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Trinity Grades
Trinity Grades
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Teacher’s
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Stuart
© 2011 Black Cat Publishing, Genoa, London © 2011 Black Cat Publishing, Genoa, London
First edition: February 2011 First edition: February 2011
Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.
to insert the appropriate acknowledgement in any subsequent edition of this publication. All rights
All rights reserved. No reserved. No part part of of this publication this publication may be may be reproduced, stored reproduced, stored in a in a retrieval system, retrieval system, or or transmitted, transmitted, in any in any form form or by or by any many m eans,eans, electronic, mechanical, photocopying, recording or otherwise, without
electronic, mechanical, photocopying, recording or otherwise, without the previous written permission of the previous written permission of the publisher.the publisher.
The publisher reserves the right to concede authorisation for the reproduction of up to 15% of this publication upon payment of the established The publisher reserves the right to concede authorisation for the reproduction of up to 15% of this publication upon payment of the established fee. All requests for such authorisation should be forwarded to AIDRO (Associazione Italiana per i Diritti di Riproduzione delle Opere fee. All requests for such authorisation should be forwarded to AIDRO (Associazione Italiana per i Diritti di Riproduzione delle Opere dell’Ingegno), corso di Porta
dell’Ingegno), corso di Porta Romana, 108 – 20122 Romana, 108 – 20122 Milano – email [email protected]; www.aidro.orgMilano – email [email protected]; www.aidro.org
In 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 In 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 interpreted as endorsement on the part of
interpreted as endorsement on the part of Black Cat Publishing of such products and/or brands.Black Cat Publishing of such products and/or brands.
Printed in Italy
Printed in Italy by: Stamperia Artby: Stamperia Art istica Nazionale, Trofarelloistica Nazionale, Trofarello, Turin, Turin
Repri
Reprint nt I I II II III III IV IV V V VIVI Y
Year ear 2011 2011 2012 2012 2013 2013 2014 2014 2015 2015 20162016
Internet:
Internet: www.blackcat-cwww.blackcat-cideb.comideb.com email: [email protected] email: [email protected]
Editors
Editors: Joanna Burgess, Maria Grazia Donati: Joanna Burgess, Maria Grazia Donati Book and cover design
Book and cover design: Maura Santini: Maura Santini Page layout
Page layout : Veronica Paganin: Veronica Paganin Design coordinator
Design coordinator : Simona Corniola: Simona Corniola Picture research
Picture research: Alice Graziotin: Alice Graziotin
Art Director
Art Director : Nadia Maestri: Nadia Maestri
Picture Credits Picture Credits Cideb Archive Cideb Archive
© 2011 Black Cat Publishing, Genoa, London © 2011 Black Cat Publishing, Genoa, London
First edition: February 2011 First edition: February 2011
Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.
to insert the appropriate acknowledgement in any subsequent edition of this publication. All rights
All rights reserved. No reserved. No part part of of this publication this publication may be may be reproduced, stored reproduced, stored in a in a retrieval system, retrieval system, or or transmitted, transmitted, in any in any form form or by or by any many m eans,eans, electronic, mechanical, photocopying, recording or otherwise, without
electronic, mechanical, photocopying, recording or otherwise, without the previous written permission of the previous written permission of the publisher.the publisher.
The publisher reserves the right to concede authorisation for the reproduction of up to 15% of this publication upon payment of the established The publisher reserves the right to concede authorisation for the reproduction of up to 15% of this publication upon payment of the established fee. All requests for such authorisation should be forwarded to AIDRO (Associazione Italiana per i Diritti di Riproduzione delle Opere fee. All requests for such authorisation should be forwarded to AIDRO (Associazione Italiana per i Diritti di Riproduzione delle Opere dell’Ingegno), corso di Porta
dell’Ingegno), corso di Porta Romana, 108 – 20122 Romana, 108 – 20122 Milano – email [email protected]; www.aidro.orgMilano – email [email protected]; www.aidro.org
In 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 In 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 interpreted as endorsement on the part of
interpreted as endorsement on the part of Black Cat Publishing of such products and/or brands.Black Cat Publishing of such products and/or brands.
Printed in Italy
Printed in Italy by: Stamperia Artby: Stamperia Art istica Nazionale, Trofarelloistica Nazionale, Trofarello, Turin, Turin
Repri
Reprint nt I I II II III III IV IV V V VIVI Y
Year ear 2011 2011 2012 2012 2013 2013 2014 2014 2015 2015 20162016
Internet:
Internet: www.blackcat-cwww.blackcat-cideb.comideb.com email: [email protected] email: [email protected]
Editors
Editors: Joanna Burgess, Maria Grazia Donati: Joanna Burgess, Maria Grazia Donati Book and cover design
Book and cover design: Maura Santini: Maura Santini Page layout
Page layout : Veronica Paganin: Veronica Paganin Design coordinator
Design coordinator : Simona Corniola: Simona Corniola Picture research
Picture research: Alice Graziotin: Alice Graziotin
Art Director
Art Director : Nadia Maestri: Nadia Maestri
Picture Credits Picture Credits Cideb Archive Cideb Archive
G G R R A A D D E E 1 1 G G R R A A D D E E 2 2
Contents
Contents
UNITUNIT
1
1
Nice to meet you
Nice to meet you
Lesson
Lesson
A
A
HHeellllo o & & ggooooddbbyyee 66Lesson
Lesson
B
B
HHoowwolldodiisshhee?? 77UNIT
UNIT
2
2
At school
At school
Lesson
Lesson
A
A
IIn n tthhe e ccllaassssrroooomm 99Lesson
Lesson
B
B
IIs s sshhe e yyoouur r tteeaacchheerr?? 1111 Review units 1-2Review units 1-2 1313
UNIT
UNIT
3
3
Clothes
Clothes
Lesson
Lesson
A
A
Things to w Things to wearear 1414Lesson
Lesson
B
B
MMy y ccllootthheess, , yyoouur r ccllootthheess 1155UNIT
UNIT
4
4
The body
The body
Lesson
Lesson
A
A
SShhoow w mme e yyoouur r nnoossee 1177Lesson
Lesson
B
B
IIsshheettaallll?? 1188 Review units 3-4Review units 3-4 1919
UNIT
UNIT
5
5
Animals
Animals
Lesson
Lesson
A
A
FFuurrrryyffrriieennddss 2200Lesson
Lesson
B
B
OOnntthheeffaarrmm 2211UNIT
UNIT
6
6
Family
Family
Lesson
Lesson
A
A
This is my This is my familyfamily 2323Lesson
Lesson
B
B
SShhee’’s s ggoot t lloonng g hhaaiirr 2244 Review units 5-6Review units 5-6 2626
UNIT
UNIT
7
7
At home
At home
Lesson
Lesson
A
A
WWhheerre e ddo o yyoou u lliivvee?? 2277Lesson
Lesson
B
B
MMyyhhoouussee 2288UNIT
UNIT
8
8
Belongings
Belongings
Lesson
Lesson
A
A
MMyytthhiinnggss 3311Lesson
Lesson
B
B
WWhheerreeiissiitt?? 3333 Review units 7-8Review units 7-8 3434
UNIT
UNIT
9
9
Days and months
Days and months
Lesson
Lesson
A
A
MMyywweeeekk 3355Lesson
Lesson
B
B
WWhheenn’’s s yyoouur r bbiirrtthhddaayy?? 3366UNIT
UNIT
1
1
0
0
Pets
Pets
Lesson
Lesson
A
A
The pet sho The pet shopp 3838Lesson
Lesson
B
B
AArre e tthheey y ppllaayyiinngg?? 3399 Review units 9-10Review units 9-10 4141
Methodology notes
Listening tasks
Listening tasks
The T
The Trinity Grades 1 and 2 exams have no forinity Grades 1 and 2 exams have no formal listrmal listening ening test test with with recorrecordings dings and wand writteritten resn responseponses.s. It isIt is important that you point out to learners
important that you point out to learners that they don’t need to worry too much about the that they don’t need to worry too much about the listening tasks forlistening tasks for this reason. However, success in the interview
this reason. However, success in the interview does depend on listening carefully to the does depend on listening carefully to the examiner andexaminer and responding
responding appropriatelyappropriately.. Tak
Take account of the low e account of the low level of your llevel of your learners and:earners and: –
– if there is a if there is a picture to illustratpicture to illustrate the topic, e the topic, elicit information welicit information which will help them hich will help them prepare for wprepare for what they willhat they will listen to
listen to –
– tell students tell students what kind of conwhat kind of conversation they wilversation they will hear, l hear, e.g. two e.g. two children speaking or an children speaking or an examiner speakingexaminer speaking to a candidate
to a candidate –
– play eacplay each audio seveh audio several timeral times if necessarys if necessary, stopping t, stopping the audio durihe audio during the task if needng the task if neededed –
– follow follow up the listup the listening with a ening with a drill in ordrill in order to der to practise the structures practise the structures and pronunciation.and pronunciation.
Brainstorming vocabulary and ideas
Brainstorming vocabulary and ideas
Brainstorming is a good way to introduce an
Brainstorming is a good way to introduce an activity, and is suggested in this TB because:activity, and is suggested in this TB because: –
– it helps tit helps to get leao get learners forners focussed on tcussed on the topic of the topic of the lessonhe lesson –
– it helps learners it helps learners ‘revive’ ‘revive’ vocabulary that they vocabulary that they know, but know, but haven’t haven’t used recentlyused recently –
– it giveit gives you a chance to see whas you a chance to see what your leart your learners know and whners know and what knowlat knowledge gapedge gaps exist.s exist. Remember that this book is
Remember that this book is mainly for revisions of language so:mainly for revisions of language so: –
– begin each new begin each new topic with topic with closed books closed books and try to and try to elicit related elicit related vocabulary from vocabulary from learnerslearners –
– give tgive them a specifhem a specified time lied time limit to wimit to work in pairs oork in pairs or groupr groupss –
– students tell students tell you their woryou their words and you ds and you put them on tput them on the board in colhe board in columns or mind maps umns or mind maps or under specificor under specific headings/categories
headings/categories –
– then studthen students open booents open books and do the first vks and do the first vocabulocabulary activity as conary activity as consolidsolidationation..
Use of the board
Use of the board
Board prompts are good at this level to suppor
Board prompts are good at this level to support students during speaking t students during speaking tasks and can lessen tasks and can lessen the ‘the ‘memorymemory load’
load’ required of students so that they can required of students so that they can concentrate on communicating. Prompts can be usefulconcentrate on communicating. Prompts can be useful
vocabulary items for the task, or reminders of the structures that learners should be using or pronunciation vocabulary items for the task, or reminders of the structures that learners should be using or pronunciation work. As the students master the language the teacher can rub off some of the prompts so that students work. As the students master the language the teacher can rub off some of the prompts so that students commit the language to memory. See the shaded
commit the language to memory. See the shaded boxes for examples of board work.boxes for examples of board work.
Games
Games
Games provide some light relief and fun,
Games provide some light relief and fun, but also a genuine context but also a genuine context in which to practise in which to practise language. Tlanguage. Thehe T
Teacher’s Book makes a number of eacher’s Book makes a number of suggestions for games in the units:suggestions for games in the units: –
– guessiguessing gamng games, such es, such as I-spas I-spy, picty, pictionaryionary, miming, miming –
– memory games, such memory games, such as Kim’as Kim’s game (cs game (covering a overing a picture and remembering picture and remembering what’s what’s there)there) –
– team gateam games, such as sortinmes, such as sorting races (paig races (pairs or teams sort vocrs or teams sort vocabulaabulary items into grry items into groups as quickloups as quickly asy as possible)
possible) –
– knock-oknock-out gamesut games, such as ‘S, such as ‘Simon Sayimon Says’s’..
Methodology notes
Methodology notes
Modelling
It is always a good idea to model each task so that everyone understands what they have to do. Choose one of the most able learners in the group to work through a few examples with you. It is recommended that you do this especially for the communication activities that come at the end of each unit.
Drills
Regular language drilling helps students learn the patterns of new structures and is a valuable technique for improving pronunciation. A good drill can also liven up a class whose attention or energy is flagging half way through a long lesson. There are a variety of drills you can use:
– prompt and response drills (e.g. question and answer) − you can give the prompt, or you can divide the class into two groups who respond to each other
– substitution drills, using flash cards or prompts written on the board
– choral drills (all class together) or individual drills (teacher points to learners to respond) – drills with clapping or chants with a strong rhythm (good for word or sentence stress).
Trinity Takeaway
At the end of each unit, the Trinity Takeaway sections provide the students with useful examiner/candidate language for the exam. It’s important that you point out to learners that they mustn’t memorise the mini-dialogues, but use them as examples of the type of conversation they will have with the examiner.
There is also a section a the end of the book with further examples of examiner/candidate language, which are recorded.
After listening, you can:
– ask students to read the mini-dialogues out loud to practise question/answer intonation – ask students to write similar mini-dialogues using different vocabulary from the unit.
Pronunciation Pal
In the SB a superhero character presents the pronunciation activity which is connected to the grammar and vocabulary in the unit. At this level, it is useful to focus on a few sounds, to establish the basics of good pronunciation. All pronunciation exercises are recorded.
G R A D
E 1
UNIT
1
Nice to meet you
Lesson A Hello and Goodbye
1a page 6
SUGGESTED PROCEDURE:
You could introduce this with a whole class activity to see how many countries learners can name in English. Ask learners simply to call out the ones they know, while you write them on the board. Then let learners do 1 a) in pairs before getting
feedback and checking answers with the whole class. As you listen to the students focus on pronunciation and word stress.
1 England / 2 Italy / 3 USA / 4 Spain / 5 Hong Kong / 6 Greece / 7 India / 8 Canada / 9 Australia /
10 Russia
b
c
SUGGESTED PROCEDURE:
Ask students to work individually on this task at first, then they can check their order with a partner. Now play the recorded dialogue for learners to check. You may need to pause the dialogue to give learners time to check. Once they
ANSWERS
ANSWERS
have checked the answers, get learners to practise the dialogue in pairs. You could also drill the dialogue with the whole class, with you playing one role and the whole class playing the other. Or do the same drill, with half the class playing one role and the other half playing the other role. 1 c / 2 d / 3 e / 4 a / 5 b
d
Open answers
2a page 7
SUGGESTED PROCEDURE:
Again, ask learners to do this task individually at first, then get them to compare their order with a partner. Once they have listened and you’ve gone through the correct order with everyone, get learners to take a role and practise this dialogue: first with open books, then from memory with closed books. a 1 / b 6 / c 2 / d 4 / e 7 / f 5 / g 8 / h 3 b Open answers 3a page 7 SUGGESTED PROCEDURE:
Give learners time to match the words and
numbers. Then play the audio for them to check. It is a good idea to drill these numbers in one or more of the following ways:
– from 1 to 10 and back from 10 to 1
– round the class, each learner saying the next number
– in teams, team A says the odd numbers (1, 3, 5...), team B the even numbers (2, 4, 6...) – clapping and then stopping on a number –
ask a learner what the next number is. 1 one / 2 two / 3 three / 4 four / 5 five / 6 six / 7 seven / 8 eight / 9 nine / 10 ten
ANSWERS ANSWERS ANSWERS ANSWERS ANSWERS C A D G/H E/F B
UNIT
1
Nice to meet you
b
SUGGESTED PROCEDURE:
This is a simple activity to practise the numbers – the kind of question likely to be asked in the exam. Start by choosing one or two learners to do this with you while the rest watch, then get everyone to work in pairs for a few minutes.
Open answers
4a page 7
SUGGESTED PROCEDURE:
These are all typical things that the examiner might say or ask. Point out to learners that they can expect to hear these in the first few moments of the interview. Give learners a few minutes to do the matching activity alone, and then ask them to compare with their partner. Finally, play the audio for them to check.
Play the audio again, but pause to give learners time to respond. First with open books, then with closed books. You can do this as a whole class drill, or pick out individuals to answer. Follow up by getting pairs to interview each other: Student A plays the interview and reads out the questions from page 7; Student B responds with books closed. 1 h / 2 a / 3 g / 4 e / 5 f / 6 c / 7 d / 8 b b Open answers ANSWERS ANSWERS ANSWERS
Lesson B How old is she?
1a page 8
SUGGESTED PROCEDURE:
Begin by asking learners some basic questions just to focus their attention. For example, ‘How many boys/girls are there?’ ‘Is this a boy/girl?’ Now ask learners how old they think each of the children are. Ask them to work in pairs to match the ages with the photos. Finally, play the audio so that they can check what they predicted against what they hear.
A 2 / B 10 / C 5 and 7 / D 9 / E 4
b
SUGGESTED PROCEDURE:
Use this as an opportunity to revise subject
pronouns. You could write them on the board and elicit from learners when we use them – e.g. ‘she’ for when we’re talking about a girl or woman. Get learners to try and find the missing words working individually, then give them a chance to compare with a partner. Now play the audio again for them to check. Finally, go through the answers together. 1 he / 2 He / 3 you / 4 I / 5 they / 6 They / 7 you / 8 We / 9 she / 10 She / 11 it / 12 It
c
SUGGESTED PROCEDURE:
Remember that the aim of this is to practise the correct use of subject pronouns, so make sure that learners are aware of this. Don’t let them simply point at photos and say ‘And this?’, for example. It’s a good idea to model the task yourself by choosing one of the stronger learners in the class to do it with you. Finish with a whole class activity: get a pair of learners to ask each other about one of the photos while the rest of the class listen. Then ask learners which photo the pair was talking about. You could also ask learners to bring in photos of friends and family and get learners to ask each other about them using the structures just practised. Open answers
ANSWERS
ANSWERS
G R A D
E 1 2a page 9SUGGESTED PROCEDURE:
The aim here is to review and practise present simple. The tables are for learners to refer to, but you could ask them to close their books and do a simple Q&A drill to practise the full form:
T: I or Group A: I Class: am Group B: am T: You
Class: are
Then focus on the contracted short forms by asking, ‘Do we say, ‘I am ten’? Then elicit from learners what the short form is that we normally use when speaking. Now practise these short forms with a similar Q&A drill.
1 she’s / 2 you / 3 are / 4 I / 5 is not / 6 aren’t
b
SUGGESTED PROCEDURE:
Ask learners to open their books and complete the gaps individually – then to compare with a partner. Finally, go through the answers together. Finish off by drilling the answers – make sure that learners really are using the contracted forms.
1 I’m nine. / 2 She’s from France. / 3 We aren’t from Hong Kong. / 4 My name isn’t Maria. It’s Mary. / 5 My name isn’t John. / 6 They aren’t Italian. / 7 I’m fine, thanks. / 8 He’s from India.
ANSWERS
ANSWERS
c
See the methodology notes on ‘drills’ at the beginning of the Teacher’s Book.
3 Communication Task , page 9
SUGGESTED PROCEDURE:
Like many of the communication tasks in the book, this takes the form of a simple information gap activity. It’s a good idea to model the task yourself by asking as stronger learner to do the first few with you while the rest of the class listen.
England Spain Age: 9 Age: 11 Canada Russia Age: 8 Age: 10 ANSWERS Lia Carlos
Miranda and Elodie Alex and Nadia
UNIT
2
At school
Lesson A In the classroom
1a page 10
SUGGESTED PROCEDURE:
The aim here is to revise basic classroom vocabulary of the kind that is often used in the exam. Note that examiners may use these alternatives to the word lists in the exercise:
eraser = rubber school bag = bag
student = learner / pupil
It is a good idea to make learners aware of these alternatives and to learn them as passive
vocabulary. Learners can do this activity in pairs. Then check answers with the whole class. You
could practise the items by simply pointing them out in the class room and getting learners to shout out the name of what you’re pointing to. Also, ask learners to tell you what they have in their school bag / pencil case.
Alternatively, play a simple game such as I-spy: Student A: I-spy something beginning with... N . Student B: Notebook?
Student A: Right .
Student B: I-spy something beginning with... 1 teacher / 2 cupboard / 3 desk / 4 book / 5 chair / 6 notebook / 7 student / 8 pencil case / 9 pencil / 10 school bag / 11 dictionary / 12 pen / 13 ruler / 14 eraser / 15 sharpener / 16 calculator
b
SUGGESTED PROCEDURE:
Vocabulary grouping activities like this one are good ways for learners to ‘process’ vocabulary which will in turn help them to remember words. Ask learners to do this individually and then check with a partner before playing the audio for
learners to check their answers. Give learners time to ask any questions they may have about the grouping before playing the audio again. This
ANSWERS
time, use the audio to drill the vocabulary items – pause after each word for choral or individual repetition. Focus on correct pronunciation, and watch out in particular for misplaced word stress in multi–syllable words such as ‘calculator’ and ‘dictionary’.
Follow up by asking learners to think of two more categories that could be used to organise these words. For example:
Things larger/smaller than a book. Things made from wood / plastic / metal.
You could also follow up with pronunciation work: ask learners to group words according to the number of syllables they have. Then ask them where the stressed syllable usually is. Point out that the stress is most often on the first syllable, for example:
notebook calculator student dictionary Practise this with suitable pronunciation dri lls.
c
SUGGESTED PROCEDURE:
This aims to revise usage of the indefinite article a/an and to practise a question and answer format that is very common in the exam:
Examiner: What’s this? Candidate: It’s a/an... First, bring students’ attention to the Focus box on page 10. Then do some simple practice of this with a drill:
Teacher: Book . Teacher: Eraser . Learners: A book . Learners: An eraser . Focus on pronunciation. You need to point out to learners that the article an becomes linked or joined to the noun that follows. An eraser for
example becomes aneraser in connected speech. In a pencil case sharpener pencil ruler eraser pen Furniture desk chair cupboard In a school bag pencil case book dictionary notebook calculator People student teacher
G R A D E 1
Now use a similar drill, but introduce the whole phrase:
Teacher: What’s this? Teacher: What’s this? Learners: A book . Learners: An eraser . At this point you don’t need to expect fuller answers, such as ‘It’s a...’ . Also, make sure you’re pointing out single items, as the focus here is on the article a/an. Now ask learners to work in pairs and practise the same Q&A dialogue based on classroom objects. Monitor and check for errors in use of articles or pronunciation.
Open answers
2a page 11
SUGGESTED PROCEDURE:
This is simply revision of numbers 11 to 20.
Students should already be familiar with these, but if not then you may want to write the numbers on the board before playing the audio. It’s a good idea to drill these numbers in one or more of the following ways:
– From 11 to 20 and back from 20 to 11
– Round the class, each learner saying the next number
– In teams, team A says the odd numbers, team B the even numbers.
1 twelve / 2 thirteen / 3 fourteen / 4 fifteen / 5 sixteen / 6 seventeen / 7 eighteen / 8 nineteen
b
SUGGESTED PROCEDURE:
The aim here is to revise the rules for plural nouns. Although spelling is not important for the exam – since there is no writing component – these spelling rules reflect the pronunciation of the three categories of plural noun. Bring learners’ attention to the focus box which gives examples and rules for the three main categories of noun. Check learners understanding by writing one example of each category on the board and asking them to give you the plural. Examples could be: – fox, church, box, brush, glass
– story, party (point out that there is a consonant before the y )
– cat, dog.
ANSWERS ANSWERS
Once you have done these examples altogether, get learners to do the practice exercise alone and then to compare with a partner. When everyone is ready, play the audio so that learners can check their answers. Play it once again and ask learners to repeat what they hear.
1 thirteen watches / 2 fifteen classes / 3 twelve pencils / 4 sixteen boys / 5 fourteen dictionaries
c
SUGGESTED PROCEDURE:
The emphasis here is on the pronunciation of the plural affixes to nouns. You need first to model the three endings for students. Write the phonemic symbols as heading on the board and use the example words you wrote on the board earlier:
Ask learners to repeat the words after you, giving special emphasis to the plural ending. Now ask learners how they would pronounce dogs. Show them that, although it has the same plural ending as cats, it is pronounced differently. Now ask learners to do the sorting exercise on their own. Encourage them to say the words to themselves in order to make them more aware of how the
endings sound. Finally, play the audio to let them check their answers. Play once again and ask learners to repeat what they hear.
3a page 11
SUGGESTED PROCEDURE:
This short activity provides further practise of the How many... are there? question, which is common in the exam, together with practise of classroom vocabulary and numbers up to 20. Demonstrate the activity yourself by speaking to one of the
ANSWERS 1 /s / books students desks 2 /z / teachers boys pencils erasers dictionaries 3 /z / watches boxes classes pencil cases ANSWERS /s / /z / /z / cats stories foxes
UNIT
2
At school
stronger learners in the class, then get learners to work in pairs.
Open answers
b
As you monitor, make sure students are using the structures and language practised in this lesson. Open answers
c
SUGGESTED PROCEDURE:
The focus here is revision of the determiners this and these and the pronouns it and they . Again, the example dialogues in the speech bubbles are typical question and answer formats that occur in the interview, and learners need to be familiar with them. Ask learners to look at the example dialogues and then write this on the board:
Elicit from learners how to complete the rules (this / it for one thing, these / they for many things). Make sure that learners can distinguish between this [short sound / /] and these [long sounds / /]. Some learners have difficulties both receptively and productively with these sounds. Tell learners to look at the shape of your mouth as you say the sounds. Now demonstrate the activity yourself with another learner in the class. Then ask learners to do the activity in pairs. As you monitor, make sure that learners are using a variety of singular and plural forms. Listen out for grammatical
problems such as subject verb agreement, but also pronunciation problems.
Open answers
ANSWERS ANSWERS
ANSWERS
We use this / it for... We use these / they for...
Lesson B Is she your teacher?
1a page 12
SUGGESTED PROCEDURE:
The aim of this task is to practise short answers of the kind that candidates are expected to use in the interview. These are answers to present simple questions with the verb be.
Give learners a few minutes to look through the questions on their own and make matches before they listen to the audio. For the ‘Listen and repeat’, you could split the class into two groups – one group repeating the questions and the other group repeating the short answers. The groups then swap roles for a second ‘Listen and repeat’.
1 b / 2 d / 3 a / 4 f / 5 c / 6 e
b
SUGGESTED PROCEDURE:
Again, give learners a chance to work alone on this, compare with a partner and then listen and check. If you find that learners are making mistakes with these short answers, then remind them that the verb in their answer should match the verb at the beginning of the question. Do the first one together as an example if necessary.
1 b / 2 b / 3 a / 4 a / 5 b / 6 b
c
SUGGESTED PROCEDURE:
Demonstrate what learners have to do by doing the first two or three questions yourself with a student. Then put learners into pairs to work through the rest of the questions. After a few minutes, ask them to swap roles.
Open answers
d
SUGGESTED PROCEDURE:
This is a simple exam role play, where learners respond to the examiner’s 6 questions in the audio. There are a couple of ways you can approach this:
1 get the whole class to respond, like a choral drill 2 pick out individual learners to respond to the
questions.
ANSWERS
ANSWERS ANSWERS
G R A D E 1
Either way, play the audio a couple of times to give learners plenty of practice at responding to these very simple but common questions.
Examiner: Hello. Student: Hello.
Examiner: Is your name Sam? Student: No, it isn’t. It’s...
Examiner: Are you from Greece?
Student: Yes, I am. / No, I’m not. I’m from... Examiner: Are you eleven?
Student: Yes, I am. / No, I’m not. I’m... Examiner: Is this your classroom? Student: Yes, it is.
Examiner: How many students are there in your class?
Student: There are...
2 page 13
SUGGESTED PROCEDURE:
The aim here is practice of language from the lesson: numbers, classroom objects, use of the interrogative form of be and short answers. One way to do this is have the class ask you what the objects are, or put learners in pairs. First Student A guesses, then they swap and Student B guesses.
You could follow up by having students draw objects or parts of objects on the board in class. The rest of the class must guess what the object is.
11 calculator / 12 chairs / 13 pencil sharpeners / 14 books / 15 door / 16 clock / 17 school bag / 18 computer
ANSWERS
POSSIBLE ANSWERS
3a page 13
SUGGESTED PROCEDURE:
Students need to be able to recognise questions that refer to singular or plural items, which is what this exercise practises.
1 A / 2 B / 3 A / 4 A / 5 B / 6 B / 7 B / 8 A
b
SUGGESTED PROCEDURE:
Pause the audio after each question and choose a learner from the class to answer. Play the audio a couple of times to give everyone a chance to answer. Encourage students to use short but full answers, not just ‘Yes’ and ‘No’ (in the exam ‘yes’ and ‘no’ are acceptable though).
(Spoken)
1 It’s a pencil case. / 2 They’re pens. / 3 Yes, it is. / 4 No, it isn’t. / 5 No, they aren’t. / 6 Yes, they are. / 7 (There are) eight. / 8 No, it isn’t.
c
SUGGESTED PROCEDURE:
Divide the class up into pairs. You could write the following prompts on the board so that learners are making the right kind of questions:
Do a few example questions yourself with a learner from the class, then let students do the exercise in pairs. Let them continue for about five minutes while you monitor for problems.
Open answers
ANSWERS ANSWERS
What’s...? Are these...? What are...? How many...? Is this...?
ANSWERS
REVIEW UNITS
1-2
1a page 14
b
1 pen / 2 chair / 3 sharpener / 4 eraser / 5 ruler / 6 notebook / 7 one / 8 five / 9 seven / 10 twelve / 11 nineteen / 12 twelve
2a page 14
1 meet / 2 meet / 3 name / 4 My name’s – I’m called / 5 old / 6 years / 7 where / 8 I’m
b Open answers 3a page 14 1 c / 2 d / 3 e / 4 b / 5 f / 6 a b Open answers 4a page 15
1 Is this a girl? / 2 Is this a boy? / 3 How old is he?
ANSWERS ANSWERS ANSWERS ANSWERS ANSWERS ANSWERS ANSWERS b SUGGESTED PROCEDURE:
Go round the class, asking each learner one or two questions from the list below. Ask questions about the children in the class.
Questions: Is this a boy / girl? How old is he /she?
5a page 15
1 Is this / 2 What’s / 3 Are these / 4 How many
b
SUGGESTED PROCEDURE:
Go round the class, asking each learner one or two questions from the list below. Ask about objects in the class.
Questions: What’s this? / Is this...? /
How many...? / What are these? / What colour is it?
6a page 15
1 it isn’t / 2 computer / 3 are three / 4 they aren’t / 5 they are / 6 are twelve
b
SUGGESTED PROCEDURE:
Go round the class, asking each learner one or two questions from the list below. Ask about people and objects in the class.
Is this a...
What’s this in English? Is he/she a teacher? How many... are there? Are these....? Open answers ANSWERS ANSWERS ANSWERS
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G R A D E 1
UNIT
3
Clothes
Lesson A Things to wear
1a page 16
SUGGESTED PROCEDURE:
Start with a few minutes brainstorming the topic of clothes. With closed books, ask learners to call out as many clothes related words as they can remember, while you write them on the board. Now ask them to open their books and do the part a) task.
1 glasses / 2 shorts / 3 socks / 4 trainers / 5 T-shirt / 6 skirt / 7 dress / 8 hat / 9 shirt / 10 jacket /
11 belt / 12 jeans / 13 scarf / 14 gloves / 15 coat / 16 jumper / 17 shoes / 18 trousers
b
SUGGESTED PROCEDURE:
Some learners may not know what ‘syllable’ means, so write a word with two syllables on the board and split the syllables up, like this:
When you think they’ve got the idea of what syllables are, you can let them do this exercise alone and then compare their answers with a partner before listening to the audio to check. Play the audio through once just to let them check, then play it a second time so that they can repeat what they hear. You could follow up with
pronunciation work focusing on word stress in two-syllable words. Read out the list of two syllable words, emphasising the stressed syllable, and elicit from learners where the stress lies. They should see that the stress in two syllable words tends to be on the first syllable.
Group 1 – one syllable coat / belt / jeans / gloves / dress / socks / shoes / scarf / skirt / shirt / hat / shorts
Group 2 – two syllables jumper / trousers / T-shirt / jacket / glasses / trainers
ANSWERS
ANSWERS
ja-cket [/'d k.t /]
2a page 16
SUGGESTED PROCEDURE:
Again, ask learners to close their books and call out any colours in English that they can remember. Then ask them to open their books and do the
matching exercise. Play the audio once to check, then again so that learners repeat what they hear. Encourage correct pronunciation.
You could follow up by asking learners to find you things in the classroom that match the colours you call out. For example, call out ‘Green! ’ and ask students to point to things on their desk or around the room.
1 brown shoes / 2 a green shirt / 3 pink glasses / 4 a yellow skirt / 5 white shorts / 6 a red hat / 7 a blue T-shirt / 8 black trousers / 9 a purple dress / 10 grey socks / 11 a beige coat / 12 a orange scarf
b
SUGGESTED PROCEDURE:
This activity combines the two vocabulary sets (clothes and colours) and practises another
question format that is very common in the exam: What colour is/are...? As usual, it’s best if you demonstrate the activity with a learner from the class before asking the rest of the class to do it in pairs. Encourage full answers, for example ‘It’s red ’ or ‘They’re blue’ instead of single word answers such as ‘Red ’ or ‘Blue’.
Open answers
3a page 17
SUGGESTED PROCEDURE:
You could begin with closed books. Write the demonstrative pronouns mixed up on the board, like this:
Ask learners if they can identify four words in the word snake. Then ask them which words refer to one thing (singular) and which words refer to many things (plural). Now ask them to do the exercise on page 17.
1 This That / 2 These Those
ANSWERS
ANSWERS
thisthosethatthese
UNIT
3
Clothes
b
SUGGESTED PROCEDURE:
This provides an opportunity to use classroom words and clothes vocabulary whilst practising these determiners. Divide the class into pairs. Get each learner first of all to look around them and write the names of the 6 objects they are going to talk about. There should be a mixture of plural and singular items. Then demonstrate yourself what they have to do before asking pairs to work together.
Open answers
4a page 17
Listen and compare. Open answers
b
SUGGESTED PROCEDURE:
Again, these are all typical questions in the exam. Let learners do the matching alone, then play the audio once to check. Then divide the class into two groups: Group A repeat the examiners questions, Group B the answers. Groups then swap roles for a final play and repeat.
1 a / 2 e / 3 b / 4 d / 5 c / 6 f
c
SUGGESTED PROCEDURE:
Do a few example questions yourself working with a learner from the class and then divide the class into pairs. As you monitor, encourage learners to use a variety of question forms here, and encourage full short answers.
Open answers
ANSWERS
ANSWERS ANSWERS
ANSWERS
Lesson B My clothes, your clothes
1a page 18
SUGGESTED PROCEDURE:
Tell learners that they are going to hear part of an interview in which the examiner asks the candidate about some of the photos shown here. Before they listen, however, draw learners’ attention to the photos and ask them a few simple questions about what each one shows.
For example: Is this a girl/boy?
How many babies/girls/boys are there?
Now play the audio and ask learners to write the number of the dialogue (1, 2, 3) next to the correct picture. You may need to play the audio twice. 1 C / 2 D / 3 F
b
SUGGESTED PROCEDURE:
The focus here is on the determiners his, her and their. Write them on the board and elicit from learners when we use them. i.e.
Now ask learners to read through the sentences and, working with a partner, try to guess the missing word. Then learners work alone to listen to the audio and to check.
1 her / 2 her / 3 his / 4 his / 5 their / 6 their
c
SUGGESTED PROCEDURE:
You might want to do some drill work practising the question:
‘What colour is/are...’
(Remember that candidates are not expected to produce questions in the exam, but for the
purposes of this exercise they will need to ask their partners the question.)
Once learners are comfortable with the question, demonstrate what learners have to do by working
ANSWERS ANSWERS
his – boy / man – masculine, singular her – girl / woman – feminine, singular their – plural
G R A D E 1
with one of the stronger learners in the class while the others listen. Then organise the rest of the class into pairs and let them get on with the task while you monitor – listen out especially for errors with the determiners.
Open answers
2a page 18
SUGGESTED PROCEDURE:
The focus here is revision of the rest of the determiners. Get learners to complete the
sentences alone and then compare with a partner before checking altogether.
1 your / 2 his / 3 her / 4 their
b
SUGGESTED PROCEDURE:
Again, demonstrate the task yourself by working with a learner and then get learners to work in pairs while you monitor.
Open answers
3 Communication Task , page 18
SUGGESTED PROCEDURE:
This uses the photos of people on page 62. Make sure that, when doing this exercise, learners are using determiners correctly, but at the same time encourage fluency and experimentation.
Open answers
4a page 19
SUGGESTED PROCEDURE:
Start with a short drill so that learners get used to the question and answer format for this activity. Divide the class into two groups:
Group A: What’s you favourite colour? Group B: My favourite colour’s...
Do this three times, then groups swap roles. By this time learners should be ready to do the activity. If there is space in your class, this works best as a mingling activity where learners move around the class and interview each other while noting down answers. It’s important that they get information from at least one boy, one girl and two other learners. Open answers ANSWERS ANSWERS ANSWERS ANSWERS ANSWERS b SUGGESTED PROCEDURE:
Again, you could drill the question and answer format as suggested for a) before learners go on to this.
Group A: What colour does Helen like? Group B: Her favourite colour’s...
Then swap groups as before. When you’re happy that the group can manage to form the questions and answers sufficiently well, put them into pairs. They need to swap books so that each learner can
talk about the people they spoke to during part a). Open answers
5a page 19
SUGGESTED PROCEDURE:
Point out to learners that they will NOT have to make questions in the exam, but it is important that they recognise and understand questions. All these are typical things that examiners might ask. Give learners a chance to do this exercise on their own and then to compare with a partner. Finally, play the audio to check.
1 What’s this? / 2 What are these? / 3 Is this a hat? / 4 What colour is it? / 5 What colour are his trousers? / 6 What colour are my shoes?
b
SUGGESTED PROCEDURE:
Demonstrate with one learner so that everyone knows what they have to do, then get pairs to interview each other. To make sure that they use a variety of question forms, you could put up
question prompts on the board:
As you monitor, don’t worry too much if learners are making errors in question formation. Feedback should focus on the answers learners give.
Encourage learners to give short answers but not one word answers.
Open answers
ANSWERS
ANSWERS
What’s...? Are these...? What are...? What colour is...? Is this...? What colour are...?
ANSWERS
UNIT
4
The body
Lesson A Show me your nose!
1a page 20
SUGGESTED PROCEDURE:
You could begin with a similar brainstorming activity to those used in earlier units – simply ask learners (with closed books) to call out any body related words they can remember while you write them on the board. Then ask them to open their books and do a). Play the audio once to check answers and then a second time so that learners can repeat what they hear.
1 head / 2 eye / 3 ear / 4 foot / 5 hair / 6 nose / 7 leg / 8 teeth / 9 mouth / 10 finger / 11 hand / 12 arm
b
SUGGESTED PROCEDURE:
Demonstrate with one learner from the class and then get pairs to do the same. Make sure that learners aren’t only giving one word answers. Also, make sure that Student A isn’t always asking questions that elicit the answer ‘Yes, it is’. Make sure that Student A is using plural forms, too. After two minutes, get pairs to swap roles.
Open answers
c
SUGGESTED PROCEDURE:
First draw learners’ attention to the focus box about irregular plurals. Point to your teeth / feet / hair and ask learners What are these? / What’s this? Then model the questions that learners need to use for this activity. You could do a whole class drill of the questions, emphasising the difference between this / / and these / /. Once again, choose a learner from the group and demonstrate the task. Then organise the class into pairs. Make sure they take turns asking and answering.
Open answers ANSWERS ANSWERS ANSWERS 2a page 21 SUGGESTED PROCEDURE:
Give learners a few moments to do this alone and then check with a partner before listening to the audio to check their answers.
1 Give me a pen. / 2 Come here. / 3 Open your book. / 4 Point to the door. / 5 Go to the window. / 6 Touch your nose. / 7 Stand up. / 8 Show me your ears. / 9 Sit down.
b
SUGGESTED PROCEDURE:
Explain to learners that the top circle has verbs, the next circle articles and the lower circle nouns. They can combine these to make different orders. Pairs should take turns making and following orders. Again, you may need to demonstrate what learners need to do beforehand.
Follow up: Playing the children’s game ‘Simon says...’ In this game, learners should only follow orders if the speaker begins with ‘Simon says...’ . If someone follows an order without the speaker saying ‘Simon says...’ then they are out of the game. The last player remaining wins the game. Learners can take turns at being the speaker.
Open answers
ANSWERS
G R A D
E 1
Lesson B Is he tall?
1a page 22
SUGGESTED PROCEDURE:
This practises common adjectives that learners ought to know for the exam. Get learners to do this together with a partner before checking altogether. Be ready to explain why ‘short’ is listed twice. i.e. that it has two meanings here.
1 f / 2 c (e) / 3 d / 4 c (e) / 5 b / 6 a
b
SUGGESTED PROCEDURE:
Before they listen, ask learners (working in pairs) to match one word from the list of adjectives in a) to each of the pictures. Check to see which words learners have used – this will also be a good concept check to see if learners understand these words. Then play the audio twice so that learners can match the descriptions with the pictures. 1 E / 2 D / 3 B / 4 F / 5 A / 6 H / 7 G / 8 C
c
SUGGESTED PROCEDURE:
It’s useful to show the position of the tip of the tongue when making each of these sounds: t /t / – the tip of the tongue is touching the roof of the mouth just behind your front teeth
th /ð / – the tip is just protruding between the upper and lower teeth
Demonstrate and get students to try it out themselves.
See the section on drills at the beginning of the Teacher’s Book for further ideas on how to practise
these sounds
2a page 22
SUGGESTED PROCEDURE:
These are all questions or orders that could come up during the interview. Remember that they will now be asked to produce questions or imperative forms like this, but must understand them and respond appropriately. Give learners five minutes to do this alone before playing the audio to check.
ANSWERS
ANSWERS
1 Open / 2 Show / 3 ears / 4 your / 5 long / 6 to / 7 they / 8 Sit
b
SUGGESTED PROCEDURE:
Play the audio and pause for learners to respond. Choose one learner at a time to respond.
c
SUGGESTED PROCEDURE:
Make sure that learners use a variety of question formats, and that they take turns in asking and answering. As you monitor, don’t worry too much about correct question formation, but make sure that answers are correct.
Open answers
3a page 23
SUGGESTED PROCEDURE:
Students build a dialogue similar to the one they will need to have with a partner in part b). Point out that there are two correct answers for this activity. Once students have finished and checked with the audio, have them memorise the dialogue and act it out in pairs, or do choral drills with the whole class.
a 8 / b 1 / c 7 /d 3 / e 2 / f 6 / g 5 / h 4 OR a 8 / b 1 / c 7 / d 5 / e 2 / f 4 / g 3 / h 6
b
Open answers
4 Communication task , page 23
SUGGESTED PROCEDURE:
The dialogue that learners ordered in the previous task is a model for the kind of dialogue that’s required for this task. Explain that Student A will have all the girls’/women’s names, while Student B will have all the boys’/men’s names. The aim of the task is to put the names under the correct photos. Choose one of the stronger learners in the class and demonstrate what learners have to do.
ANSWERS
ANSWERS
ANSWERS
ANSWERS
b
Open answers
2a page 24
1 her / 2 his / 3 their / 4 Her / 5 his / 6 My / 7 Their / 8 his
b
Open answers
3 page 24
1 Show me your feet. / 2 Go to the door. / 3 Open your book. / 4 Give me a pencil. / 5 Point to your nose. / 6 Touch the pencil case.
4a page 25
1 A / 2 B / 3 A / 4 C / 5 C / 6 B
b
SUGGESTED PROCEDURE:
Go round the class asking individual students the questions 1-6 based on the photos for this
exercise. Then extend the activity with similar questions about people in the book or learners in the class.
5a page 25
1 Are these feet? / 2 How many are there? / 3 What are these? / 4 How many fingers are there? / 5 Is this an ear? / 6 What is it?
b
SUGGESTED PROCEDURE: As for 4 b).
6a page 25
1 Yes, she is. / 2 No, she isn’t. / 3 Yes, he is. / 4 No, he isn’t. / 5 Yes, she is. / 6 No, they aren’t.
b SUGGESTED PROCEDURE: As for 4 b). ANSWERS ANSWERS ANSWERS ANSWERS ANSWERS ANSWERS ANSWERS
Lia Coco Isobel Maria
Kim Jennifer Aiden Alex
Luke Mathias Max Freddie
REVIEW UNITS
3-4
1a page 24 ANSWERS 1E Y E
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G R A D E 1
UNIT
5
Animals
Lesson A Furry friends
1a page 26
SUGGESTED PROCEDURE:
With closed books, ask learners to name as many animals as they can in English. Then with open books, can they name the animals shown? Ask how many of each animal are shown – this will lead into the idea of plural forms, then get learners to try the exercise. Point out the focus box information about irregular plurals. Can they remember any other irregular plurals (e.g. foot-feet )?
1 a dog / 2 fish / 3 bird / 4 cats / 5 mice / 6 a rabbit
b
SUGGESTED PROCEDURE:
These are typical exam style questions. The focus is on plural versus singular forms. Ask learners which words in the word pool show ‘one’ and which words show ‘more than one’. Then get learners to complete and check. Finally, ask learners to try and memorise the dialogue.
1 this / 2 these / 3 They’re / 4 isn’t / 5 Are / 6 they
c
SUGGESTED PROCEDURE:
First model with a stronger learner, then get the rest of the class to do the same. Listen out for correct pronunciation of this / these.
Open answers
2 page 27
SUGGESTED PROCEDURE:
This is a revision of questions and answers met earlier in Units 1 to 4 (How many... / What colour... / Is it...) etc. Elicit questions altogether from the class and write them on the board before getting learners in pairs to ask each other. Make sure each partner gets a chance to ask and answer.
ANSWERS
ANSWERS
ANSWERS
3 page 27
SUGGESTED PROCEDURE:
This is just a fun activity to practise question forms and body language. You could begin by drawing a similar imaginary animal on the board and asking the whole class to guess which animals it is made from – don’t worry about any lack of artistic skills! After the pair work, get learners to draw their own imaginary beasts and invite them to talk in small groups about what their drawings.
4a Communication Task , page 27
SUGGESTED PROCEDURE:
Draw learners’ attention to the photos of the fish and ask them simple focus questions such as ‘How many fish are there?’ ‘What colour is this fish?’ ‘Is it blue and yellow?’ etc. Tell learners that they are going to hear someone talking about the fish and that they must circle the correct information. Give them a minute to read all the information first, and then play the audio. You may need to play the audio two or three times.
FISH A
Name: Bob From: China Age: two FISH B
Name: Mary From: Africa Age: seven FISH C
Name: Angela From: Brazil Age: six FISH D
Name: Squeak From: Japan Age: twelve
b
SUGGESTED PROCEDURE:
Ask learners to read the example dialogue in the bubbles and then demonstrate what they have to do with a good learner from the group. Basically the idea is to use information about the fish to ask questions of the kind that the examiner might ask in the exam. At the end you could ask a good pair of learners to demonstrate the conversation they had to the others.
Open answers
ANSWERS
UNIT
5
Animals
Lesson B On the farm
1a page 28
SUGGESTED PROCEDURE:
With closed books, ask learners to call out the English words for any animals they can remember (farm or otherwise) while you write them on the board. Now ask learners which of the animals they called out can be found on a farm. Finally, get learners to open their books and do the matching exercise on page 28. Give them 2 or 3 minutes to work alone before going through the answers altogether. You could drill the words so that learners improve their pronunciation.
Pronunciation problems often occur with the vowel sounds of the following: goat , chick , sheep. For further practice, ask learners to ask each other what their favourite animal is. Model the question by asking a learner in the class:
A: What are your favourite animals?
B: My favourite animals are horses and lambs. What are your favourite animals?
A duck / B goose / C cow / D chick / E donkey / F hen / G goat / H horse / I lamb / J sheep
b
SUGGESTED PROCEDURE:
First get learners to work individually and try to match the adjectives in the box with the animals in the pictures. Go through this together. Then divide the class into pairs in order to do the dialogue. Get them first to read the example dialogue in the bubbles, then you demonstrate with a learner from the class and finally give learners five minutes working in pairs.
Open answers
c
SUGGESTED PROCEDURE:
This is a simple memory game. Demonstrate by asking all the learners to close their books and then you ask them a few questions about the photos. Remember that learners don’t have to produce questions in the exam, so you can write prompts on the board for them to use in this activity:
ANSWERS
ANSWERS
Open answers
d
SUGGESTED PROCEDURE:
Demonstrate the sounds and point out the
difference in the shape of the lips when producing each:
sh – lips pursed and pushed forward s – lips wide and pulled back
It can be useful to get students to exercise the sounds and lip shapes in an exaggerated form, slowly becoming more natural.
Another classic tongue twister to practise these sounds is ‘She sells sea shells on the sea shore’.
2a page 29
SUGGESTED PROCEDURE:
This activity simply provides practice for the language they need to understand and use. First ask learners to look at the photo. Ask simple questions along these lines: Is this a donkey? Is it grey? How many horses are there? Show me its head. Now tell learners that they’ll hear someone talking about their pet and they must tick the correct information. Give them a moment to read through list, then play the audio. You may need to play it 2 or 3 times.
1 ✗ / 2 ✗ / 3 ✗ / 4✓ / 5 ✗ / 6✓
b
SUGGESTED PROCEDURE:
If you prefer, you could set the drawing task as homework, and then ask learners to talk about their pet in the next lesson. Alternatively, you could make this into a communication task by having Student A describe their pet and Student B draw it. If a student doesn’t have a pet, they could describe a neighbour’s or relative’s pet, or a pet they would like to have.
Open answers
ANSWERS
ANSWERS
How many... are there? Is there a....? What colour is/are...? Is the cow....?
G R A D
E 1 3a page 29SUGGESTED PROCEDURE:
These are all typical things that learners might hear in the exam. Give them a few minutes to work alone on the gap filling task, then an extra minute to check with their par tner. Finally, play the audio for learners to check.
1 Good / 2 What’s / 3 How / 4 Where/ 5 What’s / 6 What / 7 How / 8 What / 9 Is / 10 Are / 11 Show / 12 Point / 13 Stand / 14 Sit / 15 Go / 16 Come
ANSWERS
b
SUGGESTED PROCEDURE:
In pairs, one student with open book asks the questions and gives the orders, while the other, with closed book, responds. After five minutes, get pairs to swap roles.
Open answers
ANSWERS
UNIT
6
Family
Lesson A This is my family
1a page 30
SUGGESTED PROCEDURE:
If possible the teacher should bring a photo of his/her family or a picture of a famous family into the lesson to set the context of family. Then show learners the family tree on page 30. Show them Li and ask, ‘What’s her name?’ ‘How old is she?’ Say that this is her family and ask them to match the words on the left to the photos – in relation to Li. Learners can do this in pairs if you prefer. You could follow up by asking learners to bring photos of family members in to talk about, like this:
Student A: Who’s this? Student B: This is my mum
1 A and B / 2 B / 3 A / 4 C / 5 E / 6 D / 7 F / 8 G
b
SUGGESTED PROCEDURE:
Tell learners that they are going to hear Li talking about her family and that they will make notes under each photo of names and ages. This is simply an activity to practise the kind of language they will need to use in the exam with a native speaker to listen to. Play the audio a couple of times and pause where necessary to give learners time to make notes
A Jimmy, 38 / B Lia, 34 / C Chen, 10 / D Yan Yan (no age given) / E Yul (no age given) / F Jing (no age given) / G Ho (no age given)
c
SUGGESTED PROCEDURE:
First of all, revise numbers over 20 by going round the room and asking each learner to say the next number – doing this up to 40 should be sufficient. Then model the two numbers in the table – twenty and twenty two. Ask learners how many syllables
ANSWERS
ANSWERS
there are. Show them that the stressed syllables are marked with the large boxes (at the top of the table) then ask them to organise the numbers into the two groups according to their stress pattern. Learners should do this alone – encourage them to say the numbers to themselves so that they hear the pattern – before checking altogether with the audio.
Follow up with a simple drill to practise these patterns. Simply count from 20 to 100 in steps of five: 20, 25, 30, 35 etc. Get the whole group to call out the numbers together while you mark the rhythm on the whiteboard.
d
SUGGESTED PROCEDURE:
Get learners to read the model dialogue, and then demonstrate yourself what they have to do by choosing a learner and asking him/her questions like the examples given. Put learners into pairs, Student A asking the questions, Student B answering – after 2 minutes they should swap roles. Follow up by having everyone close their books and you asking questions to see what they can remember about Li’s family.
Open answers
2a page 31
SUGGESTED PROCEDURE:
Tell learners that these sentences are taken from the audio with Li. Working in pairs, see if they can find the missing words. Then play the audio again so that learners can check.
1 got / 2 ’ve got / 3 ’ve got
■■ 20 (twenty) 30 (thirty) 40 (forty) 50 (fifty) ■ ■■ 22 (twenty-two) 28 (twenty-eight) 37 (thirty-six) 47 (forty-seven) ANSWERS ANSWERS ANSWERS G R A D E 2
G R A D E 2 b SUGGESTED PROCEDURE:
Learners should try to complete the table alone and then compare with a partner. Finally go through the answers together with the whole group.
Learners don’t need to be able to make questions with ‘have got’ for the exam, but they do need to understand such questions and be able to respond appropriately. You could do a drill to practise ‘Yes, I have’ and ‘No, I haven’t’ responses: Make two flash cards, one with a✓and one with
a ✗. When learners see the first, they should give a
positive answer, when they see the second they should give a negative answer. Ask the class
questions with ‘have’, they should respond chorally according to the flash card you show. For example: Teacher: Have you got a dog? (show ✗)
Students: No, I haven’t.
1 have got (’ve got) / 2 have not got (haven’t got) / 3 hasn’t got
c
SUGGESTED PROCEDURE:
This simple matching exercise includes different question forms that the examiner might ask. Get learners to do it alone at first, then check it altogether.
1 b / 2 c / 3 d / 4 a / 5 e
3a Communication Task , page 31
SUGGESTED PROCEDURE:
Introduce this task by asking learners to look at the four family trees. Ask questions like, ‘How many families are there?’. Point to the named person and say, ‘What’s his/her name?’. Then describe one of the families and ask learner to guess which family you are describing. Then organise the group into pairs. First Student A describes and B guesses, then they reverse roles. Remember that learners don’t have to ask each other questions, but they should give detailed descriptions of the families so that it is clear which one they are describing.
Open answers ANSWERS ANSWERS ANSWERS b SUGGESTED PROCEDURE:
Students need a notebook for this final activity. Learners describe their family to their partner, while the partner tries to draw the correct tree. You could begin this by describing your family to the class and asking them to draw your family tree. Then ask pairs to do the same. While they talk,
monitor and pay special attention to their use of ‘have / haven’t got’.
Open answers
Lesson B She’s got long hair
1a page 32
SUGGESTED PROCEDURE:
These are all adjectives that learners should know at this level. Give learners a minute or so to match the opposites together on their own before going through the answers together.
1 d / 2 f / 3 b / 4 c / 5 a / 6 e
b
SUGGESTED PROCEDURE:
Give learners a few minutes to find the photos that match the questions, then go through the possible answers together.
1 long hair A – short hair B / 2 fair hair C – dark hair A, B / 3 big ears B / 4 old D – young A,B,C /
5 pretty A
c
SUGGESTED PROCEDURE:
This exercise is a way to practise language that learners should be able to understand and use. Play the audio a couple of times so that learners have a chance to understand what they hear. 1 B / 2 D / 3 A / 4 C ANSWERS ANSWERS ANSWERS ANSWERS
