThe test should be done in class. Any number of students can take the test at the same time. Photocopy theDiagnostic test answer sheet and give one to each student. Students select their answers from the options given onpages 6-7 of their coursebooks. The CD should be played without interruption.It is important to understand that the Diagnostic test is not a precision instrument. It will help you in decidingwhether particular students are in a position to start preparing for a Grade 5, Grade 6 or ISE I examination. It will helpyou in the sense that it tests listening comprehension and receptive knowledge of appropriate responses toquestions. However, to this information you must add your own knowledge of student’s speaking skills, andadditionally for ISE I, their productive writing skills and their reading skills. The test is design to determine whetherstudents are ready to start preparing for a specific examination – not whether they are ready to take it. Whenassessing students’ readiness, you, as the teacher, must also add your knowledge of the individual student in termsof her/his application, motivation and normal rate of progress.

The questions are distributed as follows:Questions 1 – 4 relate to the Grade 1 syllabus.Questions 5 – 10 relate to the Grade 2 syllabus.Questions 11 – 18 relate to the Grade 3 syllabus.Questions 19 – 29 relate to the Grade 4 syllabus. Questions 30 – 40 relate to the Grade 5 syllabus.

When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the following:• Speaking skills • Application• Writing skills • Motivation• Reading skills • General learning rateInterpretation of scores24 or less A score of 24 or less indicates that a student is probably not yet ready to start preparing for a Grade 5

examination.25-32 A score of between 25 and 32 indicates that a student is probably ready to start preparing for a Grade

5 examination but probably not yet ready to start preparing for Grade 6 or ISE I. Over 33 A score of 33 or over may indicate that a student is ready to start preparing for a Grade 6 examination

or ISE I.

ANSWERS

1 B2 B3 C4 A5 C6 B7 A8 B

9 C10 B11 A12 A13 A14 A15 B16 C

17 C18 A19 A20 B21 B22 A23 C24 C

25 A26 C27 A28 C29 A30 A31 A32 A

33 C34 C35 C36 C37 C38 A39 A40 B

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Diagnostic test


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Diagnostic test answer sheetAs you listen to the examiner on the recording, choose the best answer from A, B and C in your coursebook. Put acircle around your choices on this sheet.

Question Question

1 A B C 21 A B C

2 A B C 22 A B C

3 A B C 23 A B C

4 A B C 24 A B C

5 A B C 25 A B C

6 A B C 26 A B C

7 A B C 27 A B C

8 A B C 28 A B C

9 A B C 29 A B C

10 A B C 30 A B C

11 A B C 31 A B C

12 A B C 32 A B C

13 A B C 33 A B C

14 A B C 34 A B C

15 A B C 35 A B C

16 A B C 36 A B C

17 A B C 37 A B C

18 A B C 38 A B C

19 A B C 39 A B C

20 A B C 40 A B C

Diagnostic test answer sheet

PHOTOCOPIABLE © 2011 Black Cat Publishing


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UNIT 1Festivals & special occasions

Trinity subject areas Festivals; Special occasionsGrammar The Present PerfectPhonology Have in the Present PerfectConversation phase Dos and don’tsTopic phase Preparing for the Topic Phase

Vocabulary, page 8

1a Focus students on the photos and elicit the special occasions that they show. Then get students to look at thelist of activities 1-8 and to match them with the photos.

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

1b

ANSWERS

ANSWERS

BRITISH

- May Day- Pancake Day (held the daybefore lent starts ie: 40 daysbefore Easter)- St Patrick’s Day (celebrated inIreland)- Guy Fawkes’ Night (Bonfire Night,which is a celebration withfirework displays and big fires, isheld in Britain on 5th November.)

NATIONAL

This will change depending oncountries

INTERNATIONAL

- Christmas- St Valentine’s Day- Graduations- Weddings- Halloween- New Year- Carnival- Birthdays- Easter- Thanksgiving (Thanksgiving is atraditional harvest festivalcelebrated in the USA inNovember and Canada inOctober. It’s traditional to eatturkey with family and friends.)- Divali (Divali is celebrated mainlyin India between mid-Octoberand mid-November and issometimes called the festival oflights.)- Music festivals


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UNIT 1 Festivals & special occasions

2a Ask students to look at the pictures and elicit anyvocabulary they know connected to thecelebrations. Students then look at the words inthe box and match them to the pictures. Studentseither use a dictionary or you could pre-teach anyvocabulary which you feel most students will notknow.

1 Christmas – carols, cards, decorations, presents,Boxing Day

2 Halloween – pumpkin, ghosts, witches,3 New Year’s Eve – fireworks, resolutions, midnight4 Wedding – rings, bride and groom, cards,

decorations, presents, the best man5 St Valentine’s Day – lovers, chocolates, cards,

presents, roses

2b

Across1midnight 3 cards 5 fireworks 6 chocolates7 pumpkin

Down2 decorations 4 roses

2c Follow the suggested procedure for listeningtasks in the Procedures file on page 4. Give students a few moments to decide in pairswhich festival each person is describing. Youcould help them by eliciting what they think thefirst one is, then writing up the following on theboard:A I think that the person in number 1 is describing

New Year’s Eve. What do you think?B Yes, I agree./No, I don’t agree. I think she’s/he’s

describing...

1 New Year’s Eve2 Valentine’s Day3 Halloween4 Christmas

After giving answers, you might want to explain that,in some countries such as Britain, people sendValentine’s Day cards without signing their namesand people have to guess who the mysterious senderis.

ANSWERS

ANSWERS

ANSWERS

3 Go through the instructions with the class. Youmight want to do an example with the class andwrite the information on the board first.

Suggested example:

CHRISTMAS

List of things Sentenceswe doDecorate home We put decorations all round our

home and usually have a tree.Give presents We give each other presents and

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

See our family Traditionally the whole family gettogether in one place for thiscelebration.

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

roast turkey and a very heavypudding.

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

Grammar Focus, page 10

Go through the example sentences in the Grammarfocus with the class, emphasizing the fact that whenthere is a specific time reference, students have touse the Past Simple.You could write an example on the boardhighlighting the difference between the two tenses:A I’ve been to Venice twice.B Really? I’ve never been. Did you like it?A Well, the first time I went I was only a child but I had a

fantastic time when I went last year.

You might take this opportunity to check thatstudents remember the past participles of irregularverbs, and highlight that been in the Present Perfectis pronounced /bn/ not /bi�n/.

4

1B 2A 3A 4A 5B 6AANSWERS


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5a

1 for 4 never 2 since 5 ever 3 just

5b

1 ever 4 just 2 since 5 never/just 3 for 6 ever

5c Before students do this task, you might want todrill each of the questions and check thatstudents know the meaning of raw. In largergroups, you might want to allow students to writemore than one name for each of the sentences. Tomake this activity more competitive, you couldset a time limit and see how many students founda person for each of the sentences within thetime set.

5d For this part of the task, students can eitherreturn to two students who answeredaffirmatively to one of the experiences on the listand ask her/him further questions about it, as inthe example box, Student’s Book, page 11. Or youcan put students directly into pairs. Havestudents repeat the previous exercise to seewhich of the activities their partners have done.Go over the sample conversation in the examplebox, Student’s Book, page 11 and then havestudents practise similar conversations with theirpartners. It will help if you get an exampleexchange from two students before they beginthe pairwork.

Phonology, page 11

6a

We use contractions in positive and negativestatements and not in questions (and short answers).You might want to drill these sentences and makesure that students are using the contractions andpronouncing been /bn/ correctly.

6b and c Students practice saying the sentences withtheir partners. Students then listen to the textand repeat the sentences.

Reading, page 12

7a Pre teach any vocabulary students might notknow.

Pamplona, SpainANSWERS

ANSWERS

ANSWERS

ANSWERS

7b Students read the article again. You might wantto set a time limit for this stage.

1 The run is 825 metres long.2 The average time of the run is about 3 minutes

from start to finish.3 Six fighting bulls run the route each day.4 The bull run first took place in 1591.5 Over 200 people have been seriously injured

since 1924 during the run.

7c

... has happened nearly every year since 1591.

... it has become a big tourist attraction.

... the gate has just opened at the Santo Domingocorral.... the bulls have left.Over 200 people have been injured since 1924...Have you ever seen a spectacle...

The Present Perfect is used because it is describing anevent which still happens.

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

1 The Pamplona bull run has happened nearlyevery year since 1591.

2 In recent years it has become a big touristattraction.

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

4 Have you ever seen a spectacle like this?

Writing, page 12

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

Topic phase, page 13

These tasks aim to familiarise students with the Topicphase of the Speaking exam and to show them howto prepare a mind map, which they can take into theexam with them. Describe the format of the Speakingexam with the students (refer to page 4 forinformation) and discuss what the Topic phase entails(refer to the box on page 13).

ANSWERS

ANSWERS

ANSWERS



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9

1 interests 2 learn 3 remember 4 prepare 5 Add

Go over the points in these sentences with thestudents, and stress how important it is that studentsbe prepared on their topic and that they must notmemorise the information.

10a Before students listen to the text, elicit from thestudents which points they think Peter will talkabout and tick the points in column A.

10b Students then listen and tick the points Peterdiscusses in column B. Conduct class feedbackto see how many points they guessed correctly.You might want to explain to students thatChristmas pudding is dark brown and is a verysweet, cooked dessert with lots of candied fruitin it.

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

10c

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

10d Describe what a mind map is and how useful itis in the Topic phase of the exam. Students listento the presentation again and make notes.

2 Preparation for Christmas: spend lots of timepreparing; send family and friends cards; putcards up around house; decorate the house

3 Christmas tree: real or artificial; decorate the tree 4 What we eat: turkey, potatoes and vegetables;

Christmas pudding5 Christmas shopping: presents for family and close

friends; buy special foods and drinks

10e Students choose an important festival whichthey celebrate and they plan a mind map usingPeter’s headings. Monitor students closely andgive help as needed.

ANSWERS

ANSWERS

ANSWERS

ANSWERS

Conversation phase, page 14

11 This task aims to give the students some adviceabout what they should and shouldn’t doduring the exam. Students could work in pairsto do this exercise. Give them five minutes tocomplete the sentences with do or don’t, beforechecking the answers together as a class.

1 Do 2 Don’t 3 Do 4 Do 5 Do 6 Do

Writing, page 15

12 Go through stages A-H with students,emphasising the importance of planning theirwork before they start writing.

A4 B6 C3 D7 E8 F5 G2 H1

13 Explain to the students that there is a Writing fileat the end of the Student’s Book and refer themto the relevant Writing file for each of the texttypes – correspondence (informal emails) onpage 78, factual writing (a review) on page 84 andcreative/descriptive writing (an entry in a diary)on page 89.

Go through the three tasks with the class,explaining that they should choose one, or more,of the tasks to do for homework.

Trinity Takeaway, page 15

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

ANSWERS

ANSWERS


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UNIT 2Means of transport

Trinity Subject area Means of transportGrammar Will referring to the future; Expressions of quantityPhonology Intonation of basic question formsTopic phase Planning a topic; do’s and don’ts

Phonology, page 17

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

2b

1 How often do you travel by bike? t2 Can you drive? s3 How much did the ticket cost? t4 Have you ever flown on a helicopter? s5 Where is the airport? t6 Do you like travelling by train? s

Vocabulary, page 17

3a Monitor students as they practice to make surestudents they are using the falling and risingintonation patterns. You might want to review thestructure it takes about to describe a length oftime.

3b Suggested procedure: Put the students in groupsof 7-10. Refer them to the survey sheet at thebottom of the page. Elicit from them what theyhave to do, then get some example exchangesbetween students with the whole class listening,before they start the group work.

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

ANSWERS

Vocabulary, page 16

1a Ask students to look at the pictures and elicit anyvocabulary they know connected to them. Thenstudents look at the vocabulary in the box andsee if any of the words they have come up withare there. If they’ve mentioned extra – and useful– vocabulary, write it on the board and getstudents to add these extra words to the pictures,too.

A runway/airport D airport/terminal B cruise shipEminibus C underground F train

You might want to mention that we use the termunderground in Britain, but that they use the termsubway in America.

1b Students put the words into the correct column.Remind students that some words can go intomore than one column. You might want thestudents to use a dictionary, or you could preteach the vocabulary or you could set a time limitand discuss unknown words during the feedbacksession.

Air helicopter, runway, airport, terminal

Sea port, cruise ship, lighthouse, ferry, terminal

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

ANSWERS

ANSWERS

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UNIT 2 Means of transport

Reading, page 18

4a Before you get students to read the introductorytext, introduce the subject of ‘no-frills’ airlines byasking your class if anyone’s ever travelled with anairline you know will be familiar to them (e.g., onethat flies to your local airport) and gettingstudents to describe what the journey and servicewere like. Alternatively, or in addition, tell themabout your own experiences (good or bad) with ano-frills airline. Students then discuss questions 1-3 in pairs.

4b Pre teach any vocabulary students might notknow.

A3 B1 C2

4c1 boarding gate 4 queue 2 book 5 fare(s) 3 aisleseat 6 travel agent

4d

Advantages: cheap; simple procedures; allow peoplewithout much money to travel; small airports (not asbusy as larger ones).

Disadvantages: airports small, far from town; nochoice of class; can’t book ticket through a travelagent; no free meals or drinks; no choice of seat; noin-flight entertainment; long queue at check-in desk.

Writing, page 19

5 Go through the instructions for the task with theclass, emphasising that they discuss bothadvantages and disadvantages with reference toboth types of airlines. They must also include aconclusion stating which airline they prefer andwhy. Refer them to the Writing file on page 82-83for guidance on writing reports.

ANSWERS

SUGGESTED ANSWERS


Before looking at the Grammar focus box, you couldput the following sentences from the reading text onthe board and elicit why will for the future is used.The airport will probably be small and some way fromthe city.- will is used to make a prediction

You won’t get any free snack, drinks or meals with alow cost airline.- will is used to give information.

(You might want to focus on the pronunciation ofwon’t - /wəυnt/ rather than /wɒnt/.

6a

1C 2F 3B 4D 5E

6b

1will leave 2will be 3will take 4will include

6c

1 I think that the traffic problems will get worse.2 I imagine that it will be difficult to persuade

people to use public transport instead of theircars.

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

4 Levels of air pollution will probably increase.

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

ANSWERS

POSSIBLE ANSWERS

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7a Direct the students to the picture of Turin and askthem if they know what country / town it is. Thenelicit the names of the forms of transport.Students then compare Turin to their home town.

7b Look at Emilio’s Topic form at the bottom of thepage and read the headings together before theylisten to the recording.

Types of transport in Turin 2My dad’s job in transport 3My future job in transport 5Turin, my home town 1Transport and the environment 4

7c

1T 2F 3F 4T 5T

7d If Turin is your students’ home town, then askthem to choose another city to talk about.If students find this topic interesting you couldextend the discussion, either as a class or in pairs,to include any towns they’ve visited that theythink had an impressive public transport system.

8a Remind students that in the Topic stage of theSpeaking exam they will have to speak for up to 5minutes and will need to be able to extend theirdiscussion. A useful way of doing this is throughmind maps and smaller, detailed mind maps. Inthis stage, the students are looking at thedetailed mind maps. Go over the exampletogether.

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8b Follow the suggested procedure for listeningtasks in the Procedures file on page 4.Students do mind maps number 2-5. Pause therecording after every mind map to give thestudents time to write and conduct feedbackafter each section.

1 complicated transport system2 buses, trams and taxis3 private vehicles4 a bus driver in Turin5 likes his job6 it’s difficult, a lot of heavy traffic7 modern, electronic system of traffic control8 trams run on electricity9 other public service vehicles run on electricity10 more buses use gas instead of petrol11 study town planning at university12 join my father in Transport Department13 as a manager/planner14 won’t be a bus driver

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

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

- The second presentation doesn’t include anypauses nor any hesitation devices (…well; …erm, …; I mean…), which are normal in every dayspeech.- The intonation is flatter in the second presentation.

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UNIT 2 Means of transport

9 This task aims to give the students some adviceabout what they should and shouldn’t do inpreparation for and during the exam. Studentscould work in pairs to do this exercise. Give themfive minutes to complete the sentences with door don’t, before checking the answers together asa class.

1 Don’t 2 Do 3 Do 4 Do 5 Don’t

Writing, page 23

10 Go through the three tasks with the class,explaining that they should choose one, or more,of the tasks to do for homework. Refer students tothe relevant Writing file for each of the text types– correspondence (a letter) on page 78, factualwriting (an article) on page 85 andcreative/descriptive writing (a story) on page 87.

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UNIT 3Entertainment & music

Trinity Subject areas Entertainment; MusicGrammar Expressions of preferencePhonology Intonation patterns of more complex question forms Conversation phase Exam practiceTopic phase Responding to the examiner

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

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

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

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

3a The introduce the topic, ask students which filmsthey like and if they like any film which they knowis British.If you think the students might not know that thefilms are British and you want to play a game withthe students, you could do the following:- Write the letters of the names of Hugh Grant,Gwyneth Paltrow, Julia Roberts, Brad Pitt andRenee Zellwegger in a mixed up order on theboard, e.g.: aujli trorbes (Julia Roberts).

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

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

- Do the quiz.

ANSWERS

Vocabulary, page 24

1a Before doing this activity, you could ask yourstudents what musical instruments theyplay/would like to play. You could also brainstormdifferent types of instruments. Refer tobrainstorming vocabulary in Procedure file onpage 4.

A3 B6 C4 D2 E1 F7 G10 H5 I9 J10

1b Students can do this activity in pairs or directlywith the teacher as a class activity.

-ist -er -playeraccordionist trumpeter keyboard-playerviolinist drummerpianistorganisttrombonistguitaristsaxophonist

Note the shifting stress in the pronunciation/�saksəfəυn/ versus /sak�sɒf(ə)nist/.

(It is possible to use -playerwith most instruments.)

1c and d Encourage students to extend theirdiscussion in this section as they normally havesomething to say on this subject. Monitor andconduct a short class feedback with some of theinformation you heard (eg: Marco said he playsthe trombone and Yoko said she’d like to play thedrums).

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UNIT 3 Entertainment & music

3b

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

3c

Positive: exciting, entertaining, funny, moving,fascinating, beautiful, interesting, romantic, great.Negative: boring, dull, predictable, slow, silly.

3d Draw students’ attention to the use of really.Explain that we use reallywhen we want toexpress strong opinions. Again, if this topicinterests your students, you could conduct somekind of feedback where you see which film is themost popular in the class, or which actors are.


Go through the grammar in the Grammar focus box.If you want to personalise the examples, you coulduse your own opinions in the sentences and see if thestudents agree with you.E.g.:I prefer Johnny Depp to Brad Pitt.I prefer watching films at the cinema to watching filmsat home.

4a

1 Giuseppe prefers playing music to listening to it.2 She prefers Scarlett Johansson to Halle Berry.3 We prefer action films to romantic films. 4 My mother prefers romantic novels to

science-fiction novels. 5 They prefer going to the cinema to watching

DVDs.

4b

1 What do you prefer – classical concerts or rockconcerts?

2 Who do you prefer – Robert Pattinson or DanielRadcliffe?

3 What do you prefer – visiting art galleries ormuseums?

4 Who do you prefer – Rihanna or Lilly Allen?

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5a

1 They’d rather read a book than see a film. 2 He’d rather meet his friends than do his

homework.3 I’d rather play football than watch it. 4 My father would rather stay at home than go to a

party. 5 She’d rather travel for a year than go straight to

University.

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

1 What would you rather go to – a classical concertor a rock concert?

2 What would you rather do – watch TV or listen tomusic?

3 What would you rather do – see a film or go to arestaurant?

4 What would you rather do – go for a walk orwatch a DVD?

Phonology, page 28

6a Students sometimes find it quite hard to use afalling intonation in question forms. Drawstudents’ attention to this feature before theylisten to the recording.

6c

1 Do you prefer pop music or classical music?

2 Do your prefer adventure films or romantic films?

3 Do you prefer Christmas or New Year?

4 Do you prefer cars or motorbikes?

5 Do you prefer studying or shopping?

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Listening, page 28

7a

Follow the suggested procedure for listening tasks inthe Procedures file on page 4.

Peter Maria

12345678

7b

A6 B1 C2 D3 E5 F4

7c

3 A C D E

7d Give students enough time to think about whatentertainment they like or dislike. You could,otherwise, elicit some of the ideas in this unit(pop music, classical music, watch TV, go for awalk, romantic novels, science fiction etc.) andwrite them on the board. Students then makequestions based on these prompts for theirpartners, who in turn answer using the languagefrom 7b).

Reading, page 29

8a Conduct a class feedback after the discussion inpairs to see what type of concerts are popularwith students in the class.

8b Pre teach any vocabulary students might notknow.

BachElvis Presleythe Beatles

8c

1 All Saint’s Church2 It started at 8 p.m. and finished at 10.3 Yes

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3

3

3

3

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3

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Writing, page 29

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

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


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

10a

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

Students practise the conversations together in pairsor, to provide more practice, you could have studentsgo round the class asking different students the samequestions. Set a time limit for this. Review thealphabet before the task if you think your studentsmight have problems remembering- andpronouncing - some of the more difficult letters.

11a Remind students that they have to ask theexaminer at least one question in the Topicphase (and one in the Conversation phase, too),so they need to prepare some questions theycould ask the examiner in the Topic phase.

Students write two questions per presentationtitle. Encourage students to write questions thatelicit a longer response. Try to have studentsworking alone, and remind them that theirquestions will probably vary from their partners.

1 Do you like living in your home town? Does your town have lots of places to visit?

2 What did you do in London?What was the best thing you did in London?

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

4 What’s the most difficult thing you’ve ever donein a canoe?Do you go canoeing all year?

5 Does your town have a good public transportservice?How do you travel around town?

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11b Have students write at least two questions thatthey could ask the examiner on their topic.Students should write the questions somewherethat will be easy for them to find – and review –before the exam.


12a

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

12b Encourage the students to not only ask thequestions but also to extend their discussionsby asking follow up questions and exchangingviews.

12cAnswers will vary.

Writing, page 31

13 Go through the three tasks with the class,explaining that they should choose one, or more, of the tasks to do for homework.Refer students to the relevant Writing file for each of the text types – correspondence (an informal email) on page 78, factual writing (a review) on page 84 and creative/descriptivewriting (a story) on page 87.

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UNIT 4Recent personal experiences

Trinity subject area Recent personal experiencesGrade 5Vocabulary Weekend activities; Past time expressionsPhonology -ed past tense endingsGrammar Connecting clausesConversation phase Showing understanding of the examiner

for two monthsthe past two weeksShirin’s posttwo hours agoLuca’s postlast nightfor ages

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

1 last 2 past/last 3 last 4 yesterday 5 ago

2d Elicit the answers to the two questions from theclass. Note that for ages is another way to say for along time.for + time period (two months, a year, etc.) canalso be used to talk about the past, e.g. I lived inthe UK for two months when I was in my 20’s.for ages could also be used to refer to the presentand future, e.g.I wait for ages every morning for the school bus toarrive.I’m not going to see him again for ages, because he’sgoing to university abroad.

...no school for two months. Jie is referring to thefuture.It was the best gig I’ve been to for ages. Luca is referringto the past.

3 Give students a minute or two to think of fivequestions to ask a partner about activities theyhave done recently. Go through the example withthe class, then give students a few minutes to ask

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Vocabulary, page 32

1a Focus students on the photos and elicit theactivities that they show. Then get students tolook at the list of activities 1-8 and to match themwith the photos.

A4 B8 C2 D6 E7 F5 G3 H1

1b Give students a minute or two to tick theactivities in exercise 1a), then go through theexample with the class. Students then comparewith a partner the activities they like and don’tlike doing. Encourage them to use the example asa model for their conversations.

2a After students have read the blog posts andmatched them to an activity from exercise 1a), getthem to compare their answers with a partner,before checking the answers together as a class.

2b Elicit from the class the two time expressions inthe first blog post (yesterday afternoon and theweekend before last in Alex’s post). Give studentstwo minutes to find and underline the timeexpressions in the other posts, before checkingthe answers together as a class.Note that gig is an informal way of saying concert.

Alex’s postyesterday afternoonthe weekend before lastAna’s postlast SaturdayJie’s postyesterday

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UNIT 4 Recent personal experiences

and answer their questions. Encourage them touse the example as a model for their conversations.Monitor while they are talking, noting what theydo well and what they could improve on. Whenthey have finished, give feedback on theirperformance. For more practice, you could getstudents to change partners and repeat the activity.

Phonology, page 34

4a Start by writing up the phonemic symbols fromthe table on the board, before students look atthe exercise in their books. Elicit the sounds thesymbols represent from the class and then thesound represented by the -ed ending of the wordplayed (from the first sentence). Students thenlook at the exercise in their books and write in thecorrect column the words finished and recorded.

4b Play the recording for students to listen andcheck their answers. Explain that the -ed ending ispronounced as /d/ only when the last sound ofthe verb in the infinitive is /t/ or /d/. Play therecording again for students to listen and repeatthe sentences together as a class.

4c Students can do this exercise in pairs, trying outthe pronunciation of the words to help themdecide which column to put them in. Play therecording for students to check their answers.Play the recording again, stopping after eachsentence for students to repeat it.

1 /t/ 2 /d/ 3 /d/finished played recordedmissed arrived visiteddanced enjoyed celebratedwatched loved decidedtalked wantedrelaxed waitedworked

5a Give the pairs ten minutes to invent the story.Monitor, giving help as necessary. Make sure thatthey practise telling the story at this stage.

5b Divide each pair into Student A and Student B.Then ask all the Students Bs to stand up and forma new pair with the student to their left (or right).Give them ten minutes to tell each other theirstories. Monitor, noting pronunciation of the -edendings, as well as content of the stories. Whenthey have finished, give feedback to the class ontheir performance.

ANSWERS

Reading, pages 34-35

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

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

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

1B 2C

7b Students could compare their answers with apartner, before you check them with the class.

1F – it took place in the USA 2F – it lasted for severalyears 3T 4T 5T

8 Start the exercise by giving some examplesyourself. Then give students five minutes to talkto each other, before asking one or two studentsto tell the class what their partner said.

Grammar focus, page 36

9a Go through the example sentences from thereading text with the class, eliciting from thestudents the explanations about the use of theconnecting words (1-4) to match them to the fourwords (A-D).

1 because 2 also 3 but 4 so

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

1D 2B 3A 4C

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

1 because 2 also 3 so 4 but 5 so

9d After students have compared their answers witha partner, go through the sentences with theclass, getting an example for each sentence fromfour different students.

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Writing, page 36

10 Go through the instructions for the task with theclass, emphasising that their article should bebased on information from the reading text onpage 35 as well as their own personalexperience. Refer them to the Writing file onpages 85-86 of the Student’s Book for guidanceon writing articles.

Conversation phase, pages 37-38

11a Focus students on the question, then play therecording. Elicit the answer to the question.

The conversation is about a weekend away.

11b Play the recording again for students to listenfor specific information. Get them to comparetheir answers in pairs, before checking theanswers with the class.

1, 3, 6, 8

11c Point out that some of the things in exercise11b) match with more than one question, andthat some of the things don’t have anymatching questions. Give students a fewminutes to match the questions to the items,before checking the answers with the class.

B1 C3 D6 E8 F0 G0 H0 I6

11d Give students a few minutes to match thequestions to the items, then play the recordingagain for them to check their answers.

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

11e Play the end of the recording again for studentsto complete the question that the candidateasks the examiner. You may need to play it morethan once. Get students to compare theiranswers in pairs, then elicit the answers fromthe class, writing the whole question up on theboard.

And what about you – have you been away for theweekend recently?

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11f Give students a few minutes to write thequestions in pairs, then check the answers withthe class.

Have you done anything special recently?Have you lived in another country?Do you like driving?Do you like going to the beach?What’s the weather like where you live?What’s the traffic like where you live?Where do you live exactly?

12a Give students a few minutes to write thequestions, then get some examples from theclass and write them on the board.

2 Where did you go exactly?What’s it like?Did you like it?What was the weather like?

3 What did you buy?Who did you go with?Where did you go?

4 What exams did you have? Were they difficult?Did you revise for them? Did you pass them?

5 What’s the friend’s name? How do you know her/him? Where does s/he live?

6 Where did you celebrate it? How did you celebrate it? How old was she?

12b Go through the example with the class, thengive students five minutes to ask and answertheir questions. Monitor while they are talking,then give feedback to the class on theirperformance when they have finished.

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UNIT 4 Recent personal experiences


13 Divide the class into Student A and Student B pairs.Go through the instructions on the rolecards withthe class. Give them set times for each stage of theactivity, e.g. five minutes for stages 1 and 2.Monitor while they are having the conversations,noting things they do well and things they couldimprove, in preparation for the feedback in stage 3.After they have self-evaluated their performance instage 3, give your feedback to the class, beforethey change roles and repeat stages 1-3.

Writing, page 39

14 Go through the three tasks with the class,explaining that they should choose one, or more,of the tasks to do for homework. Go throughstages A-H with them, emphasising theimportance of planning their work before theystart writing. Refer them to the relevant Writingfile in the Student’s Book for each of the texttypes – emails on pages 78-81, reports on pages82-83 and diary entries on pages 89-90.


Get students to practise the exchange in pairs andthen to think of some other possible answers to theexaminer’s question.

REVIEW UNITS 1-411 graduation 2 resolutions 3 bicycle 4 runway 5 Boxing Day 6 bride

A1 B6 C4 D0 E2 F5 G3

21 They have been in Paris since last weekend.2 OK3 I saw him at the wedding last Saturday.4 OK5 When I finish my studies I’ll probably become a

teacher.6 OK

31 The Bull Run in Pamplona has happened every

year since 1951.2 The rocket announces that it’s time for the bulls

to leave.3 Have you ever eaten octopus?4 Do you often travel by train?5 She has just finished her homework.6 I’ll probably become a doctor when I’m older.7 I’m certain they’ll arrive here in an hour.8 I went to Tokyo in 1999 but I haven’t been there

again.

4Jazz saxophone

trombonetrumpet

Pop keyboarddrumsguitar

Classical violinpianoorgan

Folk accordionpiano

5

1 boring 2 exciting 3 romantic 4 predictable

61 I’ve finished 2 swimming to skiing 3 go 4 visited5 Have you done

71T 2TC 3TC 4T 5T 6C

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UNIT 5Fashion & Money

Trinity Subject areas Fashion; MoneyGrammar Past ContinuousPhonology Sentence stress to clarify meaningConversation phase Preparing questions for the interview

Examples of useto dress/to wear:• Hurry up and get dressed, then we can go out. • She always dresses well. • I couldn’t believe it. He was dressed in a suit and tie!• What are you going to wear to the party tonight? • That’s a nice dress you’re wearing. Where did you buy

it? • I wear trainers when I do sport, but I never wear them

at any other time.

1b Students discuss the questions, trying toincorporate all the vocabulary introduced so far.

1c

1 cool, scruffy, casual, fashionable casual2 cool, smart, well-dressed, fashionable3 sporty, casual, fashionable4 cool, sporty, scruffy, casual, fashionable

1d Remind students that they might need to changethe form of the verbs.

1 suits 2 fit 3match/go with 4 go with

Listening, page 43

2a Ask the class who has been to a wedding and didthey enjoy it. Extend the discussion to includewhat the students and the other guests wore.Then students discuss the two questions in pairs.

2b Follow the suggested procedure for listeningtasks in the Procedures file on page 4. Beforeplaying the recording ask students to guess whothey think knows more about what to wear. Thenstudents listen to see if they are correct.

Patricia

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Vocabulary, page 42

1a You will probably need to help students with themeaning of some of these adjectives. You couldelicit descriptions of the five groups of peoplewith the whole class, feeding in and explainingthe adjectives as you do so. You might want towrite any extra vocabulary that comes up on theboard.

First picture extreme fashionSecond picture unfashionable Third picture high fashionFourth picture old fashionedFifth picture street fashion

Suggested definitions of vocabulary connected withfashion• trendy – following a new fashion, linked with youthfashion.• fashionable – styles that are popular at a particulartime.• old-fashioned – styles from a previous time, thatare no longer popular with most people.• casual – a relaxed way of dressing, in clothes thataren’t formal.• smart – more formally dressed, in clothes that areclean and well-cared for.• scruffy – dressed in clothes that aren’t well-caredfor, e.g. perhaps they’re dirty, or torn.• sporty – dressed in clothes and shoes that can beused for doing sport.• well-dressed – wearing well-made clothes, whichgo well together, and which are suitable for theoccasion when they’re being worn.

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UNIT 5 Fashion & Money

2c

1M 2 yes 3 no 4 no 5 yes

Phonology, page 43

3a1 Would you like to try the jacket with a matching

skirt or a dress?2 Would you like to try the jacket with a matching

skirt or a dress?

If students find it difficult to understand thedifference, explain that in recording number 1, thewords jacket with a matching skirt are stressedbecause the jacket only matches the skirt (but notthe dress). In recording number 2, there is a jacketwith a matching skirt and also a jacket with amatching dress, so therefore, both skirt and dressneed to be stresssed.

3b1 Would you like to try the shirt with a tie, or a smart

pullover?

A and B

2 Would you like to try the long-sleeved shirt or T-shirt?

A and C

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Vocabulary, page 44

4a Follow the suggested procedure forbrainstorming vocabulary in the Procedures Fileon page 4.

A2 B1 C4 D3

4b Students discuss the questions in pairs. If youhave younger students in your class, they mightnot be all that familiar with different forms ofmoney, so you could ask them to talk about whatthey see their parents or people in shops use, orput them into larger groups for this part of thediscussion. If you have older students, you mightwant to extend this discussion to includeanecdotes on when people have hadtechnological problems paying for things (e.g.:when I was on holiday last year, my credit cardwouldn’t work / got stolen / was never acceptedetc.)

5a Conduct a class feedback to collect opinionsbefore students refer to page 92 for the answers,and then have another class feedback sessionwhen they’ve seen the results to discuss anysurprising facts.

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Go through the grammar focus box. Highlight howthe pronunciation of was /wɒz/ and were /wε�r/change to /wəz/ and /wə/ in the Past Continuoustense as they become weak forms.

6a

1 She was talking…2 Steve was eating…3 Were you working…4 They were staying…5 Was Tom running…6 Daniel’s family were looking…

6b

1 They were walking in the park when the dogescaped.

2 Megan was eating a sweet when her tooth fellout.

3 Mum was buying a new dress when she saw athief.

4 Peter heard the phone ring when/while he wasreading the newspaper.

5 It was raining heavily when the lights went out.6 We were shopping online when someone stole

our credit card details.

7

1 went/were2 were waiting3 started4 were talking/were chatting5 missed6 found7 looked for/was looking for 8 saw/found out/discovered

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Reading, page 46

8a If you think very few students will know themeaning of tip, you might want to discussquestion 1 as a class and then students doquestions 2 and 3 in pairs.

8b Pre teach any vocabulary, aside from thevocabulary in the exercise, students might notknow.

1 rude 2wages 3 bill 4 elegant (restaurant)

8c

1 F 2 F 3 T 4 F

8d Conduct a class feedback at the end of thediscussion to see if there are differing views in theclass.

Writing, page 47

9 Go through the instructions for the task with theclass, emphasising that they have to not only tellthe reader about tipping in the UK, but they haveto also include their opinion on the subject. Referstudents to the writing file on page 85 for extraguidance on writing articles.

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These tasks aim to highlight to the students howimportant it is for them to take an active part in theexam and ask the examiner questions, and to showthe students some techniques to use.

10

1 two 4 one 2 examiner 5 portfolio 3 all

11a Go through the examples with the class. Youmight want to practise this conversation with astudent playing the part of the candidate,before students do the exercise.

1 Do you like fashion?2 Have you seen anything interesting?

11b Get students to look at the questions first, andgive them a few moments to come up withpossible ‘echo’ questions. Students practise,taking it in turns to be both examiner andcandidate. Monitor closely, giving help whenneeded. If you feel that your students are weakin this area, you could give them further practicebased on other topics in the exam. E.g.:Grade 5Have you been to any exciting festivals recently?Do you enjoy listening to music?

Grade 6When you go shopping do you like to go alone orwith your friends?Do you do any kind of sport?

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Writing, page 49

12 Go through stages A-H with students,reminding students of the importance ofplanning their work before they start writing.

A8 B7 C3 D7 E1 F6 G5 H2

13 Go through the three tasks with the class,explaining that they should choose one, ormore, of the tasks to do for homework. Referstudents to the relevant Writing file for each ofthe text types – correspondence (an informalemail) on page 78, factual writing (an article) onpage 85 and creative/descriptive writing (astory) on page 87.



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UNIT 6Travel

Trinity subject area TravelGrade 6Grammar Present Continuous for future useConversation phase Examiner & candidate role playTopic phase Topic structure; Dos and don’ts

3a Explain to the class that learners of English oftenconfuse these four words to do with travel. Givethem a minute or two to match the words andthe definitions, then check the answers togetheras a class.

1A 2D 3B 4C

3b Give students two minutes to complete thesentences, then check the answers together as aclass.

1 travelling 2 travel 3 travelling 4 journey 5 trip6 journey

4a Give the pairs five minutes to decide where thewords and phrases go in the table and to writethem in. Point out that some can go in more thanone category. While they are doing this, write thetable with the headings on the board. Go througheliciting the answers from the class, category bycategory, and write the words and phrase up inthe table on the board. You could do somepronunciation practice of the items with the classafter you have written each one on the board.

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Vocabulary, page 50

1a Focus students on the map in the centre of thephotos and elicit the names of the continents.

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

1b

1 Africa 2 Antarctica 3 Asia 4 Australia

5 Europe 6 North America 7 South America

2 Focus students on the first photo and elicit thecontinent that they think it could depict,encouraging students to use the language in theFocus box for expressing an opinion. Then askstudents to work in pairs and to request andexpress opinions about where the places inphotos 2-6 are.

2 Europe, South America3 Europe4 Africa, Asia, Australia, Europe, South America5 South America, Europe, Asia6 Asia, Africa

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UNIT 6 Travel

holiday types places accommodation activities transporta cruise the mountains a hotel going sightseeing by trainbackpacking a lake self-catering backpacking by planecamping the countryside (apartment, villa) camping by boat/ferrywalking a city a tent sunbathing by cara package holiday the seaside bed and walkinga beach holiday the desert breakfast (B&B) relaxingan activity holiday a youth hostel doing sport

6c Elicit from the class the phrases for the PresentContinuous for future use and the expressionrelating to future time in the first blog post (At theend of July, I’m going on holiday.., We’re staying…in Louise’s post). Give students three minutes tofind and underline the phrases for the PresentContinuous and the future time expressions inthe other posts. While they are doing this, writethe target language from the first post on theboard. Check the answers together as a class.

Louise’s postAt the end of July, I’m going on holiday…We’re staying in an apartment at the seaside.

Pierre’s postI’m not really having a holiday this summer.I’m spending all of August studying English…I’m leaving on 31st July… and coming back to Franceon 1st September.

Jim’s postI’m going on a really cool trip in June.I’m going with my parents and my brother..

Marina’s postI’m not really going on holiday this summer, but I amgoing away.I’m leaving at the beginning of August and comingback in a year’s time!I’m going with a friend...We’re travelling around North and South America…for a year…


Go through the explanation in the Grammar focus,using the phrases you wrote on the board in exercise6c) as examples.

ANSWERS

4b Focus students on the first photo in exercise 1again and elicit answers to the questions, givingexamples yourself as necessary. Point out thestructure for expressing purpose in the Focus boxand give students an example of an answer to thelast question in the list in relation to the firstphoto, using the infinitive of purpose structure,e.g. People go to a city to go sightseeing. Givestudents a few minutes to answer the questionsin relation to photos 2-6, then get some examplesanswers from the pairs.


5a Divide the class into Student A and Student Bpairs. Go through the instructions on therolecards with the class. Give them set times foreach stage of the activity, e.g. five minutes forstages 1 and 2. Monitor while they are having theconversations, noting things they do well andthings they could improve, in preparation for thefeedback in stage 3. After they have self-evaluated their performance in stage 3, give yourfeedback to the class.

5b Give more feedback to the class after studentshave repeated the activity in a different role.

6a After students have read the blog posts andmatched them to a holiday type from exercise4a), get them to compare their answers with apartner, before checking the answers together asa class.

1 a beach holiday 2 an activity holiday 3 an activityholiday/It’s not a holiday! 4 backpacking

6b Start the activity by telling the class which of thetrips you would prefer to take and why. Give themtwo or three minutes to then tell each other intheir pairs, before asking students to volunteer toshare their preferences with the class.

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7a Give students a few minutes to complete thesentences, before checking the answers togetheras a class.

1 Louise is going on holiday for two weeks at theend of July. She is staying in an apartment on theCosta Brava.

2 Pierre isn’t having a real holiday this summer. He is spending all of August studying English. He is going to France on 31st July.

3 Jim is going on a trip to Africa with his parents, inTanzania.

4 Marina is leaving at the beginning of August. Sheis travelling with a friend around North and SouthAmerica for a year.

7b Go through the examples in the table ofquestions and answers about future plans, thengive students a few minutes to ask and answerthe questions.

7c Put students with a different partner for thisactivity. After they have told their new partnerthree of their previous partner’s plans, ask two orthree students to tell you their new partner’sprevious partner’s plans and ask the originalpartner to confirm whether the plans have beenreported correctly or not.

Reading, page 54

8a Give the pairs a minute or two to discuss thequestions, then get opinions from the wholeclass.

1 a backpacking holiday2 Students’ own answers.

8b Give the pairs five minutes to make their lists.

9a Give students two minutes to read the article andto do the matching task.

A 4 5 6 B 2 3 C 1

9b Give students three minutes to read the articleagain and to complete it with the verbs.

1 Check 2Walk 3 check 4 Buy 5 eat 6 eat7 drink 8 take 9waste 10 Take 11 keep

ANSWERS

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9c Students work with their partner from exercise 8b)and compare their lists with the money-savingtips in the article. They then go on to discusswhether they agree or not with all the advice in thearticle. Emphasise that they should give reasonsfor why they agree or don’t agree. When theyhave finished, find out from the pairs how manyof the same points as the article they had on theirlists, then ask two or three students to volunteerto share their opinions from the second question.

Writing, page 55

10 Go through the instructions for the task with theclass. Refer them to the Writing file on pages 78-81 of the Student’s Book for guidance on writingemails.

11 Go through the three tasks with the class,explaining that they should choose one, ormore, of the tasks to do for homework. Gothrough stage A-H with them, emphasising theimportance of planning their work before theystart writing. Refer them to the relevant Writingfile in the Student’s Book for each of the texttypes – letters on page 78-81, articles on pages85-86 and descriptions on pages 87-88.


12a Explain to the class that they are going to listento a candidate called Beatriz talking about hertopic with the examiner. Play the recordingwhile students number the points on the topicform at the bottom of page 56 in the order thatBeatriz talks about them. Give students a minuteor two to compare their answers in pairs, thencheck the answers with the class.

1 How often I go there 2 Transport there 3What it’s like 4Why I like it 5 Things I don’t like

12b Play the recording again for students to tick thequestions. They can then compare their answersin pairs, before you check the answers with theclass.

1, 4, 5

12c Give students some time to underline thecorrect word or phrase from what theyremember. Then play the recording again,pausing it after each answer is given andeliciting it from the class.

ANSWERS

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UNIT 6 Travel


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UNIT 6 Travel

1 name 2 quite often 3 sometimes 4 doesn’talways 5more 6 can’t (there’s a ski station about 8kilometres away) 7 rain 8 this

12d Play the last part of the recording again forstudents to complete the examiner’s question.Elicit the questions from the class and writethem up on the board.

And what about you? Where’s your favourite place?

13 Students could work in pairs to do this exercise.Give them five minutes to complete thesentences with do or don’t, before checking theanswers together as a class.

2 Don’t 3 Don’t 4 Do 5 Do 6 Do 7 Do 8 Don’t

14a Divide the class into Student A and Student Bpairs. Go through the instructions on therolecards with the class. Give them set times foreach stage of the activity, e.g. ten minutes forstage 1 and five minutes for stage 2. Monitorwhile they are preparing their topic points andquestions in stage 1, helping as necessary, thenmonitor while they are having theconversations, noting things they do well andthings they could improve, in preparation forthe feedback in stage 3. After they have self-evaluated their performance in stage 3, giveyour feedback to the class.

14b Students change roles and repeat stages 1-3.Before they start, emphasise that they shouldtry and put into practice the suggestions forimprovement from stage 3 in exercise 14a).

ANSWERS

ANSWERS

ANSWERS Trinity Takeaway, page 57

Get students to practise saying the dialogue in pairs.Then ask them to answer the examiner’s questionthemselves.


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UNIT 7Learning a language; Rules & regulations

Trinity subject areas Learning a language; Rules and regulationsGrade 6Phonology Connected speech at sentence level; Stress and weak formsGrammar Expressing obligation, necessity and uncertaintyConversation phase Talking about your portfolio

4a Give students five minutes to complete thesentences, then go through the answers with theclass.

1 have to 2must/need to 3might, has to4mustn’t 5 doesn’t have to 6 do you have to7might not 8 Do you have to

4b Go through the examples with the class, thengive the pairs about ten minutes to discussquestions 1-3 and make the list in 4.

4c Put students with a different partner for them tocompare their lists from b). After they havefinished, ask students to volunteer to report tothe class their answers to the questions in b).

Phonology, page 61

5a Students have their books closed. Start theexercise by writing the example sentence on theboard and eliciting from the class which wordsthe stress is on in the sentence. Play therecording, pausing after this first sentence forthem to listen and check. Students now opentheir books. Play the rest of the recording whilestudents listen and mark the stress in sentences1-5. Play the recording again, stopping after eachsentence to check the answers with the class.

1 You don’t have to understand everything.

2 You mustn’t get demotivated.

3 You need to hear other people speaking.

4 You must choose things that you’re interested in.

5 What do I have to do to really learn a language?

ANSWERS

POSSIBLE ANSWERS

Vocabulary, page 58

1a Get students to work in pairs and discuss whatthey can see in the photos and to match each oneto the different ways of learning a foreignlanguage (1-8).

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

1b Go through the examples with the class, thengive the pairs a few minutes to discuss thequestions, before discussing them together as aclass.

Reading, page 59

2a Give students two minutes to read the article andmatch the headings with the paragraphs, beforechecking the answers with the whole class.

1D 2A 3B 4C

2b Go through the example with the class, then givepairs two minutes to discuss the questions, beforediscussing them together as a class.

3 Focus the class on phrase 1 in bold in the text(What do I have to do to really learn a language?)and elicit from them its matching function (It’snecessary to do). Give them a minute or two tomatch the other phrases with their functions,then go through the answers together with theclass.


Go through the explanation in the Grammar focusbox with the class, pointing out that they have alreadyseen the example phrases in the article on page 59.

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UNIT 7 Learning a language; Rules & regulations

5b Play the recording again, stopping after eachsentence for students to repeat it together as aclass.

5c Play the first sentence and elicit from the classhow many words it has. Write the sentence on theboard as they give it to you. Explain thatcontractions count as two words.

1 9 2 8 3 9 4 7 5 10

5d Play the recording again for students to write thesentences.

1 You don’t have to learn lots of grammar.2 You must get lots of practice at listening.3 When do you have to go back to school?4 You mustn’t talk during the exam.5 You need to work hard to learn a foreign language.

5e Play the recording again, stopping after eachsentence for students to repeat it together as aclass.

Vocabulary, pages 61-62

6a Start the exercise by eliciting from the class whattwo or three of the signs show that you mustn’tdo. Then go through questions 1-3 and theexample answers with the class. Give students afew minutes to answer the questions in pairs,then go through the rest of the signs with thewhole class, eliciting from them what isprohibited and whether they think this is a goodidea or not.

6b Introduce the subject of rules and regulations ineveryday life, e.g. by talking about things theyhave to do connected with school life (I have to dohomework every evening, I have to get to school ontime). Then give them a few minutes to maketheir lists.

6c Elicit from students how to form a question with‘have to’ (see point 5 in Grammar focus, page 60),write this up on the board and practise thepronunciation together as a class. Go through theexample question and answer with the class, thengive them a few minutes to ask and answerquestions about their lists in b and how they feelabout the rules and regulations. When they havefinished, round the activity off in a whole classactivity by getting students to volunteer to askand answer some questions about their lists.

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7 Go through instructions 1 and 2 with the class, thenstart the activity off by telling them about therules and regulations in your schooldays. Youcould exaggerate these for dramatic effect, e.g. Ihad to start school at 7am. I had to do three hoursof homework every day. I had to go to school onSaturdays. (With this, you will be using ‘have to’ inthe Past Simple tense – if you have youngstudents who are still at school, this can stay at areceptive level, but if you have older students,whose schooldays are over, you will need tobriefly go through this past tense form, as theywill need to use it themselves.) Tell students howyou would have liked things to have beendifferent in your schooldays.

Now put students into groups of three or fourand ask them to follow instructions 1 and 2. Givethem about fifteen minutes for this.

For stage 3, give each group a name and write iton the board. Then get students to nominate oneperson in the group to present their rules for theperfect school to the class. Tell students to writedown the name of each group, leaving spacebetween each one, and to note what they likeand what they don’t like about the rules that eachspeaker mentions on behalf of their group.

For the final stage, go through each of the groupnames on the board, asking students to raise theirhands if they want to vote for that group – theycan only vote once! Write on the board thenumber of votes that each group gets, to see atthe end which group is the winner.

Reading, page 62

8a Give students five minutes to read the text and tosee if they can match the countries with the laws.

8b Students can check their own answers on page92, or you can go through them together with theclass.

1 Miami, USA 2 Singapore 3 Britain 4 Britain5 France 6 Florida, USA 7 Vermont, USA 8 Britain9 Athens, Greece 10 Arkansas, USA 11 Britain

8c Go through the example, then give students afew minutes to discuss the questions, beforediscussing them together as a class.

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Writing, page 63

9 Go through the instructions for the task with theclass. Refer them to the Writing file on page 85-86for guidance on writing articles.


10a Play the recording while students answerquestions 1 and 2.

1 The examiner asks Rosa five questions about thecontent of her portfolio:Why did you choose this question?Is this really the job that you want to do?Why did you choose to write a description of theperfect school for the future?Which task did you enjoy doing the most?Why?

2 The examiner asks Rosa three questions abouthow she wrote the tasks:How many drafts did you do for the tasks, before thefinal version?Did anyone help you improve the first two drafts?So how long did it take you to do the tasks?

10b Play the recording again for students to listenfor the specific information in statements 1-5.

1F – she wants to be a travel writer 2T 3F – she didtwo drafts and then the final version 4F – someother students made suggestions for improvementstoo 5T

10c Give students a few minutes to complete Rosa’ssentences from the recording. To check theexercise, you could play the recording again,stopping after each of Rosa’s answers andeliciting the correct phrase/s.

1 I thought that2 Well, mainly because 3 I’d say4 for each task.5 my teacher gave me advice6 It’s difficult to say7 Maybe about8 I’m not really sure.

10d Students should do this individually, thencompare with a partner. After they havefinished, elicit from the class the language thatthey have chosen.

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The following phrases and sentences from Rosa’sanswers would be useful for students at a productivelevel during the portfolio discussion, i.e. they coulduse this language themselves:I thought that I may really want to write...Well, mainly because...I’d say...I did... drafts for each task....some other students in my class suggested ways toimprove the first draft......my teacher gave me advice about...I’m not really sure...It’s difficult to say...Maybe about... hours in total for each task.

The following phrases and questions from Rosa’sanswers could be useful for students at a receptivelevel during the portfolio discussion, i.e. they need tounderstand the language, but they don’t have toproduce it:Why did you choose this question/to write a descriptionof?Which task did you enjoy doing the most?Tell me, how many drafts did you do for the tasks, beforethe final version?Did anyone help you improve the first two drafts?How long did it take you to do the tasks?

11 Give students two or three minutes to completethe exam advice, then go through the answerswith the class.

1why 2 content 3many 4 long 5who 6 difficult7 enjoyed 8 question

12a Divide the class into Student A and Student Bpairs. Go through the instructions on therolecards with the class. Give them set times foreach stage of the activity, e.g. ten minutes forstage 2 and five minutes for stage 3. Monitorwhile they are preparing their topic points andquestions in stage 1, helping as necessary, thenmonitor while they are having theconversations, noting things they do well andthings they could improve, in preparation forthe feedback in stage 4. After they have self-evaluated their performance in stage 4, giveyour feedback to the class.

ANSWERS

SUGGESTED ANSWERS

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UNIT 7 Learning a language; Rules & regulations

12b Students change roles and repeat stages 1-4.Before they start, emphasise that they shouldtry and put into practice the suggestions forimprovement from stage 4 in exercise 12a).

Writing, page 65

13 Go through the three tasks with the class,explaining that they should choose one, ormore, of the tasks to do for homework. Gothrough the different stages of the writingprocess A-H, emphasising the importance ofplanning their work before they start writing.Refer them to the relevant Writing file in theStudent’s Book for each of the text types –emails on pages 78-81, articles on pages 85-86and stories on pages 87-88.


Get students to practise the dialogue in pairs. Thenask them to answer the examiners questiondifferently.


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UNIT 8Health & fitness

Trinity subject area Health and fitnessGrade 6Phonology Intonation at sentence level; Subject-area vocabulary; Intonation patterns

of more complex question formsGrammar Zero conditional; First conditionalConversation phase Health and fitnessTopic phase Choosing a topic

1e Give students some time to try and complete theconditional sentences from the recording and tocompare their answers with a partner. While theyare doing this, write the gapped sentences on theboard. Replay the relevant parts of the recording,eliciting the missing words for each sentencefrom the class and writing them in to yoursentences on the board.

1 If you want to be healthy, you need to drink atleast two litres of water per day...

2 If you drink more water, you’ll have less chance ofgetting heart disease...

3 ...if you have caffeine in the afternoon, it may stopyou sleeping at night.

4 ...when you talk about the problem to someone,you feel better...


Go through the explanation in the Grammar focus,using the sentences you wrote on the board inexercise 1e) as examples.

2a Give students five minutes to complete theconditional sentences, before checking theanswers together as a class.

1 talks, ’ll feel 2 won’t sleep, have 3 drink, ’ll have 4 eats, ’ll put on 5 eat, do, lose 6 use, ’ll be 7 won’tgo, don’t find 8 comes, ’ll phone

ANSWERS

ANSWERS

Vocabulary, page 66

1a Give students a few minutes to decide on theiranswers to the quiz and to compare their answerswith a partner.

1b Play the recording for students to check theiranswers to the quiz with the answers given by theradio presenter. You could stop the recordingafter the presenter gives each answer and elicit itfrom the class.

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

1c Play the recording again for students to matchthe phrases with the quiz questions. Explain tothe class that some of the phrases relate to morethan one question, even though there is only oneanswer box for each item.

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

1d Start the activity by giving the class someexample answers to the second two questions.Use the phrases for expressing surprise in thefocus box for the question about surprising factsand statistics, and encourage students to do thesame. Give them two minutes to discuss thequestions, then ask one or two students to sharetheir answers with the class.

ANSWERS

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UNIT 8 Health & fitness

2b Give the pairs about ten minutes to write theirlists. Remind them to use the conditionalstructures from the Grammar focus.

2c Give the pairs five minutes to compare their lists,then ask the pairs to tell you how many of theirpoints were the same. You could round theactivity off by getting an example sentence fromeach pair.

Phonology, page 69

3a Play the recording two or three times for studentsto complete the sentences, then go through theanswers with the class, writing up the first twosentences on the board.

1 It helps if you talk about problems.2 If you don’t have a good diet, you won’t be

healthy.3 If you do some exercise, you may lose some

weight.4 When you exercise, you need to warm up first.5 You’ll have less chance of getting heart disease if

you drink more water.6 If you exercise twice a week, you’ll be fitter.7 It’ll be more fun if you exercise with someone.8 If you want to stay healthy, eat lots of fruit.

3b Play the first sentence again, eliciting fromstudents what happens with the instructor’sintonation at the end of each sentence andmarking this with an arrow on the sentence onthe board. Repeat this with the second sentence.

The instructor’s voice goes down at the end of thesentence.

3c Play the recording again, stopping after eachsentence for students to repeat it together as aclass.

Vocabulary, page 69

4a Explain that the photos all show people andplaces to do with healthcare, then ask students tomatch the photos with the words. Check theanswers together as a class.

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

4b Play the recording, stopping after each word forstudents to repeat it.

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4c Explain to the class that they need to use thewords from exercise 4a) to complete thesentences. Give them five minutes to do this, thencheck the answers together as a class.

1 optician2 dentist3 patient4 physiotherapist5 surgery6 nurse7 chemist’s/pharmacy8 pharmacist

Reading, pages 70-71

5a Give students a minute or two to make a list withtheir partner, then ask the class to tell you whatthey have on their lists and write these up in twocolumns on the board, with the headings ‘free’and ‘you pay’.

5b Give students five minutes to read the text, thenelicit from them whether the list on the boardfrom exercise 5a includes the same free servicesas the ones in the article.

5c Give students a minute or two to do the matchingtask, then check the answers together with theclass.

1C 2D 3B 4A

5d Give students a few minutes to look back throughthe text and decide whether the statements aretrue or false, then check the answers togetherwith the class.

1F – they provide routine and urgent care 2F – theyare also open outside office hours 3T 4T 5T 6F –you can see a nurse 7T 8T

Writing, page 71

6 Go through the instructions for the task with theclass, emphasising that their report should bebased on information about Britain from thereading text on page 70 as well as their owncountry. Refer them to the Writing file on pages82-83 of the Student’s Book for guidance onwriting reports.

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Phonology, page 71

7a Start the exercise by writing example sentence 0on the board with the intonation arrows. Play thefirst sentence on the recording and explain howthe intonation goes up and down on the wordsmarked with the arrows. Elicit from students thatthese words are where the main stress is in thequestion, because these are the main ‘content’words, i.e. the words that carry the meaning. Playsentences 1-4 for students to mark where theintonation goes up and down in these questions.

1 Have you ever been to a hospital? If so, was it tovisit someone or because you were ill?

2 When did you last visit your GP? What was wrongwith you?

3 What are the opening times of your local surgery?What happens if you’re ill when it’s closed?

4 How often do you go to the dentist’s? How doyou feel about going?

7b Play the recording again, pausing after eachquestion for students to repeat it together as aclass.

7c Give students a few minutes to ask and answerthe questions from exercise 7a). When they havefinished, go through the questions together withthe class, for each one asking students tovolunteer to answer.


9a1 Give the pairs two minutes to make their lists,

reminding them to look back at exercises 1, 4 and5 for ideas. When they have finished, elicit ideasfrom them, building up a list on the board.

2 Go through the example questions and answerswith the class, then give the pairs five minutes towrite the questions and think about how theycould answer them.

3 Give the pairs a minute or two to prepare theirquestions for the examiner.

9b Divide the pairs into Student A and Student B. Gothrough the instructions on the rolecards withthe class. Give them five minutes for theconversation in stage 1. Monitor while they arehaving the conversations, noting things they dowell and things they could improve, in

ANSWERS

preparation for the feedback after stage 2. Afterthey have self-evaluated their performance instage 2, give your feedback to the class. If there istime, you could get them to change roles andrepeat stages 1-2.

Topic phase, pages 72-73

10a Give the pairs five minutes to make their topiclists.

10b Put pairs of students together so that they formgroups of four. Give them five minutes tocompare and add to their lists.

10c Ask students to work individually to choose thetopic that they think is the most interestingfrom their list in exercise 10b).

10d Put students back with their partner fromexercise 10a). Give them five minutes to ask andanswer the questions about their choice oftopic.

10e Ask the class to put up their hands if theyanswered ‘yes’ to questions 2-8 in 10d). Askthose who didn’t to think again about theirchoice of topic.

10f Give students a few minutes to work on theirown to plan what they are going to say. Helpthem with vocabulary as necessary.

10g Give students a few minutes to present thepoints about their chosen topic to each otherand to ask each other questions about theirtopics. Monitor while they are doing this, notingthings they do well and things that could beimproved. When they have finished, givefeedback to the class on their performance.

Writing, page 73

11 Go through the three tasks with the class,explaining that they should choose one, ormore, of the tasks to do for homework. Remindstudents of the different stages of the writingprocess, emphasising the importance ofplanning their work before they start writing.Refer them to the relevant Writing file in theStudent’s Book for each of the text types –emails on pages 78-81, reports on pages 82-83and diary entries on pages 89-90.

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UNIT 8 Health & fitness


Practise the examiner/candidate exchange in pairsand then get students to substitute the languageusing some of their own ideas.

REVIEW UNITS 5-811 scruffy 2 cool 3 fit 4 suits 5 by cheque 6 on package holidays 7 youth hostels 8 hotels

21 was backpacking, met 2 was raining, decided 3 was doing, arrived 4 were shopping, did not find5 got, exercised, ate

3On Monday I’m starting university at 8 a.m. and at 6p.m. that evening I’m studying English.On Tuesday I’m not doing anything.On Wednesday morning I’m starting university at 8a.m. again.On Thursday I’m doing yoga at 11 a.m. and I’m goingto my English class at 6 o’clock.On Friday I’m going to university at 11 a.m.On Saturday I’m going shopping with my mum at 5o’clock and at 8 p.m. I’m seeing a film with Fabio atthe cinema.On Sunday I’m visiting my grandparents.

41 doesn’t have to 2 has to 3mustn’t, have to 4 might 5mustn’t 6 have to

51 surgery 2 nurse 3 optician 4 pharmacist 5 chemist’s, pharmacy

61B 2D 3C 4A 5E 6F

71A 2B 3C 4F 5D 6E


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WRITING FILECorrespondence – informal emails &letters, pages 78-79

21 invite 2 future 3 friend 4 subject 5 logically 6 don’t 7 full forms 8 closing 9 first name 10 after

Correspondence – formal letters &emails, pages 80-81

1Esthér wants to practise her listening and speakingskills.

21 ask for 2 don’t know 3 sender’s address4 recipient’s address 5 date 6 first 7 finish8 contraction 9 greeting 10 full name

Factual writing – reports, pages 82-83

21 factual 2 suggestions 3 specialist 4 group5 continuous 6 headings 7 title 8 ‘signposting’9 going 10 back

Factual writing – reviews, pages 84-85

1He’s probably thinking about the teenage age group.

21 personal 2 factual 3 performance 4 start5 finish 6 informal 7 formal 8 feelings

Factual writing – articles, pages 85-86

1Hao thinks that there are advantages anddisadvantages of both individual and team sports.

21 information 2 opinion 3website 4 paragraphs5 attention 6 neutral 7 introducing 8 different

3Introducing a point of view: On the one hand,FirstlyAdding more points: also, SecondlyMaking contrasting points: On the other hand,However

Creative writing – a story or description,pages 87-88

31 past 2 imagine 3 like 4 familiar 5 paragraphs 6 plan 7 adjectives 8 title 9 style 10 punctuation

Creative writing – a story or description,pages 89-90

21D 2A 3C 4D

3In the diary entry, there are all the features in thecolumn.

41 I was so nervous!2 I could hear the audience.3 It felt absolutely great.4 It was a dream come true.5 I must remember...

Controlled Written exam – Reading intoWriting task, page 91

2B, C, A


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Diagnostic test1 What’s your name?2 How old are you?3 What colour is my shirt?4 How many days are there in a week?5 Where do you come from?6 Have you got any pets?7 What’s your sister’s name?8 How old is your dog?9 Where is the bank?

10 What day is it today?11 Where do you live?12 What’s the weather like today?13 What was the weather like yesterday?14 When’s your birthday?15 Can you play the guitar?16 What time do you get up in the morning?17 What do you do in the evenings?18 What are the teachers doing?19 Can you help me with this exercise?20 Do you know his sister?21 Did you go on holiday last year?22 What do you like to do at the beach?23 What did you do last night?24 Who is the best student in the class?25 Tell me the difference between London and your

home town.26 When did you buy those trousers?27 How often do you play football?28 What are you going to do next weekend?29 Do you go to the cinema often?30 Have you ever been to Britain?31 Why did you decide to take this exam?32 When did you last have something to eat?33 Is there much traffic in town?34 How long have you been at this university?35 Which kind of music do you prefer?36 Do you prefer riding a bicycle or driving a car?37 What will you do after the examination?38 Have you ever eaten English food?39 How long have you been interested in this?40 When did you see the film?

1 We go to a big party and stay there until midnight .We celebrate with fireworks.

2 The postman delivers special cards on this day. It’sfun trying to guess who sent them.

2

3

3 My favourite festival is really popular in America,where people make faces using pumpkins.

4 We usually have a tree with lights and we put updecorations around the house.

1 I’ve been to Venice.2 I haven’t been to Venice.3 Have you been to Venice? Yes, I have./No, I haven’t.

1 They’ve finished their studies.2 He’s been to Paris.3 Peter’s gone shopping.4 Yes, she has.5 No, she hasn’t.6 Have you ever eaten roast beef?7 I’ve been in the queue for hours!8 She’s just finished her shower.

Hello! I’m going to tell you about Christmas in Britain.I’ve always enjoyed spending Christmas at home withmy family. We spend lots of time preparing for this festival. It’sprobably the most important festival of the year forBritish people. Before Christmas we send our friendsand family Christmas cards and most of us collectthese up and display them somewhere in the house.We prepare the house by decorating the rooms withpaper decorations, candles etc. Then we buy a Christmas tree – either a real one or anartificial one and, of course, we decorate the tree aswell with ornaments and lights.But most important of all, we go shopping! We haveto buy presents for everyone in the family and for ourclosest friends and we need to buy all the specialfoods and drinks that we will have during the holiday.As you can imagine, this is a very expensive time ofthe year!On Christmas Day itself the children of the familyusually get up early because they are so excitedabout opening their presents. By mid-morning, whenall the adults are also out of bed, we all gather roundthe tree and open the presents. This is the mostexciting part of the day!I think everyone likes giving and getting presents.How about you? Do you prefer to give presents orreceive them?

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A little later we all sit round the table and eat theChristmas meal. We always have roast turkey, roastpotatoes and lots of vegetables. After that, if we arestill feeling hungry enough we eat Christmaspudding but it’s very heavy and often we’ve alreadyeaten enough by then!

1 What’s your name?2 Do you speak any other languages?

1 How often do you travel by bike?2 Can you drive?3 How much did the ticket cost?4 Have you ever flown on a helicopter?5 Where is the airport?6 Do you like travelling by train?

I come from Turin and I’ve lived in Turin all my life.Turin is a big… modern city in the North of Italy witha population of… well, around 1 million people.You know, like all large cities, Turin needs acomplicated public transport system. In Turin wehave buses, trams, taxis and… erm… of course, a lotof private vehicles as well.My father is a bus driver in Turin. He likes his job but, Imean… it is difficult because there is so much heavytraffic in the centre of the city.Turin has a modern electronic system of trafficcontrol. Since it was introduced journey times haveimproved by… erm… about 20%.I hope that one day Turin will also have anunderground railway. You know, Turin also has a goodecological record. Well, trams, for example, run onelectricity and quite a number of other public servicevehicles also run on electricity. More and more busesare using gas instead of petrol… or diesel.In a few years I will study town planning at University.Then I will join my father in the TransportDepartment as a manager … I mean… or planner. Iwon’t be a bus driver!

I come from Turin and I’ve lived in Turin all my life.Turin is a big, modern city in the North of Italy with apopulation of around 1 million people.Like all large cities, Turin needs a complicated publictransport system. In Turin we have buses, trams, taxisand, of course, a lot of private vehicles as well.

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My father is a bus driver in Turin. He likes his job but itis difficult because there is so much heavy traffic inthe centre of the city.Turin has a modern electronic system of trafficcontrol. Since it was introduced journey times haveimproved by about 20%.I hope that one day Turin will also have anunderground railway. Turin also has a goodecological record. Trams, for example, run onelectricity and quite a number of other public servicevehicles also run on electricity. More and more busesare using gas instead of petrol or diesel.In a few years I will study town planning at University.Then I will join my father in the TransportDepartment as a manager or planner. I won’t be a busdriver.

1 Would you like tea or coffee?2 Do you prefer Rihanna or Lilly Allen?3 Would you rather go to the cinema or to the theatre?

Peter: I must admit I’m quite fond of staying in andwatching television.Maria: Really? I don’t. I prefer going out to staying in.Peter: Interesting. What sort of entertainment do yougo out to see?Maria: Well, I really love live music and we’ve got acouple of great local bands that play regularly inclubs in the city.Peter: What sort of music do they play?Maria: Well one’s reggae and the other’s heavy metal.They’re very different! But I love them both. Whatkind of music do you like?Peter: Personally, I prefer classical music to popmusic, but, in fact, when I go out I prefer going to thecinema or to the theatre rather than to concerts orclubs. Do you like the cinema?Maria: Oh yes! I go at least once a week – usually atthe weekend. My favourite films are romantic dramasand comedies – what about you?Peter: I like most types of film but especially sciencefiction. To be honest though, I can’t stand romanticfilms!Maria: Oh dear! Science fiction leaves me cold! We dohave different tastes! It sounds as if I go out everynight but actually sometimes I’d rather rent a DVDand stay at home.Peter: Oh really? I prefer going to the cinema – my TVis very small!

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I played in a match for the school team yesterdayafternoon and we lost, 5-nil!They’re over! I’ve finally finished.I think they played every song they have recorded.

1 I missed the train this morning.2 We visitedmy grandmother last weekend.3 We danced for hours at the party.4 I watched TV yesterday evening.5 My parents celebrated their twentieth weddinganniversary last month.

6 He arrived on Tuesday night.7 They decided not to come this afternoon.8 She wanted to go to the cinema last night.9 We talked for ages.

10 She relaxed by sitting on the sofa and reading abook.

11 They really enjoyed the party.12 I loved the film.13 She worked all day yesterday.14 We waited for ages for him to arrive.

Examiner: So, have you done anything specialrecently?Candidate: Let me think. Oh yes, the weekend beforelast, I went away with my family to the seaside, to ourhouse there.Examiner: That sounds nice. Where is the houseexactly?Candidate: It’s on the south-west coast, in a smallvillage, about 200 kilometres from here.Examiner: OK, so, how did you get there – by car,train...?Candidate: By car – and it took ages because thetraffic was so bad. It’s always bad on Friday evenings.Examiner: I’m sorry to hear that. What time did youget there?Candidate: Really late – I think it was aboutmidnight, so we went straight to bed. But the nextmorning we got up quite early and had breakfast outon the terrace.Examiner: So was the weather good?Candidate: Oh yes, it was beautiful – really hot andsunny all weekend.Examiner: How nice! Did you go the beach?Candidate: Yes, we spent most of Saturday andSunday on the beach. But I didn’t swim very much

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because the sea was so cold.Examiner: Oh, that was a pity. So what did you do?Candidate: Well, I played beach ball with mybrother… Um, what else? I lay in the sun and read abook – oh, yes, and I ate lots of ice cream!Examiner: And did you do anything on the Saturdaynight?Candidate: Yeah, I went out for dinner with myfamily, then I met some friends and we went to a café– for more ice cream!Examiner: I can see you really like ice cream! So, didyou go back home on Sunday evening?Candidate: Yeah, we left at about 5 o’clock and thetraffic was terrible again! It took us hours to gethome. And what about you, have you been away forthe weekend recently?

Patricia: So, Peter, I must talk to you about thewedding on Saturday.Peter: What’s the problem?Patricia: What are you going to wear?Peter: I don’t know. I hadn’t thought about it.Patricia: It’s the day after tomorrow, Peter! Now listencarefully. Obviously you must wear your suit – youknow – that nice navy blue one.Peter: Well, I’ve only got one suit so that wasn’t adifficult decision!Patricia: But don’t wear trainers or brown shoes withit.Peter: Oh... OK.Patricia: Why don’t you wear that tie I gave you forChristmas – but only if you’ve got a shirt that goeswith it. If not, buy a new shirt tomorrow.Peter: OK, I can manage that – I might go shoppingduring my lunch hour.Patricia: Oh and get your hair cut – long hair is soold-fashioned!Peter: Is this a wedding or a fashion show?

1 Would you like to try the jacket with a matchingskirt or a dress?

2 Would you like to try the jacket with a matchingskirt or a dress?

1 Would you like to try the shirt with a tie, or a smartpullover?

2 Would you like to try the long-sleeved shirt or T-shirt?

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1 Africa 2 Antarctica 3 Asia 4 Australia 5 Europe6 North America 7 South America

Examiner: So where exactly is your favourite place?Beatriz: It’s in the mountains near Madrid, in Spain,about 50 km to the North-West of the city. It’s thevillage where my grandparents live and it’s calledCercedilla.Examiner: Sorry, I didn’t catch that. What’s it calledagain?Beatriz: Cer-ce-di-lla – it’s hard to say!Examiner: Yes, I don’t think I’ll try! So, how often doyou go there?Beatriz: Usually about one weekend a month, then atChristmas and in the summer.Examiner: And who do you go with?Beatriz: Well, usually with my parents and my sister,but sometimes I go on my own, or with a friend.Examiner: And how do you get there?Beatriz: If I go with my parents, then we go by car. Ittakes about an hour from Madrid, if the traffic’s nottoo bad. If I go without my parents then I go by train.There’s a really good train service – it takes just overan hour to get there by train.Examiner: So tell me what this place is like?Beatriz: Well, it’s in the mountains, as I said, and it’squite small – there are about 6,000 people livingthere, I think, but more in the summer and atweekends. People go there in summer especially toget away from the heat in the city. In the winter, itgets very cold there – there’s often snow, so peoplego there then to see the snow and to go skiingThere’s a ski station higher up in the mountains notfar away – about 8 kilometres, I think it is.Examiner: And what do you like about this place? Imean, why is it your favourite place?Beatriz: Well, first of all, I think it’s a really beautifulplace. I like being able to see the mountains allaround me. And, for a small place, there’s actuallyquite a lot to do there – there are cafés andrestaurants, and there’s even a cinema! I also loveseeing my grandparents, so that’s another reasonwhy I like going there.Examiner: And what don’t you like about it?Beatriz: I actually like most things about Cercedilla,but there’s just one thing I don’t like. In the autumnand in the spring it can rain a lot. Sometimes, I gothere for the weekend and it just rains all the timeand I can’t do anything.

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Examiner: Yes, I can understand not liking the rain!So, when are you next going there?Beatriz: At the end of this month, I hope. And whatabout you? Where’s your favourite place?

Example: You might not understand much at all.1 You don’t have to understand everything.2 You mustn’t get demotivated.3 You need to hear other people speaking.4 You must choose things that you’re interested in.5 What do I have to do to really learn a language?

1 You don’t have to learn lots of grammar.2 You must get lots of practice at listening.3 When do you have to go back to school?4 You mustn’t talk during the exam.5 You need to work hard to learn a foreign language.

Examiner: Okay, now, let’s move on to your portfoliotasks. In Section 1, you chose number five, an email toan English-speaking friend about music. Why did youchoose this question?Rosa: Well, I’m very interested in all kinds of music, soI thought that I may really want to write to anEnglish-speaking friend about this one day. The otherones on the list didn’t seem so useful to me.Examiner: I see, and in Section 2, you’ve written anarticle about your ideal job as a travel writer. Is thisreally the job that you want to do?Rosa: Oh yes, I’ve wanted to be travel writer for along time. I love travelling and writing, so I think it’s agood idea to try and do both for my job.Examiner: Okay, and in Section 3, why did youchoose to write a description of the perfect school forthe future?Rosa: Well, mainly because I’ve got strong opinionsabout how I’d like school to be. I’ve finished school,now – I’m going to start university soon – but I thinkthere are a lot of things wrong with the schoolsystem today and I want to change them.Examiner: Yes, it was interesting reading your ideas.Now, which task did you enjoy doing the most?Rosa: I’d say the description of the perfect school. Examiner: Why?Rosa: Because, as I said before, I feel really stronglyabout this subject, so it was easy to know what towrite – how to write it was the difficult part!Examiner: Tell me, how many drafts did you do for

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the tasks, before the final version?Rosa: I did two drafts for each task. The texts in myportfolio are the third draft of each one.Examiner: Did anyone help you improve the first twodrafts?Rosa: Yes, some other students in my class suggestedways to improve the first draft, then my teacher gaveme advice about the second draft, using the specialFeedback form.Examiner: So how long did it take you to do thetasks?Rosa: It’s difficult to say exactly, but it was quite along time. We did work in class on preparing for thetasks, then I wrote the drafts at home. Maybe aboutfive hours in total for each task – I’m not really sure.Examiner: Okay, now, moving on to the generalconversation...

Okay, the results of today’s quiz on health are comingup next. Number one, if you want to be healthy, youneed to drink at least two litres of water per day, sothe answer is B. That’s a lot of water, isn’t it? But it willdo you a lot of good. If you drink more water, you’llhave less chance of getting heart disease and somecancers. And you’ll have more energy – every extrahalf litre of water can give you 20% more energy.Now, for question number two, if you think you needto do an hour of exercise two or three times a weekto get fitter – you’re wrong! You don’t need to do thatmuch – just 20 minutes is enough, so the answer’s A.And leave at least 24 hours between exercisesessions.Okay, moving on to question three, to have a healthydiet, you need to eat a lot of fruit and vegetables. Allthose vitamins and minerals are just what your bodyneeds. So, the answer is B – that’s five portions of fruitand vegetables every day.Are you having a coffee at the moment? Well, if youare, stop! Because it’s already after midday! And if youhave caffeine in the afternoon, it may stop yousleeping at night. So, for question four, the answer isC. This was a surprise to me – so no more espressosafter lunch.Question number five has given me something tothink about. I’m not a big fan of fish, but it looks like Ineed to eat it a lot more than I do – two or three timesa week more than I do, actually! – because in somefish, like salmon and sardines, there are some specialacids, called Omega three, that help keep our heartshealthy. And in all fish there are lots of proteins and

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vitamins and minerals that your body needs. So, theexperts say that we need to eat it two or three timesa week. The answer to question five, then, is C.Did you think that all fat was bad for you? A lot ofpeople do, but the fat in things like extra virgin oliveoil is actually healthy. This kind of fat can stop yougetting lots of illnesses, like heart disease, somecancers – and even depression. The fat in margarineand chips isn’t ‘good’ fat, though, so don’t eat thingslike that! For question six, then, the answer is B.Now, for question seven, we don’t need doctors totell us the answer to this, do we? If you’re feelingdown or depressed about something, when you talkabout the problem to someone, you feel better,right? So, yes, C is the right answer. A problem sharedreally can be a problem halved.And, finally, number eight. I was surprised about thisone, too. Did you know that about 4 million peoplearound the world die every year from smoking? Andby 2030, it will be 10 million! I thought that AIDS wasthe biggest killer... So the answer to question eight isA.

Number one, if you want to be healthy, you need todrink at least two litres of water per day, so theanswer is B. That’s a lot of water, isn’t it? But it will doyou a lot of good. If you drink more water. you’ll haveless chance of getting heart disease and somecancers. And you’ll have more energy...Are you having a coffee at the moment? Well, if youare, stop! Because it’s already after midday! And if youhave caffeine in the afternoon, it may stop yousleeping at night. So, for question four, the answer isC...If you’re feeling down or depressed about something,when you talk about the problem to someone, youfeel better, right? So, yes, C is the right answer...

1 It helps if you talk about problems.2 If you don’t have a good diet, you won’t be healthy.3 If you do some exercise, you may lose someweight.

4 When you exercise, you need to warm up first.5 You’ll have less chance of getting heart disease ifyou drink more water.

6 If you exercise twice a week, you’ll be fitter.7 It’ll be more fun if you exercise with someone.8 If you want to stay healthy, eat lots of fruit.

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1 chemist’s/ pharmacy 2 dentist 3 nurse 4 optician5 physiotherapist 6 surgery

Example: What do you think about gettinghealthcare advice on the Internet?1 Have you ever been to a hospital? If so, was it tovisit someone or because you were ill?

2 When did you last visit your GP? What was wrongwith you?

3 What are the opening times of your local surgery?What happens if you’re ill when it’s closed?

4 How often do you go to the dentist’s? how do youfell about going?

Examiner: Hello, my name’s Simon. What’s your name?Candidate: My name’s Xavier Fernandez.Examiner: Nice to meet you, Xavier. Can I have yourTopic form, please?Candidate: Yes, here you are. I’ve chosen Transport inMadrid for my topic.

Grade 5Examiner: Which festivals are popular in your country?Candidate: We celebrate many festivals, but I thinkthe most important one is carnival, in February.Examiner: Which is the best way to travel aroundyour city?Candidate: Well, the fastest means of transport is theunderground, but the cheapest is the bus.Examiner: Will you spend Christmas with your familythis year?Candidate: Yes, definitely. We always eat lunch withmy aunt and uncle on 25th December.Examiner:What was the last film you saw at the cinema?Candidate: I saw the new Harry Potter film twoweeks ago – it was excellent!Examiner: Which do you prefer, hip hop or pop music?Candidate: I prefer hip hop. What about you, do youlike pop music?Examiner: Yes, I do, but I prefer classical music! Examiner: Have you done anything special recently?Candidate: Yes, I went to Bilbao two weeks ago,because my cousin lives there.

Grade 6Examiner: What were the tourists doing when thetour guide was speaking?

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Candidate: Some were looking at the Eiffel Towerand others were taking photographs. Examiner: Do you have to help your parents in thehouse?Candidate: No, but if I don’t, they don’t give me anypocket money.Examiner: If you go to the party on Saturday, whatwill you wear?Candidate: I think I’ll go shopping on Saturday tobuy something new. Examiner: What time does school start?Candidate: Well, lessons start at 9 o’clock, but wehave to be there at 8.50 for registration.Examiner: Do you prefer playing sport or watching it?Candidate: I prefer playing sport, but this weekendI’m watching Arsenal play against Liverpool.Examiner: What is the best way to remember newvocabulary in English?Candidate: If I write an example sentence using eachword, it helps me to remember the vocabulary.

ISE IExaminer: Why did you choose question numberthree in Section 1 – an email explaining why youhave chosen to run a marathon?Candidate: Well, I often go running so I knew what towrite about.Examiner: Why did you choose to write a descriptionof your favourite film star in Section 3?Candidate: Because I love going to the cinema and Ithink Daniel Radcliffe is great!Examiner: Now, which task did you enjoy doing themost?Candidate: Probably the report about teenagers andmoney.Examiner: Why?Candidate: Because I feel really strongly about thissubject.Examiner: How many drafts did you do for the tasks,before the final version?Candidate: I did two drafts for each task.Examiner: Did anyone help you improve the first twodrafts?Candidate: Yes, some other students in my classsuggested ways to improve the first draft, then myteacher gave me advice about the second draft...Examiner: How long did it take you to do the tasks?Candidate: It’s difficult to say exactly. Maybe aboutfive hours in total for each task.

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