Teacher S Book NOW PASS TR 5-6

Laura
Glyde
Ray Parker
Pass
Trlnlt
with revised
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ISE exam
Pass Trlnity ffisttr

GESE Grade" 5-6
Teacher's Book
arttents
Procedures
file
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Heriew units ?-4
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Review tnits 5-8

ISE
file
Recording scripts
38
39
41
Frccsdunes fie
Listenng tasks
Stage
lf 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 6
Stage 2
You could play
Tell students what kind of conversation they're going

to be listening to, e.g. a candidate and examiner
talking about the candidate's topc, 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 nstructions.
Ask students to volunteer to tell you what they have
Brainsterming vocabuary
Stage 1
Give students a specified time Iimit 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
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!

5
Give further clarification yourself, if necessary.

Give students a further chance to ask questions
about what they have to do, or the meaning of
vocabulary items in the taslls.
Stage 4
Play the recording a first time. lf 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 thnk that, after the first time, a lot of students
haven't managed to hear most of the answers (look
out for blank facesl), 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. lf all students agree
on an answer to a question, and it is the correct
answer, confirm that it's correct. However, where there
is disagreement on the correct answer, write all the
possible answers that students give you for that
question on the board, put a bg 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
I
I
the recording one last time, now that

students have all the answers, so that they can Iisten
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.
to do; this could be in the students'first language

(L'l ) if you are teaching in a mono-lingual
environment and you speak the L1 yourself.
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, untl 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.
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. lt'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 questlon should also try and
explain it - obviously, if she/he has difficulty doing
this, you will need to help.
Stage 3
lf there are target vocabulary tems 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.
p**9<*g
Z*.*4<e
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
Roleplays - details about indlvidual roles are provided

in the instructions for students for these types oftasks.
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
frowning face for the points for improvement.

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 polnts 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 opportunty to ask you about
things they may have realised they didn't know how
to say when they were doing the speaklng phase.
Answer these queries and write the words/phrases
they want to know on the board.
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.9., five minutes, and
encourage them to make notes to organise their
thoughts and to help them with what they're gon9 to
say, but not to write a scrpt. 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
Stage 6
Now get students to repeatthe 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.
answering questions as necessary.
ln most units of the Student's Book, there is a focus on

how to write one of the specific types of texts which
feature in ISE l. i.e. letters, e-mails, 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 informatlon 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.
Stage 3
Students now perform the speaking phase. Work in
pairs to do the speaking task and listen to each other.
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. lf students try
and ask you for help while you are monitoring, tell
them that you will help them afterwards, but, for the
moment, they should try and say it in a different way.
When they are approaching the end of this phase,
start writlng the points you have noted up on the
board. Put them in two columns, perhaps headed by a
smiling face for the points for praise and an unsmiling/
z#rEZr,g t*a?,s
Guidance for 15E lwriting tasks
Writing genre guidance in Pass Trinity Now
tliagnostie tt
Guldanee for t*ach*rs
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. lt 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. lt 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 l, 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 'l syllabus.
Questions 5
10 relate to the Grade 2 syllabus.
- 18 relate to the Grade 3 syllabus.

- 29 relate to the Grade 4 syllabus.
Questions 30 - 40 relate to the Grade 5 syllabus.
Questions
Questions 19
{ffi
1B
2B
3C
4A
5C
6B
7A
8B
9C
134
17C
184
194
20B
21 B
144
224
158
16C
23C
24C
10B
11 A
124
25A
26C
274
28C
294
304
33C
34C
35C
36C
37C
31 A
384
394
324
40B
When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the following:
. Speaking skills
. Application
. Writing skills
. Motlvation
Reading skills
General learning rate
nterpretaton of scores
24 or
less
A score of 24 or less indlcates that a student is probably not yet ready to start preparing for a Grade 5
examination.
25-32
Over
33
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 l.
A score of 33 or over may indicate that a student is ready to start preparing for a Grade 6 examination
or
ISE l.
Diagnostic test answer sheet

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.
As
Question
1
21
22
23
24
25
26
27
28
29
10
30
11
31
12
32
13
33
14
34
15
35
16
36
17
37
18
38
19
39
20
40
PHOTOCOPIABLE
@
Question
2015 Black Cat
UNIT
Festi\rals & special occasio*rs

Trinity subject areas
Festivals; Special occasions
Grammar
The Present Perfect
Phonology
Hovein the Present Perfect
Conversation phase
Topic phase
Dos and don'ts
Preparing for the Topic Phase
Yoeabularyn page 8
'lA Focusstudentsonthephotosandelicitthespecialoccasionsthattheyshow.Thengetstudentstolookatthe
list of activities 1-8 and to match them with the photos.
ffiwffi
A4 81 C6 D3 E8 F2 G7
H5
rb
W
BRITISH
NATIONAL
INTERNATIONAL
May Day
This will change depending on
Pancake Day (held the day

before lent starts ie:40 days
before Easter)
countries
- Christmas
- StValentine's Day
- Graduations
St Patrick's Day (celebrated in
- Weddings
- Halloween
Ireland)
- NewYear
Guy Fawkes'Night (Bonfire Night,

which is a celebration with
firework displays and big fires, is
held in Britain on 5th November.)
- Carnival
- Birthdays
- Easter
- Thanksgiving (Thanksgiving is a
traditional harvest festival

celebrated in the USA in
November and Canada in
October. lt's traditional to eat
turkey with family and friends.)
- Divali (Divali is celebrated mainly
in lndia between mid-October
and mid-November and is
sometimes called the festival of
lights.)
- Music festivals
A Rsk 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
Suggested example:
CHRISTMAS
List of things
we do
Decorate home
know.
);
.1; l;-.1
':,
:: : .-_ :
i*' ;';il.r - carols, cards, decorations,
through the instructions with the class. You

might want to do an example with the class and
write the information on the board first.
Go
presents,
Boxing Day
2
3
4
5
Halloween
Give presents
- pumpkin, ghosts, witches,
New Year's Eve
- fireworks, resolutions, midnight
Valentine's Day
presents, roses
itself.
See our
family
lovers, chocolates, cards,

Have a big
special meal
Z*
i;:}.+ j..:;;ii
Across
1
midnight 3 cards
Down
2 decorations 4 roses
e 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:
I thnk that the person in number 1 is describing

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

describing...
?.:j,ii;::.+.1;Li
1
2
3
4
New Year's Eve
Valentinet Day
Halloween
Christmas
After giving answers, you might want to explain that,

in some countries such as Britain, people send
Valentine's Day cards without signing their names
and people have to guess who the mysterious sender
is.
Traditionally the whole family get

together in one place for this
celebration.
We eat too muchlWe have a lot of
very rich food. ln Britain they have
roast turkey and a very heavy
pudding.
5 fireworks 6 chocolates
7 pumpkin
We put decorations all round our

home and usually have a tree.
We give each other presents and
put them around the tree. We
don't open them until the day
Wedding - rings, bride and groom, cards,

decorations, presents, the best man
St
Sentences
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.
*r*r**,*c {**zz*, page t o

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
B
A
l've been to Venice twice.
Really?lye nSygbeen. Did you like it?

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

verbs, and highlight thaf been in the Present Perfect
is
pronounced lbml not /bin/.
)i.\-1-;-.f,:..rt1-4
!:.,::...r;;i..-i,:-
1B 2A 3A 4A 58
6A
>&
?fu Students read the article again. you might want

to set a time limit for this stage.
1=.r:r.'.:1';:-:fa:
r
{-1+:
n.;.
.;3,fr.:,a-
.:...! .t
l for 4 never 2 since 5 ever 3 just
).
':::::'.,i
,;a
t:1 ? ::"i ::: !:'.:-
.rJ,i.i.i:iJ
:'
::
ever 4just 2since 5never/just 3for 6ever
Before students do this task, you might want to

drill each ofthe questions and checkthat
students know the meaning of raw.ln 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.
5*
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
For
the example box, Studentt Book, page 1 1. Oryou

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 I I and then have
students practise similar conversations wth their
partners. lt will help if you get an example
exchange from two students before they begin
the pairwork.
*'*x**l*g,g*
**
We use contractlons 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 f:ml correctly.

&* x*# { Students practice saying the sentences with
their partners. Students then listen to the text
and repeat the sentences.
12
7-& Pre teach any vocabulary students
know.
'a--:"::...: .,.:. i.. :: :,.
Pamplona, Spain
10
:'a 'f.j':i::-::-.:.1
The run is 825 metres long.

The average time of the run is about 3 minutes
from start to finish.
Six fighting bulls run the route each day.
The bull run first took place in i 591.
Over 200 people have been seriously injured
since I924 during the run.
7<
:r''";.".:'f:: : )'.ta-. i: I
.'...,!., ::!:,: r;., n:...:l
...
has happened nearly every year since 1591.

it has become a big tourlst attracton.
...
the gate has just opened at the Santo Domingo
...
corral.
... the bulls have left.
Over 200 people have been injured since .l924...
Have you ever seen a spectacle...
The Present Perfect is used because it is describing an
event which still happens.
74 Students work in pairs to describe the bull run

and try to incorporate the phrases.
:i;i.*
1
2
3
The Pamplona bull run has happened nearly

every year since I 591.
ln recent years it has become a big tourist
attracton.
They fire a rocket to confirm that the gate hasjust
opened.
Have you ever seen a spectacle like this?
Vr?x*g,pase 12
-!-:i
t : ;,:',
:
a :. _:
-... ?, n n:'r t+.-!+ :; ;
#.x*azgr page
3
4
5
page 1t
; ::
:
1
2
.i:.'ti:':'+:;t
)l,a:
-t:.*t-.-:
.t
might not
&
Go through the nstructions for the task with the

that they have to describe
what they saw at the Pamplona bull run and say
class, emphasising
what they liked about it. Refer them to the

for guidance on wrting reviews.
YtzpZ*
ISE
file
**e**,page t3
These tasks aim to familiarise students with the Topc

phase ofthe Speaking exam and to show them how
to prepare a mind map, which they can take into the
exam with them. Descrlbe 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 I 3).
ffiq
interests 2 learn
1
eonversatioft phase,
I
3 remember 4 prepare 5 Add
be prepared on their topic and that they must not

memorise the information.
I0b
Before students listen to the tex, elicit form the

students which points they think Peter will talk
about and tick the points in column A.
Students then listen and tick the ponts 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.
W
1,2,4and
"!(!{
WEffi
lf
r0d
ffiffi
1
2
3
4
5
6
ffi
l Do 2Don't 3Do
Because he spends t with his family.

He buys the tree, food and presents.
He prefers buying presents.
He likes playing games with them.
Because his sister came from Australia. He
describes it as'the best Christmas l've ever hadi
Het going to spend Christmas in England.
'l{lC 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.
4Do 5Do 6Do
Writing, page 15
t2
Go through stages A-H with students,
emphasising the importance of planning their

work before they start writing.
W
A4 86 C3 D7 E8 F5 G2
13
H1
Explain to the students that there is a Writing file

at the end of the Student's Book and refer them
to the relevant
6 are mentioned
The students should tick all of the language items.

not, replay the tape so that they can hear them.
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.
Go over the points in these sentences with the

students, and stress how important it is that students
t{}a
page 14
ISE
file for each of the text types.
Go through the two tasks with the class,

explaining that they should choose one, or more,
of the tasks to do for homework.
Trinity Takeaway,
pase 15
Practise the examiner/candidate exchange in pairs
and then get students to answer the examiner's

question themselves.
UNIT 2
kE*aras
*f ra*sp*r*
t:
Trinity Subject area
Means of transport
t:
Grammar
Will referring to the future; Expressions of quantity
Phonology
lntonation of basic question forms
Topic phase
Planning a topic; do's and don'ts
n
+
al
.?
t,
\
I.l
u
V*c*buaryo page 16
F!:*m*legy, page t7
A Rsk students
?A etay the recording and explain to the students

that questions can have a rising or falling
to look at the pctures 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. lf they've mentioned extra - and useful
- vocabulary, write it on the board and get
students to add these extra words to the pictures,
too.
{ffiffisffi#
A runway/airport D airport/terminal B cruise ship
E
minibus
underground
train
You might want to mention that we use the term
underground in Britain, but that they use the term
subwayin America.
tk
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.
Wffitr,ffi
Air
helicopter, runway, arport, terminal

port, cruise ship, lighthouse, ferry, terminal
Land car, train, minibus, tram, bicycle, bus, coach,
underground, taxi
5ea
intonation.
w#ffi
1
2
3
4
5
6
How often do you travel by bike?

Can you drive?
How much did the ticket cost? V

Have you ever flown on a helicopter?
Where is the airport? V
Do you like travelling by train? A
V*eafoa:{ary, page t7
3e 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.
3fu 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

dq then get some example exchanges
between students with the whole class listening,
before they start the group work.
have to
e 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.
Reading, page 18
Grammar tocus,
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.9., 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
Before looking at the Grammar focus box, you could

put the following sentences from the reading text on
the board and elicit why wrl/ for the future is used.
1-3 in pairs.
4b
teach any vocabulary students might not

know.
?ffiffi
4r
book 5 fare(s) 3 aisle
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.
i&fritng, pase 1e
through the instructions for the task with the

class. They must also include a conclusion stating
which airline they prefer and why.
Go
You won't get any free snack, drinks or meals with a
low cost airline.
- will
is used
to give information.
won't - lweant/ rather than /wont/.
6a
ffi
lC 2F 38 4D
C2
1 boarding gate 4 queue 2

seat 6 travel agent
wil probably be small and some way from

the city.
- will is used to make a prediction
The airport
(You might want to focus on the pronunciation of
Pre
A3 81
page 2o
5E
s$
ffiffi
1
will leave 2 will
be 3 will take
4 will include
6c
ffi
1 think that the traffic problems will get worse.
I
imagine that it will be difficult to persuade

people to use public transport instead of their
I
cars.
3
4
l'm sure that town planners will try and do

something to improve the situation.
Levels of air pollution will probably increase.
lf students find this topc interesting, you could either

extend the discussion or have them do a minipresentation the next lesson where students
describe what they think will happen in the next
decade and present some solutions for the problems.
Tapic phase, pase 2'l

7A Direct the students to the picture ofTurin 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.
7h
t-ook at Emilio's Topic form at the bottom of the

page and read the headings together before they
listen to the recording.
prefer
transport
transport
Turin, my home town
Future transport in Turin
The transport I
My dad's job in
My future job in
2
3
5
l
4
7e
W
1T 2F 3F 4T
5T
7d tf lurn
is your students'home town. then ask

them to choose another city to talk about.
lf 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 preparing for this is
through mind maps and smaller, detailed mind

maps. ln this stage, the students are looking at
the detailed mind maps. Go over the example
together. However, you should make it clear that
they will not be able to use notes like this in the
exam.
Eb follow the suggested procedure for listening

tasks in the Procedures file on page 4.
Students do mind maps number 2-5. Pause the
recording after every mind map to gve the
students time to write and conduct feedback
after each secton.
{ffiffi
1
The tram
- it's faster
2 Sometimes use the bus

3 Car for longer distances
4 Has done it for over 30 years
5 Likes it as he loves driving
6 ltt difficult because of the traffic
7 Underground railway
8 More buses will use gas or batteries
9 StudyTown Planning at University
1O Work as a manager or a planner
1l Won't be a bus driver
8e Remind students that they mustn't memorise their
topic, and that if they do the examiner will
interrupt them. Listen to the example of a
memorised topic and discuss the differences

between the two versions.
Ask the class which version they think is better
(the first one).
ffi
-
The second topic 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 presentaton.
ltris task aims to give the students some advice
Trinity Takeaway,
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.
s!rf#
1
Don't 2 Do 3 Do 4 Do 5 Don't
Remind candidates that for the actual exam they

must choose a topic not on the list of Subject areas
for conversation
l/llriting,
page 23
10 Go through the two tasks with the
class,

of the tasks to do for homework. Refer students to
the relevant Writing file for each of the text types.
pase 23
UNIT 3
ffim*ra'EffiEes
&
ffi asssc
i
,*
Trinity Subject areas
Entertainment; Music
Grammar
Expressions of preference
Phonology
lntonaton patterns of more complex question forms
Conversation phase
Exam practice
Topic phase
Responding to the examiner
I
.1
lr
4
7.;
,*
6:
V*eabeearyu page 24
T& 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.
trffiffi
A3 86 C4 D2 E1 F7 G10 Hs 19 J10
fu Students can do this activity in pairs or directly
wth the teacher as a class activity.
"ffi
-ist
-er
-plavet
accordionist
trumpeter
drummer
keyboard-player
violinist
pianist
organist
trombonist
guitarist
saxophonist
Note the shifting stress in the pronunciation
/'saksefeun/ versus /sak'sof(e)nist/.

(lt is possible to use -player with most instruments.)
Ge
* 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).
amd
& 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.
{.trffi
lH 2E 3A 48
5G 6C 7F 8D
(Answers 1,4 and 8 can be open to interpretation as

Shakira could also be deflned 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).
fo 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.
A fhe introduce the topic, ask students which films

they like and if they like any film which they know
is British.
lf 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:

- Wrte 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.
"3*
3b
li
,. t,. ?
j:j.i.-,:*
18 2A 38 4C 5C 68 7C
1
2
8A
9z
-..
,,; .-'ri
They'd rather read a book than see a film.

He'd rather meet his friends than do his
homework.
-{:i?-,.?:t':.8:;*:'.i_!.ttr
i,'i:yi:l:..i**..::i;-i
Positive: exciti ng, entertai nin g, funny, moving,

fascinating, beautiful, interesting, romantic, great.
Negative: boring, dull, predictable, slow, silly.
Ed Oraw 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.
&rar**xv F****,
3
4
5
party.
She d rather travel for a yea r than go straig ht to
University.
5h Warn students that they will need to changes

verbs in numbers 2,3 and 4 (see answers below).
| | t.-.)t.: ) :; ) i-.a
!..ii.i-,,i. ni.
)i
-,..
page27
play football than watch it.

My father would rather stay at home than go to a
ld rather
'.':-i'
What would you rather go to - a classical concert

or a rock concert?
What would you rather do - watch TV or listen to
music?
Go through the grammar in the Grammar focus box.

lf you want to personalise the examples, you could
use your own opinions in the sentences and see lf the
What would you rather do
students agree with you.
watch a DVD?
- see a film
or go to a
resta urant?
What would you rather do
- go for a walk or
E.9.:
lprefer Johnny Depp to Brad Pitt.

I prefer watching films atthe cinema to watching films
at home.
**rs**l*g''g* page 28
*E Students sometimes find it quite hard to use a
falling intonation in question forms. Draw
students'attention to this feature before they
llsten to the recording.
&*
. i, + : i !
't ' :,:;,
;,4. ;: -,., nl-,J?- ;: t
i ,j
*i
I
2
3
4
Giuseppe prefers playing music to listening to it.

She prefers Scarlett Johansson to Halle Berry.
We prefer action films to romantic fllms.
My mother prefers romantic novels to
science-fiction novels.
They prefer going to the cinema to watching
DVDs.
4b
**.
i,i:i,il !i:';
,\
1
2
3
Do you prefer pop msic or classical music?
4
5
Do you prefer crs or motorbikes?
Do your prefer adventure films or romantic films?
/\
Do you prefer Christmas or NewYear?
a\
1r\
Do you prefer studying or shopping?
1,::::i::;::;:j;,|:
1
2
What do you prefer - classical concerts or rock

concerts?
Who do you prefer - Robert Pattinson or Daniel
What do you prefer
Radcliffe?
- visiting art galleries or
museums?
Who do you prefer
- Rihanna
or Lilly Allen?
77
i.:
!-iatcnimg', page 28
l*?riti*'rg, pase 2e
ta
S& Go through the instructions for the task with the

class, emphasislng that they can write anything
they like - both positive or negative.
Follow the suggested procedure for Iistening tasks in

the Procedures file on page 4.
*b
2
3
T*pi* Fha*, pase 3o
Rather than reading through the boxed plan ofthe

interview together, you could elicit what the
interview includes and write this up on the board.
6
7
tS*
Wffi
IF
7tu
Yffiffi
2A 3C 48 5E
A6 81 C2 D3 E5
F4
7q
6D
Students practise the conversations together in pairs

to provide more practce, 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 ifyou thinkyour students
might have problems remembering- and
pronouncing - some of the more difficult letters.
or,
?ffi,H&3
,/A C D
7d Cve 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
ta
from 7b).
E Conduct a class feedback after the discussion in

pars to see what type of concerts are popular
with students in the class.
Bb pre teach any vocabulary students might not
know
ffi3
Bach
Elvis Presley
#ffiffi
1 you like
2
3
the Beatles
8e
{ffi:ffi
All Saint's Church
lt started at 8 p.m. and finished at .l0.
Yes
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 questons that
elicit a longer response. Try to have students
working alone, and remind them that their
questions will probably vary from their partners.
*eadimg, pase2e
1
2
3
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 ISE file for extra
guidance on writing emails.
Do
living in your home town?
Does your town have lots of places to visit?
What did you do in London?

What was the best thing you did in London?
Which places did you 90 to with the scouts?
What was the best experience you've ever had
with the scouts?

What's the most difficult thing you've ever done
in a canoe?
Do you go canoeing allyear?
How long have you done karate?
Have you ever been in a competition?
1'l
Have students wrile at leost lwo 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.
(onversatioil phase,
Trini Takeaway,
pase
31

page 31
I2a
f,trffiffi
1B 2E 3A 4C 5H 6F 7G
12h
8I
Encourage the students to not only askthe

questions but also to extend their discussions
by asking follow up questions and exchanging
views.
12c
Answers will vary.
WritinS,
I3
page 31
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 ISE file
for each of the text types.
79
UNIT 4
ffimsepe p*x,s&?
ffi
*xp*r*seses
Trinity subject area
Recent personal experiences
Grade
Vocabulary
Phonology
Weekend activities; Past time expressions
Grammar
Connecting clauses
Conversation phase
Showing understanding of the examiner
-ed past tense endings
V*eafua:4ry, page 32
*&
Focus students on the photos and elicitthe

activites that they show. Then get students to
look at the list of activities 1-8 and to match them
with the photos.
Wffi
A4 88 C2 D6
G
E7 F5 G3 Hl
Cve 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 activlties they like and don,t
like doing. Encourage them to use the example as
a model for their conversations.
for two months

the past two weeks
Shirin's post
two hours ago

Lucat post
last night
for ages
Gve students a minute or two to complete the

table, then check the answers together as a class.
.ffi#S-Z:'j
I last 2past/last 3last 4yesterday

3d
5ago
f tct the answers to the two questions from the

fhaf for ages is another way to say for a
long time.
class. Note
Ea 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.
for + time period (two months, a yea etc.) can

also be used to talk about the past, e.g. I lived in
the
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.
Efu f lcit from the class the two time expressions in

the first blog post (yesterday afternoon andthe
UK
weekend before lastin Alex's post). Give students
lwait for
two minutes to find and underline the time
arrive.
expressions in the other posts, before checking

the answers together as a class.
Note that gig is an informal way of saying concert.
l'm not going to see him again for ages, because he's
going to university abroad.
l=!).;\.;T
111j.*^";;
ages every morning for the school bus to
li
Wffiffi
...no school for two months.Jie is referring to
Alex's post
yesterday afternoon
the weekend before last
future.
Ana's post
last Saturday
Jie's post
yesterday
the
It was the best gig l've been to for ages. Luca is referring
to the past.
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
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.
ffi*a#ixg,
have compared their answers in

pairs, you could go through the list of things and
experiences, asking the class to put up their
6e After students
hands if they ticked the things/activities.

have discussed the questions, ask
students to share their opinions with the whole
6k Rfter students
class.
*?a*r**?,*g+Su page 34
4*
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.
4fu elay the recording for students to listen and

check their answers. Explain that the -ed ending is
pronounced as /rd/ only when the last sound of
the verb in the infinitiveis ltl or ldl. Playthe

recording again for students to llsten and repeat
7& Give students five minutes to read the text and

answer the questions, then go through the
answers wth the class.
.r:f .:t{-11:ii,r:-:.f:;}
-.+i J.4., + j t -t i + i
t
1B
Students can do this exercise in pairs, tryng 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 lrl
2 ldl
3 ll
finished
played
arrived
enjoyed
loved
recorded
visited
celebrated
decided
missed
danced
watched
talked
relaxed
wanted
waited
worked
5*
5g
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.
Olvide each pair into Student A and Student B.

Then ask all the Students Bs to stand up and form
a new pair with the student to their left (or right).
Give them ten minutes to tell each other their
stories. Monitor, noting pronunciation of the -ed
endings, as well as content of the stories. When
they have finished, give ieedback to the clss on
their performance.
2C
?fu Students could compare their answers with a

partner, before you check them with the class.
-;-f i-i=:.:"..f 1:rr:i
i?ljiffitplace
in the
usA
2F
- it lasted
for several
years 3T 4T 5T
the sentences together as a class.
pages 34-35
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.
*ra*m*r
*a;*, page 36
& Go through the example sentences from the

reading text with the class, eliciting from the
students the explanations about the use ofthe
connecting words (1-4) to match them to the four
words (A-D).
Ul ri :. 1
\..+
a-. ;.-
1 because 2
also 3 but 4 so
a minute or two to match the

beginnings and endings, before checking the
answers with the class.
9b Cive students
i:l:,:::;:;-::";:.::j
lD 28 3A 4C
*e
Give students two mnutes to complete the

sentences, before checking answers with the
class.
!S;:;:i;":t*
I because
*d
also 3 so 4 but
5 so
Rfter students have compared their answers with

a partner, go through the sentences with the
class, getting an example for each sentence from
four different students.
27
Writing,
n
pase 36
I'lf
Go through the instructions for the task with the
Cive students a few minutes to write the

questions in pairs, then check the answers with
class, emphasising
the class.
that their article should be
based on information from the reading text on

page 35 as well as their own personal
experience.
Conversation phase,
1
pages 37-38
tra Focus students on the question, then play the

recording. Elicit the answer to the queston.
ffi subject
The
1?
fu elay 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.
What's the weather like where you live?

What's the traffic Iike where you live?
lIa
questions, then get some examples from the

write them on the board.
class and
Wffi
2
Where did you go exactly?
,3,6,8
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.
ffiw
B1 C3 D6 E8 F0 c0 H0
?d Cive students
5G 6H 7E
8F
I t e etay 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 queston up on the
board.
LWffiffi
And what about you
weekend recentlv?
Did you like it?

What was the weather like?
What did you buy?

Who did you go with?
Where did you go?
What exams did you have?

Were they dffcult?
Did you revise for them?
Did you pass them?
16
few minutes to match the

questions to the items, then play the recording
again for them to check their answers.
ffi
11 2A 38 4D
Cve students a few minutes to write the
Whatt it like?
e pont out that some of the things in exercise

1 1b) match with more than one question, and
"!
Have
anything special recently?
Have you lived in another country?
Do you like driving?
Do you like going to the beach?
Where do you live exactly?

area is Recent personal Experience.
ffi:ffi$
1
Wffi
you done
have you been away for the
What's the friend's name?
How do you know her/him?

Where does s/he live?
Where did you celebrate it?

How did you celebrate it?
How old was she?
'tr2b Co 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.
Conversation phase,
l3
page 38
into Student A and Student B pairs.

Go through the instructions on the role cards with
the class. Give them set times for each stage of the
Oivde the class
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 two tasks with the class,
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 ISE file in
the Student's Bookfor each ofthe text types.
Trinity Takeaway,
pase 3e
Get students to practise the exchange in pairs and

then to think of some other possible answers to the
examiner's queston.
REVIEW UNITS
I.4
t
1 graduation 2 resolutions 3 bicycle 4 runway
5 Boxing Day 6 bride
A1 86 C4 DO E2 F5
G3
1 They have been in Paris since last weekend.

20K
3 I saw him at the wedding last Saturday.
40K
5 When I finish my studies l'll probably become a
teacher.
60K
5
1
2
The Bull Run in Pamplona has happened every

year since 1 951.
The rocket announces that it's time for the bulls
to leave.
3
4
5
6
7
8
Have you ever eaten octopus?

Do you often travel by train?
She has just finished her homework.
l'll probably become a doctor when l'm older.

l'm certain they'll arrive here in an hour.
I went to Tokyo in 1999 but I haven't been there
again.
4
Jazz
saxophone
trombone
trumpet
Pop
keyboard
drums
ouitar
violin
Classical
piano
oroan
accordion
piano
Folk
5
rffiffiffiffi
boring exciting 3 romantic 4 predictable
1
s
1
l'vefinished 2 swimmingtoskiing 39o 4visited
5 Have you done

,|
rT
2TC 3TC 4T 5T 6C
ffimsfu*re
& ffiryffiey
Trinity Subject areas
Fashion; Money
Grammar
Past Continuous
Phonology
Sentence stress to clarify meaning
Conversation phase
Preparing questions for the interview
?*eebae*ry, pase 42
ta
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
wth 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
.
,
What are you going to weor to the party tonight?

wearing. Where did you buy
Thqt's a nice dress you're
. lwear trainers when I do sport, but I never weor them
{T?ZJ:F"re
picture
Secondpicture
Third picture
Fourth picture
Ffth pcture
extreme fashion
unfashionable
high fashion
old fashioned
street fashion
Suggested definitions of vocabulary connected with
fashion
. trendy - following a new fashion, linked with youth

fashion.
. fashionable
. Hurry up and get dressed, then we can go out.

. She alwoys dresses well.
. I couldn't believe it. He was dressed in a suit and tie!
t?
board.
First
Examples of use
to dress/to wear:
- styles that are popular at a particular
time.
. old-fashioned - styles from a previous tme, 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 dlrty, or torn.
. sporty - dressed in clothes and shoes that can be
used for doing sport.
. well-dressed - wearing well-made clothes, which
go welltogether, and which are suitable for the
occasion when they're being worn.
at any other time.
?b Students discuss the questions, tryng to

incorporate all the vocabulary introduced so far.
E{
fftrffi.ffi:T-!,#ffi
1
2
3
4
cool, scruffy, casual, fashionable casual

cool, smart, well-dressed, fashionable
sporty, casual, fashionable
cool, sporty, scruffy, casual, fashionable
d Remind students that they might need to change

the form ofthe verbs.
*v.THffi
1
suits
fit
3 match/go
with
4 9o with
List*a:azg, page 43
?a nst 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.
fu 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 ifthey are correct.
tr;Tjj3:f.#"
pa t
ric
3e
W3
1M 2yes 3no 4no
Fh*n*lcgy,
Voeabutary,page 44
4a Follow the suggested procedure for
5yes
page 43
1
2
Would you like totryfhe jacketwith a matching

skirt or a dress?
Would you like to try the jacket with a matching
skirt or a dress?
lf students find it difficult to understand the

difference, explain that in recording number 1, the
words jocket with a motching skrt are stressed
because the jacket only matches the skirt (but not
the dress). ln recording number 2, there is a jacket

with a matching skirt and also a jacket with a
matching dress, so therefore, both skfft and dress
need to be stressed.
Would you like to try the shirt with a te, or a smart

pullover?
ffi
AandB
2
ffiW
A2 81 C4
D3
4h Students
discuss the questions in pairs. lf you

have younger students in your class, they might
not be allthat familiar wth dfferent 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 lwas on holiday lost year, my credit card
wouldn't work / got stolen / was never accepted
etc.)
3b
brainstorming vocabulary in the procedures File

on page 4.
Would you like to try the long-sleeved shirt or
& Conduct
a class feedback to collect opinions

before students refer to page 95 for the answers,
and then have another class feedback session
when they've seen the results to discuss any
surprising facts.
T-shirt?
AandC
25
Grammar Focus,
page 45
*ading,
page 46
Go through the grammar focus box. Highlight how

the pronunciation of was /woz/ and were /we,^r/
change to /wez/ and /we/ in the Past Continuous
tense as they become weak forms.
a tf 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
6a
&b Pre teach any vocabulary, aside from the

vocabulary in the exercise, students might not
know.
ffiw
f
She was
2
3
4
5
6
talking...
Steve was eating...

Were you working...
They were staying...

WasTom running...
Daniel's family were looking...
6b
?ffiffi
1
2
They were walking in the park when the dog

escaped.
Megan was eatng a sweet when her tooth fell
out.
3
4
5
6
Mum was buying a new dress when she saw a

thief.
Peter heard the phone ring when/while he was
reading the newspaper.
It was raining heavily when the lights went out.
We were shopping online when someone stole
our credit card details.
ffi
1 went/were
2
3
4
5
6
7
8
were waiting
started
were talking/were chatting
missed
found
looked forlwas looking for
saw/found out/discovered
questions 2 and 3 in pairs.
Wffi;re
1
rude 2 wages 3 bill 4 elegant (restaurant)
8c
ffiffi
11 2F 3T 4F
8d Conduct
a class feedbackat the end of the

discussion to see if there are differing views in the
class.
Writing,
page 47

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 articles.
15E
file for extra guidance on
Conversation phase,
page 47
llUriting, pase 4e
These tasks am to highlight to the students how

important it is for them to take an active part in the
exam and ask the examiner questions, and to show
12
the students some techniques to use.
ffi
A8 84
10
ffitwo
1
Ita
one 3 examiner
all
Co through the examples with the class.you
might want to practise this conversation with

student playing the part ofthe candidate,
before students do the exercise.
re
1
What do you think of fashion?

Have you seen anything interesting recently?
2
lth
reminding students of the importance of

planning their work before they start writing.
13
5 question
Go through stages A-H with students,
C3 D7 E1 F6 G5
H2
Go through the two tasks with the class,

explaining that they should choose one, or
more, of the tasks to do for homework. Refer
students to the relevant ISE file for each of the
text types.
Trinity Takeaway,
pase 4e

Cet students to lookat the questions first, and

give them a few moments to come up with
possible'echo' questions. Students practise,
taking it n turns to be both examiner and

candidate. Monitor closely, giving help when
needed. lfyou feel that your students are weak
in this area, you could give them further practice
based on other topics in the exam. E.g.:
Grade 5
Hove you been to any exciting festivols recently?
Do you enjoy listening to music?
Grade 6
When you go shopping do you like to go alone or
with your friendsT
Do you do any kind of sport?
27
UNIT 6
?rew*
Travel
Grade
Grammar
Present Continuous for future

use
Examiner & candidate role
Conversation phase
play
Topic phase
Topic structure; Dos and

don,ts
Y*exfuuary, page 5o
?& Focus students on the
map in the centre of the
photos and elicit the names
of the continents.
& Explain to the class that learners

of English often
confuse these four words
to do wtfr trivt. Cive
{:*:ttL;ii
lD
them
a minute or two to match

the words and
the definitions, then check
,f," unr*urr'guaf,"t.
2G 3E 4F 5C 6A 78
as a class.
rtu
l:i:'l:ri32
s*
I Africa 2 Antrctica
7.5.f{?-,i?::r'}
,)..:'"t-\i)...}:.lr:.
s Errop" 6 North Ar1erca

7 South Arerica
Focus students on the first

photo and elicit the
continent that they think it
could up.t,
encouraging students to use
the Ianguage in the
Focus box for expressing

un opnon.-rf,l"n'urL
students to work in pairs
unO io ,"qu"r, unl'
express opinions about
where the places in
photos 2-6 are.
-l;;##;#.i;,H:S?!3
2
3
4
5
6
28
1A 2D 38
3 sia 4 Australia
Europe, South America

Europe
Africa, Asia, Australia,
Europe, South America
South America, Europe, Asia
Asia, Africa
4C
Bb Cive students two minutes

to complete the
sentences, then check the
answers together as a
class.
:i::!,::::i::::
1
travelling
journey
4a
travel
travelling 4 journey
5 trip
Give the pairs five minutes

to decide where the
words and phrases go in
the table
and,.
*r,,"
them in. point out that some
can go in more than
one category. While they
are doing this, write the
table with the headings on
the board. Co tfrrougf,
eliciting the answers f
cateeory, a nd write,^:"flt::
"
the table on the board. you
could io ror"""
pronunciation practice
of the items with the class
after you have written each
one on the boara.
:Iiltil:::::'J,:,
a
holiday types
places
accommodation
activities
transport
a crutse
the mountains
a lake
a hotel
going sightseeing
backpacking
by train
backpacking
camping
walking
a package
holiday
a beach holiday
an activity holiday
f'
the countryside
a city
the seaside
the desert
self-catering
(apartment, villa)
a
tent
bed and
breakfast (B&B)
a youth hostel
&fu Focus students on the first photo in exercise 1

again and elicit answers to the questions, giving
4{
examples yourself as necessary. point out the

structure for expressing purpose in the Focus box
and give students an example of an answer to the
last question in the list in relation to the first
photo, using the infinitive of purpose structure,
e.g. People go to a cty to go sightseeing. Give
students a few minutes to answer the questions
in relation to photos 2-6, then get some examples
answers from the pairs.
:.t
{**rs *r *aE** *:*e,& pase 52

a Oivde the class into Student A and Student B
palrs. Go through the instructions on the role
cards with the class. Give them set times for each
stage of the activity, e.g. five minutes for stages
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 selfevaluated their performance in stage 3, give your
feedback to the class.
1
5*
Cve more feedback
to the class after students
have repeated the activity in a different role.
#e After students
have read the blog posts and

matched them to a holiday type from exercise
4a), get them to compare their answers with a
partner, before checking the answers together as
a class.
I ,,. t.'; '.:':').-.:

:,r. 1-'.,. i.. r:.: i:I;s
holiday 2 an activity holiday/lt,s not a

3 an activity holiday! 4 backpacking
1 a beach
holiday
**
Start the activity by telling the class which of the

trips you would prefer to take and why. Give them
two or three minutes to then tell each other in
their pairs, before asking students to volunteer to
share their preferences with the class.
camping
sunbathing
walking
by plane
by boat/ferry
by car
relaxing
doing sport
Elicit from the class the phrases for the present

Continuous for future use and the expression
relating to future time in the first blog post (Ar rhe
end of July, l'm going on holiday.., We,re staying...
in Louise's post). Give students three minutes to
find and underline the phrases for the present
Continuous and the future tme expressions in
the other posts. While they are doing this, write
the target language from the first post on the
board. Check the answers together as a class.
1a:.:+-:i:i::,i
Louise's post
At the end of July, l'm going on holiday...
We'fe_Staytng in an apartment at the seaside.
Pierre's post
l'm not really having a holiday this summer.
l'm spendinq all of August studying English...
l'm leavinq on 31st July... and coming back to France
on 1st September.
Jim's post
l'm qoinq on a really cool trip in.June.
l'm goinq with my parents and my brother..
Marina's post
l'm not really goinq on holiday this summer, but I am
qoing away.
l'm leavinq at the beginning of August and coming
back in a year's time!
l'm going with a friend...
We'feavglling_a rou n d N o rth a nd South America. . .
for a year...
*r *m*eas l*{ea,
page 53
Go through the explanation in the Grammar focus,

using the phrases you wrote on the board in exercise
6c) as examples.
j
name 2 enjoy the scenery 3 long 4 a lot
5 by bus 6 the village 7 don,t n""J
to 8 might
1
'!td
Playthe last partof the recording again

for
students to complete the examineri question.
Elicit the questions from the class
and write
them up on the board.
Trinity Takeaway,
pase 57
Get students to practise saying the

dialogue in pairs.
Then ask them to answer the examinert
!uestion
themselves.
ffitr
And what about you? Where,s your favourite

place?
1I
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.
ffiffi*
2 Don't
3 Don,t 4
Ia
Do 5 Do 6 Do 7 Do g Don,t
Ovde the class into Student A and

Student
pairs. Go through the instructions
on the
rolecards with the class. Give them

set times for
each stage of the activity, e.g. ten
minutes for
stage 1 and five minutes for stage 2.

Monitor
while they are preparing their tpic points
and
questions n stage 1, helping as
necessary, then
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, gve
your feedback to the class.
13h Students change roles and repeat

stages l_3.
Before they start, emphasise that they

should
try and put into practice the suggestions
for
improvement from stage 3 in exrcise
14a).
3t
1:l,lii;.{.t1'1ffi
.:\:.: :
i.i|lrlii:rr
rii:ji:'
UNIT 7
:
-=
fu*mrrere#
* mffi#ffieffies ffiwes & regre#re*res
,.4
'
.=
Trinity subject areas
Learning a language; Rules and regulations
Grade
Phonology
Connected speech at sentence level; Stress and weak forms
Grammar
Expressing obligation, necessity and uncertainty
Conversation phase
Talking about your portfolio

,.."?
Ve**hecl*e"y, page 58
4a
a Get students to work in pairs and discuss what

they can see in the photos and to match each one
to the different ways of learning a foreign
language (1-B).
'{:#::iffi
lH
2C 3E 4D 5A 6G 78
8F
1fu Go through the examples with the class, then

give the pairs a few minutes to discuss the
class.
{Ei:#ffi#,ffig*
t have to 2 must/need to 3 might, has to

4 mustn't 5 doesn't have to 6 do you have to
7 might not 8 Do you have to
4h
4e put students with a different partner for them to

compare their lists from b). After they have
finished, ask students to volunteer to report to
the class their answers to the questions in b).
ReadEng, pase 59
3& Give students two minutes to read the article and
match the headings with the paragraphs, before
checking the answers with the whole class.
t:"
Hs
rD 2A 38
4C
fu Go through the example with the class, then give

pairs two minutes to discuss the questions, before
discussing them together as a class.
Focus
Go through the examples with the class, then

give the pairs about ten mnutes to discuss
questions 1-3 and make the list in 4.
questions, before discussing them together as a

class.
Give students five minutes to complete the

sentences, then go through the answers with the
the class on phrase
in bold n the text
(What do I have to do to reolly learn a language?)

and elicit from them its matching function (/f3
necessary to do). Give
them a minute or two to
match the other phrases with their functions,

then go through the answers together with the
class.
*rar::rc?ar *cus, page 6o

through the explanation in the Grammar focus
box with the class, pointing out that they have already
Go
seen the example phrses in the article oh page 59.
Ffu*et**ryu page
61
5& Students have their books closed. Start the

exercise by writing the example sentence on the
board and eliciting from the class which words
the stress is on in the sentence. Play the
recording, pausing after this first sentence for
them to listen and check. Students now open
their books. Play the rest of the recording while
students listen and mark the stress in sentences
1-5. Play the recording again, stopping after each
sentence to check the answers with the class.
a
t:.'iil.'"'
.";+
You ddn't have to undetand everything.
2
3
4
s
You mustn't get demotivated.
B*
You n"%d to hear 6ther
pple speaking.
You mfist choose tings that you're nterested in.
wat do I have,o
fo,o ,frlly
l"urn a l5nguage?
I
fu etay the recording again, stopping after each
7 Go through instructions
I and 2 with the class, then

start the actvty off by telling them about the
rules and regulations in your schooldays. you
could exaggerate these for dramatic effect, e.g. /
had to start school at 7am. I had to do three hours
of homework every day. I had to go to school on
Saturdays. (With this, you will be using ,have to,n
sentence for students to repeat it together as a

class.
Se Rlay the first sentence and elicit from the class

how many words it has. Write the sentence on the
board as they give it to you. Explain that
contractions count as two words.
the Past Simple tense - if you have young

students who are still at school, this can stay at
receptive level, but if you have older students,
i:::\'i':i]j':i.!,;3'.t
a
. :. )*. :jj.. 3;1,..j;i
19 28 39 47 510
5* etay the recording again for students
whose schooldays are over, you will need to

briefly go through this past tense form, as they
will need to use it themselves.) Tell students how
you would have liked things to have been
different in your schooldays.
to write the
sentences.
.;1..5:i.,',..*
1
2
3
4
5
You don't have to learn lots of grammar.

You must get lots of practice at listening.
When do you have to go back to school?

You mustn't talk during the exam.
You need to work hard to learn a foreign language.
Now put students nto groups of three or four

and ask them to follow instructions .l and 2. Give
them about fifteen minutes for this.

For stage 3, give each group a name and write
it
on the board. Then get students to nominate one
person in the group to present their rules for the
perfect school to the class. Tell students to write
down the name of each group, Ieaving space
between each one, and to note what they like
and what they don,t like about the rules that each
speaker mentons on behalf of their group.
etay the recording again, stopping after each

class.
V*x***|ary,
pages 6t-62
6 Start the
exercise by eliciting from the class what

two or three of the signs show that you mustn,t
do.Then go through questions 1-3 and the
example answers with the class. Give students a
few minutes to answer the questions in pairs,
then go through the rest of the signs with the
whole class, eliciting from them what is
prohibited and whether they think this is a good
idea or not.
6fu lntroduce the subject of rules and regulations

in
everyday life, e.g. by talking about things they
have to do connected with school life (l have to
do
homework every evening, I have to get to school on

flme). Then give them a few minutes to make
their lists.
C lict from students how to form a question with
'have to'(see point 5 in Grammar focus, page
60),
write this up on the board and practise the
pronunciation together as a class. Go through
the
example question and answer with the class, then
give them a few minutes to ask and answer
questions about their lists in b and how they
feel
about the rules and regulations. When they have
finished, round the activity off in a whole class
activity by getting students to volunteer to ask
and answer some questions about their lists_
For the final stage, go through each ofthe group

names on the board, asking students to raise their
hands if they want to vote for that group _ they
can only vote once! Write on the board the
number ofvotes that each group gets, to see at

the end which group is the winner.
#-*a*E*g,page
62
&e Give students five minutes to read the text and to

see if they can match the countries with the laws.
#fu Students can check their own answers on page
92, or you can go through them together with the
class.
i,ii.li+;::7,:-i
1 Miami, USA 2 Singapore 3 Britain 4 Britain
5 France 6 Florida, USA 7 Vermont, USA 8 Britain
9 Athens, Greece 10 Arkansas, USA I 1 Britain
Go through the example, then give students

few minutes to discuss the questions, before
discussing them together as a class.
33
Writing,
I
.-i
pase 63
t3b

class. Refer them to the ISE file for guidance on
writing articles.
Students change roles and repeat stages l-4.

Before they start, emphasise that they should
try and put into practice the suggestions for
improvement from stage 4 in exercise 12a).
xam expgrt,page63
Writi*g,
10a
I5
nny o of the following facts:
.
.
ln the past pupils got detention for not doing

their homework or talking in class.
Corporal punishment was when a teacher hit

a
student.
Trinity Takeaway,
Corporal punishment was common in the

1970s.
Corporal punishment stopped in the 1970s.

Nowadays, teachers mustn't hit students.
Recently some teachers wanted to bring back
corporal punishment.
.
.
?34
Detention
is
still common.
lf a pupil has to stay away from school, he has

to do school work.
Ovde
the class nto Student A and Student
pairs. Go through the instructions on the role

cards with the class. Give them set times for
each stage of the activity, e.g. ten minutes for
stage 2 and five mnutes for stage 3. Monitor

while they are preparing their topic points and
questions n stage 1, helping as necessary, then
monitor while they are having the
conversations, noting things they do well and
things they could improve, in preparation for
the feedback in stage 4. After they have selfevaluated their performance in stage 4, give
your feedback to the class.
pase 65
Get students to practse the dialogue in pairs. Then
them to answer the examinert question

differently.
ask
Pupils got corporal punishment for fighting
or being rude to a teacher.
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 the different stages of the writing
process A-H, emphasising the importance of
planning their work before they start wrting.
Refer them to the relevant ISE file in the
Student's Book for each of the text types.
1B 2C 3D 4A
tIa
page 65
UNIT 8
ffieetfu & ffre*

Health and fitness
Grade
Phonology
lntonation at sentence rever; subject-area vocaburary; rntonation patterns

of more complex question forms
Grammar
Zero conditional; First conditional

Health and fitness
Conversation phase
Topic phase
Choosing a topic
Vccebuary, page 66
A Gve students a few minutes to decide on their
answers to the quiz and to compare their answers
with a partner.
conditional sentences from the recording and to

compare their answers with a partner. While they
are doing this, write the gapped sentences on the
board. Replay the relevant parts of the recording,
Rtay the recording for students to check their

answers to the quiz with the answers given by the
radio presenter. you could stop the recording
after the presenter gives each answer and elicit it

from the class.
tr:jiitr.,S
1B 2A 38 4C 5C 68 7C 8A
,Ee
3g Give students some time to try and complete the
elay the recording again for students to match

the phrases with the quiz questions. Explain
to
the class that some of the phrases relate to more
than one question, even though there is only one
eliciting the missing words for each sentence

from the class and writing them in to your
sentences on the board.
-q'{.rY4."{r,-..t"}
,;;;:;.;E;3,nX.i
2
3
4
answer box for each item.
lf you want to be healthy, you need to drink at

least two litres of water per day...
lf you drink more water, you,ll have less chance
getting heart disease...
...if you have caffeine in the afternoon, t may stop

you sleeping at night.
...when you talk about the problem to someone,
you feel better...
*tF*. :i"
AB 82 C1 D7 Eland5 Ftand6 c4
&rarcrgar f*ecagu page 68
d Start the activity by giving the
through the explanation in the Grammar focus,

using the sentences you wrote on the board in
exercise 1e) as examples.
H3and5
class some
example answers to the second two questions.
Use the phrases for expressing surprise in the
focus box for the queston about surprising facts
and statistics, and encourage students to do the
same. Give them two minutes to discuss the
questions, then ask one or two students to share
their answers with the class.
of
Go
Give students five minutes to complete the

conditional sentences, before checking the
f::W{.ei
I talks,'ll feel 2 won,t sleep, have 3 drink, ,ll have
4 eats,'ll put on 5 eat, do, lose 6 use, ,ll be 7 wonf
go, don't
find
8 comes, ,ll phone
fu Cve the pairs about ten minutes to write their

lists. Remind them to use the conditlonal
structures from the Grammar focus.
Give the pairs five minutes to compare their lists,

then ask the pairs to tell you how many of their
points were the same. You could round the

activity off by getting an example sentence from
each pair.
Fh*et*cggu, page 69
elay the recording two or three times for students

to complete the sentences, then go through the
answers with the class, writing up the first two
Explain to the class that they need to use the

words from exercise 4a) to complete the
sentences. Give them five minutes to do this, then
check the answers together as a class.
iF-.;.;9eyv6+41
?:_i{J;'};t}
1
2
3
4
5
6
7
8
optician
dentist
patient
physiotherapist
surgery
nurse
chemist's/pharmacy
pharmacist
sentences on the board.
R*admg, pagesTO-71
#i;.
1
2
3
lt helps lf you talk about problems.

lf you don't have a good diet, you won't be
healthy.
lf you do some exercise, you may lose some
weight.
4
5
6
7
8
When you exercise, you need to warm up first.

You'll have less chance of getting heart disease if
you drink more water.
lf you exercise twice a week, you'll be fitter.
lt'll be more fun if you exercise with someone.
lf you want to stay healthy, eat lots of fruit.
5& Give students a minute or two to make a lst with

their partner, then ask the class to tell you what
they have on their lists and write these up in two
columns on the board, with the headings'free'
and'you payi
fu Cive students five minutes to read the text, then
eliclt from them whether the list on the board

from exercise 5a includes the same free services
as the ones in the article.
5< Give students a minute or two to do the matching

task, then check the answers together with the
3fu elay the first sentence again, eliciting from
students what happens with the instructor's

intonation at the end ofeach sentence and
marking this with an arrow on the sentence on
the board. Repeat this with the second sentence.
class.
fE;::E;#
lC 2D 38 4A
5*
*T-f:'#El*
The instructor's voice goes down at the end of the
sentence.
3C elay the recording again, stopplng after each

class.
V*eaha:ary, page 69
4e Explain that the photos all show people and
places to do with healthcare, then ask students to
match the photos with the words. Check the
iffi"#{,"
IA 28 3D 4C 5F
6E
4fu etay the recording, stopping after each word for

students to repeat it.
Cve students a few minutes to look back through

the text and decide whether the statements are
true or false, then check the answers together
with the class.
T;1:Etri}
1F - they provide routine and urgent care 2F - they
are also open outside office hours
you can see a nurse 71 8T
3T 4T 5T
6F
Wr11etng, pase 71

class, emphasising that their essay should be
based on information about Britain from the
reading text on page 70 as well as their own
country. Refer them to the
writing descriptive
essays.
ISE
file for guidance on
Ph***cgy,
pase 71
preparation
for the feedback after stage 2. After

they have self-evaluated their perfornce
in
stage 2, give your feedback to the
class. lf there is
time, you could get them to change
roles and
7* Start the
exercise by writng example sentence

0
on the board with the intonation arrows. play
the
first sentence on the recording and

explain how
the intonation goes up and down on
the words
marked with the arrows. Elicit from
students
repeat stages
that
?*pi* pfuas*,
these words are where the main stress

is in the
question, because these are the
main tontent,
words, i.e. the words that carry the
meaning. play
sentences l _4 for students to mark
where te
intonation goes up and down in these questions.
S*
"-''
*<
question for students to repeat it

together as a
*&e Rst the
class to put up their hands if they

answered ,yes,to questions 2_g in
I 0d). Ask
those who didn,t to think again abouttheir
choice of topc.
volunteer to answer.
?&f
{*:v*rsasss: pka*, page72

*e
Cve students a few minutes to work

on their
own to plan what they are going to
say. Help
them with vocabulary u, nu."rary.
'E&g Cive students

a few minutes to present the
points about their chosen topic
to each other
and to ask each other questions about
their
Give the pairs two minutes to make

their lists,
reminding them to look back at exercises
1,4 and
5 for ideas. When they have finished,
elicit ideas
from them, building up a list on the
board.
Go through the example questions
and answers
with the class, then give the pairs five
minutes to
the pairs into Student A and Student

B. Go
through the instructions on the role
cards with
the class. Give them five minutes for
the
conversation n stage l. Monitor while
they are
having the conversations, noting things
they do
Ask students to work individually

to choose the
topic that they think is the most interesting
from their list in exercise l0b).
topic.
Gve students a few minutes to

ask and answer
the questions from exercise 7a). When
they have
finished, go through the questions
togethr with
the class, for each one asking studentlto
fu Oive
that theyform
back with their partner from

exercise j 0a). Give them five minutes
to ask and
answer the questions about their
choice of
class.
so
?*d put students
?fu Play the recording again, pausing

after each
write the questions and think about

how they
could answer them.
Give the pairs a minute or two to prepare
their
questions for the examiner.
the pairs five minutes to make their topic
groups of four. Give them five minutes

to
compare and add to their lists.
do you go to the derist,sz How do

you feet about going?
ists.
?*fu put pairs of students together
What are the opening times of your

local surrvz
What happen s if ylt,reilt wheit,s
Gve
I
with ylu?
7e
pages 72_73
be a suitable choice for the actual

exam.
, lyu you ever been to a hosfftat? If\o, was it to

vtsit somone or because you werill?
2 When did you last visit yorl)CeZ Wflut *u, *ng
,"*.gi
_2.
Please note that in the exam candidates

can,t do a
topic on one ofthe Subject areas for conversation,
so
topics about Health and Ftness in general
would not
{HSg#
.lo*i-
topics. Monitor while they are doing

this, noting
things they do well and things that-could
be
improved. When they have finished, give
feedback to the class on their perforance.
Wrtmg, page 73
t
Go through the two tasks with the

class,
explaining that they should choose one,
or
more, of the tasks to do for homework.
Remind
students of the different stages of the
writing
process, emphasising the importance
of
planning their work before they
start writing.
Refer them to the relevant ISE file
in the
Student's Book for each of the text types.
37
Trnity Takeaway, pase 73

Practise the examiner/candidate
exchanse in
and then get students to substitute

tfre
usins some ortheir own
ideas'
pairs
tnguage
EVI EW U N ITS
5-8
I
:
il?-,r::r1i ,::
rr,;::,,i,1J,,1:0ffi",",,
1 was backpacking, met 2 was

raining, decided
3 was doing, arrived 4 were shopping
did not find
5 got, exercised, ate
On Monday l,m starting university at g

a.m. and at 6
p.m. that evening l,m studying
English.
On Tuesday l,m not doing anhing.
On Wednesday morning l,m starting
university at g
a.m. again.
On Thursday I'm doing yoga at .l
1 a.m. and l,m going
to my English class at 6 oUock.
On Friday l'm going to university at 1
1 a.m.
On Saturday l,m going shopping wth

my mum at 5
otlock and ar 8 p.m. l,m seeing a film wih

Fabio at
the cinema.
On Sunday l'm visiting my grandparents.
doesn't have
might 5 mustn,t 6 have to
to
2 has
to
3 mustn,t, have to
1 surgery 2 nurse 3 optician

4 pharmacist
5 chemist's, pharmacy
18 2D 3C 4A 5E
6F
a
t
1A 28 3C 4F 5D
6E
I
ISE
file
pages 83-84-85-86
16 Text B
17 Text D
18 TextA
19 Text B
ffiryffi
pagesTS-79
1
2
3
4
5
Paragraph 1 C
Paragraph 2 A
Paragraph 3
Paragraph 4
Paragraph 5
6A
7C
8E
9G
10H
I 1 city centre
1 2 environmentally friendly
13 uptodate
14 low cost
15 discount
20 TextC
21
22C
238
24F
25H
26
21
27 downloading
28 concert
29 very little money
30 value
page 87
3 1c2b3d4a
4 lparagraphs 2introduction 3link 4neutral
5 contraction
At
pages 80-81-82-83
16C
174
18D
194
20B
ISE I a discursive essay will be a discussion using

Language Functions of the level, for example, giving
opinions, reasons and preferences, writing about the
future, expressing certainty and uncertanty
(may/might, etc.) and expressing obligation (musf,
have to).The most important thing is to read the
question well before you start writing, so that you
focus on exactly what the question is asking you to
write about.
21
228
23C
24E
25H
26 biologically programmed
27 experiment
28 later
29 homework
3O school results
page 88
3 ltitle
2concluding 3ideas 4connecting
5 adjectives
page 89
3 ltitle
5
2question 3paragraphs 4readers

writer 6 examples
page 94
page 90
3 lDo 2Do 3Do 4Don't 5Do 6Do
7Do
Listening - Task 2 answers
8 Don't
3
s
page 91
3 lsender 2recipient
3date 4start 5end
6 emails 7 closing; contractions
page 92
title 2 three 3 Start
page 93
Listening -Task
*
1
2
3
4
5
6
year
7.5 metres
hundreds of miles
I think
4
answers
30 metres
2,000 men
an elephant
2
3
prepare
ask
listen
make
concentrate
refer
4 Go
on 5 bad
6 Finish
1
2
3
4
5
6
7
8
topic
instructions
twice
six
notes
reference
facts
questions
ffim**n#Ereg %#rpeffi
%
i\
My favourite festival is really popular in America,

where people make faces using pumpkins.
We usually have a tree with lights and we put up
decorations around the house.
e2*
Diagnostic test
1 What's your name?
2 How old are you?
3 What colour is my shirt?
4 How many days are there in
a week?
Where do you come from?

6 Have you got any pets?
7 What's your sistert name?
I How old is your dog?
9 Where is the bank?
l0 What day is it today?
11 Where do you live?
12 What's the weather like today?
13 What was the weather like yesterday?
l4 When's your birthday?
l5 Can you play the guitar?
16 What time do you get up in the morning?
17 What do you do in the evenings?
18 What are the teachers doing?
l9 Can you help me with this exercise?
20
Do you know his sister?

last year?
21 Did you 90 on holiday
22 What do you like to do at the beach?

23 What did you do last night?
24 Who is the best student in the class?
25 Tell me the difference between London and your
home town.
27 How often do you play football?

28 What are you going to do next weekend?
Do you go to the cinema often?
Have you ever been to Britain?
31 Why did you decide to take this exam?

32 When did you last have something to eat?
33 ls there much traffic in town?

34 How long have you been at this university?
35 Which kind of muslc do you prefer?
36
l've been to Venice.
Yes, I
have./No,
Do you prefer riding a bicycle or driving a car?
37 What will you do after the examination?
38 Have you ever eaten English food?

39 How long have you been interested
40 When did you
in this?
see the film?
haven't.
* e*
1 They've finished their studies.
2 He's been to Paris.

3 Petert gone shopping.
4 Yes, she has.
5 No, she hasn't.
6 Have you ever eaten roast beef?
7 l've been in the queue for hours!
8 She's just finished her shower.
* *,*
Peter: My favourite festival is Christmas. We celebrate
it on Christmas Eve, the 24rd of December and on the
25th of December, whlch is Christmas Day. I love it!
Jos: Why do
26 When did you buy those trousers?
29
30
2 I haven't been toVenice.

3 Have you been toVenice?
you love Christmas so much?
Peter: Because I always spend it with my family.

There are a lot of people in my family and we travel
to my parents'house to celebrate together. lt's great
to have so many people in the house. It's very llvely!
Jos: And what preparations do you make before
Chrlstmas?
Peter: It's a very busy time. We buy and decorate the

Christmas tree, buy all the food and, of course, buy
presents for each other. lt's lovely out in the streets at
Christmas because of all the lights, and people sing
Christmas carols.
Jos: And what part of Christmas do you prefer?
Peter: I llke all of it. I like getting presents, of course.

But the thing I prefer is giving people presents on
Christmas Day. That's my favourite thing.
Jos: Why's that?
4z*
1 We go to a big party and staythere until midnight.
We celebrate
with fireworks.
The postman delivers secial cards on this"day. lt,s

fun trying to guess who sent them.
Peter: Because I choose the presents very carefully.

don't spend a lot of money, but I think about the
person and get something they'll like. And I always
buy special presents for my nephews and nieces.
They're usually games and they love playing with
47
them. I like playing with them, too!

Jos: Do you do anything else on Christmas Day?
Peter: Yes, we cook a lot of food, so I help my Mum in
the kitchen. And then we eat it! We have special food.
The first course is turkey with roast potatoes and
vegetables, and after that we have Christmas
pudding. ltt dark and fruity, and it's deliciousl Do you
eat special food at Christmas in Mexico?
Jos: Yes, we have turkey too, and a special salad on
Christmas Eve.
Peter: Mmm, that sounds nice.
Jos: lt is! What was special about last Christmas,
Peter?
Peter: Well, it was very special because my sister and

her family came to England from Australia. I saw my
baby nephew for the first time. lt was the best
Christmas l've ever had.
Jos: Yes, it sounds great! And next year?
Peter: l'm going back to England again, the same as

every year. I can't miss that. But l'll probably spend
New Year in Mexico. lt'll be the first time l'll be away
from England for New Year. I'm feeling very excited
about it.
Jos: Thank you...
*-r1
I
2
What's your name?

Do you speak any other languages?
1 How often do you travel by bike?

2 Can you drive?
3 How much did the ticket cost?
4 Have you ever flown on a helicopter?
5 Where is the airport?
6 Do you like travelling by train?
6*
Emilio: I come from Turin and l've lived in Turin all my
life. Turin is a big... modern city in the North of ltaly
with a population of... well, around 1 million people.
They all need some kind of transport to get from
place to place.
Examiner: So which means of transport do you
prefer, Emilio?
42
You
know,like all laige cities,Turin hai
of private vehicles as well. I personally prefer using

the tram, because they don't get ...you knorz ...stuck
in traffic jams. But I sometimes use buses and for
longer journeys the car is easier. What about you?
Which means of transport do you prefer?
Examiner: I love driving, like your father, but I've

never driven a bus! I prefer travelling by car.
Emilio: l've never driven a bus, either! (laughs)
Examiner: Tell me about your father's job, Emilio.
Emilio: My father is a bus driver in Turin. He's driven
bus for over thirty years. He likes hls job because he

loves driving, but, . . . I mean . .. it s difficult because
there is so much heavy traffic in the centre of the city,
Examiner: 5o what will happen in the future in Turin?

Emilio: Well, Turin already has a modern electronic
system of traffic control. lt's had that for a . . .erm. . . a
few years now. Since it started journey times have
improved by... erm... about 20010.
Examiner: 5o people are able to travel much faster?
Emilio: Yes, that's right. One dayTurin will also have
an underground railway. ... erm...This will be much
better for everybody. We won't to travel through
heavy traffic and ...you knou ... we'll get where we
want to go much more quickly. More and more buses
are using gas instead of petrol... ordiesel, so in
future all of them will use gas, or batteries.
Examiner: And what about your plans for the future?
Will you be a bus driver, like your father?
Emilio: No, in a few years l'll go to university to study

town planning. That's what I really want to do. Then
l'lljoin my father in the Transport Department, but as
a manager ...lmean... or planner. Iwon't be a bus
driver because I don't like a lot of traffic.
Examiner: No, nor do llThank you ...
{e}
Emilio:
complicated public transport system. In Turin we

have buses, trams, taxis and... erm... of course, a lot
Emilio: I come from Turin and l've Iived in Turin all my

life. Turin is a big, modern city in the North of ltaly
with a population of around 1 million people. They all
need some kind of transport to get from place to
place.
Examiner: So which means of transport do you

prefer, Emilio?
Emilio: Like all large cities,Turin has a complicated

public transport system. ln Turin we have buses,
trams, taxis and, of course,

a lot of private vehicles as
well. I personally prefer using
the tram, becJuse they
don't get stuck in traffic jamr
art r ,o"1irl, ,r"
buses and for longer journeys
the.u.. ,
Wf.,ut
about you? Which means ottransport "urur.
O;;;;
Maria: Well, I really love live music

and we,ve got a
couple of great local bands that play
regularly in
clubs in the city.
Peter: What sort of music do
they play?
IVIaria: Well onet reggae and
the othr,s heavy metal.
They're very differentl But I love
ttlu*Ootf,. Wf,ut
kind of music do you like?
Peter: personally, I prefer classical
music to pop
music, but, in fact, when I go
out I prefer going to tl.r"
cinema or to the theatre rather
than ao .."i, or.
clubs. Do you like the cinema?
Maria: Oh yest I go at least once
a week _ usually at
the.weekend. My favourite films
are romanticlramas
and comedies _ what about you?
Peter: I like most types of film
but especially science
fiction. To be honest though,
I can,t rtun ,unt.
filmsl
prefer?
Examiner: I love driving, Iike your

father, ut l,ve
never driven a busl I prefer
travelling by can
Emilio: l,ve never driven a bus,
eitherl (taught
Examiner: Tell me about your
father,s job, Emilio.
Emilio: My father is a bus driver
in Turin. He,s driven
a
bus for over thirty years. He likes
his job because he
loves driving, but it is difficult
"..ulif.l"ru , ,o
much heavy traffic in the centre
of the city.
Examiner: So what will happen

in the future in Turin?
Emilio: Well, Turin already has
a modern electronic
system oftraffic control. ltt
had that for a few y"ars
now. Since it started journey
times have improved by
Maria: Oh dearl Science fiction

leaves me coldl We do
have different tastesl lt sounds
as
about2Oo/o.
Examiner: So people are able

to travel much faster?
Emilio: yes, that,s right. One day
Turin will also have
an underground railway. This
will
be
,r.t',-Ouit",.
if I go ora
night but actually sometimes ld

rathr rent;"uury
DVD
and stay at home.

Peter: Oh really? I prefer going
to the cinema _ myTV
is very smalll
fo,.
everybody. We won,t to travel

through f,uury irffi.
and we'll get where we want
to go much more
quickly. More and more buses
a using gu, ,nr*.a
of petrol or diesel, so in future
alr or te-riwii ,ru
nur,
or batteries.
{L
4:rg
I played in a match for
the school team yesterday
afternoon and we lost, 5_nill
Examiner: And what about your plans

for the future?
Will you be a bus driver; like your
iather?
Emilio: No, in a few years l,ll go
to university to study
t_own planning. That,s what
I really
l'lljoin
my father in the
They're overl l,ve finally finished.

I think they played
every song they have recorded.
want too. fnen

Transport'pupur,r"*, Ora m
a manager or planner. I
won,t be a bus driver ecause
I don't like a lot of traffic.

Examiner: No, nor do llThank you
...
t I missed the train this morning.

2 We visited my grandmother
Iast
#,*
5 My parents celebrated their tw-entieth

wedding
1 Would you like tea or coffee?
2 Do you prefer Rihanna or Lilly Allen?

3 Would you rather go to the cinema or
to
weekend.
3 We danced for hours at the party.

4 I watched TV yesterday evening.
anniversary last month.

He arrived on Tuesday night.
7 They decided not to come this
afternoon.
8 She wanted to go to the cnema
the theatre?
Peter: I must admit I,m quite

fond of stayng in and
watching television.
Maria:.Really? I don,t. I prefer going
out to staying in.
Peter: lnteresting. What sort
of entertrinrunJo you
go out to see?
furt nigfri.
9 We talked for ages.
10 She relaxed by sittng on the
sofa and reading
book.
really enjoyed the parry.
] l Lh"V
12 I loved the film.
]]
14
Sne worked ail day yesterday.

We waited for ages for him
to arrive.
43
Examiner: So, have you done anythlng special

recently?
Candidate: Let me think. Oh, yes, l've been to our

house at the seaside with my family. We went last
weekend.
Examiner: That sounds nice. Where is the house
exactly?
Candidate: ltt on the south-west coast, in a small

village, about 200 kilometres from here.
Examiner: OK, so, how did you get there - by car,
train...?
Candidate: By car - we usually prefer travelling in the

family car, but this time it was terrible.
Examiner: l'm sorry to hear that. So how long did the
journey take?
Candidate: lt took about seven hours so we went
straight to bed! But the next morning we got up
quite early and had breakfast out on the terrace.
Examiner: So was the weather good?
Candidate: Oh yes, it was beautiful - really hot and
sunny all weekend.
Examiner: How nicel Did you go the beach?

Candidate: Yes, we spent most of Saturday and
Sunday on the beach. But I didn't swim very much
because the sea was so cold.
Examiner: Oh, that was a pity. So, what do you prefer
doing there?
Candidate:Well, I like playing beach ball with my
brother... and reading... but the thing I prefer doing is
eating ice cream!
Examiner: And did you do anything on the Saturday
night?
Candidate: Yeah, I went out for dinner with my

family, then I met some friends and we went to a caf
Patricia:What are you going to wear?

Peter: I don't know. I hadn't thought about it.
Patricia: lt's the day after tomorrow, Peterl Now listen
carefully. Obviously you must wear your suit - you
know - that nice navy blue one.
Peter: Well, l've only got one suit so that wasn't a
difficult decision!
Patricia: But don't wear trainers or brown shoes with
it.
Peter: Oh... OK.

Patricia: Why don't you wear that tie I gave you for
Christmas - but only if you've got a shirt that goes
with it. lf not, buy a new shirt tomorrow.
Peter: OK, I can manage that - | might go shopping
during my lunch hour.
Patricia: Oh and get your hair cut - long hair is so
old-fashioned!
Peter: ls this a wedding or a fashion show?
EIF
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?
*: e*
1 Would you like to try the shirt with a tie, or a smart
pullover?
2 Would you like to try the long-sleeved shirt or Tshirt?
d:sb
1
Africa
2 Antarctica 3 Asia 4 Australia 5 Europe
6 North America 7 South America
- for some ice cream!

Examiner: I can see you really like ice cream! So are
you going to go there again next weekend?
Candidate: No, we probably won't go next weekend
because the roads are so busy. And what about you,
have you been away for the weekend recently?
x*b
Beatriz: My favourite place is in the mountains near

Madrid, in Spain, about 50 km to the North-West of
the city. lt's the village where my grandparents live
and
itt
called Cercedilla.
Examiner: Sorry, I didn't catch that. Whatt it called

again?
44
-3
Beatriz: Cer-ce-di-lla
Patricia: So, Peter, I must talk to you about the

wedding on Saturday.
Peter: What's the problem?
Examiner: Yes, it is a bit hard!
- itt
hard to sayl
Beatriz: So what about you, what's your favourite

place?

Examiner: ltt my home town, itt on the coast. ltt
very nice. Why do you go to the village, Beatriz?
Beatriz: I go there to visit my grandparents.
F-,V
Example: You might not understand much at all.

1 You don't have to understand everythng.
2 You mustn't get demotivated.
3 You need to hear other people speaking.
4 You must choose thngs that you're interested in.
5 What do I have to do to really learn a language?
Examiner: How long have they lived there?

Beatriz: Oh, they've always lived there. But I also go
to enjoy the scenery and the wildlife. lt,s very
beautiful, and the air is fresh. I love it.
Examiner: So, have you been there a lot this year?
Beatriz: Yes, l've been six or seven times already. I go
if I have a free weekend. Sometimes I go for longer if
have a holiday from university. lt's quiet so I can study
there.
I
Examiner: And whatt the best way to travel to your

village?
Beatriz: Well, we usually travel there by car, because
it's comfortable, and faster. If we go by car it only
takes about an hour from Madrid, if the traffic,s not
too bad. lf I go without my parents, then I go by bus.

It's much slower because it stops in a lot of places. ltt
strange, but I prefer travelling this way, because it,s
such a beautiful journey.
Examiner: So tell me about this place, Beatriz. lf I go

there, what must I see?
Beatriz: Well, it's in the mountains, as I said, and it,s
quite small.The thing you really must do is go up to
the ski station, it's great!
Examiner: But I can't ski!
Beatriz: lt really doesn't matter. I can,t ski either! you
don't have to ski. lf you go there, you can sit on the
terrace of the caf and look at the fantastic views.
And you must walk around the village, as itt got a lot
of traditional buildings.
Examiner: It sounds lovely. l'll have to visit it some
time.
Beatriz: Yes, it's a great place to visit. you must go
there.
Examiner: So what are your plans for the future,

Beafriz? Are you thinking of living in the village in the
futu re?
Beatriz: Well, l'm not sure at the moment, but I might
do. If I can find a teaching job in the village when I
finish college, l'll live and work there. But I might have
to stay in Madrid to get a job. Anyway, l'll always go
back to the village as much as possible, because I
love it so much.
Examiner: So when are you next going there?

Beatriz: In two weeks'time.
Examiner: Have a nice time.Thankyou...
1 You don't have to learn lots of grammar.

2 You must get lots of practice at listening.
3 When do you have to go back to school?
4 You mustn't talk during the exam.
5 You need to work hard to learn a foreign language.
f1
r3*
ln your country, if school pupils behave badly at school,
what punishment do they get?
When I was at school we got detention for things like
not doing our homework, or lines for talking in class. lf
you have to write the line'l will not talk to my friend in
History lessons' 300 times, you really think before you
open your mouth in the next lesson!
But these punishments were nothng compared to
corporal punishment. I mean, when a teacher, or the
headteacher, actually hits a student. This was common
in my school in the 1970s. We got this for things like
fighting or being really rude to a teacher.
Today, things have changed and teachers mustn,t ht
students any more. They banned corporal punishment

n state schools in 1987, but lots of schools stopped
using it a long time before that.
Not long ago, a few teachers wanted to bring corporal
punishment back. One of the main reasons for this was
to stop very bad behaviour, and so help teachers to
teach and students to learn.
Fortunately, most teachers these days think that there
are much better ways to teach good behaviour.
Detention is still common. Pupils have to stay behind at

the end of the school day and do some work. lf a pupil
behaves very badly, they may have to stay away from
school for some days. They have to do school work at
home.
So, what do you think
good behaviour?
is
the best way for pupils to learn
45
*z+B
the results of today's quizon health are coming

up next. Number one, if you want to be healthy, you
need to drink at least two litres of water per day, so
the answer is B. That's a lot of water, isn't it? But it will
do you a lot of good. lf you drink more water, you'll
have less chance of getting heart disease and some
cancers. And you'll have more energy - every extra
half litre of water can give you 20o/o more energy.
NoW for question number two, if you think you need
to do an hour of exercise two orthree times a weekto
get ftter - you're wrong! You don't need to do that
much - just 20 minutes is enough, so the answer's A.
And leave at least 24 hours between exercise sessions.
Okay, moving on to questlon three, to have a healthy
diet, you need to eat a lot of fruit and vegetables. All
those vitamins and minerals are just what your body
needs. So, the answer is B - that's five portions of fruit
and vegetables every day.
Are you having a coffee at the moment? Well, if you
are, stopl Because it's already after midday! And lf you
have caffeine in the afternoon, it may stop you
sleeping at night. So, for question four, the answer is
C. This was a surprise to me - so no more espressos
after lunch.
Question number five has given me something to
think about. l'm not a big fan of fish, but it looks like
need to eat it a lot more than I do - two or three tmes
a week more than I do, actually! - because in some
fish, Iike salmon and sardines, there are some special
acids, called Omega three, that help keep our hearts
healthy. And in all fish there are lots of proteins and
vitamins and minerals that your body needs. So, the
experts say that we need to eat it two or three times
a week. The answer to question five, then, is C.
Did you think that all fat was bad for you? A lot of
people do, but the fat in things like extra virgin olive
oil is actually healthy.This kind of fat can stop you
getting lots of illnesses, like heart disease, some
cancers - and even depression. The fat in margarine
and chips isn't good'fat, though, so don't eat things
like that! For question six, then, the answer is B.
Now, for question seven, we don't need doctors to
tell us the answer to this, do we? lf you're feeling
down or depressed about something, when you talk
about the problem to someone, you feel better,
right? So, yes, C is the right answer. A problem shared
really can be a problem halved.
And, finally, number eight. I was surprised about this
one, too. Did you know that about 4 million people
Okay,
46
around the world die every year from smoking? And by

2030, it will be 10 millionl I thought that AIDS was the
biggest killer...5o the answer to queston eight is A.
#b
Number one, if you want to be healthy, you need to
drink at least two litres of water per day, so the
answer is B. That's a lot of water, isn't it? But lt will do
you a lot of good. lf you drink more water. you'll have
less chance of getting heart disease and some
cancers. And you'll have more energy...
Are you having a coffee at the moment? Well, if you
are, stopl Because it's already after midday! And if you
have caffeine in the afternoon, t may stop you
sleeping at nlght. So, for question four, the answer is
c...
lf you're feeling down or depressed about something,
when you talk about the problem to someone, you

feel better, right? So, yes, C is the right answer...
qrG
1 It helps if you talk about problems.
2 lf you don't have a good diet, you won't be healthy.
3 lf you do some exercise, you may lose some
weight.
4 When you exercise, you need to warm up first.
5 You'll have less chance of getting heart disease
if
you drink more water.

6 If you exercise twice a week, you'll be fitter.
7 It'll be more fun if you exercise with someone.
8 lf you want to stay healthy, eat lots of fruit.
#*
1 chemist's/
pharmacy 2 dentist 3 nurse 4optician
5 physiotherapist 6 surgery
6&
Example: What do you think about getting
healthcare advice on the lnternet?
1 Have you ever been to a hospital?

2
lf so, was it to
visit someone or because you were ill?
When did you last visit your GP? What was wrong
with you?
3 What are the opening times
of your local surgery?

What happens if you're illwhen it's closed?
How often do you go to the dentist's? how do you
fell about going?
*z**
Examiner: Hello, my name's Simon. What's your name?
Candidate: My name's Xavier Fernandez.

Examiner: Nice to meet you, Xavier. Can I have your
Topic form, please?
Candidate: Yes, here you are.
Candidate: I prefer playing sport, but this weekend

l'm watching Arsenal play against Liverpool.
Examiner: What is the best way to remember new
vocabulary in English?
Candidate: lf I write an example sentence using each
word, it helps me to remember the vocabulary.
#* *ra** x
Examiner: Do you celebrate a lot of festivals in your
cou ntry?
Candidate: Yes, we celebrate many festivals, but I think

the most important one is carnival, in February.
Examiner: Which means of transport do people in your
city prefer?
Candidate:Well, they prefer the underground because
it's the fastest way, but the bus is cheaper.
Examiner: Will you spend Christmas with your family
this year?
Candidate:Yes, definitely. We always eat lunch with my

aunt and uncle on 25th December.
Examiner: Have you seen any good films recently?
Candidate:Yes, l've seen the new Harry Potter film.
Examiner: Which do you prefer, hip hop or pop music?
Candidate: I prefer hip hop. What about you, do you
like pop music?
Examiner: Yes, I do, but I prefer classical musicl
Examiner: Have you done anything special recently?
Candidate: Yes, I went to Bilbao two weeks ago,
because my cousin lives there.
#b *ra** *
Examiner: What were the tourists doing when the
tour guide was speaking?
Candidate: Some were looking at the EiffelTower
and others were taking photographs.
Examiner: Do you have to help your parents n the
house?
Candidate: No, but if I don't, they don't give me any

pocket money.
Examiner: lf you go to the party on Saturday, what
will you wear?
Candidate: I think l'll go shopping on Saturday to
buy something new.
Examiner: What time does school start?
Candidate: Well, lessons start at 9 otlock, but we
have to be there at 8.50 for registration.
Examiner: Do you prefer playing sport or watching it?
"**
3f* cba
Today we're going to learn about an amazing animal.
The blue whale is the largest animal that's ever lived.

Yes, that's right! lt's bigger than even the biggest
dinosaur was. An adult blue whale can be 30 metres
in length and weigh more than 140 tonnes (the same
as 2000 men togetherl). The heart of a blue whale is
the size of a small car, and its tongue alone weighs as
much as an elephant.
Baby blue whales are big, too. When a blue whale
baby is born, it's 7.5 metres long. The mother and
baby stay together for about a year, but blue whales
don't become adult until they're 10-15 years old.
One way that blue whales communicate with each
other is through sound. Their calls are very loud and
you can hear them hundreds of miles away.
****
*.
A sign language is a natural human language with its

own vocabulary and grammar. lt's based on the idea
that sght is the most useful tool a deaf person has to

communicate and receive information.
There is no one universal sign language. Different
sign languages are used in different countries or
regions, for example, Britsh Sign Language, or BSL, is
different from American Sign Language, or ASL, even
though both countries use English as ther first
language.
American Sign Language doesn't only use signs
made by the hands - it also involves facial
expressions and body positions. For example, to ask
question a person lifts their eyebrows, makes their
eyes wider and leans their body forward.
American Sign Language has local accents and

dialects, just as spoken languages do.
Ethnic background and age can also affect the form
ofASL that people use.
47
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'"'""'
\[@J s,$jn
nternet: www. blackcat-cideb.com

email: info@blackcat-cideb.com
I
ifr
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Development editor: Carla Worman

Editors'. Maria Grazia Donati, Carla Worman
Digital editor: Victoria Bradshaw
Technical supe,rvlsor: Daniele Pagliari
Book design: Gloriana Conte, Marco Fiorello
Page layout: Carlo Cibrario-Sent
Picture research: Alice Graziotin
Cover picture research: Michele Riffaldi, Alice Graziotin
Cover design:Tiziana Pesce, Michele Riffaldi
Ari Director'. Nadia Maestri

The publisher would like to thank Christine Barker and Sheena Macdonald for their invaluabfe help.
2016 Black Cat, Milan, London

First Edition: January 2016
Printed in ltaly
@
Cover image: Shutterstock.com

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We would be pleased to Insert the appropriate acknowledgement in any subsequent edition oi this publication.All
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reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in
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Laura

Pass Trlnity ffisttr

Heriew units ?-4

Review tnits 5-8

lf there's a picture to illustrate the topic, elicit

information from your students which will help

You could play

Tell students what kind of conversation they're going

Ask students to volunteer to tell you what they have

Select a student who you are reasonably sure will

explain to the class.

4 Check that she/he gives the correct instructions!

Give further clarification yourself, if necessary.

the recording one last time, now that

to do; this could be in the students'first language

the task, then go back to the answers that are in doubt

This guidance is to help teachers organise, monitor

Roleplays - details about indlvidual roles are provided

Fluency-type speaking tasks - start off by giving a

frowning face for the points for improvement.

Give students the chance to prepare for what they're

answering questions as necessary.

ln most units of the Student's Book, there is a focus on

The questions are distributed as follows:

10 relate to the Grade 2 syllabus.

- 18 relate to the Grade 3 syllabus.

General learning rate

Diagnostic test answer sheet

2015 Black Cat

Festi\rals & special occasio*rs

Festivals; Special occasions

The Present Perfect

Hovein the Present Perfect

Dos and don'ts

Preparing for the Topic Phase

This will change depending on

Pancake Day (held the day

St Patrick's Day (celebrated in

Guy Fawkes'Night (Bonfire Night,

traditional harvest festival

A Rsk students to look at the pictures and elicit any

i*' ;';il.r - carols, cards, decorations,

through the instructions with the class. You

- pumpkin, ghosts, witches,

New Year's Eve

- fireworks, resolutions, midnight

lovers, chocolates, cards,

e Follow the suggested procedure for listening

which festival each person is describing. You

I thnk that the person in number 1 is describing

Yes, I agree./No, I don't agree. lthink she's/he's

New Year's Eve

After giving answers, you might want to explain that,

Traditionally the whole family get

We put decorations all round our

don't open them until the day

Wedding - rings, bride and groom, cards,

If the class is large, you might want to put the

*r*r**,*c {**zz*, page t o

highlighting the difference between the two tenses:

l've been to Venice twice.

Really?lye nSygbeen. Did you like it?

You might take this opportunity to check that

rr**,*c {**zz*, page t o