New Pass Trinity 1 2 Teachers Book

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 14:49 Pagina 1

Stuart Cochrane

NEW

s s a P

Trinity Teacher’s T eacher’s Book

Trinity Grades

1-2


Internet: www.blackcat-cideb.com www.blackcat-cideb.com email: [email protected]

Editors: Joanna Burgess, Maria Grazia Donati Book and cover design : Maura Santini Page layout : Veronica Paganin Design coordinator : Simona Corniola Picture research : Alice Graziotin Art Director : Nadia Maestri

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© 2011 Black Cat Publishing, Genoa, London First edition: February 2011

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any m eans, electronic, mechanical, photocopying, recording or otherwise, without the previous written permission of the publisher. The publisher reserves the right to concede authorisation for the reproduction of up to 15% of this publication upon payment of the established fee. All requests for such authorisation should be forwarded to AIDRO (Associazione Italiana per i Diritti di Riproduzione delle Opere dell’Ingegno), corso di Porta Romana, 108 – 20122 Milano – email [email protected]; www.aidro.org

In accordance with DL 74/92, the use of any commercial brand images and/or logos in this text is purely illustrative and should in no way be interpreted as endorsement on the part of Black Cat Publishing of such products and/or brands.

Printed in Italy by: Stamperia Art istica Nazionale, Trofarello, Trofarello, Turin

Reprint Reprint Year

I 2011

II 2012

III 2013

IV 2014

V 2015

VI 2016


Internet: www.blackcat-cideb.com www.blackcat-cideb.com email: [email protected]

Editors: Joanna Burgess, Maria Grazia Donati Book and cover design : Maura Santini Page layout : Veronica Paganin Design coordinator : Simona Corniola Picture research : Alice Graziotin Art Director : Nadia Maestri

Picture Credits Cideb Archive

© 2011 Black Cat Publishing, Genoa, London First edition: February 2011

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any m eans, electronic, mechanical, photocopying, recording or otherwise, without the previous written permission of the publisher. The publisher reserves the right to concede authorisation for the reproduction of up to 15% of this publication upon payment of the established fee. All requests for such authorisation should be forwarded to AIDRO (Associazione Italiana per i Diritti di Riproduzione delle Opere dell’Ingegno), corso di Porta Romana, 108 – 20122 Milano – email [email protected]; www.aidro.org

In accordance with DL 74/92, the use of any commercial brand images and/or logos in this text is purely illustrative and should in no way be interpreted as endorsement on the part of Black Cat Publishing of such products and/or brands.

Printed in Italy by: Stamperia Art istica Nazionale, Trofarello, Trofarello, Turin

Reprint Reprint Year

I 2011

II 2012

III 2013

IV 2014

V 2015

VI 2016


Contents Methodology notes 1 UNIT 1

4

Nice to meet you

E Lesson A D A Lesson B R G UNIT 2 At school Lesson A Lesson B

Hello & goodbye

6

How old is he?

7

In the classroom

9

Is she your teacher?

Review units 1-2

13

Clothes

UNIT 3

Lesson A Lesson B UNIT 4

Things to wear wear

14

My clothes, your clothes

15

Show me your nose

17

Is he tall?

18

The body Lesson A Lesson B Review units 3-4

UNIT 5

19

Animals Lesson A Lesson B

2 UNIT 6

E D A R G

Furry friends

20

On the farm

21

This is my family

23

She’s got long hair

24

Family Lesson A Lesson B Review units 5-6

UNIT 7

11

26

At home Lesson A Lesson B

UNIT 8

Where do you live?

27

My house

28

My things

31

Where is it?

33

Belongings Lesson A Lesson B Review units 7-8

UNIT 9

Days and months Lesson A Lesson B

UNIT 10

34 My week

35

When’s your birthday?

36

The pet shop shop

38

Are they playing?

39

Pets Lesson A Lesson B Review units 9-10

41

Recording scripts

42

3


Methodology notes Listening tasks The Trinity Trinity Grades 1 and 2 exams have no formal formal listening listening test with recordings recordings and writte written n response responses. s. It is important that you point out to learners that they don’t need to worry too much about the listening tasks for this reason. However, success in the interview does depend on listening carefully to the examiner and responding appropriately. appropriately. Take Take account of the low level of your learners learners and: – if there is a picture to illustrate illustrate the topic, elicit information which which will help them prepare for what what they will listen to – tell students what kind of conversation conversation they will will hear, e.g. two children speaking or an examiner speaking to a candidate – play each each audio several several times times if necessary, necessary, stopping the the audio during during the task if needed needed – follow up the listening listening with a drill in order order to practise the structures and pronunciation.

Brainstorming vocabulary and ideas Brainstorming is a good way to introduce an activity, and is suggested in this TB because: – it helps to to get learners learners focussed focussed on the the topic of the the lesson – it helps learners ‘revive’ vocabulary that they know, but haven’t used recently – it gives gives you a chance to see what what your learners learners know and what what knowledge knowledge gaps gaps exist. Remember that this book is mainly for revisions of language so: – begin each new topic with closed books and try to elicit related vocabulary from learners – give them them a specified specified time limit limit to work work in pairs or or groups groups – students tell you their words words and you put them on the the board in columns columns or mind maps or under specific headings/categories – then students students open books books and do the first vocabul vocabulary ary activity as consolid consolidation ation..

Use of the board Board prompts are good at this level to suppor t students during speaking tasks and can lessen the ‘memory ‘memory load’ required of students so that they can concentrate on communicating. Prompts can be useful vocabulary items for the task, or reminders of the structures that learners should be using or pronunciation work. As the students master the language the teacher can rub off some of the prompts so that students commit the language to memory. See the shaded boxes for examples of board work.

Games Games provide some light relief and fun, but also a genuine context in which to practise language. The The Teacher’s Teacher’s Book makes a number of suggestions for games in the units: – guessing guessing games, games, such as I-spy, I-spy, pictionary pictionary,, miming – memory games, such as Kim’s game (covering (covering a picture and remembering what’s there) – team games, games, such as sorting sorting races (pairs (pairs or teams sort vocabula vocabulary ry items into groups groups as quickly quickly as possible) – knock-out knock-out games, games, such as ‘Simon ‘Simon Says’ Says’.

4


Methodology notes Modelling It is always a good idea to model each task so that everyone understands what they have to do. Choose one of the most able learners in the group to work through a few examples with you. It is recommended that you do this especially for the communication activities that come at the end of each unit.

Drills Regular language drilling helps students learn the patterns of new structures and is a valuable technique for improving pronunciation. A good drill can also liven up a class whose attention or energy is flagging half way through a long lesson. There are a variety of drills you can use: – prompt and response drills (e.g. question and answer) − you can give the prompt, or you can divide the class into two groups who respond to each other – substitution drills, using flash cards or prompts written on the board – choral drills (all class together) or individual drills (teacher points to learners to respond) – drills with clapping or chants with a strong rhythm (good for word or sentence stress).

Trinity Takeaway At the end of each unit, the Trinity Takeaway sections provide the students with useful examiner/candidate language for the exam. It’s important that you point out to learners that they mustn’t memorise the minidialogues, but use them as examples of the type of conversation they will have with the examiner. There is also a section a the end of the book with further examples of examiner/candidate language, which are recorded. After listening, you can: – ask students to read the mini-dialogues out loud to practise question/answer intonation – ask students to write similar mini-dialogues using different vocabulary from the unit.

Pronunciation Pal In the SB a superhero character presents the pronunciation activity which is connected to the grammar and vocabulary in the unit. At this level, it is useful to focus on a few sounds, to establish the basics of good pronunciation. All pronunciation exercises are recorded.

5


1

E UNIT D A R G Lesson

1

Nice to meet you A Hello and Goodbye

have checked the answers, get learners to practise the dialogue in pairs. You could also drill the dialogue with the whole class, with you playing one role and the whole class playing the other. Or do the same drill, with half the class playing one role and the other half playing the other role. ANSWERS

1a page 6

1c/2d/3e/4a/5b

SUGGESTED PROCEDURE: You could introduce this with a whole class activity to see how many countries learners can name in English. Ask learners simply to call out the ones they know, while you write them on the board. Then let learners do 1 a) in pairs before getting feedback and checking answers with the whole class. As you listen to the students focus on pronunciation and word stress. ANSWERS

1 England / 2 Italy / 3 USA / 4 Spain / 5 Hong Kong / 6 Greece / 7 India / 8 Canada / 9 Australia / 10 Russia b

d ANSWERS

Open answers 2a page 7

SUGGESTED PROCEDURE: Again, ask learners to do this task individually at first, then get them to compare their order with a partner. Once they have listened and you’ve gone through the correct order with everyone, get learners to take a role and practise this dialogue: first with open books, then from memory with closed books. ANSWERS

ANSWERS

a 1 / b 6 / c 2 / d 4 / e 7 / f 5 / g 8 / h 3 b ANSWERS

Open answers

A 3a page 7

C

D

SUGGESTED PROCEDURE: Give learners time to match the words and numbers. Then play the audio for them to check. It is a good idea to drill these numbers in one or more of the following ways: – from 1 to 10 and back from 10 to 1

E/F G/H B c

SUGGESTED PROCEDURE: Ask students to work individually on this task at first, then they can check their order with a partner. Now play the recorded dialogue for learners to check. You may need to pause the dialogue to give learners time to check. Once they

6

– round the class, each learner saying the next number – in teams, team A says the odd numbers (1, 3, 5...), team B the even numbers (2, 4, 6...) – clapping and then stopping on a number – ask a learner what the next number is. ANSWERS

1 one / 2 two / 3 three / 4 four / 5 five / 6 six / 7 seven / 8 eight / 9 nine / 10 ten


UNIT 1 Nice to meet you b

SUGGESTED PROCEDURE: This is a simple activity to practise the numbers – the kind of question likely to be asked in the exam. Start by choosing one or two learners to do this with you while the rest watch, then get everyone to work in pairs for a few minutes. ANSWERS


SUGGESTED PROCEDURE: These are all typical things that the examiner might say or ask. Point out to learners that they can expect to hear these in the first few moments of the interview. Give learners a few minutes to do the matching activity alone, and then ask them to compare with their partner. Finally, play the audio for them to check. Play the audio again, but pause to give learners time to respond. First with open books, then with closed books. You can do this as a whole class drill, or pick out individuals to answer. Follow up by getting pairs to interview each other: Student A plays the interview and reads out the questions from page 7; Student B responds with books closed. ANSWERS

1h/2a/3g/4e/5f/6c/7d/8b

Lesson B How old is she? 1a page 8

SUGGESTED PROCEDURE: Begin by asking learners some basic questions just to focus their attention. For example, ‘How many boys/girls are there?’‘Is this a boy/girl?’ Now ask learners how old they think each of the children are. Ask them to work in pairs to match the ages with the photos. Finally, play the audio so that they can check what they predicted against what they hear. ANSWERS

A 2 / B 10 / C 5 and 7 / D 9 / E 4 b

SUGGESTED PROCEDURE: Use this as an opportunity to revise subject pronouns. You could write them on the board and elicit from learners when we use them – e.g. ‘she’ for when we’re talking about a girl or woman. Get learners to try and find the missing words working individually, then give them a chance to compare with a partner. Now play the audio again for them to check. Finally, go through the answers together. ANSWERS

1 he / 2 He / 3 you / 4 I / 5 they / 6 They / 7 you / 8 We / 9 she / 10 She / 11 it / 12 It c

b

SUGGESTED PROCEDURE:

ANSWERS

Remember that the aim of this is to practise the correct use of subject pronouns, so make sure that learners are aware of this. Don’t let them si mply point at photos and say ‘And this?’, for example. It’s a good idea to model the task yourself by choosing one of the stronger learners in the class to do it with you. Finish with a whole class activity: get a pair of learners to ask each other about one of the photos while the rest of the class listen. Then ask learners which photo the pair was talking about. You could also ask learners to bring in photos of friends and family and get learners to ask each other about them using the structures just practised.

Open answers

ANSWERS

Open answers

7


UNIT 1 Nice to meet you 1 2a page 9 E SUGGESTED PROCEDURE:

D A The aim here is to review and practise present R simple. The tables are for learners to refer to, but G you could ask them to close their books and do a

c

See the methodology notes on ‘drills’ at the beginning of the Teacher’s Book. 3 Communication Task , page 9

simple Q&A drill to practise the full form:


T: I Class: am T: You Class: are

Like many of the communication tasks in the book, this takes the form of a simple information gap activity. It’s a good idea to model the task yourself by asking as stronger learner to do the first few with you while the rest of the class listen.

or

Group A: I Group B: am

Then focus on the contracted short forms by asking, ‘Do we say, ‘I am ten’? Then elicit from learners what the short form is that we normally use when speaking. Now practise these short forms with a similar Q&A drill.

ANSWERS Lia

Carlos

ANSWERS

1 she’s / 2 you / 3 are / 4 I / 5 is not / 6 aren’t b

SUGGESTED PROCEDURE: Ask learners to open their books and complete the gaps individually – then to compare with a partner. Finally, go through the answers together. Finish off by drilling the answers – make sure that learners really are using the contracted forms.

England Age: 9 Miranda and Elodie

Spain Age: 11 Alex and Nadia

ANSWERS

1 I’m nine. / 2 She’s from France. / 3 We aren’t from Hong Kong. / 4 My name isn’t Maria. It’s Mary. / 5 My name isn’t John. / 6 They aren’t Italian. / 7 I’m fine, thanks. / 8 He’s from India.

8

Canada Age: 8

Russia Age: 10


UNIT

2

At school Lesson A In the classroom 1a page 10

SUGGESTED PROCEDURE: The aim here is to revise basic classroom vocabulary of the kind that is often used in the exam. Note that examiners may use these alternatives to the word lists in the exercise: eraser = rubber school bag = bag student = learner / pupil It is a good idea to make learners aware of these alternatives and to learn them as passive vocabulary. Learners can do this activity in pairs. Then check answers with the whole class. You could practise the items by simply pointing them out in the class room and getting learners to shout out the name of what you’re pointing to. Also, ask learners to tell you what they have in their school bag / pencil case.

time, use the audio to drill the vocabulary items – pause after each word for choral or individual repetition. Focus on correct pronunciation, and watch out in particular for misplaced word stress in multi–syllable words such as ‘calculator’ and ‘dictionary’. Follow up by asking learners to think of two more categories that could be used to organise these words. For example: Things larger/smaller than a book. Things made from wood / plastic / metal. You could also follow up with pronunciation work: ask learners to group words according to the number of syllables they have. Then ask them where the stressed syllable usually is. Point out that the stress is most often on the first syllable, for example: notebook calculator student dictionary Practise this with suitable pronunciation dri lls. In a pencil case

In a school bag

sharpener pencil ruler eraser pen

pencil case book dictionary notebook calculator

Student A: I-spy something beginning with... N .

Furniture

People

Student B: Notebook?

desk chair cupboard

student teacher

Alternatively, play a simple game such as I-spy:

Student A: Right . Student B: I-spy something beginning with... ANSWERS

c

1 teacher / 2 cupboard / 3 desk / 4 book / 5 chair / 6 notebook / 7 student / 8 pencil case / 9 pencil / 10 school bag / 11 dictionary / 12 pen / 13 ruler / 14 eraser / 15 sharpener / 16 calculator

SUGGESTED PROCEDURE: This aims to revise usage of the indefinite article a/an and to practise a question and answer format that is very common in the exam:

b

Examiner: What’s this?


First, bring students’ attention to the Focus box on page 10. Then do some simple practice of this with a drill:

Vocabulary grouping activities like this one are good ways for learners to ‘process’ vocabulary which will in turn help them to remember words. Ask learners to do this individually and then check with a partner before playing the audio for learners to check their answers. Give learners time to ask any questions they may have about the grouping before playing the audio again. This

Candidate: It’s a/an...

Teacher: Book .

Teacher: Eraser .

Learners: A book .

Learners: An eraser .

Focus on pronunciation. You need to point out to learners that the article an becomes linked or joined to the noun that follows. An eraser for example becomes aneraser in connected speech.

9


UNIT 2 At school 1 Now use a similar drill, but introduce the whole E phrase:

D Teacher: What’s this? Teacher: What’s this? A Learners: An eraser . R Learners: A book . G At this point you don’t need to expect fuller

answers, such as ‘It’s a...’ . Also, make sure you’re pointing out single items, as the focus here is on the article a/an. Now ask learners to work in pairs and practise the same Q&A dialogue based on classroom objects. Monitor and check for errors in use of articles or pronunciation. ANSWERS


SUGGESTED PROCEDURE: This is simply revision of numbers 11 to 20. Students should already be familiar with these, but if not then you may want to write the numbers on the board before playing the audio. It’s a good idea to drill these numbers in one or more of the following ways: – From 11 to 20 and back from 20 to 11 – Round the class, each learner saying the next number – In teams, team A says the odd numbers, team B the even numbers. ANSWERS

1 twelve / 2 thirteen / 3 fourteen / 4 fifteen / 5 sixteen / 6 seventeen / 7 eighteen / 8 nineteen b

SUGGESTED PROCEDURE: The aim here is to revise the rules for plural nouns. Although spelling is not important for the exam – since there is no writing component – these spelling rules reflect the pronunciation of the three categories of plural noun. Bring learners’ attention to the focus box which gives examples and rules for the three main categories of noun. Check learners understanding by writing one example of each category on the board and asking them to give you the plural. Examples could be: – fox, church, box, brush, glass – story, party (point out that there is a consonant before the y ) – cat, dog.

10

Once you have done these examples altogether, get learners to do the practice exercise alone and then to compare with a partner. When everyone is ready, play the audio so that learners can check their answers. Play it once again and ask learners to repeat what they hear. ANSWERS

1 thirteen watches / 2 fifteen classes / 3 twelve pencils / 4 sixteen boys / 5 fourteen dictionaries c

SUGGESTED PROCEDURE: The emphasis here is on the pronunciation of the plural affixes to nouns. You need first to model the three endings for students. Write the phonemic symbols as heading on the board and use the example words you wrote on the board earlier: /s / cats

/z / stories

/z / foxes

Ask learners to repeat the words after you, giving special emphasis to the plural ending. Now ask learners how they would pronounce dogs. Show them that, although it has the same plural ending as cats, it is pronounced differently. Now ask learners to do the sorting exercise on their own. Encourage them to say the words to themselves in order to make them more aware of how the endings sound. Finally, play the audio to let them check their answers. Play once again and ask learners to repeat what they hear. ANSWERS

1

/s /

2

/z /

3

/z /

books

teachers

watches

students

boys

boxes

desks

pencils

classes

erasers

pencil cases

dictionaries 3a page 11

SUGGESTED PROCEDURE: This short activity provides further practise of the How many... are there? question, which is common in the exam, together with practise of classroom vocabulary and numbers up to 20. Demonstrate the activity yourself by speaking to one of the


UNIT 2 At school stronger learners in the class, then get learners to work in pairs.

Lesson B Is she your teacher?

ANSWERS

1a page 12

Open answers


b

As you monitor, make sure students are using the structures and language practised in this lesson. ANSWERS

Open answers c

SUGGESTED PROCEDURE: The focus here is revision of the determiners this and these and the pronouns it and they . Again, the example dialogues in the speech bubbles are typical question and answer formats that occur in the interview, and learners need to be familiar with them. Ask learners to look at the example dialogues and then write this on the board: We use this / it for... We use these / they for... Elicit from learners how to complete the rules (this / it for one thing, these / they for many things). Make sure that learners can distinguish between this [short sound / /] and these [long sounds / /]. Some learners have difficulties both receptively and productively with these sounds. Tell learners to look at the shape of your mouth as you say the sounds. Now demonstrate the activity yourself with another learner in the class. Then ask learners to do the activity in pairs. As you monitor, make sure that learners are using a variety of singular and plural forms. Listen out for grammatical problems such as subject verb agreement, but also pronunciation problems. ANSWERS

Open answers

The aim of this task is to practise short answers of the kind that candidates are expected to use in the interview. These are answers to present simple questions with the verb be. Give learners a few minutes to look through the questions on their own and make matches before they listen to the audio. For the ‘Listen and repeat’, you could split the class into two groups – one group repeating the questions and the other group repeating the short answers. The groups then swap roles for a second ‘Listen and repeat’. ANSWERS

1b/2d/3a/4f/5c/6e

b

SUGGESTED PROCEDURE: Again, give learners a chance to work alone on this, compare with a partner and then listen and check. If you find that learners are making mistakes with these short answers, then remind them that the verb in their answer should match the verb at the beginning of the question. Do the first one together as an example if necessary. ANSWERS

1b/2b/3a/4a/5b/6b

c

SUGGESTED PROCEDURE: Demonstrate what learners have to do by doing the first two or three questions yourself with a student. Then put learners into pairs to work through the rest of the questions. After a few minutes, ask them to swap roles. ANSWERS

Open answers

d

SUGGESTED PROCEDURE: This is a simple exam role play, where learners respond to the examiner’s 6 questions in the audio. There are a couple of ways you can approach this: 1 get the whole class to respond, like a choral drill 2 pick out individual learners to respond to the questions.

11


UNIT 2 At school 1 Either way, play the audio a couple of times to give E learners plenty of practice at responding to these D very simple but common questions.

A POSSIBLE ANSWERS R G Examiner: Hello.

SUGGESTED PROCEDURE: Students need to be able to recognise questions that refer to singular or plural items, which is what this exercise practises.

Student: Hello.

ANSWERS

Examiner: Is your name Sam?

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

Student: No, it isn’t. It’s...

b

Examiner: Are you from Greece?


Student: Yes, I am. / No, I’m not. I’m from...

Pause the audio after each question and choose a learner from the class to answer. Play the audio a couple of times to give everyone a chance to answer. Encourage students to use short but full answers, not just ‘Yes’ and ‘No’ (in the exam ‘yes’ and ‘no’ are acceptable though).

Examiner: Are you eleven? Student: Yes, I am. / No, I’m not. I’m... Examiner: Is this your classroom? Student: Yes, it is. Examiner: How many students are there in your class? Student: There are... 2 page 13

ANSWERS (Spoken) 1 It’s a pencil case. / 2 They’re pens. / 3 Yes, it is. / 4 No, it isn’t. / 5 No, they aren’t. / 6 Yes, they are. / 7 (There are) eight. / 8 No, it isn’t.


c

The aim here is practice of language from the lesson: numbers, classroom objects, use of the interrogative form of be and short answers.


One way to do this is have the class ask you what the objects are, or put learners in pairs. First Student A guesses, then they swap and Student B guesses. You could follow up by having students draw objects or parts of objects on the board in class. The rest of the class must guess what the object is. ANSWERS

11 calculator / 12 chairs / 13 pencil sharpeners / 14 books / 15 door / 16 clock / 17 school bag / 18 computer

12

3a page 13

Divide the class up into pairs. You could write the following prompts on the board so that learners are making the right kind of questions: What’s...? What are...? Is this...?

Are these...? How many...?

Do a few example questions yourself with a learner from the class, then let students do the exercise in pairs. Let them continue for about five minutes while you monitor for problems. ANSWERS

Open answers


REVIEW UNITS

1-2

b

SUGGESTED PROCEDURE: Go round the class, asking each learner one or two questions from the list below. Ask questions about the children in the class.

1a page 14 ANSWERS

Q W E R T E R A S E R Q P N

A U C H A I R S D R T O N E D Q E G G I P F W F S G N O G E I Q K E I H R V W G T U J T E E G E P K Q Y R G E O H A R P E N E P T Y U G V G O N H J L B G E G S E V E N U T W E N T Y O T E B O O K

A S D F G H J A R U L E R E

b ANSWERS

1 pen / 2 chair / 3 sharpener / 4 eraser / 5 ruler / 6 notebook / 7 one / 8 five / 9 seven / 10 twelve / 11 nineteen / 12 twelve 2a page 14 ANSWERS

Questions:

Is this a boy / girl? How old is he /she?

5a page 15 ANSWERS

1 Is this / 2 What’s / 3 Are these / 4 How many b

SUGGESTED PROCEDURE: Go round the class, asking each learner one or two questions from the list below. Ask about objects in the class. Questions:

What’s this? / Is this...? / How many...? / What are these? / What colour is it?

6a page 15 ANSWERS

1 it isn’t / 2 computer / 3 are three / 4 they aren’t / 5 they are / 6 are twelve b


1 meet / 2 meet / 3 name / 4 My name’s – I’m called / 5 old / 6 years / 7 where / 8 I’m

Go round the class, asking each learner one or two questions from the list below. Ask about people and objects in the class.

b

Is this a...

ANSWERS

What’s this in English?

Open answers

Is he/she a teacher?

3a page 14

How many... are there?

ANSWERS

1c/2d/3e/4b/5f/6a

Are these....? ANSWERS

Open answers b ANSWERS

Open answers 4a page 15 ANSWERS

1 Is this a girl? / 2 Is this a boy? / 3 How old is he?

13


1

3


Clothes A Things to wear

1a page 16

SUGGESTED PROCEDURE: Start with a few minutes brainstorming the topic of clothes. With closed books, ask learners to call out as many clothes related words as they can remember, while you write them on the board. Now ask them to open their books and do the part a) task. ANSWERS

1 glasses / 2 shorts / 3 socks / 4 trainers / 5 T-shirt / 6 skirt / 7 dress / 8 hat / 9 shirt / 10 jacket / 11 belt / 12 jeans / 13 scarf / 14 gloves / 15 coat / 16 jumper / 17 shoes / 18 trousers b

SUGGESTED PROCEDURE: Some learners may not know what ‘syllable’ means, so write a word with two syllables on the board and split the syllables up, like this: ja-cket [/'d k.t /] When you think they’ve got the idea of what syllables are, you can let them do this exercise alone and then compare their answers with a partner before listening to the audio to check. Play the audio through once just to let them check, then play it a second time so that they can repeat what they hear. You could follow up with pronunciation work focusing on word stress in two-syllable words. Read out the list of two syllable words, emphasising the stressed syllable, and elicit from learners where the stress lies. They should see that the stress in two syllable words tends to be on the first syllable. ANSWERS

Group 1 – one syllable coat / belt / jeans / gloves / dress / socks / shoes / scarf / skirt / shirt / hat / shorts Group 2 – two syllables jumper / trousers / T-shirt / jacket / glasses / trainers

14

2a page 16

SUGGESTED PROCEDURE: Again, ask learners to close their books and call out any colours in English that they can remember. Then ask them to open their books and do the matching exercise. Play the audio once to check, then again so that learners repeat what they hear. Encourage correct pronunciation. You could follow up by asking learners to find you things in the classroom that match the colours you call out. For example, call out ‘Green! ’ and ask students to point to things on their desk or around the room. ANSWERS

1 brown shoes / 2 a green shirt / 3 pink glasses / 4 a yellow skirt / 5 white shorts / 6 a red hat / 7 a blue T-shirt / 8 black trousers / 9 a purple dress / 10 grey socks / 11 a beige coat / 12 a orange scarf b

SUGGESTED PROCEDURE: This activity combines the two vocabulary sets (clothes and colours) and practises another question format that is very common in the exam: What colour is/are...? As usual, it’s best if you demonstrate the activity with a learner from the class before asking the rest of the class to do it in pairs. Encourage full answers, for example ‘It’s red ’ or ‘They’re blue’ instead of single word answers such as ‘Red ’ or ‘Blue’. ANSWERS


SUGGESTED PROCEDURE: You could begin with closed books. Write the demonstrative pronouns mixed up on the board, like this: thisthosethatthese Ask learners if they can identify four words in the word snake. Then ask them which words refer to one thing (singular) and which words refer to many things (plural). Now ask them to do the exercise on page 17. ANSWERS

1 This That / 2 These Those


UNIT 3 Clothes b

SUGGESTED PROCEDURE: This provides an opportunity to use classroom words and clothes vocabulary whilst practising these determiners. Divide the class into pairs. Get each learner first of all to look around them and write the names of the 6 objects they are going to talk about. There should be a mixture of plural and singular items. Then demonstrate yourself what they have to do before asking pairs to work together.

Lesson B My clothes, your clothes 1a page 18

SUGGESTED PROCEDURE: Tell learners that they are going to hear part of an interview in which the examiner asks the candidate about some of the photos shown here. Before they listen, however, draw learners’ attention to the photos and ask them a few simple questions about what each one shows. For example:

ANSWERS

Is this a girl/boy?

Open answers

How many babies/girls/boys are there?

4a page 17

Now play the audio and ask learners to write the number of the dialogue (1, 2, 3) next to the correct picture. You may need to play the audio twice.

Listen and compare. ANSWERS

Open answers

ANSWERS

1C/2D/3F

b

b



Again, these are all typical questions in the exam. Let learners do the matching alone, then play the audio once to check. Then divide the class into two groups: Group A repeat the examiners questions, Group B the answers. Groups then swap roles for a final play and repeat.

The focus here is on the determiners his, her and their. Write them on the board and elicit from learners when we use them. i.e.

ANSWERS

1 a / 2 e / 3 b / 4 d / 5 c / 6 f c

SUGGESTED PROCEDURE: Do a few example questions yourself working with a learner from the class and then divide the class into pairs. As you monitor, encourage learners to use a variety of question forms here, and encourage full short answers. ANSWERS

Open answers

his – boy / man – masculine, singular her – girl / woman – feminine, singular their – plural Now ask learners to read through the s entences and, working with a partner, try to guess the missing word. Then learners work alone to listen to the audio and to check. ANSWERS

1 her / 2 her / 3 his / 4 his / 5 their / 6 their c

SUGGESTED PROCEDURE: You might want to do some drill work practising the question: ‘What colour is/are...’ (Remember that candidates are not expected to produce questions in the exam, but for the purposes of this exercise they will need to ask their partners the question.) Once learners are comfortable with the question, demonstrate what learners have to do by working

15


UNIT 3 Clothes 1 with one of the stronger learners in the class while E the others listen. Then organise the rest of the D class into pairs and let them get on with the task A while you monitor – listen out especially for errors R with the determiners.

G

ANSWERS

Open answers

SUGGESTED PROCEDURE: Again, you could drill the question and answer format as suggested for a) before learners go on to this. Group A: What colour does Helen like?

2a page 18

Group B: Her favourite colour’s...


Then swap groups as before. When you’re happy that the group can manage to form the questions and answers sufficiently well, put them into pairs. They need to swap books so that each learner can talk about the people they spoke to during part a).

The focus here is revision of the rest of the determiners. Get learners to complete the sentences alone and then compare with a partner before checking altogether. ANSWERS

1 your / 2 his / 3 her / 4 their

ANSWERS

Open answers

b

5a page 19



Again, demonstrate the task yourself by working with a learner and then get learners to work in pairs while you monitor.

Point out to learners that they will NOT have to make questions in the exam, but it is important that they recognise and understand questions. All these are typical things that examiners might ask. Give learners a chance to do this exercise on their own and then to compare with a partner. Finally, play the audio to check.

ANSWERS

Open answers

3 Communication Task , page 18

SUGGESTED PROCEDURE: This uses the photos of people on page 62. Make sure that, when doing this exercise, learners are using determiners correctly, but at the same time encourage fluency and experimentation. ANSWERS

Open answers

SUGGESTED PROCEDURE: Start with a short drill so that learners get used to the question and answer format for this ac tivity. Divide the class into two groups: Group A: What’s you favourite colour? Group B: My favourite colour’s... Do this three times, then groups swap roles. By this time learners should be ready to do the activity. If there is space in your class, this works best as a mingling activity where learners move around the class and interview each other while noting down answers. It’s important that they get information from at least one boy, one girl and two other learners. ANSWERS

ANSWERS

1 What’s this? / 2 What are these? / 3 Is this a hat? / 4 What colour is it? / 5 What colour are his trousers? / 6 What colour are my shoes? b


4a page 19

16

b

Open answers

Demonstrate with one learner so that everyone knows what they have to do, then get pairs to interview each other. To make sure that they use a variety of question forms, you could put up question prompts on the board: What’s...? What are...? Is this...?

Are these...? What colour is...? What colour are...?

As you monitor, don’t worry too much if learners are making errors in question formation. Feedback should focus on the answers learners give. Encourage learners to give short answers but not one word answers. ANSWERS

Open answers


UNIT

4

The body Lesson A Show me your nose! 1a page 20

SUGGESTED PROCEDURE: You could begin with a similar brainstorming activity to those used in earlier units – simply ask learners (with closed books) to call out any body related words they can remember while you write them on the board. Then ask them to open their books and do a). Play the audio once to check answers and then a second time so that learners can repeat what they hear. ANSWERS

1 head / 2 eye / 3 ear / 4 foot / 5 hair / 6 nose / 7 leg / 8 teeth / 9 mouth / 10 finger / 11 hand / 12 arm b

SUGGESTED PROCEDURE: Demonstrate with one learner from the class and then get pairs to do the same. Make sure that learners aren’t only giving one word answers. Also, make sure that Student A isn’t always asking questions that elicit the answer ‘Yes, it is’. Make sure that Student A is using plural forms, too. After two minutes, get pairs to swap roles.

2a page 21

SUGGESTED PROCEDURE: Give learners a few moments to do this alone and then check with a partner before listening to the audio to check their answers. ANSWERS

1 Give me a pen. / 2 Come here. / 3 Open your book. / 4 Point to the door. / 5 Go to the window. / 6 Touch your nose. / 7 Stand up. / 8 Show me your ears. / 9 Sit down. b

SUGGESTED PROCEDURE: Explain to learners that the top circle has verbs, the next circle articles and the lower circle nouns. They can combine these to make different orders. Pairs should take turns making and following orders. Again, you may need to demonstrate what learners need to do beforehand. Follow up: Playing the children’s game ‘Simon says...’ In this game, learners should only follow orders if the speaker begins with ‘Simon says...’ . If someone follows an order without the speaker saying ‘Simon says...’ then they are out of the game. The last player remaining wins the game. Learners can take turns at being the speaker. ANSWERS

Open answers

ANSWERS

Open answers c

SUGGESTED PROCEDURE: First draw learners’ attention to the focus box about irregular plurals. Point to your teeth / feet / hair and ask learners What are these? / What’s this? Then model the questions that learners need to use for this activity. You could do a whole class drill of the questions, emphasising the difference between this / / and these / /. Once again, choose a learner from the group and demonstrate the task. Then organise the class into pairs. Make sure they take turns asking and answering. ANSWERS

Open answers

17


UNIT 4 The body 1

Lesson B Is he tall?

E D 1a page 22 A SUGGESTED PROCEDURE: R G This practises common adjectives that learners

ANSWERS

1 Open / 2 Show / 3 ears / 4 your / 5 long / 6 to / 7 they / 8 Sit b

ought to know for the exam. Get learners to do this together with a partner before checking altogether. Be ready to explain why ‘short’ is listed twice. i.e. that it has two meanings here.


ANSWERS

c

1 f / 2 c (e) / 3 d / 4 c (e) / 5 b / 6 a


b

SUGGESTED PROCEDURE: Before they listen, ask learners (working in pairs) to match one word from the list of adjectives in a) to each of the pictures. Check to see which words learners have used – this will also be a good concept check to see if learners understand these words. Then play the audio twice so that learners can match the descriptions with the pictures. ANSWERS

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

SUGGESTED PROCEDURE: It’s useful to show the position of the tip of the tongue when making each of these sounds: t /t / – the tip of the tongue is touching the roof of the mouth just behind your front teeth th /ð / – the tip is just protruding between the upper and lower teeth

Play the audio and pause for learners to respond. Choose one learner at a time to respond.

Make sure that learners use a variety of question formats, and that they take turns in asking and answering. As you monitor, don’t worry too much about correct question formation, but make sure that answers are correct. ANSWERS


SUGGESTED PROCEDURE: Students build a dialogue similar to the one they will need to have with a partner in part b). Point out that there are two correct answers for this activity. Once students have finished and checked with the audio, have them memorise the dialogue and act it out in pairs, or do choral drills with the whole class. ANSWERS

a 8 / b 1 / c 7 /d 3 / e 2 / f 6 / g 5 / h 4 OR a 8 / b 1 / c 7 / d 5 / e 2 / f 4 / g 3 / h 6

Demonstrate and get students to try it out themselves.

b

See the section on drills at the beginning of the Teacher’s Book for further ideas on how to practise these sounds

Open answers

ANSWERS

4 Communication task , page 23

SUGGESTED PROCEDURE: 2a page 22

SUGGESTED PROCEDURE: These are all questions or orders that could come up during the interview. Remember that they will now be asked to produce questions or imperative forms like this, but must understand them and respond appropriately. Give learners five minutes to do this alone before playing the audio to check.

18

The dialogue that learners ordered in the previous task is a model for the kind of dialogue that’s required for this task. Explain that Student A will have all the girls’/women’s names, while Student B will have all the boys’/men’s names. The aim of the task is to put the names under the correct photos. Choose one of the stronger learners in the class and demonstrate what learners have to do.


b ANSWERS

Open answers 2a page 24 ANSWERS Lia

Coco

Isobel

Maria

1 her / 2 his / 3 their / 4 Her / 5 his / 6 My / 7 Their / 8 his b ANSWERS

Open answers Kim

Jennifer

Aiden

Alex

3 page 24 ANSWERS

1 Show me your feet. / 2 Go to the door. / 3 Open your book. / 4 Give me a pencil. / 5 Point to your nose. / 6 Touch the pencil case. 4a page 25 ANSWERS Luke

Mathias

Max

Freddie

1A/2B/3A/4C/5C/6B b


REVIEW UNITS

3-4

1a page 24

5a page 25

ANSWERS

ANSWERS

1

J 3 H A I C K E 6 T R 7 N 8 S O C K S 9 E M

Go round the class asking individual students the questions 1-6 based on the photos for this exercise. Then extend the activity with similar questions about people in the book or learners in the class.

E Y E A R

2

F O O T I N 4 S G 5 H T E O U S E R S E H S I R O U T H

1 Are these feet? / 2 How many are there? / 3 What are these? / 4 How many fingers are there? / 5 Is this an ear? / 6 What is it? b

SUGGESTED PROCEDURE: As for 4 b). 6a page 25 ANSWERS

1 Yes, she is. / 2 No, she isn’t. / 3 Yes, he is. / 4 No, he isn’t. / 5 Yes, she is. / 6 No, they aren’t. b

SUGGESTED PROCEDURE: As for 4 b).

19


1

5


Animals A Furry friends

1a page 26

SUGGESTED PROCEDURE: With closed books, ask learners to name as many animals as they can in English. Then with open books, can they name the animals shown? Ask how many of each animal are shown – this will lead into the idea of plural forms, then get learners to try the exercise. Point out the focus box information about irregular plurals. Can they remember any other irregular plurals (e.g. foot-feet )? ANSWERS

1 a dog / 2 fish / 3 bird / 4 cats / 5 mice / 6 a rabbit b

SUGGESTED PROCEDURE: These are typical exam style questions. The focus is on plural versus singular forms. Ask learners which words in the word pool show ‘one’ and which words show ‘more than one’. Then get learners to complete and check. Finally, ask learners to try and memorise the dialogue.

SUGGESTED PROCEDURE: This is just a fun activity to practise question forms and body language. You could begin by drawing a similar imaginary animal on the board and asking the whole class to guess which animals it is made from – don’t worry about any lack of artistic skills! After the pair work, get learners to draw their own imaginary beasts and invite them to talk in small groups about what their drawings. 4a Communication Task , page 27

SUGGESTED PROCEDURE: Draw learners’ attention to the photos of the fish and ask them simple focus questions such as ‘How many fish are there?’ ‘What colour is this fish?’ ‘Is it blue and yellow?’ etc. Tell learners that they are going to hear someone talking about the fish and that they must circle the correct information. Give them a minute to read all the information first, and then play the audio. You may need to play the audio two or three times. ANSWERS

FISH A Name: Bob

From: China

Age: two

FISH B Name: Mary From: Africa

Age: seven

1 this / 2 these / 3 They’re / 4 isn’t / 5 Are / 6 they

FISH C Name: Angela From: Brazil

Age: six

c

FISH D Name: Squeak From: Japan

Age: twelve

ANSWERS

SUGGESTED PROCEDURE: First model with a stronger learner, then get the rest of the class to do the same. Listen out for correct pronunciation of this / these. ANSWERS

Open answers 2 page 27

SUGGESTED PROCEDURE: This is a revision of questions and answers met earlier in Units 1 to 4 (How many... / What colour... / Is it...) etc. Elicit questions altogether from the class and write them on the board before getting learners in pairs to ask each other. Make sure each partner gets a chance to ask and answer.

20

3 page 27

b

SUGGESTED PROCEDURE: Ask learners to read the example dialogue in the bubbles and then demonstrate what they have to do with a good learner from the group. Basically the idea is to use information about the fish to ask questions of the kind that the examiner might ask in the exam. At the end you could ask a good pair of learners to demonstrate the conversation they had to the others. ANSWERS

Open answers


UNIT 5 Animals

Lesson B On the farm 1a page 28

SUGGESTED PROCEDURE: With closed books, ask learners to call out the English words for any animals they can remember (farm or otherwise) while you write them on the board. Now ask learners which of the animals they called out can be found on a farm. Finally, get learners to open their books and do the matching exercise on page 28. Give them 2 or 3 minutes to work alone before going through the answers altogether. You could drill the words so that learners improve their pronunciation. Pronunciation problems often occur with the vowel sounds of the following: goat , chick , sheep. For further practice, ask learners to ask each other what their favourite animal is. Model the question by asking a learner in the class: A: What are your favourite animals? B: My favourite animals are horses and lambs. What are your favourite animals? ANSWERS

A duck / B goose / C cow / D chick / E donkey / F hen / G goat / H horse / I lamb / J sheep b

SUGGESTED PROCEDURE: First get learners to work individually and try to match the adjectives in the box with the animals in the pictures. Go through this together. Then divide the class into pairs in order to do the dialogue. Get them first to read the example dialogue in the bubbles, then you demonstrate with a learner from the class and finally give learners five minutes working in pairs. ANSWERS

Open answers

c

SUGGESTED PROCEDURE: This is a simple memory game. Demonstrate by asking all the learners to close their books and then you ask them a few questions about the photos. Remember that learners don’t have to produce questions in the exam, so you can write prompts on the board for them to use in this activity:

How many... are there? What colour is/are...? ANSWERS

Is there a....? Is the cow....?

Open answers

d

SUGGESTED PROCEDURE: Demonstrate the sounds and point out the difference in the shape of the lips when producing each: sh – lips pursed and pushed forward s – lips wide and pulled back It can be useful to get students to exercise the sounds and lip shapes in an exaggerated form, slowly becoming more natural. Another classic tongue twister to practise these sounds is ‘She sells sea shells on the sea shore’. 2a page 29

SUGGESTED PROCEDURE: This activity simply provides practice for the language they need to understand and use. First ask learners to look at the photo. Ask simple questions along these lines: Is this a donkey? Is it grey? How many horses are there? Show me its head. Now tell learners that they’ll hear someone talking about their pet and they must tick the correct information. Give them a moment to read through list, then play the audio. You may need to play it 2 or 3 times. ANSWERS

1 ✗ / 2 ✗ / 3 ✗ / 4 ✓ / 5 ✗ / 6 ✓ b

SUGGESTED PROCEDURE: If you prefer, you could set the drawing task as homework, and then ask learners to talk about their pet in the next lesson. Alternatively, you could make this into a communication task by having Student A describe their pet and Student B draw it. If a student doesn’t have a pet, they could describe a neighbour’s or relative’s pet, or a pet they would like to have. ANSWERS

Open answers

21


UNIT 5 Animals 1 3a page 29 E SUGGESTED PROCEDURE:

D A These are all typical things that learners might R hear in the exam. Give them a few minutes to work G alone on the gap filling task, then an extra minute to check with their par tner. Finally, play the audio for learners to check. ANSWERS

1 Good / 2 What’s / 3 How / 4 Where/ 5 What’s / 6 What / 7 How / 8 What / 9 Is / 10 Are / 11 Show / 12 Point / 13 Stand / 14 Sit / 15 Go / 16 Come

22

b

SUGGESTED PROCEDURE: In pairs, one student with open book asks the questions and gives the orders, while the other, with closed book, responds. After five minutes, get pairs to swap roles. ANSWERS

Open answers


6

2

UNIT E D A R G Lesson

Family A This is my family

1a page 30

SUGGESTED PROCEDURE: If possible the teacher should bring a photo of his/her family or a picture of a famous family into the lesson to set the context of family. Then show learners the family tree on page 30. Show them Li and ask, ‘What’s her name?’ ‘How old is she?’ Say that this is her family and ask them to match the words on the left to the photos – in relation to Li. Learners can do this in pairs if you prefer. You could follow up by asking learners to bring photos of family members in to talk about, like this: Student A: Who’s this? Student B: This is my mum ANSWERS

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

SUGGESTED PROCEDURE: Tell learners that they are going to hear Li talking about her family and that they will make notes under each photo of names and ages. This is simply an activity to practise the kind of language they will need to use in the exam with a native speaker to listen to. Play the audio a couple of times and pause where necessary to give learners time to make notes ANSWERS

A Jimmy, 38 / B Lia, 34 / C Chen, 10 / D Yan Yan (no age given) / E Yul (no age given) / F Jing (no age given) / G Ho (no age given) c

SUGGESTED PROCEDURE: First of all, revise numbers over 20 by going round the room and asking each learner to say the next number – doing this up to 40 should be sufficient. Then model the two numbers in the table – twenty and twenty two. Ask learners how many syllables

there are. Show them that the stressed s yllables are marked with the large boxes (at the top of the table) then ask them to organise the numbers into the two groups according to their stress pattern. Learners should do this alone – encourage them to say the numbers to themselves so that they hear the pattern – before checking altogether with the audio. Follow up with a simple drill to practise these patterns. Simply count from 20 to 100 in steps of five: 20, 25, 30, 35 etc. Get the whole group to call out the numbers together while you mark the rhythm on the whiteboard. ANSWERS ■■

■■

■

20 (twenty)

22 (twenty-two)

30 (thirty)

28 (twenty-eight)

40 (forty)

37 (thirty-six)

50 (fifty)

47 (forty-seven)

d

SUGGESTED PROCEDURE: Get learners to read the model dialogue, and then demonstrate yourself what they have to do by choosing a learner and asking him/her questions like the examples given. Put learners into pairs, Student A asking the questions, Student B answering – after 2 minutes they should swap roles. Follow up by having everyone close their books and you asking questions to see what they can remember about Li’s family. ANSWERS


SUGGESTED PROCEDURE: Tell learners that these sentences are taken from the audio with Li. Working in pairs, see if they can find the missing words. Then play the audio again so that learners can check. ANSWERS

1 got / 2 ’ve got / 3 ’ve got

23


UNIT 6 Family 2 b E SUGGESTED PROCEDURE:

D Learners should try to complete the table alone and A R then compare with a partner. Finally go through the G answers together with the whole group. Learners don’t need to be able to make questions with ‘have got’ for the exam, but they do need to understand such questions and be able to respond appropriately. You could do a drill to practise ‘Yes, I have’ and ‘No, I haven’t’ responses: Make two flash cards, one with a ✓ and one with a ✗. When learners see the first, they should give a positive answer, when they see the second they should give a negative answer. Ask the class questions with ‘have’, they should respond chorally according to the flash card you show. For example:

b

SUGGESTED PROCEDURE: Students need a notebook for this final activity. Learners describe their family to their partner, while the partner tries to draw the correct tree. You could begin this by describing your family to the class and asking them to draw your family tree. Then ask pairs to do the same. While they talk, monitor and pay special attention to their use of ‘have / haven’t got’. ANSWERS

Open answers

Teacher: Have you got a dog? (show ✗) Students: No, I haven’t. ANSWERS

1 have got (’ve got) / 2 have not got (haven’t got) / 3 hasn’t got c

SUGGESTED PROCEDURE: This simple matching exercise includes different question forms that the examiner might ask. Get learners to do it alone at first, then check it altogether. ANSWERS

1b/2c/3d/4a/5e 3a Communication Task , page 31

SUGGESTED PROCEDURE: Introduce this task by asking learners to look at the four family trees. Ask questions like, ‘How many families are there?’. Point to the named person and say, ‘What’s his/her name?’. Then describe one of the families and ask learner to guess which family you are describing. Then organise the group into pairs. First Student A describes and B guesses, then they reverse roles. Remember that learners don’t have to ask each other questions, but they should give detailed descriptions of the families so that it is clear which one they are describing.

24

Lesson B She’s got long hair 1a page 32

SUGGESTED PROCEDURE: These are all adjectives that learners should know at this level. Give learners a minute or so to match the opposites together on their own before going through the answers together. ANSWERS

1d/2f/3b/4c/5a/6e b

SUGGESTED PROCEDURE: Give learners a few minutes to find the photos that match the questions, then go through the possible answers together. ANSWERS

1 long hair A – short hair B / 2 fair hair C – dark hair A, B / 3 big ears B / 4 old D – young A,B,C / 5 pretty A c

SUGGESTED PROCEDURE: This exercise is a way to practise language that learners should be able to understand and use. Play the audio a couple of times so that learners have a chance to understand what they hear.

ANSWERS

ANSWERS

Open answers

1B/2D/3A/4C


UNIT 6 Family d

SUGGESTED PROCEDURE: Point out to learners that they don’t have to write in English for the exam, but that they will be expected to use these kinds of sentences during the interview. Give learners about five minutes to do this alone and then compare with a partner. POSSIBLE ANSWERS

A He’s young / handsome. He’s got short / dark hair. B He’s old / fat.

He’s got short / grey hair.

C She’s fair / old.

She’s got short / fair hair.

D She’s young / pretty.

She’s got long / dark hair.

e

SUGGESTED PROCEDURE: Learners can open their books again for this activity so that they can refer to the vocabulary list. Also, bring their attention to the Focus box which includes information about two useful words for qualifying adjectives. Demonstrate the task first by describing a member of the class and asking learners to guess who it is. Then divide the group into pairs to do the same. ANSWERS


SUGGESTED PROCEDURE: Explain to learners that they are going to hear an extract from a typical conversation in the exam. Ask them to read through the dialogue once, ignoring the gaps, and tell you what they are talking about (in general). Then ask them to read through again and make guesses as to what the missing words are. Finally, play the audio and let them complete the gaps. You may have to play the audio a couple of times. ANSWERS

1 blond / 2 quite / 3 like / 4 very / 5 dark / 6 brown b

SUGGESTED PROCEDURE: This task focuses on a question type that is quite common in the exam: ‘What does he/she look like?’. If learners don’t know the expression, explain to them that it refers to someone’s appearance.

Then ask them to do the matching exercise. Ask questions about famous people: What does Johnny Depp / Angelina Jolie / Robbie Williams / Keira Knightley look like? ANSWERS

1b/2c/3a c

SUGGESTED PROCEDURE: Demonstrate by asking a good learner from the class a couple of questions about what people in his/her family look like. Then organise the class into pairs to do the same. Some learners might find this kind of open ended question more difficult. To help them, you could write these prompts up on the board for them to refer to: Hair: blond / dark / long / short Body: tall / short / fat / thin / medium height / average weight Other: ugly / handsome / pretty / strange ANSWERS

Open answers 3 page 33

SUGGESTED PROCEDURE: Remind learners that they don’t need to worry too much yet about the grammar of forming questions, but that they should be familiar with these questions as set phrases because they are quite commonly asked in the exam. Give them five minutes to work through this alone before comparing with a partner and finally listening to the audio to check. a ANSWERS

1 How many people are there in your family? / 2 Have you got any aunts or uncles? / 3 What are their names? / 4 How old are they? / 5 What’s your father’s name? / 6 What does he look like? / 7 How old is he? / 8 Tell me about your mother. Play the audio one more time so that learners can answer. The best way to do this is probably to pick out individual learners to respond to each question. Go through this at least twice so that everyone gets a chance to answer.

25


2 b E SUGGESTED PROCEDURE:

D This is similar to the Communication Task on page A R 31, so its a good idea to mix up the class to make G sure that everyone is speaking to someone they

haven’t worked with recently. Tell learners to get as much information as they can about their partner’s family: names, ages and what they look like. ANSWERS

REVIEW UNITS 1a page 34 ANSWERS

Family members (any order) mother / grandma / sister / father / auntie / brother Animals (any order) spider / donkey / mouse / rabbit / duck / goose

Open answers

b

c

ANSWERS

SUGGESTED PROCEDURE: Again, mix up the class so that everyone is working with a new partner. Learners should then describe the family that they have just got information about to their new partner. Finish off by asking one or two learners to report back to the whole class on the family they learned about in part b).

5-6


1 ’ve got / 2 ’ve got / 3 ’ve got / 4 has got / 5 has got / 6 hasn’t got / 7 ’ve got / 8 ’ve got b

ANSWERS

ANSWERS

Open answers

Open answers c ANSWERS

1f/2b/3d/4c/5e/6a 3a page 35 ANSWERS

1 How many children are there? / 2 How many boys are there? / 3 What colour is his shirt? / 4 What colour is his hat? / 5 Has the woman got a hat? / 6 Do they have sheep? / 7 Are there any ducks? / 8 How many cows are there? b ANSWERS


1 thirty-two + eighteen = fifty / 2 fifteen + thirtyone = forty-six / 3 twenty-one + thirty-eight = fifty-nine / 4 twelve + thirty-four = forty-six b ANSWERS

Open answers

26


UNIT

7

At home

different ways, each time changing the main stress. Elicit from learners what you’re doing and how it can change the meaning of a sentence.

Lesson A Where do you live?

After playing the audio, you could drill these sentences with the whole group. Divide the class into two groups. Play the audio again.

1a page 36

d



You could ask learners to do this straightforward matching exercise in pairs. Follow up by asking them to close their books. Draw a simple plan of your house on the board and ask them to identify the rooms by asking ‘What’s this?’ and pointing to the various rooms. You may need to pre-teach the word ‘floor’ as it will come up again on page 40. Then put learners into pairs and ask them to draw plans of their own houses and to ask each other about them:

Ask learners to complete the first row of the table for themselves. Then tell them to get information from two other friends in the class. If you have space, this can be done as a mingling activity where learners move around the room and interview each other. At the end, ask one or two learners to report what they noted down. For example ‘Justine lives in a flat. He’s got three bedrooms.’

Student A: What’s this?

Open answers

Student B: It’s the bathroom. etc. ANSWERS

1 bathroom / 2 bedroom / 3 balcony / 4 garden / 5 kitchen / 6 living room / 7 stairs / 8 garage b

SUGGESTED PROCEDURE: First ask learners to look at the three photos and ask them questions such as: Is this a flat/house? Is this/it a big flat/house? Is there a garden? Are there any trees?

ANSWERS

2a page 37

SUGGESTED PROCEDURE: This focuses on the ‘there is/there isn’t’ and ‘there are/there aren’t’ structures that learners are expected to know for the exam. Point out to learners that each question has two possible answers (negative and positive). Before moving on to the next part of the task, concept check the two structures by asking learners which refers to singular items (there is/isn’t) and which refers to plural items (there are/aren’t). ANSWERS

1a&d/2c&b

How many floors are there? Now tell learners that they are going to hear three people talk about their homes and that they must match the names with the photos. You may have to play the audio a couple of times. ANSWERS

1C/2B/3A c

SUGGESTED PROCEDURE: Beforehand, explain the concept of sentence stress with a few simple examples on the board. For example, write ‘This is my room.’ and say it in

b

SUGGESTED PROCEDURE: Learners should do this alone. Point out that this is an extract from the audio they heard in exercise 1 – this will help them decide whether to use the negative or positive form. Once they have completed the exercise, ask learners to compare their answers with a partner. Finally, play the audio from exercise 1, part b) again to allow learners to check. ANSWERS

1 There aren’t / 2 there are / 3 there isn’t / 4 There are / 5 There’s / 6 there isn’t

27


UNIT 7 At home 2 3a Communication Task , page 37 E SUGGESTED PROCEDURE:

D Demonstrate the task with one of the stronger A R learners in the class so that the rest of the class G understand what they have to do. As you monitor, listen out for use of ‘there is / there are’ and the question forms of these. ANSWERS

Open answers b

SUGGESTED PROCEDURE: This is an information gap activity. In pairs, students draw a plan of their house like the diagram in a). Then students sit opposite each other and talk about their houses. An extension to this could be to get students to draw a plan of their dream/ideal house! Be ready to give extra vocabulary such as swimming pool, gym and Jacuzzi! ANSWERS

Open answers

Lesson B My house 1a page 38

SUGGESTED PROCEDURE: This listening task is a way to present the language that learners are expected to know, and to provide some listening practice of native speakers for learners. Begin by asking learners to look at the table and explain to them that they will hear a boy called Rob Young talking about his house and his neighbour’s house. Ask questions to make sure that they understand how the information in the table is organised. For example: How many floors are there in the Shaw’s house? Is there a dining room in the neighbour’s house? Once they understand how the table works and what information they need to find out, play the audio. You may need to play the audio a couple of times. You could ask learners to complete the first column on the first listening and the second column on the second listening. After the second listening, go through the answers together ANSWERS

The Young’s house

The neighbours’ house

Floors

2

13

Bedrooms

23

5

Bathrooms

1

32

Dining room

4 no

Garden

big

yes 5 small

b

SUGGESTED PROCEDURE: Draw learners’ attention to the focus box which summarises the determiners. Elicit from learners when we use our and their . Point out that this gap fill exercise is an extract from the audio, so it is Rob Young speaking. Ask learners to read through once without filling in the gaps. Then read through a second time, this time filling the gaps with our or their . When everyone is ready, play the audio to check. ANSWERS

1 Our / 2 Their / 3 our / 4 their / 5 their / 6 our

28


UNIT 7 At home c

POSSIBLE ANSWERS

Ask learners to read the dialogue in the bubbles and tell them that they will have a similar conversation with their partner. Write on the board the structures that you want learners to pr actise during the conversation:

(accept other reasonable possibilities)

There is /isn’t Their house has / hasn’t got There are / aren’t Our house has / hasn’t got Learners should use the table in part a) for reference. This will help them to organise their thoughts and provide structure to the conversation. Give learners a few minutes on their own to think about how their house compares with the Young’s house. Then demonstrate the task by choosing a learner to speak to while the rest of the class listen. Partners need to take turns in making comparisons, like this:

kitchen

living room

bowl, cooker, cupboard, drawers, fork, fridge, knife, sink, spoon, table, glass

armchair, lamp, mirror, picture, rug, sofa, tv

bedroom

bathroom

poster, bed, drawers, rug, wardrobe

rug, bath, mirror, towel

b


Learner B: There isn’t a dining room in their house. There is a dining room in our house.

Make sure learners do this with closed books. Demonstrate with a learner and then get pairs to do the same. Each partner should name the contents of a different room. A follow up activity could be to ask learners to bring in photos of rooms in a house cut out from magazines and catalogues or downloaded from a website. Ask learners to see how many objects in the picture they can name or how many objects from the list in this exercise they can find in the photos.

Learner A: There is a...

ANSWERS

Give learners about three minutes to talk together. As they talk, monitor and listen out for errors, particularly in the target structures.

Open answers

Learner A: Their house has two floors. Our house has one

ANSWERS

3a page 39


2a page 38

Ask learners to listen again to Rob Young and to complete the first three sentences with some or any.


ANSWERS

Ask learners to close books and call out any household objects that they can name in English while you write them up on the board. Then ask them to open their books and do the sorting exercise – first alone and then compare with a partner. An alternative approach could be to make this into a game. Ask pairs to organise the words into the four groups as quickly as they can. The first pair to finish is the winner.

1 some / 2 any / 3 some

Open answers

b

SUGGESTED PROCEDURE: Now elicit from learners the rules of usage for some (positive) and any (negative). Now ask learners to complete the rest of the sentences – first alone, then check with a partner then check altogether. ANSWERS

1 some / 2 any / 3 any / 4 some / 5 any

29


UNIT 7 At home 2 c E SUGGESTED PROCEDURE:

D Give learners a few minutes to jot down notes in A R their notebooks about three rooms in their house. G Then ask them to close their notebooks and do the

b


ANSWERS

Now ask learners in pairs to ask each other the same questions, but giving their own answers. Finally, play the second audio for this task, which has the examiner’s questions without the candidates answers. Pause after each question and choose a learner from the group to answer. Play the audio a couple of times so that as many learners as possible from the class get to answer.

Open answers

ANSWERS

pair work. Demonstrate what they have to do by asking one of the stronger learners in the class to speak to you while everyone listens – or you describe a room in your house.



c

The aim of this exercise is to encourage learners to give longer answers to examiners’ questions rather than simply giving one word ‘yes’ or ‘no’ answers. Ask learners to do the matching activity alone before going through the dialogue with the audio.


ANSWERS

1 we live in a flat / 2 our house has got five bedrooms / 3 but there’s a balcony / 4 we’ve got a big kitchen and we eat there

30

Remind learners that the point of this exercise is to practise giving longer replies to examiners’ questions. Don’t let them say only ‘yes’ and ‘no’. Divide the group up into pairs, with Student A playing the examiner. Then they swap roles. ANSWERS

Open answers


UNIT

8

Belongings Lesson A My things 1a page 40

SUGGESTED PROCEDURE: Make a game out of this task by asking learners to do it in pairs and as quickly as they can. The pair who finishes first – and all correct – is the winner. Alternatively, once learners have gone through the task and you’ve checked answers altogether, you could play a team game such as ‘pictionary’: Divide the class into two teams. Invite a member of the team up to the front of the class. Whisper a word from the list to them. They have one minute to draw or mime the object so that their team mates can guess what the item is. ANSWERS

1 poster / 2 bed / 3 electronic game / 4 rug / 5 drawer / 6 books / 7 toys / 8 CD player / 9 desk / 10 chair / 11 watch / 12 wardrobe / 13 mobile phone / 14 computer b

SUGGESTED PROCEDURE: Demonstrate the task by addressing questions like those listed to the whole class, then divide the class into pairs to do the task. The aim is to revise a variety of language from previous units, so make sure that learners use all the question types listed as they speak to each other. You follow up by asking learners, in pairs or threes, to tell each other about their rooms at home and how they compare with the picture. Write the following prompts up on the board: In my room ... there is/isn’t I’ve got... / I haven’t got...

c

SUGGESTED PROCEDURE: Explain to learners that two girls share this room: Gwyneth and her sister Emma. Tell them that they will hear Gwyneth talking about some of the things in the room. Learners need to hear the audio twice: First listening: listen once and circle the things Gwyneth mentions. (orange bed / blue bed / CD player / posters / soft toys / mobile phone / watch / electronic game/computer) Second listening: Ask learners to listen to Gwyneth again and write G next to her things and S next to her sister’s things. ANSWERS

Gwyneth’s things: blue bed CD player soft toys computer Her sister’s things: orange bed posters mobile phone watch electronic game 2a page 40

SUGGESTED PROCEDURE: Learners are expected to understand and use these possessive pronouns in the exam. Give learners a minute or so to go through the exercise before checking altogether. Follow up with a drill to consolidate their understanding of the pronouns. Ask learners to close their books. Do a simple prompt and response drill, using the same pattern used in the exercise they’ve just done: Teacher: It’s your computer. Learners: It’s yours.

Give learners an example by describing your room at home. Then ask pairs to tell each other. ANSWERS

Open answers

Teacher: It’s their game-boy. Learners: It’s theirs. ANSWERS

1b/2f/3a/4c/5d/6e

31


UNIT 8 Belongings 2 b

E ANSWERS D 1 mine / 2 yours / 3 his / 4 hers / 5 theirs A R c G

belong to. As you monitor, make sure that learners are using the pronouns and not just saying ‘the girl’ or ‘the boy’. ANSWERS


To help learners appreciate the difference between the voiced /z / sound and the unvoiced /s / sound, get them to say the sounds with three fingers resting gently on their throat. When they say /z /, they will feel the vibrations.

A

B

C

ANSWERS

CD player

brush

radio

Listen and repeat

pencil case

mobile phone

soft toys

d

comb

pens

hat


pencils

posters

computer

Note that learners are not expected to know or use ‘whose’ for the exam, but it is useful for practising the possessive pronouns here. If they don’t know the word yet, ask them to read the dialogue in the bubbles on page 41. Can they work out what it means?

watch

ruler

mirror

ANSWERS

Open answers 3 Communication Task , page 41

SUGGESTED PROCEDURE: This is a simple information gap activity where learners have to learn from their partner who each of the objects in the box belongs to. In order to do this, learners need to be able to ask simple questions using ‘be’ and the possessive pronouns. For example: Is the brush hers? If this is new to your learners, explain to them that the question is formed simply by inverting the subject and ‘be’. You may want to practise this with a few drills like this: Teacher: The brush is hers. Learners: Is the brush hers? Now show learners the photos of the children and ask them what pronoun matches with each: his, hers or theirs? Divide the class into pairs and ask the As to go to page 63. Each learner now has different information under the photos and they must ask each other about who the remaining objects

32

magazines


UNIT 8 Belongings

Lesson B Where is it?

b


1 page 42

Draw learners’ attention to the picture on page 42. As revision of the vocabulary from previous units, point to objects in the picture and ask learners exam style questions like the following: 31

Demonstrate what learners have to do by choosing a volunteer from the class to work with you on a few examples. Divide the class into pairs, Student A asks five questions and then they swap roles. Remind them that they can ask about the picture and/or their classroom.

What’s this?

What colour’s the...?

ANSWERS

Is this a...?

Are there any...?

Open answers

How many...are there?

Is there a...?

3a page 43


Now ask learners to do the gap fill task using prepositions from the box. They should do this alone at first, then compare with a partner before listening to the audio to check. You may want to play the audio again and pause for learners to repeat. ANSWERS

1 next to / 2 between / 3 under / 4 in / 5 in front of / 6 behind 2a page 42

SUGGESTED PROCEDURE: You could follow this up with a simple memory game: Have some objects that learners can name in English on the teacher’s desk. Ask learners to say where things are using prepositions. Then the class to close their eyes while you change the position of things on the desk. When ready, ask learners to open their eyes and tell you what’s changed. This can also be played in pairs. ANSWERS

SUGGESTED PROCEDURE: The focus of this task is giving short answers using either the verb ‘be’ or ‘there is/are’. Examiners will be looking for candidates ability to use these forms rather than simply giving ‘yes’ or ‘no’ answers. Write the following on the board and ask learners – working in pairs – to find the correct match:

1b/2c/3e/4a/5d b

SUGGESTED PROCEDURE: Demonstrate the task with one of the stronger learners and then let the rest do it in pairs. Monitor for correct use of prepositions. ANSWERS

1 Is there a teacher in the class? A No, there aren’t.

Open answers

2 Are there elephants in the class?

B Yes, it is.

4a page 43

3 Is this your house?

C Yes, there is.


4 Is this your school?

D No, there isn’t.

Students should do this on their own, then check with a partner before going through it together.

After a minute or so, go through the matches together. Point out that if the question begins with one form, the answer should use the same form. Now tell learners that they are going to read questions about the picture in the previous exercise and that they must write down the correct short answer. ANSWERS

1 No, there isn’t. / 2 Yes, it is. / 3 No it isn’t. / 4 No, there isn’t. / 5 Yes, there are.

ANSWERS

1b/2a/3a/4b/5b b

SUGGESTED PROCEDURE: Organise the group into pairs. Give Student A three minutes to ask questions while Student B answers, then get pairs to swap roles. ANSWERS

Open answers

33


2

REVIEW UNITS

E D A 1a page 44 R ANSWERS G

7-8

1 2

3

C U P B O A

5

A R 4M C H A I O B 7 I D L 8 9 E E F 10 C O M P U T E R W H I W O D W N G W E E b

4a page 45

ANSWERS

ANSWERS

Open answers

1d/2e/3c/4a/5b

2a page 44

b

ANSWERS


Open answers

Go round the class asking individual students question like those in part a). Then ask pairs to take turns asking and answering similar questions.

b ANSWERS

1 aren’t / 2 between / 3 next to / 4 mine / 5 yours / 6 her 3a page 45 ANSWERS

Correct sentences: 1; 3; 6; 7; 8 b ANSWERS

Open answers

34

W A T C H A R D D R O B E 6S K P O O N

ANSWERS

Open answers


UNIT

9

Days and months Lesson A My week

answers with a partner. Play a second time and then check. ANSWERS

1 Sunday / 2 Tuesday / 3 Saturday / 4 Wednesday / 5 Thursday c

1a page 46



Now ask learners to see if they can remember what time of day Mike does the various activities. Point out that two answers are possible for the same day – for example afternoon and evening. Once they have read through and marked what they think is correct, play the audio to check.

With closed books, see how many of the days of the week learners can remember. Do various choral drills such as: From Monday to Sunday, From Sunday to Monday (i.e. backwards).

ANSWERS

Divide the class into two groups – each group says an alternate day. Watch out for common pronunciation problems, such as:

1 Sunday evening

Monday – the first vowel sound should be very short.

0 Monday morning

Wednesday – is pronounced /wenzdei/.

3 Saturday morning

Then ask them, ‘What day is it today?’. Encourage the full answer ‘It’s...’ . You could also drill this by using flash cards. Repeat the question to the class, but each time hold up a new day and their answer should change accordingly.

4 Wednesday afternoon

Now ask learners to open their books and complete the diary with days of the week. Give them a minute or so and then use the audio to check and repeat. Follow by asking a student, ‘My favourite day is Saturday but I don’t like Monday. What about you?’. The learner you choose answers and then turns to the student next to them and asks the same question. Each student in turn answers and asks the next.

2 Tuesday afternoon

5 Thursday evening d

SUGGESTED PROCEDURE: Ask learners to look at the activities listed in the box for this exercise. Do they know what they all mean? Can they add any other daily/weekly activities to the list? Give an example by talking about yourself and your week. Point out that we use the preposition ‘on’ with the days of the week. Then get learners to talk to each other for a minute or so about their week. Ask them to use all the activities listed in the box for this exercise, plus others they know how to say in English.

ANSWERS

ANSWERS

1 Tuesday / 2 Wednesday / 3 Thursday / 4 Friday / 5 Sunday


b



These are all common activities that learners should be able to mention at this level. Give them a few moments to match the pictures to the activities, then ask them if they know any others to add to the list.

Give learners a few moments to read through the exercise and look at the pictures. Tell learners that they only have to listen out for the days – not the times of day – that Mike does things. Point out the that days are not in order from left to right. Play the audio once. Let learners compare their

ANSWERS

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

35


UNIT 9 Days and months 2 b E SUGGESTED PROCEDURE:

D Point out the third person forms. It’s worth A R spending time on whole class drills to practise this. G ANSWERS

activities and little tick boxes, then they must find out from their partner what the correct choice is. You may need to drill the question form a couple of times before learners get started: What does...do on....?

1 plays / 2 doesn’t / 3 Does / 4 play

What do...do on...?

c

Demonstrate what learners have to do by choosing a good learner from the class to work with you on a few examples.

SUGGESTED PROCEDURE: First of all draw learners’ attention to the grammar table describing present simple. Note that learners are not expected to form questions in the exam, but they are expected to recognise and understand them. The table is simply provided for reference, but if you think its necessar y, you could do substitution drills to practise the form.

Saturday Morning

Afternoon

Daniel

play chess

watch tv

Adriana

play violin

watch tv

Their parents

go shopping

watch tv

Sunday

To demonstrate the task, write the following on the board: mum Monday work dad Tuesday read we Wednesday go brother Thursday shopping Ask a learner to come up to the board to help you. Ask the learner to cross off the words from the list as you say them. Now begin to talk about your week: ‘On Monday morning my dad works. On Tuesday...’ Now divide the class into pairs and ask them to do the same. Student A talks and tries to use all the words in the boxes while Student B crosses them off. Tell learners not to worry about telling the truth – just making correct sentences. When all the words have been crossed off the list, the pair swaps roles and it is Student B’s turn to talk while Student A crosses words off the list. ANSWERS

Open answers 3 Communication Task , page 47

SUGGESTED PROCEDURE: This is another information gap activity where learners have to share information in order to complete the table. Explain to learners that each student has some information about what the family does, but where there is a choice of two

36

Morning

Afternoon

Daniel

sleep

do homework

Adriana

play football

meet friends

Their parents

do gardening

listen to music

Lesson B When’s your birthday? 1a page 49

SUGGESTED PROCEDURE: Before they open their books, see how many of the months learners can remember – ask them to call the names out to you. Then get them to complete the diary on page 48 with the months. Then play the audio for them to check. Follow up with pronunciation work focusing on word stress. Ask learners to mark where the main stress lies in each month. e.g. JANuary. Ask them to compare with a partner and then play the audio once again for them to check. See Procedures file for speaking drills. ANSWERS

1 April / 2 June / 3 July / 4 September / 5 November / 6 December


UNIT 9 Days and months b

SUGGESTED PROCEDURE: Students should put the notes onto the diary pages from the previous exercise, according to what’s true for them and their family. Give them a few minutes to complete this and then show them an example of what to do for exercise c) by asking a few questions to one of the stronger learners in the class. You could help learners form questions by putting these prompts up on the board: When is...?

When do...?

When does...?

Also, remind learners that we say ‘in’ for months, not ‘on’. As you monitor, don’t worry too much about mistakes with question formation because this is not necessary for the exam. ANSWERS

Open answers c ANSWERS



can hear the endings. Once they’ve completed the table, ask them to compare with a partner. Then play the audio in order to check. Play the audio a second time and pause to allow learners to repeat what they hear – get them to exaggerate the endings a little so that they get a feel for the sounds. Group 1 – /s /

Group 2 – /z /

Group 3 – /z /

starts

swims

finishes

likes

plays

closes

eats

opens

washes

3a page 49

SUGGESTED PROCEDURE: Remember that candidates for this level don’t need to be able to form questions like these, but they should recognise and understand them. Point out to learners that... Is...? Do...? Does...? Are...? When...? Where...? What...?

asks for a ‘Yes’ or ‘No’ answer

asks for a time asks for a place asks for a thing

The focus of this task is the three ways to pronounce third person endings for present simple verbs. Each sentence about Alison is an example of one of the third person endings. First, simply ask learners to make matches so that the sentences make sense. Then play the audio for them to check their answers.

Give learners a few minutes to do this alone and then to compare. Finally, play the audio for learners to check their answers.

Point out to learners that each verb ends in a slightly different sound: /s / /z / /z /.

b

Play the audio again and ask them to listen out for these differences and see if they can match the verb with the sound.

Give learners a few minutes to think about how they might answer each question. Then put learners into pairs to ask each other questions from the list (Student A the odd questions 1,3,5 etc. and Student B the even questions 2,4,6 etc). Now play the audio, pausing after each question and asking one learner each time to answer.

ANSWERS

1c/2a/3b b

ANSWERS

1 What / 2 Is / 3 Is / 4 When’s / 5 When’s / 6 When / 7 Do / 8 What / 9 What / 10 What / 11 Do / 12 Does


SUGGESTED PROCEDURE: Now ask learners to sort the group of words into the three categories according to their pronunciation. They should do this on their own – encourage them to say the words to themselves so that they

37


10

2

UNIT E D A R G Lesson

Pets A The pet shop

1a page 50

SUGGESTED PROCEDURE: With closed books, see how many animals learners can name in English and write them on the board. Then ask pairs to group the animals into categories: pets / wild / farm / can walk / can fly / can swim etc. Ask learners if they have pets. Now ask them to open their books and look at the picture on page 50 and do exercise a) individually, then check with a partner. The focus is a review of plural forms. Draw learners’ attention to the focus box which has a reminder of common irregular plurals. ANSWERS

1 eight / 2 two / 3 nine / 4 eleven / 5 five / 6 four / 7 three / 8 six b


2a page 51

SUGGESTED PROCEDURE: Ask learners to close their books. Point to your ears, nose legs etc. and ask learners to call out the correct words. Now ask learners to open their books to page 51 and look at the list of words for part a). Can they find 3 words that were not mentioned when you were asking them to call out? They should find ‘wing’, ‘beak’ and ‘tail’. Now ask them to do the labelling activity together with a partner. ANSWERS

1 wing / 2 head / 3 beak / 4 eye / 5 ear / 6 nose / 7 tail / 8 mouth / 9 leg / 10 foot b

SUGGESTED PROCEDURE: This practises imperative forms that examiners often use in the interview. Give a few examples of what learners have to do and then get pairs to work together, taking turns at giving orders. Point out the Focus box information about the determiner ‘its’ and remind learners about the other determiners they learned in Unit 3, Lesson B. You could follow up by playing the children’s game ‘Simon says’. See Unit 4, Lesson A for more details.

Ask learners to do the matching alone and then compare with a partner before going through the exercise altogether. This is revision of typical question types from the exam.

Open answers

ANSWERS


1c/2d/3a/4b c

SUGGESTED PROCEDURE: Provide an example of what learners have to do by directing a few questions to one of the stronger learners in the class. Then organise the group into pairs. Student A asks four questions, then Student B asks four questions. Don’t accept only ‘Yes’ or ‘No’ (one word answers). ANSWERS

Open answers

ANSWERS

3a page 51

First ask learners to look at the photos and in pairs make guesses about what animals they are and then feedback to the rest of the class. Then play the audio. Once you’ve gone through the answers together, ask learners what words they heard that helped them find the correct animal. ANSWERS

1 goldfish (key words – tail / hasn’t got wings / swims) 2 snake (key words – long and thin / hasn’t got legs) 3 mouse (key words – tail / small / white)

38


UNIT 10 Pets b

SUGGESTED PROCEDURE: Ask learners first to read through the dialogue in the bubbles so that they know what they have to do. Give an example yourself by describing one of the animals and asking learners to guess. Now pairs do the same. ANSWERS

Open answers c

SUGGESTED PROCEDURE: This is simply a continuation of the previous exercise. Learners could describe animals from the book, farm animals or any other animals that they know the name of in English. ANSWERS

Open answers 4a Communication Task , page 51

SUGGESTED PROCEDURE: This is another information gap style activity. The aim is to find out what animals are in all the boxes in the pet shop. Student A knows what animals are in 4 of the boxes, while Student B knows what animals are in the other 4 boxes. To find out what animal lives where, they need to ask each other questions. Students shouldn’t say what the animal is, but describe it using descriptions practised in the previous exercise using adjectives of size, colour and parts of the body. You might need to demonstrate what learners have to do. Do an example with one of the stronger learners in the class.

Lesson B Are they playing? 1a page 52

SUGGESTED PROCEDURE: These are common verbs that learners should know at this level. Learners should match and then compare with their partner before going through the answers together. You could follow up with flashcards showing other verbs and elicit/teach these too: read, write, walk, run, jump, open, close, sing are all appropriate for this level but choose verbs that you can use to talk about animals. ANSWERS

A play / B eat / C sleep / D swim b

SUGGESTED PROCEDURE: Tell learners they are going to hear extracts from a typical interview. Play the audio a couple of times, then ask learners to compare with their partners and tell each other why they chose what they did. When you go through the answers together, ask learners to say what they heard that helped them find the right picture. ANSWERS

1C/2B/3D/4A c

SUGGESTED PROCEDURE: For this level, candidates are not expected to produce Present Continuous, but they are expected to understand questions in the Present Continuous and to be able to give shor t answers. For example:

ANSWERS

Is she reading?

1 mice / 2 parrot / 3 rabbit / 4 goldfish / 5 snake / 6 tortoise / 7 puppy / 8 kitten

Yes, she is. Ask learners to complete the three sentences with the missing words and then play the audio to check. ANSWERS

1 Is / 2 Is / 3 Are d

SUGGESTED PROCEDURE: This table completion task gets learners to focus on the form of present continuous, but it is just as important that you help learners understand the

39


UNIT 10 Pets 2 meaning of this verb form – at this level the focus E is on present continuous for actions happening at D the time of speaking, or for describing actions in A photographs and pictures.

R ANSWERS G 1 Is / 2 Are / 3 am / 4 is / 5 are / 6 am not (’m not) / 7 is not (isn’t) / 8 are not (aren’t)

SUGGESTED PROCEDURE: You don’t need to spend too much time on the grammar of question formation, which can be difficult for young learners. However, make it clear that word order plays and important role in English in signalling questions.

e

ANSWERS


1 What are they?

Once learners have done this exercise, follow up with a drill which will help make the short answer forms come more automatically to learners.

2 What colour is your puppy?

ANSWERS

5 Is he sleeping now?

1 she isn’t. / 2 they are. / 3 he isn’t. / 4 they are. / 5 you aren’t. / 6 I am.

b

2a page 53

SUGGESTED PROCEDURE: Demonstrate what learners have to do by asking the class questions like those in the dialogue bubbles. ANSWERS

Open answers b

3 What are they called? 4 Has he got a tail?

SUGGESTED PROCEDURE: The aim of this exercise is to encourage learners to give slightly more extended answers to examiners’ questions. Once they have completed the exercise, discuss with learners what other ways the candidate could have elaborated on his answers. Ask learners in pairs to look at the dialogue again and add their own ‘extensions’ to the candidate’s answers. Get examples from one or two learners by way of feedback at the end.


ANSWERS

The focus here is on rising intonation used in closed questions like these. You can ask learners to try and copy the intonation pattern, but at this stage the important thing is mainly to raise awareness that intonation patterns like these exist and are a feature of the language as much as vocabulary and grammar.

1a/2b/3c/4d/5e

c

SUGGESTED PROCEDURE: This can be a team game where a member from each team mimes an action to the other members who have to guess what the action is. Team members: Are you running? Student who’s miming: No, I’m not . etc. ANSWERS

Open ended

40

3a page 53

c

SUGGESTED PROCEDURE: If learners don’t have a pet, they can talk about a pet they would like to have or about a friend’s, neighbour’s or relative’s pet. ANSWERS

Open answers


REVIEW UNITS

9-10

1

F 1a page 54 2 M R ANSWERS O I 3 4 5 A J W E D N E S D A Y 6 7 T U E S D A Y D A S G N A Y A 8 10 U T H U R S 9D A Y F T S A E E U 11 T R C N O V T T B T R Y E R D M U A B A Y 12 S E P T E M B E R R Y b

3 page 55

ANSWERS


Open answers

Go round the class asking individual students questions from the list. Then put learners in small groups and ask them to take turns asking and answering questions.

c ANSWERS


Open answers

ANSWERS

1 B / 2 C, F, B / 3 C, F, B / 4 C, F, B / 5 F / 6 D / 7 D / 8 E / 9 A / 10 A / 11 E / 12 C, F, B / 13 D, F / 14 D, / 15 F / 16 E / 17 A / 18 C, F, B

b ANSWERS

1 is / 2 not / 3 are / 4 go / 5 never / 6 usually, sometimes, never etc / 7 doesn’t / 8 watch

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Recording scripts 2

Boy: Hi! I’m Gary. I’m from England. I’m nine. Girl: Hello! I’m Sophie. I’m from Australia and I’m ten. Boy: Hello! My name’s Fabio, but I’m not from Italy. I’m from Canada. I’m eight years old. Girl: Hello. My name’s Olga. I’m from Russia. I’m nine. Girl: Hi. My name’s Carmel. Girl: And I’m Maria. We’re ten and we’re from Spain. Boy: Hi. I’m Win. Boy: And I’m Jason. Boys: We’re eight and we’re from Hong Kong. All together: Nice to meet you! Bye! 3

1 Examiner: Hello! Boy: Hi! 2 Examiner: What’s your name? Girl: Alice. 3 Examiner: Nice to meet you! Boy: Nice to meet you, too. 4 Examiner: How are you? Girl: I’m fine, thanks. 5 Examiner: Goodbye! Boy: Bye! 4

Boy: Hello! Girl: Hi! Boy: What’s your name? Girl: Parveen. Boy: Where are you from, Parveen? Girl: I’m from India. Boy: Nice to meet you. Girl: Nice to meet you, too. 5

One / Two / Three / Four / Five / Six / Seven / Eight / Nine / Ten

6

Hello! Good morning. Take a seat. What’s your name? Nice to meet you. Where are you from? How old are you? Goodbye!

1 2 3 4 5 6 7 8 7

A Boy: This is Kim. Girl: How old is he? Boy: He’s two. B Boy: Hi. My name’s Abdul. Girl: Hello Abdul. How old are you? Boy: I’m ten. C Girl: These are my children Jan and Monika. Boy: How old are they? Girl: They’re five and seven. D Girl: This is me and my twin sister. Boy: How old are you? Girl: We’re nine. E Boy: This is my friend, Anna. Girl: How old is she? Boy: She’s eight. F Boy: This is my cat. Girl: How old is it? Boy: It’s four years old. 8

I’m nine. She’s from France. We aren’t from Hong Kong. My name isn’t Maria. It’s Mary. My name isn’t John. They aren’t Italian. I’m fine, thanks. He’s from India.

1 2 3 4 5 6 7 8 9

1 he’s 2 she’s 3 it’s

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4 you’re 5 we’re 6 they’re


Recording scripts 10

In a pencil case Pen / pencil / ruler / eraser / sharpener In a school bag Book / calculator / dictionary / notebook / pencil case Furniture Cupboard / desk / chair People Student / teacher 11

Eleven / Twelve / Thirteen / Fourteen / Fifteen / Sixteen / Seventeen / Eighteen / Nineteen 12

Example Eleven pencils 1 Thirteen watches 2 Fifteen classes 3 Twelve pens 4 Sixteen boys 5 Fourteen dictionaries 13

1 /s / – books 2 /z / – teachers 3 /z / – watches 14

1 /s / Books / Desks / Student / Pencils 2 /z / Teachers / Erasers / Dictionaries / Boys 3 /z / Watches / Boxes / Classes / Pencil cases 15

4 Examiner: What are these in English? Girl: Rulers. 5 Examiner: What’s this in English? Boy: An eraser. 6 Examiner: Are you from Spain? Girl: No, Portugal. 16

1 Examiner: Is your name Helen? Girl: Yes, it is. 2 Examiner: Are you from Spain? Boy: No, I’m not. 3 Examiner: Is this a computer? Girl : No, it isn’t. 4 Examiner: Is he eleven? Girl: Yes, he is. 5 Examiner: Are these pencil sharpeners? Boy: Yes, they are. 6 Examiner: Are these rulers? Girl: No, they aren’t. 17

Hello! Is your name Sam? Are you from Greece? Are you eleven? Is this your classroom? How many students are there in your class? 18

1 2 3 4 5 6 7 8

What’s this? What are these? Is this a pencil case? Is this a pencil sharpener? Are these notebooks? Are these pens? How many are there? Is this your pencil case?

1 Examiner: Are you eleven? Girl: Yes, I am. 2 Examiner: Is she your teacher? Girl: Yes, she is. 3 Examiner: Is this a pen? Girl: No, it isn’t.

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Group 1 – one syllable Coat / belt / jeans / gloves / dress / socks / shoes / scarf / skirt / shirt / hat / shorts Group 2 – two syllables Jumper / trousers / T-shirt / jacket / glasses / trainers 20

1 2 3 4 5 6 7 8 9 10 11 12

brown shoes a green shirt pink glasses a yellow skirt white shorts a red hat a blue t-shirt black trousers a purple dress grey socks a beige coat a orange scarf

21

this / these 22

1 Examiner: What’s this? Girl: It’s a hat. 2 Examiner: What are these? Girl: They’re shorts. 3 Examiner: What colour is it? Girl: It’s purple. 4 Examiner: What colour are they? Girl: They’re black. 5 Examiner: Are those shoes red? Girl: No, they aren’t. They’re orange. 6 Examiner: Is that a blue shirt? Girl: Yes, it is. 23

1 Examiner: What colour is her hat? Boy: It’s red and white. Examiner: And her gloves? What colour are they?

44

Boy: They’re red and white, too. Examiner: And what colour’s her scarf? Boy: Her scarf? Um... that’s white. 2 Examiner: What colour is his t-shirt? Girl: Um, it’s red, I think. Examiner: And his hat? What colour is it? Girl: His hat is... blue, I think. Yes, it is blue. 3 Examiner: And what colour are their shirts? Girl: Their shirts? Um, they’re blue. Examiner: What colour are their hats? Girl: They’re blue and red. 24

What’s this? What are these? Is this a hat? What colour is it? What colour are his trousers? What colour are my shoes?

1 2 3 4 5 6 25

1 Head 2 Eye 3 Ear 4 Foot 5 Hair 6 Nose 7 Leg 8 Teeth 9 Mouth 10 Finger 11 Hand 12 Arm 26

1 2 3 4 5 6 7 8 9

Give me a pen. Come here. Open your book. Point to the door. Go to the window. Touch your nose. Stand up. Show me your ears. Sit down.


Recording scripts Examiner: Where’s Bob from?

27

1 2 3 4 5 6 7 8

He’s tall and thin. Her hair is long. It’s big and fat. She’s small and very young. It’s thin and fast. She’s old and her hair is short. His hair is short. It’s small and white.

Boy: He’s from China. Examiner: How old is he? Boy: He’s two. Examiner: And the orange fish. What are their names? Boy: Their names are Harry, Anna and Mary. Examiner: Where are they from? Boy: They’re from Africa Examiner: And how old are they?

28

Boy: Erm, they are... seven.

Tiny teeth.

Thin feet.

Examiner: Where’s the yellow fish from? Boy: She’s from Brazil.

29

1 2 3 4 5 6 7 8

Examiner: What’s she called? Open your book. Show me page 21. Are its ears long? Point to your teacher. Is my hair long? Point to your ears. Are they big? Sit down.

Boy: Angela. Examiner: And how old is Angela? Boy: Six. Examiner: And these two colourful fish? Boy: Their names are Bubble and Squeak. Examiner: Where are they from? Boy: They’re from Japan. Examiner: How old are they?

30

Boy: They’re... twelve.

Girl: Is it a girl? Boy: No, it’s a boy. Girl: Is he tall and thin?

32

A short slow sheep.

Boy: Yes, he is. Girl: Are his eyes blue? Boy: Yes, they are. Girl: It’s John. Boy: That’s right.

33

Girl: This is my horse. Her name’s Penny. She’s five years old. Her body is brown, her legs are brown and her tail is black. She’s tall and she’s fast. I love her a lot.

31

Examiner: Hello Alex! Boy: Hello! Examiner: Are these your fish? Boy: Yes, they are. Examiner: Tell me about the blue fish. What’s his name? Boy: His name’s Bob.

34

1 2 3 4 5 6 7

Good morning. What’s your name? How old are you? Where are you from? What’s this? What are these? How many are there?

45


Recording scripts 8 9 10 11 12 13 14 15 16

What colour is it? Is this your pencil? Are these my books? Show me the big dog. Point to your nose. Stand up. Sit down. Go to the door. Come here.

39

1 2 3 4 5 6 7 8

How many people are there in your family? Have you got any aunts or uncles? What are their names? How old are they? What’s your father’s name? What does he look like? How old is he? Tell me about your mother.

35

Examiner: Tell me about your family, Li. Girl: Hmm, my family. Well, my father’s 38 and his name’s Jimmy. My mum’s called Lia.She’s 34. I’ve got grandparents. My granny’s called Yan Yan and my grandad’s name is Yul. Examiner: Have you got any brothers or sisters? Girl: I’ve got one brother. His name’s Chen. He’s 10. Examiner: Have you got any sisters? Girl: No. I haven’t got a sister, but I’ve got an auntie called Jing and an uncle. His name’s Ho. 36

Twenty / Twenty-two / Twenty-eight / Thirty / Thirty-six / Forty / Forty-seven / Fifty 37

1 He’s quite old, I think he’s a granddad. He’s got grey hair. He’s quite fat and he’s got glasses. 2 She’s young and she’s got long, dark hair. She’s very pretty. 3 He’s got very shor t hair and quite big brown eyes. 4 She’s quite old and she’s got fair hair. 38

Examiner: Tell me about your parents. Girl: Well, my mum’s quite young. She’s 35 and her name is K ate. My dad’s 40. His name’s George, he’s got blond hair and he’s quite tall. Examiner: What does your mum look like ? Girl: She’s very pretty. She’s got long dark hair and brown eyes.

46

40

1 Hi, I’m Kristoffer. This is my house. It’s very small. It has got one floor. There aren’t many rooms, but there’s a big garden. There are s ome trees in the garden. I like it very much. 2 Hello. My name’s Yiu and I live here. There are 35 floors and there’s a lift! I live on the firs t floor. In my flat there are three bedrooms and a big living room. We have also got a small balcony but there isn’t a garage. 3 Hi, I’m Angela and this is my house. There are two floors. There are four bedrooms and my bedroom is at the top of the house! There’s a kitchen and a dining room. There’s a small garden and a garage for our car, but there isn’t a swimming pool! 41

1 Where do you live? 2 How many rooms are there? 3 Is there a garden? 42

Boy: Our house is quite small. Their house is big. We’ve got two floors but their house has got three. In our house there are three bedrooms upstairs. In their house there are five. Our house has got one bathroom, and their house has got two. There’s a dining room in their house, but we’ve got a table in our kitchen. We’ve got a big garden and we’ve got some trees. Their garden is quite small. They haven’t got any trees but they’ve got some pretty flowers.



48

1 Examiner: Have you got a big house? Boy: No, we live in a flat. 2 Examiner: Are there many rooms in your house? Boy: Yes, our house has got five bedrooms. 3 Examiner: Have you got a garden? Boy: No, but there’s a balcony. 4 Examiner: Have you got a dining room in your house? Boy: No, we’ve got a big kitchen and we eat there.

1 Boy: Where’s Angus? Girl: He’s in front of the chair. 2 Boy: Are Pong and Fang under the table? Girl: No, they aren’t. 3 Boy: Is there a puppy under the bed? Girl: Yes, there is. 4 Boy: Where’s Duffy? Girl: He’s between the drawers and the bed. 5 Boy: Is Bungle behind the bed? Girl: No, he isn’t. 49

44

Do you have a big house? Are there many rooms in your house? Do you have a garden? Do you have a dining room in your house?

1 2 3 4 45

Girl: This is our room. The blue bed is mine and the orange bed is Emma’s. The CD player is mine. I love music. The posters are hers, but I like them. The soft toys are mine and the mobile phone is hers. That watch is mine and the electronic game is hers. The computer is mine, but Emma uses it too.

yours ours theirs his hers

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Example Kim is on the bed. 1 2 3 4 5 6

50

Boy: On Monday morning I play tennis at school. I like that. I have a guitar lesson on Tuesday afternoons. On Wednesday afternoon we do art. I like to draw and paint. On Thursday evening I watch my favourite programme on TV. On Saturday morning I meet my friends and we go skateboarding. On Sunday evening I visit my auntie. She has got a little boy, Thomas and I have dinner with them. 51

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1 2 3 4 5

Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / Sunday

There’s a table next to the bed. The plant is between the radio and the clock. The radio is under the books. There’s a pencil case in the drawer. The chair is in front of the desk. There’s a pillow behind Kim.

January / February / March / April / May / June / July / August / September / October / November / December 52

1 In July Alison finishes school. 2 In August Alison swims all day. 3 In September Alison starts school again. 53

Group 1 – /s / starts, likes, eats Group 2 – /z / swims, plays, opens Group 3 – /z / finishes, closes, washes

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New Pass Trinity 1 2 Teachers Book

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