TB New PAss Trinity

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T

rinity

Teacher’s Book

NEW

Pass

5-6

Trinity Grades

ISE I

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6 Procedures file

4

UNIT 1

Festivals & special occasions

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UNIT 2

Means of transport

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UNIT 3

Entertainment & music

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UNIT 4

Recent personal experiences

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Review units 1-4 25

UNIT 5

Fashion & money

26

UNIT 6

Travel

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UNIT 7

Learning a language; Rules and regulations

34

UNIT 8

Health & fitness

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Review units 5-8 41

Writing file

42

Recording scripts

43

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Listening tasks

Stage 1

If there’s a picture to illustrate the topic, elicit information from your students which will help prepare them for what they’re going to listen to, e.g. in Unit 4, page 32, the photos can be used as prompts to ask students what they know about the subject area.

Stage 2

Tell students what kind of conversation they’re going to be listening to, e.g. a candidate and examiner talking about the candidate’s topic, or a radio presenter giving answers to a quiz.

Stage 3

Before students listen, go through the task/s they have to do while listening, using the following procedure:

1 Get students to read the instructions.

2 Ask students to volunteer to tell you what they have

to do; this could be in the students’ first language (L1) if you are teaching in a mono-lingual environment and you speak the L1 yourself.

3 Select a student who you are reasonably sure will

have understood what to do, and ask her/him to explain to the class.

4 Check that she/he gives the correct instructions!

Give further clarification yourself, if necessary.

5 Give students a further chance to ask questions

about what they have to do, or the meaning of vocabulary items in the task/s.

Stage 4

Play the recording a first time. If you judge that most students have managed to hear a good proportion of the answers, get them to compare their answers in pairs, then play the recording again and get them to check with their partner a second time. However, if you think that, after the first time, a lot of students haven’t managed to hear most of the answers (look out for blank faces!), then play it a second time before they check answers in pairs, then play it a third time, and let them compare again in pairs after this.

Stage 5

Now elicit answers from students. If all students agree on an answer to a question, and it is the correct answer, confirm that it’s correct. However, where this is disagreement on the correct answer, write all the possible answers that students give you for that question on the board, put a big question mark next to them, and tell students that, in a minute, you’ll replay that part of the recording so that they can listen again. Finish eliciting answers for all the questions in

the task, then go back to the answers that are in doubt and, one at a time, replay the relevant parts of the recording, repeatedly if necessary, until all students agree on the correct answer. At this point, you can rub out the other possible answers on the board, leaving only the correct one for that question.

Stage 6

You could play the recording one last time, now that students have all the answers, so that they can listen with a new level of understanding. You will have to decide whether it’s appropriate to do this, or not; it could be that, if students have had to listen repeatedly to various parts of the recording in Stage 5 in order to agree on answers, they won’t be very enthusiastic about listening yet another time.

Brainstorming vocabulary

Stage 1

Give students a specified time limit to think together (in pairs or small groups) and to make a list of all the vocabulary they can connected with the subject in hand. Make it clear that they should also be prepared to provide an explanation about what the word/phrase means.

Stage 2

Now ask students to tell you their words/phrases from Stage 1. Write them up on the board as they do so. It’s important, here, that, if students are not familiar with a word/phrase that another student gives, they ask about the meaning; when this arises, the student who gives the word/phrase in question should also try and explain it – obviously, if she/he has difficulty doing this, you will need to help.

Stage 3

If there are target vocabulary items that need to be introduced, e.g. because later tasks depend on them, and they didn’t come up in Stage 2, introduce them now yourself. How you do this will depend on the vocabulary itself, e.g. some items will be best

introduced through pictures, others by explaining the meaning and eliciting from students the word/phrase.

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Procedures file

Speaking tasks

This guidance is to help teachers organise, monitor and give feedback for roleplays and speaking activities to practise fluency, not for more controlled speaking tasks that are designed primarily to practise specific functions or grammatical structures.

Stage 1

Roleplays – details about individual roles are provided in the instructions for students for these type of tasks. Get students to read their roles before going on to Stage 2.

Fluency-type speaking tasks – start off by giving a model yourself of what students have to do, for example, where they have to tell one another about their own personal experiences in relation to the subject, tell them about a relevant experience that you have had.

Stage 2

Give students the chance to prepare for what they’re going to talk about. For roleplays, students are usually asked to prepare roles together. For fluency-type speaking tasks, students will usually be preparing alone. Set a time limit, e.g., five minutes, and encourage them to make notes to organise their thoughts and to help them with what they’re going to say, but not to write a script. Make it clear that, during this preparation phase, they can consult you about vocabulary they need, etc., but that during the speaking phase that will follow, they can’t. While they are preparing, you should circulate, helping and answering questions as necessary.

Stage 3

Students now perform the speaking phase. Explain that you will be listening to them during this phase, but you will not be answering questions. Emphasise that the aim here is for them to practise speaking fluently, without interrupting their ‘flow’ to ask about how to say something. While they are speaking, monitor and make notes about any aspects that you think they do particularly well, and also any aspects that could be improved, including grammar and vocabulary mistakes that you hear. If students try and

Stage 4

When students have finished Stage 3, ask them if they noticed anything that they themselves or their partner did particularly well and get them to tell the class (in this way, they are reflecting on their own performance and that of their peers). After this, go through the points for praise that you wrote on the board, followed by the points for improvement. Don’t mention which student/s made the individual mistakes; instead, elicit the correct version from all the students and correct it on the board.

Stage 5

Now give students an opportunity to ask you about things they may have realised they didn’t know how to say when they were doing the speaking phase. Answer these queries and write the words/phrases they want to know on the board.

Stage 6

Now get students to repeat the speaking phase (Stage 3 above) with a different partner/s. The aim of

repeating this phase is that, after the correction and query phases (Stages 4 and 5 above), they have a chance to improve their performance in the task.

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Writing tasks

Guidance for ISE I writing tasks

Writing genre guidance in New Pass Trinity

In most units of the Student’s Book, there is a focus on how to write one of the specific type of texts which feature in ISE I, i.e. letters, e-mails, reports, articles, reviews, narratives, descriptions. This focus involves a series of tasks to help students prepare for writing a genre of text independently. There is also information in the Writing file about characteristics of the various text types, which students are referred to before they start a writing task. Writing tasks in the units follow on from other tasks where students have worked with vocabulary and/or grammatical forms that will be useful for the writing.

Controlled Written exam ‘Reading into Writing’ tasks

In most units of the Student’s Book, there is a section which practises the ‘Reading into Writing’ component of the Controlled Written exam, i.e. where candidates read a text, then write either a report or an article (this varies from one exam to another) based on

information or ideas from the text. These sections do not include an explicit focus on how to write articles or reports. With this in mind, you will probably want to use the material in the Writing file, page 91.

Assessing Portfolio work – the teacher’s role

Trinity has very clear guidelines as to the extent of the help that you, as the teacher, can give your students with written work for their portfolios. Please see the ISE Syllabus (available online at the Trinity College website) for these guidelines. Looking at what teachers must not do, you will see that the traditional way of marking students’ work, where each mistake is corrected by the teacher, is not allowed for candidates’ portfolio tasks. This means that we need to introduce an alternative approach for helping students improve their written work, where teachers guide learners in working out their own mistakes and discovering by themselves how they can improve their writing.

Trinity helps with this by providing a special form for the teacher (the Student Portfolio Feedback Form, photocopiable from the ISE Syllabus, downloadable from the Trinity College website) to point out to candidates areas for improvement in their written work; this would most usefully be used before candidates write the final version of each task for their portfolio.

Before candidates give a draft of their task to the teacher, however, they can also gain from critically assessing their own work, and help other students by critically assessing one another’s work. See page 7 of the Teacher’s Book for a Self/Peer Assessment Checklist you could use, and an activity to help students with comprehension of, and familiarisation with, the Student Portfolio Feedback Form.

In the month or so before candidates begin preparing portfolio tasks, you could start getting them used to receiving a less directed form of feedback by adopting a system of correction symbols when marking their written work, so that mistakes are categorised, e.g. as a grammar, or spelling mistake, but not corrected explicitly. In this way, the student has to think about what the mistake could be and try and correct it her/himself.

Samples from the Portfolio section and from the Controlled Written exam are available at the Trinity College website.

Procedure for drafting and improving writing tasks

For portfolio writing tasks to be an example of candidates’ best work, they will need to go through the process of drafting and redrafting, making improvements each time.

Stage 1

Students help one another with ideas for the writing task – instructions for the content of individual tasks are given in the Student’s Book.

Stage 2

Students write the first draft of the task. This stage would usually be done at home.

Stage 3

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

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Stage 4

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

Stage 5

Students not give their second draft to you. You suggest ways to improve it by completing the Student Portfolio Feedback Form, which can be photocopied from the ISE Syllabus, available online at the Trinity College website.

Stage 6

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

Stage 7

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

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Guidance for teachers

The test should be done in class. Any number of students can take the test at the same time. Photocopy the Diagnostic test answer sheet and give one to each student. Students select their answers from the options given on pages 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 deciding whether particular students are in a position to start preparing for a Grade 5, Grade 6 or ISE I examination. It will help you in the sense that it tests listening comprehension and receptive knowledge of appropriate responses to questions. However, to this information you must add your own knowledge of student’s speaking skills, and additionally for ISE I, their productive writing skills and their reading skills. The test is design to determine whether students are ready to start preparing for a specific examination – not whether they are ready to take it. When assessing students’ readiness, you, as the teacher, must also add your knowledge of the individual student in terms of her/his application, motivation and normal rate of progress.

The questions are distributed as follows:

Questions 1 – 4 relate to the Grade 1 syllabus. Questions 5 – 10 relate to the Grade 2 syllabus. Questions 11 – 18 relate to the Grade 3 syllabus. Questions 19 – 29 relate to the Grade 4 syllabus. Questions 30 – 40 relate to the Grade 5 syllabus.

When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the following: • Speaking skills • Application

• Writing skills • Motivation

• Reading skills • General learning rate

Interpretation of scores

24 or less A score of 24 or less indicates that a student is probably not yet ready to start preparing for a Grade 5 examination.

25-32 A score of between 25 and 32 indicates that a student is probably ready to start preparing for a Grade 5 examination but probably not yet ready to start preparing for Grade 6 or ISE I.

Over 33 A score of 33 or over may indicate that a student is ready to start preparing for a Grade 6 examination or ISE I. ANSWERS 1 B 2 B 3 C 4 A 5 C 6 B 7 A 8 B 9 C 10 B 11 A 12 A 13 A 14 A 15 B 16 C 17 C 18 A 19 A 20 B 21 B 22 A 23 C 24 C 25 A 26 C 27 A 28 C 29 A 30 A 31 A 32 A 33 C 34 C 35 C 36 C 37 C 38 A 39 A 40 B

Diagnostic test

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Diagnostic test answer sheet

As you listen to the examiner on the recording, choose the best answer from A, B and C in your coursebook. Put a circle 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

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5 UNIT 1

Festivals & special occasions

Trinity subject areas Festivals; Special occasions

Grammar The Present Perfect

Phonology Have in the Present Perfect Conversation phase Dos and don’ts

Topic phase Preparing for the Topic Phase

Vocabulary,

page 8

1a

Focus students on the photos and elicit the special occasions that they show. Then get students to look at the list 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 day before lent starts ie: 40 days before Easter)

- St Patrick’s Day (celebrated in Ireland)

- Guy Fawkes’ Night (Bonfire Night, which is a celebration with firework displays and big fires, is held in Britain on 5th_November.)

NATIONAL

This will change depending on countries INTERNATIONAL - Christmas - St Valentine’s Day - Graduations - Weddings - Halloween - New Year - Carnival - Birthdays - Easter - Thanksgiving (Thanksgiving is a traditional harvest festival celebrated in the USA in November and Canada in October. It’s traditional to eat turkey with family and friends.) - Divali (Divali is celebrated mainly

in India between mid-October and mid-November and is sometimes called the festival of lights.)

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UNIT 1

Festivals & special occasions

2a

Ask students to look at the pictures and elicit any

vocabulary they know connected to the celebrations. Students then look at the words in the box and match them to the pictures. Students either use a dictionary or you could pre-teach any vocabulary which you feel most students will not know.

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

2 Halloween – pumpkin, ghosts, witches,

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

4 Wedding – rings, bride and groom, cards, decorations, presents, the best man

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

2b

Across

1 midnight 3 cards 5 fireworks 6 chocolates 7 pumpkin

Down

2 decorations 4 roses

2c

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

Give students a few moments to decide in pairs which festival each person is describing. You could help them by eliciting what they think the first one is, then writing up the following on the board:

A I think that the person in number 1 is describing

New Year’s Eve. What do you think?

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

describing...

1 New Year’s Eve

2 Valentine’s Day

3 Halloween

4 Christmas

After giving answers, you might want to explain that,

ANSWERS ANSWERS

ANSWERS

3

Go through the instructions with the class. You might want to do an example with the class and write the information on the board first.

Suggested example: CHRISTMAS

List of things Sentences we do

Decorate home We put decorations all round our home and usually have a tree. Give presents We give each other presents and

put them around the tree. We don’t open them until the day itself.

See our family Traditionally the whole family get together in one place for this celebration.

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 heavy pudding.

If the class is large, you might want to put the students in smaller groups for this activity. To avoid students picking the same festival, you could prepare the names of festivals on cards and give them to each group. Students pick a card and make notes on that festival.

Grammar Focus,

page 10

Go through the example sentences in the Grammar focus with the class, emphasizing the fact that when there is a specific time reference, students have to use the Past Simple.

You could write an example on the board

highlighting 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 that students remember the past participles of irregular

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5 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 to drill each of the questions and check that students know the meaning of raw. In larger groups, you might want to allow students to write more than one name for each of the sentences. To make this activity more competitive, you could set a time limit and see how many students found a person for each of the sentences within the time set.

5d

For this part of the task, students can either return to two students who answered

affirmatively to one of the experiences on the list and ask her/him further questions about it, as in the example box, Student’s Book, page 11. Or you can put students directly into pairs. Have

students repeat the previous exercise to see which of the activities their partners have done. Go over the sample conversation in the example box, Student’s Book, page 11 and then have students practise similar conversations with their partners. It will help if you get an example exchange from two students before they begin the pairwork.

Phonology,

page 11

6a

We use contractions in positive and negative statements and not in questions (and short answers). You might want to drill these sentences and make sure that students are using the contractions and pronouncing been /bn/ correctly.

6b and c

Students practice saying the sentences with their partners. Students then listen to the text and repeat the sentences.

Reading,

page 12

7a

Pre teach any vocabulary students might not

know. Pamplona, Spain ANSWERS ANSWERS ANSWERS ANSWERS

7b

Students read the article again. You might want to set a time limit for this stage.

1 The run is 825 metres long.

2 The average time of the run is about 3 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 Domingo corral.

... 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 an event which still happens.

7d

Students work in pairs to describe the bull run and try to incorporate the phrases.

1 The Pamplona bull run has happened nearly every year since 1591.

2 In recent years it has become a big tourist attraction.

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

4 Have you ever seen a spectacle like this?

Writing,

page 12

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Go through the instructions for the task with the class, emphasising that they have to describe what they saw at the Pamplona bull run and say what they liked and did not like about it. Refer them to the Writing file on page 84-85 for guidance on writing reviews.

Topic phase,

page 13

These tasks aim to familiarise students with the Topic phase of the Speaking exam and to show them how to prepare a mind map, which they can take into the exam with them. Describe the format of the Speaking exam with the students (refer to page 4 for

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

ANSWERS

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UNIT 1

Festivals & special occasions

9

1 interests 2 learn 3 remember 4 prepare 5 Add

Go over the points in these sentences with the students, and stress how important it is that students be prepared on their topic and that they must not memorise the information.

10a

Before students listen to the text, elicit from the students which points they think Peter will talk about and tick the points in column A.

10b

Students then listen and tick the points Peter discusses in column B. Conduct class feedback to see how many points they guessed correctly. You might want to explain to students that Christmas pudding is dark brown and is a very sweet, cooked dessert with lots of candied fruit in it.

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

10c

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

10d

Describe what a mind map is and how useful it is in the Topic phase of the exam. Students listen to the presentation again and make notes.

2 Preparation for Christmas: spend lots of time preparing; send family and friends cards; put cards up around house; decorate the house

3 Christmas tree: real or artificial; decorate the tree

4 What we eat: turkey, potatoes and vegetables; Christmas pudding

5 Christmas shopping: presents for family and close friends; buy special foods and drinks

10e

Students choose an important festival which they celebrate and they plan a mind map using Peter’s headings. Monitor students closely and give help as needed.

ANSWERS

Conversation phase,

page 14

11

This task aims to give the students some advice about what they should and shouldn’t do during the exam. Students could work in pairs to do this exercise. Give them five minutes to complete the sentences with do or don’t, before checking the answers together as a class.

1 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 their work before they start writing.

A4 B6 C3 D7 E8 F5 G2 H1

13

Explain to the students that there is a Writing file at the end of the Student’s Book and refer them to the relevant Writing file for each of the text types – correspondence (informal emails) on page 78, factual writing (a review) on page 84 and creative/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 pairs and then get students to answer the examiner’s question themselves.

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UNIT 2

Means of transport

Trinity Subject area Means of transport

Grammar Willreferring to the future; Expressions of quantity Phonology Intonation of basic question forms

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

Phonology,

page 17

2a

Play the recording and explain to the students that questions can have a rising or falling intonation.

2b

1 How often do you travel by bike? t 2 Can you drive? s

3 How much did the ticket cost? t 4 Have you ever flown on a helicopter? s 5 Where is the airport? t

6 Do you like travelling by train? s

Vocabulary,

page 17

3a

Monitor students as they practice to make sure students they are using the falling and rising intonation patterns. You might want to review the structure it takes about to describe a length of time.

3b

Suggested procedure: Put the students in groups of 7-10. Refer them to the survey sheet at the bottom of the page. Elicit from them what they have to do, then get some example exchanges between students with the whole class listening, before they start the group work.

3c

For this stage, you could reform the groups, so that each student is now in a different group and reports their results to the new group. Before doing this, however, check that students know the expressions of quantity and encourage them to use them while reporting to the group.

ANSWERS

Vocabulary,

page 16

1a

Ask students to look at the pictures and elicit any vocabulary they know connected to them. Then students look at the vocabulary in the box and see if any of the words they have come up with are there. If they’ve mentioned extra – and useful – vocabulary, write it on the board and get students to add these extra words to the pictures, too.

A runway/airport D airport/terminal B cruise ship E minibus C underground F train

You might want to mention that we use the term

underground in Britain, but that they use the term subway in America.

1b

Students put the words into the correct column. Remind students that some words can go into more than one column. You might want the students to use a dictionary, or you could pre teach the vocabulary or you could set a time limit and discuss unknown words during the feedback session.

Air helicopter, runway, airport, terminal

Sea port, cruise ship, lighthouse, ferry, terminal

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

underground, taxi ANSWERS ANSWERS

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UNIT 2

Means of transport

Reading,

page 18

4a

Before you get students to read the introductory text, introduce the subject of ‘no-frills’ airlines by asking your class if anyone’s ever travelled with an airline you know will be familiar to them (e.g., one that flies to your local airport) and getting students to describe what the journey and service were like. Alternatively, or in addition, tell them about your own experiences (good or bad) with a no-frills airline. Students then discuss questions 1-3 in pairs.

4b

Pre teach any vocabulary students might not know.

A3 B1 C2

4c

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

seat 6 travel agent

4d

Advantages: cheap; simple procedures; allow people

without much money to travel; small airports (not as busy as larger ones).

Disadvantages: airports small, far from town; no

choice of class; can’t book ticket through a travel agent; no free meals or drinks; no choice of seat; no in-flight entertainment; long queue at check-in desk.

Writing,

page 19

5

Go through the instructions for the task with the class, emphasising that they discuss both advantages and disadvantages with reference to both types of airlines. They must also include a conclusion stating which airline they prefer and why. Refer them to the Writing file on page 82-83 for guidance on writing reports.

ANSWERS

SUGGESTED ANSWERS

Grammar Focus,

page 20

Before looking at the Grammar focus box, you could put the following sentences from the reading text on the board and elicit why will for the future is used. The airport will probably be small and some way from the city.

- will is used to make a prediction

You won’t get any free snack, drinks or meals with a low cost airline.

- will is used to give information.

(You might want to focus on the pronunciation of

won’t - /wəυnt/ rather than /wɒnt/.

6a

1C 2F 3B 4D 5E

6b

1 will leave 2 will be 3 will take 4 will 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 their cars.

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

4 Levels of air pollution will probably increase. If students find this topic interesting, you could either extend the discussion or have them do a mini-presentation the next lesson where students describe what they think will happen in the next decade and present some solutions for the problems.

ANSWERS

POSSIBLE ANSWERS ANSWERS

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Topic phase,

page 21

7a

Direct the students to the picture of Turin and ask them if they know what country / town it is. Then elicit the names of the forms of transport. Students then compare Turin to their home town.

7b

Look at Emilio’s Topic form at the bottom of the page and read the headings together before they listen to the recording.

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

7c

1T 2F 3F 4T 5T

7d

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

8a

Remind students that in the Topic stage of the Speaking exam they will have to speak for up to 5 minutes and will need to be able to extend their discussion. A useful way of doing this is through mind maps and smaller, detailed mind maps. In this stage, the students are looking at the detailed mind maps. Go over the example together.

8b

Students do mind maps number 2-5. Pause the recording after every mind map to give the students time to write and conduct feedback after each section.

1 complicated transport system 2 buses, trams and taxis 3 private vehicles 4 a bus driver in Turin 5 likes his job

6 it’s difficult, a lot of heavy traffic

7 modern, electronic system of traffic control 8 trams run on electricity

9 other public service vehicles run on electricity 10 more buses use gas instead of petrol

11 study town planning at university 12 join my father in Transport Department 13 as a manager/planner

14 won’t be a bus driver

8c

Remind students that they mustn’t memorise their presentations, and that if they do the examiner will interrupt them. Listen to the example of a memorised presentation and discuss the differences between the two versions. Ask the class which version they think is better (the first one).

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

…erm, …; I mean…), which are normal in every day speech.

- The intonation is flatter in the second presentation.

UNIT 2

Means of transport

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UNIT 2

Means of transport

9

This task aims to give the students some advice

about what they should and shouldn’t do in preparation for and during the exam. Students could work in pairs to do this exercise. Give them five minutes to complete the sentences with do or don’t, before checking the answers together as a class.

1 Don’t 2 Do 3 Do 4 Do 5 Don’t

Writing,

page 23

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 to the relevant Writing file for each of the text types – correspondence (a letter) on page 78, factual writing (an article) on page 85 and

creative/descriptive writing (a story) on page 87.

ANSWERS

Trinity Takeaway,

page 23

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5 UNIT 3

Entertainment & music

Trinity Subject areas Entertainment; Music Grammar Expressions of preference

Phonology Intonation patterns of more complex question forms Conversation phase Exam practice

Topic phase Responding to the examiner

2a

Before you do this section you could elicit singers and bands that the students like, or bring in some music and elicit the music genres.

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

(Answers 1,4 and 8 can be open to interpretation as Shakira could also be defined as a pop singer, and has some songs with hip hop singers in them and Lady Gaga’s music could also be considered dance. The Black Eyed Peas could comfortably fit in all 3 categories).

2b

Students get the opportunity to talk about all aspects of music. If students are interested in the subject, you could do a class survey to find out who the most popular musicians in the class are or students could prepare a presentation for homework and then present their favourite musician to the class or their groups the following lesson.

3a

The introduce the topic, ask students which films they like and if they like any film which they know is British.

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

- Write the letters of the names of Hugh Grant, Gwyneth Paltrow, Julia Roberts, Brad Pitt and Renee Zellwegger in a mixed up order on the board, e.g.: aujli trorbes (Julia Roberts). - Give students a few moments to try to figure

out the name of the actors. - Elicit the actors’ names.

- Elicit the name of any film the students know they’ve been in.

- Do the quiz.

ANSWERS

Vocabulary,

page 24

1a

Before doing this activity, you could ask your students what musical instruments they

play/would like to play. You could also brainstorm different types of instruments. Refer to

brainstorming vocabulary in Procedure file on page 4.

A3 B6 C4 D2 E1 F7 G10 H5 I9 J10

1b

Students can do this activity in pairs or directly with the teacher as a class activity.

-ist -er -player

accordionist trumpeter keyboard-player violinist drummer pianist organist trombonist guitarist saxophonist

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

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

1c and d

Encourage students to extend their discussion in this section as they normally have something to say on this subject. Monitor and conduct a short class feedback with some of the information you heard (eg: Marco said he plays the trombone and Yoko said she’d like to play the drums).

ANSWERS

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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 really when we want to express strong opinions. Again, if this topic interests your students, you could conduct some kind of feedback where you see which film is the most popular in the class, or which actors are.

Grammar Focus,

page 27

Go through the grammar in the Grammar focus box. If you want to personalise the examples, you could use your own opinions in the sentences and see if the students agree with you.

E.g.:

I prefer Johnny Depp to Brad Pitt.

I prefer watching films at the cinema to watching films at home.

4a

1 Giuseppe prefers playing music to listening to it.

2 She prefers Scarlett Johansson to Halle Berry.

3 We prefer action films to romantic films.

4 My mother prefers romantic novels to science-fiction novels.

5 They prefer going to the cinema to watching DVDs.

4b

1 What do you prefer – classical concerts or rock concerts?

2 Who do you prefer – Robert Pattinson or Daniel Radcliffe?

3 What do you prefer – visiting art galleries or

ANSWERS

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.

5b

Warn students that they will need to changes verbs in numbers 2, 3 and 4 (see answers below).

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

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

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

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

Phonology,

page 28

6a

Students sometimes find it quite hard to use a falling intonation in question forms. Draw students’ attention to this feature before they listen 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?

ANSWERS ANSWERS ANSWERS · · · · · · · · · ·

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5 Listening,

page 28

7a

Peter Maria 1 2 3 4 5 6 7 8

7b

A6 B1 C2 D3 E5 F4

7c

3 _{A C D E}

7d

Give students enough time to think about what entertainment they like or dislike. You could, otherwise, elicit some of the ideas in this unit (pop music, classical music, watch TV, go for a walk, romantic novels, science fiction etc.) and write them on the board. Students then make questions based on these prompts for their partners, who in turn answer using the language from 7b).

Reading,

page 29

8a

Conduct a class feedback after the discussion in pairs to see what type of concerts are popular with students in the class.

8b

Pre teach any vocabulary students might not know.

Bach Elvis Presley the Beatles

8c

1 All Saint’s Church

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

3 Yes ANSWERS ANSWERS ANSWERS ANSWERS ANSWERS 3 3 3 3 3 3 3 3

Writing,

page 29

9a

Go through the instructions for the task with the class, emphasising that they can write anything they like – both positive or negative.

9b

Read the task together carefully and ensure students understand they have to talk about the concert first and then explain which music they liked best. Refer students to the Writing file on page 78-79 for extra guidance on writing emails.

Topic phase,

page 30

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

10a

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

Students practise the conversations together in pairs or, to provide more practice, you could have students go round the class asking different students the same questions. Set a time limit for this. Review the alphabet before the task if you think your students might have problems remembering- and

pronouncing - some of the more difficult letters.

11a

Remind students that they have to ask the examiner at least one question in the Topic phase (and one in the Conversation phase, too), so they need to prepare some questions they could ask the examiner in the Topic phase. Students write two questions per presentation title. Encourage students to write questions that elicit a longer response. Try to have students working alone, and remind them that their questions 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 had with the scouts?

4 What’s the most difficult thing you’ve ever done in a canoe?

Do you go canoeing all year?

5 Does your town have a good public transport service?

How do you travel around town?

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UNIT 3

Entertainment & music

11b

Have students write at least two questions that

they could ask the examiner on their topic. Students should write the questions somewhere that will be easy for them to find – and review – before the exam.

Conversation phase,

page 31

12a

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

12b

Encourage the students to not only ask the questions but also to extend their discussions by asking follow up questions and exchanging views.

12c

Answers will vary.

Writing,

page 31

13

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

ANSWERS

Trinity Takeaway,

page 31

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5 UNIT 4

Recent personal experiences

Trinity subject area Recent personal experiences

Grade 5

Vocabulary Weekend activities; Past time expressions

Phonology -ed past tense endings

Grammar Connecting clauses

Conversation phase Showing understanding of the examiner

for two months the past two weeks

Shirin’s post

two hours ago

Luca’s post

last night for ages

2c

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

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

2d

Elicit the answers to the two questions from the class. Note that for ages is another way to say for a

long time.

for + time period (two months, a year, etc.) can

also be used to talk about the past, e.g. I lived in the UK for two months when I was in my 20’s.

for ages could also be used to refer to the present

and future, e.g.

I wait for ages every morning for the school bus to arrive.

I’m not going to see him again for ages, because he’s going to university abroad.

...no school for two months. Jie is referring to the

future.

It was the best gig I’ve been to for ages. Luca is referring

to the past.

3

Give students a minute or two to think of five questions to ask a partner about activities they have done recently. Go through the example with the class, then give students a few minutes to ask

ANSWERS

Vocabulary,

page 32

1a

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

A4 B8 C2 D6 E7 F5 G3 H1

1b

Give students a minute or two to tick the activities in exercise 1a), then go through the example with the class. Students then compare with a partner the activities they like and don’t like doing. Encourage them to use the example as a model for their conversations.

2a

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

2b

Elicit from the class the two time expressions in the first blog post (yesterday afternoon and the

weekend before last in Alex’s post). Give students

two minutes to find and underline the time expressions in the other posts, before checking the answers together as a class.

Note that gig is an informal way of saying concert.

Alex’s post

yesterday afternoon the weekend before last

Ana’s post last Saturday Jie’s post yesterday ANSWERS ANSWERS

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UNIT 4

Recent personal experiences

and answer their questions. Encourage them to use the example as a model for their conversations. Monitor while they are talking, noting what they do well and what they could improve on. When they have finished, give feedback on their performance. For more practice, you could get students to change partners and repeat the activity.

Phonology,

page 34

4a

Start by writing up the phonemic symbols from the table on the board, before students look at the exercise in their books. Elicit the sounds the symbols represent from the class and then the sound represented by the -ed ending of the word

played (from the first sentence). Students then

look at the exercise in their books and write in the correct column the words finished and recorded.

4b

Play the recording for students to listen and check their answers. Explain that the -ed ending is pronounced as /d/ only when the last sound of the verb in the infinitive is /t/ or /d/. Play the recording again for students to listen and repeat the sentences together as a class.

4c

Students can do this exercise in pairs, trying out the pronunciation of the words to help them decide which column to put them in. Play the recording for students to check their answers. Play the recording again, stopping after each sentence for students to repeat it.

1 /t/ 2 /d/ 3 /d/

finished played recorded missed arrived visited danced enjoyed celebrated watched loved decided talked wanted

relaxed waited worked

5a

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

ANSWERS

Reading,

pages 34-35

6a

After students have compared their answers in pairs, you could go through the list of things and experiences, asking the class to put up their hands if they ticked the things/activities.

6b

After students have discussed the questions, ask students to share their opinions with the whole class.

7a

Give students five minutes to read the text and answer the questions, then go through the answers with the class.

1B 2C

7b

Students could compare their answers with a partner, before you check them with the class.

1F – it took place in the USA 2F – it lasted for several

years 3T 4T 5T

8

Start the exercise by giving some examples yourself. Then give students five minutes to talk to each other, before asking one or two students to tell the class what their partner said.

Grammar focus,

page 36

9a

Go through the example sentences from the reading text with the class, eliciting from the students the explanations about the use of the connecting words (1-4) to match them to the four words (A-D).

1 because 2 also 3 but 4 so

9b

Give students a minute or two to match the beginnings and endings, before checking the answers with the class.

1D 2B 3A 4C

9c

Give students two minutes to complete the sentences, before checking answers with the class.

ANSWERS

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Writing,

page 36

10

Go through the instructions for the task with the class, emphasising that their article should be based on information from the reading text on page 35 as well as their own personal

experience. Refer them to the Writing file on pages 85-86 of the Student’s Book for guidance on writing articles.

Conversation phase,

pages 37-38

11a

Focus students on the question, then play the recording. Elicit the answer to the question. The conversation is about a weekend away.

11b

Play the recording again for students to listen for specific information. Get them to compare their answers in pairs, before checking the answers with the class.

1, 3, 6, 8

11c

Point out that some of the things in exercise 11b) match with more than one question, and that some of the things don’t have any matching questions. Give students a few minutes to match the questions to the items, before checking the answers with the class.

B1 C3 D6 E8 F0 G0 H0 I6

11d

Give students a few minutes to match the questions to the items, then play the recording again for them to check their answers.

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

11e

Play the end of the recording again for students to complete the question that the candidate asks the examiner. You may need to play it more than once. Get students to compare their answers in pairs, then elicit the answers from the class, writing the whole question up on the board.

And what about you – have you been away for the weekend recently? ANSWERS ANSWERS ANSWERS ANSWERS ANSWERS

11f

Give students a few minutes to write the questions in pairs, then check the answers with the 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 the questions, then get some examples from the class 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, then give students five minutes to ask and answer their questions. Monitor while they are talking, then give feedback to the class on their performance when they have finished.

UNIT 4

Recent personal experiences

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UNIT 4

Recent personal experiences

Conversation phase,

page 38

13

Divide the class into Student A and Student B pairs. Go through the instructions on the rolecards with the class. Give them set times for each stage of the activity, e.g. five minutes for stages 1 and 2. Monitor while they are having the conversations, noting things they do well and things they could improve, in preparation for the feedback in stage 3. After they have self-evaluated their performance in stage 3, give your feedback to the class, before they 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 through stages A-H with them, emphasising the importance of planning their work before they start writing. Refer them to the relevant Writing file in the Student’s Book for each of the text types – emails on pages 78-81, reports on pages 82-83 and diary entries on pages 89-90.

Trinity Takeaway,

page 39

Get students to practise the exchange in pairs and then to think of some other possible answers to the examiner’s question.

REVIEW UNITS 1-4

1

1 graduation 2 resolutions 3 bicycle 4 runway 5 Boxing Day 6 bride

A1 B6 C4 D0 E2 F5 G3

2

1 They have been in Paris since last weekend.

2 OK

3 I saw him at the wedding last Saturday.

4 OK

5 When I finish my studies I’ll probably become a teacher.

6 OK

3

1 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.

4

Jazz saxophone trombone trumpet Pop keyboard drums guitar Classical violin piano organ Folk accordion piano

5

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UNIT 5

Fashion & Money

Trinity Subject areas Fashion; Money Grammar Past Continuous

Phonology Sentence stress to clarify meaning Conversation phase Preparing questions for the interview

Examples of use

to 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 to incorporate all the vocabulary introduced so far.

1c

1 cool, scruffy, casual, fashionable casual

2 cool, smart, well-dressed, fashionable

3 sporty, casual, fashionable

4 cool, sporty, scruffy, casual, fashionable

1d

Remind students that they might need to change the form of the verbs.

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

Listening,

page 43

2a

Ask the class who has been to a wedding and did they enjoy it. Extend the discussion to include what the students and the other guests wore. Then students discuss the two questions in pairs.

2b

Follow the suggested procedure for listening tasks in the Procedures file on page 4. Before playing the recording ask students to guess who they think knows more about what to wear. Then students listen to see if they are correct.

Patricia

ANSWERS

ANSWER

SUGGESTED ANSWERS

Vocabulary,

page 42

1a

You will probably need to help students with the meaning of some of these adjectives. You could elicit descriptions of the five groups of people with the whole class, feeding in and explaining the adjectives as you do so. You might want to write any extra vocabulary that comes up on the board.

First picture extreme fashion

Second picture unfashionable

Third picture high fashion

Fourth picture old fashioned

Fifth picture street fashion

Suggested definitions of vocabulary connected with fashion

• trendy – following a new fashion, linked with youth fashion.

• fashionable – styles that are popular at a particular time.

• old-fashioned – styles from a previous time, that are no longer popular with most people.

• casual – a relaxed way of dressing, in clothes that aren’t formal.

• smart – more formally dressed, in clothes that are clean and well-cared for.

• scruffy – dressed in clothes that aren’t well-cared for, e.g. perhaps they’re dirty, or torn.

• sporty – dressed in clothes and shoes that can be used for doing sport.

• well-dressed – wearing well-made clothes, which go well together, and which are suitable for the occasion when they’re being worn.

ANSWERS

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UNIT 5

Fashion & Money

2c

1 M 2 yes 3 no 4 no 5 yes

Phonology,

page 43

3a

1 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 the difference, explain that in recording number 1, the words jacket with a matching skirt are stressed because the jacket only matches the skirt (but not the dress). In recording number 2, there is a jacket with a matching skirt and also a jacket with a matching dress, so therefore, both skirt and dress need to be stresssed.

3b

1 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 ANSWERS ANSWERS ANSWERS

Vocabulary,

page 44

4a

Follow the suggested procedure for

brainstorming vocabulary in the Procedures File on page 4.

A2 B1 C4 D3

4b

Students discuss the questions in pairs. If you have younger students in your class, they might not be all that familiar with different forms of money, so you could ask them to talk about what they see their parents or people in shops use, or put them into larger groups for this part of the discussion. If you have older students, you might want to extend this discussion to include anecdotes on when people have had

technological problems paying for things (e.g.:

when I was on holiday last year, my credit card wouldn’t work / got stolen / was never accepted

etc.)

5a

Conduct a class feedback to collect opinions before students refer to page 92 for the answers, and then have another class feedback session when they’ve seen the results to discuss any surprising facts.

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6 Grammar Focus,

page 45

Go through the grammar focus box. Highlight how the pronunciation of was /wɒz/ and were /wεr/ change to /wəz/ and /wə/ in the Past Continuous tense 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 dog escaped.

2 Megan was eating a sweet when her tooth fell out.

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

4 Peter heard the phone ring when/while he was

reading 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/were

2 were waiting

3 started

4 were talking/were chatting 5 missed

6 found

7 looked for/was looking for

8 saw/found out/discovered

ANSWERS

Reading,

page 46

8a

If you think very few students will know the meaning of tip, you might want to discuss question 1 as a class and then students do questions 2 and 3 in pairs.

8b

Pre teach any vocabulary, aside from the vocabulary in the exercise, students might not know.

1 rude 2 wages 3 bill 4 elegant (restaurant)

8c

1 F 2 F 3 T 4 F

8d

Conduct a class feedback at the end of the discussion to see if there are differing views in the class.

Writing,

page 47

9

Go through the instructions for the task with the class, emphasising that they have to not only tell the reader about tipping in the UK, but they have to also include their opinion on the subject. Refer students to the writing file on page 85 for extra guidance on writing articles.