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Trinity Teacher’s Book
Trinity Grades ISE I
5-6
Internet: www.blackcat-cideb.com email:
[email protected] Editors: Joanna Burgess, Maria Grazia Donati Book design: Veronica Paganin Cover design: Maura Santini Page layout: Maura Santini Design coordinator: Simona Corniola
Art Director: Nadia Maestri
© 2011 Black Cat Publishing, Genoa, London First edition: March 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 means, 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 Artistica Nazionale, Trofarello, Turin Reprint I II III IV V VI Year 2011 2012 2013 2014 2015 2016
Contents Procedures file 5 UNIT 1
Festivals & special occasions
10
Means of transport
14
3 Entertainment & music
18
4 Recent personal experiences Review units 1-4
22 25
Fashion & money
26
Travel
30
Learning a language; Rules and regulations
34
e d a UNIT 2 r g UNIT
4
UNIT
6 UNIT 5
e d a UNIT 6 r g UNIT 7 UNIT
8 Health & fitness
38
Review units 5-8
41
Writing file Recording scripts
42 43
3
Procedures file L#+e'#'! a+$+ Stage 1 If there’s a picture to illustrate the topic, elicit information from your students which will help prepare them for what they’re going to listen to, e.g. in Unit 4, page 32, the photos can be used as prompts to ask students what they know about the subject area. Stage 2 Tell students what kind of conversation they’re going
to be listening to, candidate’s e.g. a candidate talking about the topic,and or aexaminer radio presenter giving answers to a quiz. Stage 3 Before students listen, go through the task/s they have to do while listening, using the following procedure: 1 Get students to read the instructions. 2 Ask students to volunteer to tell you what they have to do; this could be in the students’ first language (L1) if you are teaching in a mono-lingual environment and you speak the L1 yourself. 3 Select a student who you are reasonably sure will have understood what to do, and ask her/him to explain to the class. 4 Check that she/he gives the correct instructions! Give further clarification yourself, if necessary. 5 Give students a further chance to ask questions about what they have to do, or the meaning of vocabulary items in the task/s. Stage 4 Play the recording a first time. If you judge that most students have managed to hear a good proportion of the answers, get them to compare their answers in pairs, then play the recording again and get them to check with their partner a second time. However, if you think that, after the first time, a lot of students haven’t managed to hear most of the answers (look out for blank faces!), then play it a second time before they check answers in pairs, then play it a third time, and let them compare again in pairs after this. Stage 5 Now elicit answers fromstudents. If allstudents agree on an answer to a question, and it is the correct answer, confirm that it’s correct. However, where this is disagreement on the correct answer, write all the possible answers that students give you for that question on the board, put a big question mark next to them, and tell students that, in a minute, you’ll replay that part of the recording so thatthey can listen again. Finish eliciting answers for all the questions in
4
the task, then go back to the answers that are indoubt and, one at a time, replay the relevant parts of the recording, repeatedly if necessary, until all students agree on the correct answer. At this point, you can rub out the other possible answers on the board, leaving only the correct one for that question. Stage 6 You could play the recording one last time, now that students have all the answers, so that they can listen with a new level of understanding. You will have to
decide whether it’s appropriate to do this, or not; it could be that, if students have had to listen repeatedly to various parts of the recording in Stage 5 in order to agree on answers, they won’t be very enthusiastic about listening yet another time.
B*a#'+(*#'! .(cab-%a* Stage 1 Give students a specified time limit to think together (in pairs or small groups) and to make a list of all the vocabulary they can connected with the subject in hand. Make it clear that they should also be prepared to provide an explanation about what the word/phrase means. Stage 2 Now ask students to tell you their words/phrases from Stage 1. Write them up on the board as they do so. It’s important, here, that, if students are not familiar with a word/phrase that another student gives, they ask about the meaning; when this arises, the student who gives the word/phrase in question should also try and explain it – obviously, if she/he has difficulty doing this, you will need to help. Stage 3 If there are target vocabulary items that need to be introduced, e.g. because later tasks depend on them, and they didn’t come up in Stage 2, introduce them now yourself. How you do this will depend on the vocabulary itself, e.g. some items will be best introduced through pictures, others by explaining the meaning and eliciting from students the word/phrase.
Procedures file S)ea$#'! a+$+ This guidance is to help teachers organise, monitor and give feedback for roleplays and speaking activities to practise fluency, not for more controlled speaking tasks that are designed primarily to practise specific functions or grammatical structures. Stage 1 Roleplays – details about individual roles are provided in the instructions for students for these type of tasks. Get students to read their roles before going on to Stage 2. Fluency-type speaking tasks – start off by giving a model yourself of what students have to do, for example, where they have to tell one another about their own personal experiences in relation to the subject, tell them about a relevant experience that you have had. Stage 2 Give students the chance to prepare for what they’re going to talk about. For roleplays, students are usually asked to prepare roles together. For fluency-type speaking tasks, students will usually be preparing alone. Set a time limit, e.g., five minutes, and encourage them to make notes to organise their thoughts and to help them with what they’re going to say, but not to write a script. Make it clear that, during this preparation phase, they can consult you about vocabulary they need, etc., but that during the speaking phase that will follow, they can’t. While they are preparing, you should circulate, helping and answering questions as necessary.
Stage 4 When students have finished Stage 3, ask them if they noticed anything that they themselves or their partner did particularly well and get them to tell the class (in this way, they are reflecting on their own performance and that of their peers). After this, go through the points for praise that you wrote on the board, followed by the points for improvement. Don’t mention which student/s made the individual mistakes; instead, elicit the correct version from all the students and correct it
on the board. Stage 5 Now give students an opportunity to ask you about things they may have realised they didn’t know how to say when they were doing the speaking phase. Answer these queries and write the words/phrases they want to know on the board. Stage 6 Now get students to repeat the speaking phase (Stage 3 above) with a different partner/s. The aim of repeating this phase is that, after the correction and query phases (Stages 4 and 5 above), they have a chance to improve their performance in the task.
Stage 3 Students now perform the speaking phase. Explain that you will be listening to them during this phase, but you will not be answering questions. Emphasise that the aim here is for them to practise speaking fluently, without interrupting their ‘flow’ to ask about how to say something. While they are speaking, monitor and make notes about any aspects that you think they do particularly well, and also any aspects that could be improved, including grammar and vocabulary mistakes that you hear. If students try and
ask you for help while you are monitoring, tell them that you will help them afterwards, but, for the moment, they should try and say it in a different way. When they are approaching the end of this phase, start writing the points you have noted up on the board. Put them in two columns, perhaps headed by a smiling face for the points for praise and an unsmiling/ frowning face for the points for improvement.
5
Procedures file W*##'! a+$+ Guidance for ISE I writing tasks Writing genre guidance inNew Pass Trinity
In most units of the Student’s Book, there is a focus on how to write one of the specific type of texts which feature in ISE I, i.e. letters, e-mails, reports, articles, reviews, narratives, descriptions. This focus involves a series of tasks to help students prepare for writing a genre of text independently. There is also information in the Writing file about characteristics of the various text types, which students are referred to before they start a writing task. Writing tasks in the units follow on from other tasks where students have worked with vocabulary and/or grammatical forms that will be useful for the writing.
In most units of the Student’s Book, there is a section which practises the ‘Reading into Writing’ component of the Controlled Written exam, i.e. where candidates read a text, then write either a report or an article (this varies from one exam to another) based on information or ideas from the text. These sections do not include an explicit focus on how to write articles or reports. With this in mind, you will probably want to
assessing their ownone work, and help other students by critically assessing another’s work. See page 7 of the Teacher’s Book for a Self/Peer Assessment Checklist you could use, and an activity to help students with comprehension of, and familiarisation with, the Student Portfolio Feedback Form. In the month or so before candidates begin preparing portfolio tasks, you could start getting them used to receiving a less directed form of feedback by adopting a system of correction symbols when marking their written work, so that mistakes are categorised, e.g. as a grammar, or spelling mistake, but not corrected explicitly. In this way, the student has to think about what the mistake could be and try and correct it her/himself. Samples from the Portfolio section and from the Controlled Written exam are available at the Trinity
use the material in the Writing file, page 91.
College website.
Assessing Portfolio work – the teacher’s role
Procedure for drafting and improving writing tasks
Trinity has very clear guidelines as to the extent of the help that you, as the teacher, can give your students with written work for their portfolios. Please see the ISE Syllabus (available online at the Trinity College website) for these guidelines. Looking at what teachers must not do, you will see that the traditional way of marking students’ work, where each mistake is corrected by the teacher, is not allowed for candidates’ portfolio tasks. This means that we need to introduce an alternative approach for helping students improve their written work, where teachers guide learners in working out their own mistakes and discovering by themselves how they can improve their writing.
For portfolio writing tasks to be an example of candidates’ best work, they will need to go through the process of drafting and redrafting, making improvements each time.
Controlled Written exam ‘Reading into Writing’ tasks
6
Trinity helps with this by providing a special form for the teacher (the Student Portfolio Feedback Form, photocopiable from the ISE Syllabus, downloadable from the Trinity College website) to point out to candidates areas for improvement in their written work; this would most usefully be used before candidates write the final version of each task for their portfolio. Before candidates give a draft of their task to the teacher, however, they can also gain from critically
Stage 1 Students help one another with ideas for the writing task – instructions for the content of individual tasks are given in the Student’s Book. Stage 2 Students write the first draft of the task. This stage would usually be done at home. Stage 3 In class, students use the Self/Peer Assessment Checklist on page 7, first to assess their own work, then to assess another student’s work.
Procedures file Stage 4 Students now write a second draft of the task, improving their writing by taking into account the points mentioned in Stage 3.
Stage 6 Students look at the advice you have given them on the Feedback Form and, taking it into account, write the third and final draft of the task.
Stage 5 Students not give their second draft to you. You suggest ways to improve it by completing the Student Portfolio Feedback Form, which can be photocopied from the ISE Syllabus, available online at the Trinity College website.
Stage 7 If students decide to use the task for their portfolio, they must attach the Feedback Form from Stage 6 to their final version.
Self/Peer Assessment Checklist 1 Part of the task is missing – check the instructions again. 2 I/You need to add some more ideas/reasons/opinions/more description. * 3 The handwriting is too difficult to read. 4 The style of language is too informal/formal* for the task. 5 The writing isn’t organised logically. 6 The sentences aren’t organised in logical paragraphs. 7 The introduction/conclusion is missing. * 8 I’ve/You’ve repeated points unnecessarily. 9 There are mistakes in the grammar: word order; prepositions; tenses; singular/plural; subject agreement. * 10 Some vocabulary items are used wrongly. 11 I/You should vary the vocabulary more. 12 There are spelling mistakes. 13 There are punctuation mistakes.
* circle as appropriate
7
Diagnostic test G-#da'ce (* eac"e*+ The test should be done in class. Any number of students can take the test at the same time. Photocopy the Diagnostic test answer sheet and give one to each student. Students select their answers from the options given on pages 6-7 of their coursebooks. The CD should be played without interruption. It is important to understand that the Diagnostic test is not a precision instrument. It will help you in deciding whether particular students are in a position to start preparing for a Grade 5, Grade 6 or ISE I examination. It will help you in the sense that it tests listening comprehension and receptive knowledge of appropriate responses to questions. However, to this information you must add your own knowledge of student’s speaking skills, and additionally for ISE I, their productive writing skills and their reading skills. The test is design to determine whether students are ready to start preparing for a specific examination – not whether they are ready to take it. When assessing students’ readiness, you, as the teacher, must also add your knowledge of the individual student in terms of her/his application, motivation and normal rate of progress. The questions are distributed as follows: Questions 1 – 4 relate to the Grade 1 syllabus. Questions 5 – 10 relate to the Grade 2 syllabus. Questions 11 – 18 relate to the Grade 3 syllabus. Questions 19 – 29 relate to the Grade 4 syllabus. Questions 30 – 40 relate to the Grade 5 syllabus. ANSWERS
1 2 3 4 5
B B C A C
6 B 7 A 8 B
9 10 11 12 13
C B A A A
14 A 15 B 16 C
17 18 19 20 21
C A A B B
22 A 23 C 24 C
25 26 27 28 29
A C A C A
30 A 31 A 32 A
33 34 35 36 37
C C C C C
38 A 39 A 40 B
When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the following: • Speakingskills • Application • Writingskills • Motivation • Readingskills • Generallearningrate Interpretation of scores 24 or less A score of 24 or less indicates that a student is probably not yet ready to start preparing for a Grade 5 examination. 25-32 A score of between 25 and 32 indicates that a student is probably ready to start preparing for a Grade 5 examination but probably not yet ready to start preparing for Grade 6 or ISE I. Over 33 A score of 33 or over may indicate that a student is ready to start preparing for a Grade 6 examination or ISE I.
8
Diagnostic test answer sheet D#a!'(+#c e+ a'+/e* +"ee As you listen to the examiner on the recording, choose the best answer from A, B and C in your coursebook. Put a circle around your choices on this sheet. Question
1
Question
A
B
C
21
A
B
C
2
A
B
C
22
A
B
C
3
A
B
C
23
A
B
C
4 5
A A
B B
C C
24 25
A A
B B
C C
6
A
B
C
26
A
B
C
7
A
B
C
27
A
B
C
8
A
B
C
28
A
B
C
9
A
B
C
29
A
B
C
10
A
B
C
30
A
B
C
11
A
B
C
31
A
B
C
12
A
B
C
32
A
B
C
13
A
B
C
33
A
B
C
14
A
B
C
34
A
B
C
15 16
A A
B B
C C
35 36
A A
B B
C C
17
A
B
C
37
A
B
C
18
A
B
C
38
A
B
C
19
A
B
C
39
A
B
C
20
A
B
C
40
A
B
C
PHOTOCOPIABLE © 2011 Black Cat Publishing
9
5
e d a r g
UNIT
1
Festivals & special occasions Trinity subject areas
Festivals; Special occasions
Grammar
The Present Perfect
Phonology
Have in the Present Perfect
Conversation phase
Dos and don’ts
Topic phase
Preparing for the Topic Phase
V(cab-%a*, page 8 1a Focus students on the photos and elicit the special occasions that they show. Then get students to look at the list of activities 1-8 and to match them with the photos. ANSWERS
A4 B1 C6 D3 E8 F2 G7 H5
1b ANSWERS
BRITISH
NATIONAL
INTERNATIONAL
- May Day
This will change depending on countries
- Christmas
- Pancake Day (held the day before lent starts ie: 40 days before Easter)
- St Valentine’s Day - Graduations - Weddings
- St Patrick’s Day (celebrated in Ireland)
- Halloween
- Guy Fawkes’ Night (Bonfire Night, which is a celebration with firework displays and big fires, is held in Britain on 5th November.)
- Carnival
- New Year - Birthdays - Easter - Thanksgiving (Thanksgiving is a traditional harvest festival celebrated in the USA in November and Canada in October. It’s traditional to eat turkey with family and friends.) - Divali (Divali is celebrated mainly in India between mid-October and mid-November and is sometimes called the festival of lights.) - Music festivals
10
UNIT 1 Festivals & special occasions 2a Ask students to look at the pictures and elicit any vocabulary they know connected to the celebrations. Students then look at the words in the box and match them to the pictures. Students either use a dictionary or you could pre-teach any vocabulary which you feel most students will not know.
3 Go through the instructions with the class. You might want to do an example with the class and write the information on the board first. Suggested example: CHRISTMAS List of things we do Decorate home
ANSWERS
1 Christmas – carols, cards, decorations, presents, Boxing Day 2 Halloween – pumpkin, ghosts, witches, 3 New Year’s Eve – fireworks, resolutions, midnight 4 Wedding – rings, bride and groom, cards, decorations, presents, the best man 5 St Valentine’s Day – lovers, chocolates, cards, presents, roses
Give presents
See our family
Have a big special meal
2b ANSWERS
Across 1 midnight 3 cards 5 fireworks 6 chocolates 7 pumpkin Down 2 decorations 4 roses
2c Follow the suggested procedure for listening tasks in the Procedures file on page 4. Give students a few moments to decide in pairs which festival each person is describing. You could help them by eliciting what they think the first one is, then writing up the following on the board: A I think that the person in number 1 is describing New Year’s Eve. What do you think? B Yes, I agree./No, I don’t agree. I think she’s/he’s describing... ANSWERS
1 2 3 4
New Year’s Eve Valentine’s Day Halloween Christmas
After giving answers, you might want to explain that, in some countries such as Britain, people send Valentine’s Day cards without signing their names and people have to guess who the mysterious sender is.
Sentences We put decorations all round our home and usually have a tree. We give each other presents and put them around the tree. We don’t open them until the day itself. Traditionally the whole family get together in one place for this celebration. We eat too much! We have a lot of very rich food. In Britain they have roast turkey and a very heavy pudding.
If the class is large, you might want to put the students in smaller groups for this activity. To avoid students picking the same festival, you could prepare the names of festivals on cards and give them to each group. Students pick a card and make notes on that festival.
G*aa* F(c-+,
page 10
Go through the example sentences in the Grammar focus with the class, emphasizing the fact that when there is a specific time reference, students have to use the Past Simple. You could write an example on the board highlighting the difference between the two tenses: A I’ve been to Venice twice. B Really? I’ve never been. Did you like it? A Well, the first time I went I was only a child but I had a fantastic time when I went last year. You might take this opportunity to check that students remember the past participles of irregular verbs, and highlight thatbeen in the Present Perfect is pronounced /bn/ not /bin/.
4 ANSWERS
1B 2A 3A 4A 5B 6A
11
UNIT 1 Festivals & special occasions 5 5a
e ANSWERS d 1 for 4 never 2 since 5 ever 3 just a r 5b g ANSWERS 1 ever 4 just 2 since 5 never/just 3 for 6 ever
5c Before students do this task, you might want to drill each of the questions and check that students know the meaning of raw. In larger groups, you might want to allow students to write more than one name for each of the sentences. To make this activity more competitive, you could set a time limit and see how many students found a person for each of the sentences within the time set.
5d For this part of the task, students can either return to two students who answered affirmatively to one of the experiences on the list and ask her/him further questions about it, as in the example box, Student’s Book, page 11. Or you can put students directly into pairs. Have students repeat the previous exercise to see which of the activities their partners have done. Go over the sample conversation in the example
to set a time limit for this stage. ANSWERS
1 The run is 825 metres long. 2 The average time of the run is about 3 minutes from start to finish. 3 Six fighting bulls run the route each day. 4 The bull run first took place in 1591. 5 Over 200 people have been seriously injured since 1924 during the run.
7c ANSWERS
... has happened nearly every year since 1591. ... it has become a big tourist attraction. ... the gate has just opened at the Santo Domingo corral. ... the bulls have left. Over 200 people have been injured since 1924... Have you ever seen a spectacle... The Present Perfect is used because it is describing an event which still happens.
7d Students work in pairs to describe the bull run and try to incorporate the phrases. ANSWERS
P"('(%(!, page 11
1 The Pamplona bull run has happened nearly every year since 1591. 2 In recent years it has become a big tourist attraction. 3 They fire a rocket to confirm that the gate has just opened. 4 Have you ever seen a spectacle like this?
6a
W*##'!, page 12
ANSWERS
8 Go through the instructions for the task with the
box, Student’s Book, page 11 and thenwith havetheir students practise similar conversations partners. It will help if you get an example exchange from two students before they begin the pairwork.
We use contractions in positive and negative statements and not in questions (and short answers). You might want to drill these sentences and make sure that students are using the contractions and pronouncing been /bn/ correctly.
6b and c Students practice saying the sentences with their partners. Students then listen to the text and repeat the sentences.
Read#'!, page 12 7a Pre teach any vocabulary students might not know. ANSWERS
Pamplona, Spain
12
7b Students read the article again. You might want
class, emphasising that they have to describe what they saw at the Pamplona bull run and say what they liked and did not like about it. Refer them to the Writing file on page 84-85 for guidance on writing reviews.
T()#c )"a+e, page 13 These tasks aim to familiarise students with the Topic phase of the Speaking exam and to show them how to prepare a mind map, which they can take into the exam with them. Describe the format of the Speaking exam with the students (refer to page 4 for information) and discuss what the Topic phase entails (refer to the box on page 13).
UNIT 1 Festivals & special occasions 9
C('.e*+a#(' )"a+e, page 14
ANSWERS
11 This task aims to give the students some advice
1 interests 2 learn 3 remember 4 prepare 5 Add Go over the points in these sentences with the students, and stress how important it is that students be prepared on their topic and that they must not memorise the information.
10a Before students listen to the text, elicit from the
about what they should and shouldn’t do during the exam. Students could work in pairs to do this exercise. Give them five minutes to complete the sentences with do or don’t, before checking the answers together as a class. ANSWERS
students which points they think Peter will talk
1 Do 2 Don’t 3 Do 4 Do 5 Do 6 Do
about and tick the points in column A.
W*##'!, page 15
10b Students then listen and tick the points Peter discusses in column B. Conduct class feedback to see how many points they guessed correctly. You might want to explain to students that Christmas pudding is dark brown and is a very sweet, cooked dessert with lots of candied fruit in it.
12 Go through stages A-H with students, emphasising the importance of planning their work before they start writing. ANSWERS
A4 B6 C3 D7 E8 F5 G2 H1
13 Explain to the students that there is a Writing file
1F 2T 3F 4F 5T 6T
at the end of the Student’s Book and refer them to the relevant Writing file for each of the text types – correspondence (informal emails) on page 78, factual writing (a review) on page 84 and creative/descriptive writing (an entry in a diary) on page 89.
10d Describe what a mind map is and how useful it
Go through the three tasks with the class,
ANSWERS
2, 4, 5, 7, 8 (1, 3 and 6 are not mentioned.)
10c ANSWERS
is in the Topic phase of the exam. Students listen to the presentation again and make notes. ANSWERS
2 Preparation for Christmas: spend lots of time preparing; send family and friends cards; put cards up around house; decorate the house 3 Christmas tree: real or artificial; decorate the tree 4 What we eat: turkey, potatoes and vegetables; Christmas pudding 5 Christmas shopping: presents for family and close friends; buy special foods and drinks
explaining they choose one, or more, of the tasksthat to do for should homework.
T*#'# Ta$ea/a, page 15 Practise the examiner/candidate exchange in pairs and then get students to answer the examiner’s question themselves.
10e Students choose an important festival which they celebrate and they plan a mind map using Peter’s headings. Monitor students closely and give help as needed.
13
5
e d a r g
UNIT
2
Means of transport Trinity Subject area
Means of transport
Grammar
Will referring to the future; Expressions of quantity
Phonology
Intonation of basic question forms
Topic phase
Planning a topic; do’s and don’ts
V(cab-%a*, page 16
P"('(%(!, page 17
1a Ask students to look at the pictures and elicit any
2a Play the recording and explain to the students
vocabulary they know connected to them. Then students look at the vocabulary in the box and see if any of the words they have come up with are there. If they’ve mentioned extra – and useful – vocabulary, write it on the board and get students to add these extra words to the pictures, too.
that questions can have a rising or falling intonation.
2b ANSWERS
1 How often do you travel by bike? t 2 Can you drive? s 3 How much did the ticket cost? t
ANSWERS
A runway/airport D airport/terminal B cruise ship E minibus C underground F train
4 Have you ever flown on a helicopter? s 5 Where is the airport? t 6 Do you like travelling by train?s
You might want to mention that we use the term underground in Britain, but that they use the term subway in America.
V(cab-%a*, page 17
1b Students put the words into the correct column. Remind students that some words can go into more than one column. You might want the students to use a dictionary, or you could pre teach the vocabulary or you could set a time limit and discuss unknown words during the feedback session. ANSWERS
Air
helicopter, runway, airport, terminal
Sea port, cruise ship, lighthouse, ferry, terminal Land car, train, minibus, tram, bicycle, bus, coach, underground, taxi
14
3a Monitor students as they practice to make sure students they are using the falling and rising intonation patterns. You might want to review the structure it takes about to describe a length of time.
3b Suggested procedure: Put the students in groups of 7-10. Refer them to the survey sheet at the bottom of the page. Elicit from them what they have to do, then get some example exchanges between students with the whole class listening, before they start the group work.
3c For this stage, you could reform the groups, so that each student is now in a different group and reports their results to the new group. Before doing this, however, check that students know the expressions of quantity and encourage them to use them while reporting to the group.
UNIT 2 Means of transport Read#'!, page 18
G*aa* F(c-+,
4a Before you get students to read the introductory
Before looking at the Grammar focus box, you could put the following sentences from the reading text on the board and elicit why will for the future is used. The airport will probably be small and some way from the city. - will is used to make a prediction
text, introduce the subject of ‘no-frills’ airlines by asking your class if anyone’s ever travelled with an airline you know will be familiar to them (e.g., one that flies to your local airport) and getting students to describe what the journey and service were like. Alternatively, or in addition, tell them about your own experiences (good or bad) with a no-frills airline. Students then discuss questions 1-3 in pairs.
4b Pre teach any vocabulary students might not know. ANSWERS
A3 B1 C2
4c 1 boarding gate 4 queue 2 book 5 fare(s) 3 aisle seat 6 travel agent
4d SUGGESTED ANSWERS
Advantages: cheap; simple procedures; allow people without much money to travel; small airports (not as busy as larger ones). Disadvantages: airports small, far from town; no choice of class; can’t book ticket through a travel agent; no free meals or drinks; no choice of seat; no in-flight entertainment; long queue at check-in desk.
W*##'!, page 19 5 Go through the instructions for the task with the class, emphasising that they discuss both advantages and disadvantages with reference to both types of airlines. They must also include a conclusion stating which airline they prefer and why. Refer them to the Writing file on page 82-83 for guidance on writing reports.
page 20
You won’t get any free snack, drinks or meals with a low cost airline.
-
will is used to give information. (You might want to focus on the pronunciation of won’t - /wəυnt/ rather than /wɒnt/.
6a ANSWERS
1C 2F 3B 4D 5E
6b ANSWERS
1 will leave 2 will be 3 will take 4 will include
6c POSSIBLE ANSWERS
1 I think that the traffic problems will get worse. 2 I imagine that it will be difficult to persuade people to use public transport instead of their cars. 3 I’m sure that town planners will try and do something to improve the situation. 4 Levels of air pollution will probably increase. If students find this topic interesting, you could either extend the discussion or have them do a minipresentation the next lesson where students describe what they think will happen in the next decade and present some solutions for the problems.
15
UNIT 2 Means of transport 5 T()#c )"a+e, page 21
e 7a Direct the students to the picture of Turin and ask d them if they know what country / town it is. Then a elicit the names of the forms of transport. r Students then compare Turin to their home town. g 7b Look at Emilio’s Topic form at the bottom of the page and read the headings together before they listen to the recording. ANSWERS
Types of transport in Turin Mydad’sjobintransport Myfuturejobintransport Turin, my home town Transport and the environment
3 5
2 1 4
7c ANSWERS
1T 2F 3F 4T 5T
7d If Turin is your students’ home town, then ask them to choose another city to talk about. If students find this topic interesting you could extend the discussion, either as a class or in pairs, to include any towns they’ve visited that they think had an impressive public transport system.
8a Remind students that in the Topic stage of the Speaking exam they will have to speak for up to 5 minutes and will need to be able to extend their discussion. A useful way of doing this is through mind maps and smaller, detailed mind maps. In this stage, the students are looking at the detailed mind maps. Go over the example together.
16
8b Follow the suggested procedure for listening tasks in the Procedures file on page 4. Students do mind maps number 2-5. Pause the recording after every mind map to give the students time to write and conduct feedback after each section. ANSWERS
1 2 3 4 5 6 7 8 9 10 11 12 13 14
complicated transport system buses, trams and taxis private vehicles a bus driver in Turin likes his job it’s difficult, a lot of heavy traffic modern, electronic system of traffic control trams run on electricity other public service vehicles run on electricity more buses use gas instead of petrol study town planning at university join my father in Transport Department as a manager/planner won’t be a bus driver
8c Remind students that they mustn’t memorise their presentations, and that if they do the examiner will interrupt them. Listen to the example of a memorised presentation and discuss the differences between the two versions. Ask the class which version they think is better (the first one). ANSWERS
- The second presentation doesn’t include any pauses nor any hesitation devices (…well; …erm, …; I mean…), which are normal in every day speech. - The intonation is flatter in the second presentation.
UNIT 2 Means of transport 9 This task aims to give the students some advice about what they should and shouldn’t do in preparation for and during the exam. Students could work in pairs to do this exercise. Give them five minutes to complete the sentences with do or don’t, before checking the answers together as a class.
T*#'# Ta$ea/a, page 23 Practise the examiner/candidate exchange in pairs and then get students to answer the examiner’s question themselves.
ANSWERS
1 Don’t 2 Do 3 Do 4 Do 5 Don’t
W*##'!, page 23 10 Go through the three tasks with the class, explaining that they should choose one, or more, of the tasks to do for homework. Refer students to the relevant Writing file for each of the text types – correspondence (a letter) on page 78, factual writing (an article) on page 85 and creative/descriptive writing (a story) on page 87.
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5
e d a r g
UNIT
3
Entertainment & music Trinity Subject areas
Entertainment; Music
Grammar
Expressions of preference
Phonology
Intonation patterns of more complex question forms
Conversation phase
Exam practice
Topic phase
Responding to the examiner
V(cab-%a*, page 24
2a Before you do this section you could elicit singers
1a Before doing this activity, you could ask your students what musical instruments they play/would like to play. You could also brainstorm different types of instruments. Refer to brainstorming vocabulary in Procedure file on page 4. ANSWERS
A3 B6 C4 D2 E1 F7 G10 H5 I9 J10
1b Students can do this activity in pairs or directly with the teacher as a class activity.
ANSWERS
-ist accordionist violinist pianist organist trombonist guitarist saxophonist
-er trumpeter drummer
-player keyboard-player
Note the shifting stress in the pronunciation /saksəfəυn/ versus /saksɒf(ə)nist/. (It is possible to use -player with most instruments.)
and bands that the students like, or bring in some music and elicit the music genres. ANSWERS
1H 2E 3A 4B 5G 6C 7F 8D (Answers 1,4 and 8 can be open to interpretation as Shakira could also be defined as a pop singer, and has some songs with hip hop singers in them and Lady Gaga’s music could also be considered dance. The Black Eyed Peas could comfortably fit in all 3 categories). 2b Students get the opportunity to talk about all aspects of music. If students are interested in the subject, you could do a class survey to find out who the most popular musicians in the class are or students could prepare apresentation for homework and then present their favourite musician to the class or their groups the following lesson.
3a The introduce the topic, ask students which films they like and if they like any film which they know is British. If you think the students might not know that the films are British and you want to play a game with the students, you could do the following: - Write the letters of the names of Hugh Grant, Gwyneth Paltrow, Julia Roberts, Brad Pitt and
extend their have 1c and d Encourage discussion in this students section astothey normally something to say on this subject. Monitor and conduct a short class feedback with some of the information you heard (eg: Marco said he plays the trombone and Yoko said she’d like to play the drums).
-
18
Renee Zellwegger in a mixed up order on the board, e.g.:aujli trorbes (Julia Roberts). Give students a few moments to try to figure out the name of the actors. Elicit the actors’ names. Elicit the name of any film the students know they’ve been in. Do the quiz.
UNIT 3 Entertainment & music 3b
5a
ANSWERS
ANSWERS
1B 2A 3B 4C 5C 6B 7C 8A
1 They’d rather read a book than see a film. 2 He’d rather meet his friends than do his homework. 3 I’d rather play football than watch it. 4 My father would rather stay at home than go to a party. 5 She’d rather travel for a year than go straight to University.
3c ANSWERS
Positive: exciting, entertaining, funny, moving, fascinating, beautiful, interesting, romantic, great. Negative: boring, dull, predictable, slow, silly.
3d Draw students’ attention to the use ofreally. Explain that we use really when we want to express strong opinions. Again, if this topic interests your students, you could conduct some kind of feedback where you see which film is the most popular in the class, or which actors are.
G*aa* F(c-+,
page 27
Go through the grammar in the Grammar focus box. If you want to personalise the examples, you could use your own opinions in the sentences and see if the students agree with you. E.g.: I prefer Johnny Depp to Brad Pitt. I prefer watching films at the cinema to watching films at home.
5b Warn students that they will need to changes verbs in numbers 2, 3 and 4 (see answers below). ANSWERS
1 What would you rather go to – a classical concert or a rock concert? 2 What would you rather do – watch TV or listen to music? 3 What would you rather do – see a film or go to a restaurant? 4 What would you rather do – go for a walk or watch a DVD?
P"('(%(!, page 28 6a Students sometimes find it quite hard to use a falling intonation in question forms. Draw
4a
students’ attention to this feature before they listen to the recording.
ANSWERS
Giuseppe prefers playing music to listening to it. She prefers Scarlett Johansson to Halle Berry. We prefer action films to romantic films. My mother prefers romantic novels to science-fiction novels. 5 They prefer going to the cinema to watching DVDs.
6c
4b
5 Do you prefer studying or shopping?
1 2 3 4
ANSWERS ·
·
1 Do you prefer pop music or classical music? ·
·
2 Do your prefer adventure films or romantic films? ·
·
3 Do you prefer Christmas or New Year? ·
·
4 Do you prefer cars or motorbikes? ·
·
ANSWERS
1 What do you prefer – classical concerts or rock concerts? 2 Who do you prefer – Robert Pattinson or Daniel Radcliffe? 3 What do you prefer – visiting art galleries or museums? 4 Who do you prefer – Rihanna or Lilly Allen?
19
UNIT 3 Entertainment & music 5 L#+e'#'!, page 28
e 7a d ANSWERS a r Follow the suggested procedure for listening tasks in g the Procedures file on page 4. Peter
Maria
3
1 2 3 4 5 6 7 8
3 3 3 3 3 3 3
9a Go through the instructions for the task with the class, emphasising that they can write anything they like – both positive or negative.
9b Read the task together carefully and ensure students understand they have to talk about the concert first and then explain which music they liked best. Refer students to the Writing file on page 78-79 for extra guidance on writing emails.
T()#c )"a+e, page 30 Rather than reading through the boxed plan of the interview together, you could elicit what the interview includes and write this up on the board.
10a
7b
ANSWERS
ANSWERS
1F 2A 3C 4B 5E 6D
A6 B1 C2 D3 E5 F4
7c ANSWERS 3
ACDE
7d Give students enough time to think about what entertainment they like or dislike. You could, otherwise, elicit some of the ideas in this unit (pop music, classical music, watch TV, go for a walk, romantic novels, science fiction etc.) and write them on the board. Students then make questions based on these prompts for their partners, who in turn answer using the language from 7b).
Read#'!, page 29 8a Conduct a class feedback after the discussion in pairs to see what type of concerts are popular with students in the class.
8b Pre teach any vocabulary students might not know. ANSWERS
Bach Elvis Presley the Beatles
8c ANSWERS
1 All Saint’s Church 2 It started at 8 p.m. and finished at 10. 3 Yes
20
W*##'!, page 29
Students practise the conversations together in pairs or, to provide more practice, you could have students go round the class asking different students the same questions. Set a time limit for this. Review the alphabet before the task if you think your students might have problems remembering- and pronouncing - some of the more difficult letters.
11a Remind students that they have to ask the
examiner at least one question in the Topic phase (and one in the Conversation phase, too), so they need to prepare some questions they could ask the examiner in the Topic phase. Students write two questions per presentation title. Encourage students to write questions that elicit a longer response. Try to have students working alone, and remind them that their questions will probably vary from their partners.
POSSIBLE ANSWERS
1 Do you like living in your home town? Does your town have lots of places to visit? 2 What did you do in London? What was the best thing you did in London? 3 Which places did you go to with the scouts? What was the best experience you’ve ever had with the scouts? 4 What’s the most difficult thing you’ve ever done in a canoe? Do you go canoeing all year? 5 Does your town have a good public transport service? How do you travel around town?
UNIT 3 Entertainment & music 11b Have students writeat least two questions that they could ask the examiner on their topic. Students should write the questions somewhere that will be easy for them to find – and review – before the exam.
T*#'# Ta$ea/a, page 31 Practise the examiner/candidate exchange in pairs and then get students to answer the examiner’s question themselves.
C('.e*+a#(' )"a+e, page 31 12a ANSWERS
1B 2E 3A 4C 5H 6F 7G 8I
12b Encourage the students to not only ask the questions but also to extend their discussions by asking follow up questions and exchanging views.
12c Answers will vary.
W*##'!, page 31 13 Go through the three tasks with the class, explaining that they should choose one, or more, of the tasks to do for homework. Refer students to the relevant Writing file for each of the text types – correspondence (an informal email) on page 78, factual writing (a review) on page 84 and creative/descriptive writing (a story) on page 87.
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5
e d a r g
UNIT
4
Recent personal experiences Trinity subject area
Recent personal experiences
Grade
5
Vocabulary
Weekend activities; Past time expressions
Phonology
-ed past tense endings
Grammar
Connecting clauses
Conversation phase
Showing understanding of the examiner
V(cab-%a*, page 32 1a Focus students on the photos and elicit the activities that they show. Then get students to look at the list of activities 1-8 and to match them with the photos. ANSWERS
A4 B8 C2 D6 E7 F5 G3 H1
1b Give students a minute or two to tick the activities in exercise 1a), then go through the example with the class. Students then compare with a partner the activities they like and don’t like doing. Encourage them to use the example as a model for their conversations.
2a After students have read the blog posts and matched them to an activity from exercise 1a), get them to compare their answers with a partner, before checking the answers together as a class.
2b Elicit from the class the two time expressions in the first blog post (yesterday afternoon and the weekend before last in Alex’s post). Give students two minutes to find and underline the time expressions in the other posts, before checking the answers together as a class. Note that gig is an informal way of sayingconcert. ANSWERS
Alex’s p ost yesterday afternoon the weekend before last Ana’s post last Saturday Jie’s post yesterday
22
for two months the past two weeks Shirin’s p ost two hours ago Luca’s post last night for ages
2c Give students a minute or two to complete the table, then check the answers together as a class. ANSWERS
1 last 2 past/last 3 last 4 yesterday 5 ago
2d Elicit the answers to the two questions from the class. Note thatfor ages is another way to sayfor a long time. for + time period (two months, a year, etc.) can also be used to talk about the past, e.g. I lived in the UK for two months when I was in my 20’s. for ages could also be used to refer to the present and future, e.g. I wait for ages every morning for the school bus to arrive. I’m not going to see him again for ages, because he’s going to university abroad. ANSWERS
...no school for two months. Jie is referring to the future. It was the best gig I’ve been to for ages. Luca is referring to the past.
3 Give students a minute or two to think of five questions to ask a partner about activities they have done recently. Go through the example with the class, then give students a few minutes to ask
UNIT 4 Recent personal experiences and answer their questions. Encourage them to use the example as a model for their conversations. Monitor while they are talking, noting what they do well and what they could improve on. When they have finished, give feedback on their performance. For more practice, you could get students to change partners and repeat the activity.
P"('(%(!, page 34 4a Start by writing up the phonemic symbols from the table on the board, before students look at the exercise in their books. Elicit the sounds the symbols represent from the class and then the sound represented by the -ed ending of the word played (from the first sentence). Students then look at the exercise in their books and write in the correct column the words finished and recorded.
4b Play the recording for students to listen and check their answers. Explain that the -ed ending is pronounced as /d/ only when the last sound of the verb in the infinitive is /t/ or /d/. Play the recording again for students to listen and repeat the sentences together as a class.
4c Students can do this exercise in pairs, trying out the pronunciation of the words to help them decide which column to put them in. Play the recording for students to check their answers. Play the recording again, stopping after each sentence for students to repeat it. ANSWERS
1 /t/ finished missed danced watched talked relaxed worked
2 /d/ played arrived enjoyed loved wanted waited
3 /d/ recorded visited celebrated decided
5a Give the pairs ten minutes to invent the story. Monitor, giving help as necessary. Make sure that they practise telling the story at this stage.
5b Divide each pair into Student A and Student B. Then ask all the Students Bs to stand up and form a new pair with the student to their left (or right). Give them ten minutes to tell each other their stories. Monitor, noting pronunciation of the-ed endings, as well as content of the stories. When they have finished, give feedback to the class on their performance.
Read#'!, pages 34-35 6a After students have compared their answers in pairs, you could go through the list of things and experiences, asking the class to put up their hands if they ticked the things/activities.
6b After students have discussed the questions, ask students to share their opinions with the whole class.
7a Give students five minutes to read the text and answer the questions, then go through the answers with the class. ANSWERS
1B 2C
7b Students could compare their answers with a partner, before you check them with the class. ANSWERS
1F – it took place in the USA 2F – it lasted for several years 3T 4T 5T
8 Start the exercise by giving some examples yourself. Then give students five minutes to talk to each other, before asking one or two students to tell the class what their partner said.
G*aa* (c-+, page 36 through the example sentences from the 9a Go reading text with the class, eliciting from the students the explanations about the use of the connecting words (1-4) to match them to the four words (A-D). ANSWERS
1 because 2 also 3 but 4 so
9b Give students a minute or two to match the beginnings and endings, before checking the answers with the class. ANSWERS
1D 2B 3A 4C
9c Give students two minutes to complete the sentences, before checking answers with the class. ANSWERS
1 because 2 also 3 so 4 but 5 so
9d After students have compared their answers with a partner, go through the sentences with the class, getting an example for each sentence from four different students.
23
UNIT 4 Recent personal experiences 5 W*##'!, page 36
e 10 d a r g
Go through the instructions for the task with the class, emphasising that their article should be based on information from the reading text on page 35 as well as their own personal experience. Refer them to the Writing file on pages 85-86 of the Student’s Book for guidance on writing articles.
C('.e*+a#(' )"a+e, pages 37-38 11a Focus students on the question, then play the recording. Elicit the answer to the question.
ANSWERS
The conversation is about a weekend away.
11b Play the recording again for students to listen for specific information. Get them to compare their answers in pairs, before checking the answers with the class. ANSWERS
1, 3, 6, 8
11c Point out that some of the things in exercise 11b) match with more than one question, and that some of the things don’t have any matching questions. Give students a few minutes to match the questions to the items, before checking the answers with the class. ANSWERS
B1 C3 D6 E8 F0 G0 H0 I6
11d Give students a few minutes to match the questions to the items, then play the recording again for them to check their answers. ANSWERS
1I 2A 3B 4D 5G 6H 7E 8F
11e Play the end of the recording again for students to complete the question that the candidate asks the examiner. You may need to play it more than once. Get students to compare their answers in pairs, then elicit the answers from the class, writing the whole question up on the board.
ANSWERS
And what about you – have you been away for the weekend recently?
24
11f Give students a few minutes to write the questions in pairs, then check the answers with the class. ANSWERS
Have you done anything special recently? Have you lived in another country? Do you like driving? Do you like going to the beach? What’s the weather like where you live? What’s the traffic like where you live? Where do you live exactly?
12a Give students a few minutes to write the questions, then get some examples from the class and write them on the board. POSSIBLE ANSWERS
2 Where did you go exactly? What’s it like? Did you like it? What was the weather like? 3 What did you buy? Who did you go with? Where did you go? 4 What exams did you have? Were they difficult? Did you revise for them? Did you pass them? 5 What’s the friend’s name? How do you know her/him? Where does s/he live? 6 Where did you celebrate it? How did you celebrate it? How old was she?
12b Go through the example with the class, then give students five minutes to ask and answer their questions. Monitor while they are talking, then give feedback to the class on their performance when they have finished.
UNIT 4 Recent personal experiences C('.e*+a#(' )"a+e, page 38 13 Divide the class into Student Aand Student B pairs. Go through the instructions on the rolecards with the class. Give them set times for each stage of the activity, e.g. five minutes for stages 1 and 2. Monitor while they are having the conversations, noting things they do well andthings they could improve, in preparation for the feedback in stage 3. After they have self-evaluated their performance in stage 3, give your feedback tothe class, before they change roles and repeat stages 1-3.
W*##'!, page 39 14 Go through the three tasks with the class, explaining that they should choose one, or more, of the tasks to do for homework. Go through stages A-H with them, emphasising the importance of planning their work before they start writing. Refer them to the relevant Writing file in the Student’s Book for each of the text types – emails on pages 78-81, reports on pages 82-83 and diary entries on pages 89-90.
T*#'# Ta$ea/a, page 39 Get students to practise the exchange in pairs and then to think of some other possible answers to the examiner’s question.
REVIEW UNITS
1-4
1 1 graduation 2 resolutions 3 bicycle 4 runway 5 Boxing Day 6 bride A1 B6 C4 D0 E2 F5 G3
2 They have been in Paris since last weekend. OK I saw him at the wedding last Saturday. OK When I finish my studies I’ll probably become a teacher. 6 OK 1 2 3 4 5
3 1 The Bull Run in Pamplona has happened every year since 1951. 2 The rocket announces that it’s time for the bulls to leave. 3 Have you ever eaten octopus? 4 Do you often travel by train? 5 She has just finished her homework. 6 I’ll probably become a doctor when I’m older. 7 I’m certain they’ll arrive here in an hour. 8 I went to Tokyo in 1999 but I haven’t been there again.
4 Jazz
Pop
Classical
Folk
saxophone trombone trumpet keyboard drums guitar violin piano organ accordion piano
5 POSSIBLE ANSWERS
1 boring 2 exciting 3 romantic 4 predictable
6 1 I’ve finished 2 swimming to skiing 3 go 4 visited 5 Have you done
7 1T 2TC 3TC 4T 5T 6C
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6
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UNIT
5
Fashion & Money Trinity Subject areas
Fashion; Money
Grammar
Past Continuous
Phonology
Sentence stress to clarify meaning
Conversation phase
Preparing questions for the interview
V(cab-%a*, page 42 1a You will probably need to help students with the meaning of some of these adjectives. You could elicit descriptions of the five groups of people with the whole class, feeding in and explaining the adjectives as you do so. You might want to write any extra vocabulary that comes up on the board. ANSWERS
First picture extreme fashion Second picture unfashionable
Examples of use to dress/to wear: • Hurry up and get dressed, then we can go out. • She always dresses well. • I couldn’t believe it. He was dressed in a suit and tie! • What are you going to wear to the party tonight? • That’s a nice dress you’re wearing. Where did you buy it? • I wear trainers when I do sport, but I never wear them at any other time.
1b Students discuss the questions, trying to incorporate all the vocabulary introduced so far.
Third picture Fourth picture Fifth picture
highfashioned fashion old street fashion
Suggested definitions of vocabulary connected with fashion • trendy – following a new fashion, linked with youth fashion. • fashionable – styles that are popular at a particular time. • old-fashioned – styles from a previous time, that are no longer popular with most people. • casual – a relaxed way of dressing, in clothes that aren’t formal. • smart – more formally dressed, in clothes that are clean and well-cared for. • scruffy – dressed in clothes that aren’t well-cared for, e.g. perhaps they’re dirty, or torn. • sporty – dressed in clothes and shoes that can be used for doing sport. • well-dressed – wearing well-made clothes, which go well together, and which are suitable for the occasion when they’re being worn.
1c SUGG ESTED ANSW ERS
1 2 3 4
cool, scruffy, casual, fashionable casual cool, smart, well-dressed, fashionable sporty, casual, fashionable cool, sporty, scruffy, casual, fashionable
1d Remind students that they might need to change the form of the verbs. ANSWERS
1 suits 2 fit 3 match/go with 4 go with
L#+e'#'!, page 43 2a Ask the class who has been to a wedding and did they enjoy it. Extend the discussion to include what the students and the other guests wore. Then students discuss the two questions in pairs.
2b Follow the suggested procedure for listening tasks in the Procedures file on page 4. Before playing the recording ask students to guess who they think knows more about what to wear. Then students listen to see if they are correct. ANSWER
26
Patricia
UNIT 5 Fashion & Money 2c
V(cab-%a*, page 44
ANSWERS
4a Follow the suggested procedure for
1 M 2 yes 3 no 4 no 5 yes
brainstorming vocabulary in the Procedures File on page 4.
P"('(%(!, page 43
ANSWERS
3a
A2 B1 C4 D3
1 Would you like to try the jacket with a matching skirt or a dress? 2 Would you like to try the jacket with a matching
4b Students discuss the questions in pairs. If you
skirt or a dress? If students find it difficult to understand the difference, explain that in recording number 1, the words jacket with a matching skirt are stressed because the jacket only matches the skirt (but not the dress). In recording number 2, there is a jacket with a matching skirt and also a jacket with a matching dress, so therefore, bothskirt and dress need to be stresssed.
3b 1 Would you like to try the shirt with a tie, or a smart pullover? ANSWERS
A and B
have younger students in your class, they might not be all that familiar with different forms of money, so you could ask them to talk about what they see their parents or people in shops use, or put them into larger groups for this part of the discussion. If you have older students, you might want to extend this discussion to include anecdotes on when people have had technological problems paying for things (e.g.: when I was on holiday last year, my credit card wouldn’t work / got stolen / was never accepted etc.)
5a Conduct a class feedback to collect opinions before students refer to page 92 for the answers, and then have another class feedback session when they’ve seen the results to discuss any surprising facts.
2 Would you like to try the long-sleeved shirt or T-shirt? ANSWERS
A and C
27
UNIT 5 Fashion & Money 6 G*aa* F(c-+, page 45
Read#'!, page 46
e Go through the grammar focus box. Highlight how d the pronunciation ofwas /wɒz/ and were /wεr / a change to /wəz/ and /wə/ in the Past Continuous r tense as they become weak forms. g 6a
8a If you think very few students will know the meaning of tip, you might want to discuss question 1 as a class and then students do questions 2 and 3 in pairs.
8b Pre teach any vocabulary, aside from the vocabulary in the exercise, students might not know.
ANSWERS
1 She was talking… 2 Steve was eating… 3 4 5 6
Were you working… They were staying… Was Tom running… Daniel’s family were looking…
6b ANSWERS
1 They were walking in the park when the dog escaped. 2 Megan was eating a sweet when her tooth fell out. 3 Mum was buying a new dress when she saw a thief. 4 Peter heard the phone ring when/while he was reading the newspaper. 5 It was raining heavily when the lights went out. 6 our We credit were shopping online when someone stole card details.
7 ANSWERS
1 2 3 4 5 6 7 8
28
went/were were waiting started were talking/were chatting missed found looked for/was looking for saw/found out/discovered
ANSWERS
1 rude 2 wages 3 bill 4 elegant (restaurant)
8c ANSWERS
1F 2F 3T 4F
8d Conduct a class feedback at the end of the discussion to see if there are differing views in the class.
W*##'!, page 47 9 Go through the instructions for the task with the class, emphasising that they have to not only tell the reader about tipping in the UK, but they have to also include their opinion on the subject. Refer students to the writing file on page 85 for extra guidance on writing articles.
UNIT 5 Fashion & Money C('.e*+a#(' )"a+e, page 47
W*##'!, page 49
These tasks aim to highlight to the students how important it is for them to take an active part in the exam and ask the examiner questions, and to show the students some techniques to use.
12 Go through stages A-H with students,
10
A8 B7 C3 D7 E1 F6 G5 H2
ANSWERS
13 Go through the three tasks with the class,
1 two 4 one 2 examiner 5 portfolio 3 all
11a Go through the examples with the class. You might want to practise this conversation with a student playing the part of the candidate, before students do the exercise. SUGG ESTED ANSW ERS
1 Do you like fashion? 2 Have you seen anything interesting?
11b Get students to look at the questions first, and give them a few moments to come up with possible ‘echo’ questions. Students practise, taking it in turns to be both examiner and candidate. Monitor closely, giving help when needed. If you feel that your students are weak in this area, you could give them further practice based on other topics in the exam. E.g.: Grade 5
reminding students of the importance of planning their work before they start writing. ANSWERS
explaining that they should choose one, or more, of the tasks to do for homework. Refer students to the relevant Writing file for each of the text types – correspondence (an informal email) on page 78, factual writing (an article) on page 85 and creative/descriptive writing (a story) on page 87.
T*#'# Ta$ea/a, page 49 Practise the examiner/candidate exchange in pairs and then get students to answer the examiner’s question themselves.
Have you been to any exciting festivals recently? Do you enjoy listening to music? Grade 6 When you go shopping do you like to go alone or with your friends? Do you do any kind of sport?
29
6
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UNIT
6
Travel Trinity subject area
Travel
Grade
6
Grammar
Present Continuous for future use
Conversation phase
Examiner & candidate role play
Topic phase
Topic structure; Dos and don’ts
V(cab-%a*, page 50 1a Focus students on the map in the centre of the
3a Explain to the class that learners of English often
photos and elicit the names of the continents.
confuse these four words to do with travel. Give them a minute or two to match the words and the definitions, then check the answers together as a class.
ANSWERS
1D 2G 3E 4F 5C 6A 7B
1b
ANSWERS
ANSWERS
1A 2D 3B 4C
1 Africa 2 Antarctica 3 Asia 4 Australia
3b Give students two minutes to complete the
5 Europe 6 North America 7 South America
2 Focus students on the first photo and elicit the continent that they think it could depict, encouraging students to use the language in the Focus box for expressing an opinion. Then ask students to work in pairs and to request and express opinions about where the places in photos 2-6 are. POSSIBLE ANSWERS
2 3 4 5 6
30
Europe, South America Europe Africa, Asia, Australia, Europe, South America South America, Europe, Asia Asia, Africa
sentences, then check the answers together as a class.
ANSWERS
1 travelling 2 travel 3 travelling 4 journey 5 trip 6 journey
4a Give the pairs five minutes to decide where the words and phrases go in the table and to write them in. Point out that some can go in more than one category. While they are doing this, write the table with the headings on the board. Go through eliciting the answers from the class, category by category, and write the words and phrase up in the table on the board. You could do some pronunciation practice of the items with the class after you have written each one on the board.
UNIT 6 Travel holidaytypes acruise backpacking camping walking apackageholiday abeachholiday anactivityholiday
places themountains alake thecountryside city a theseaside thedesert
accommodation ahotel self-catering (apartment,villa) tent a bed and breakfast(B&B) ayouthhostel
4b Focus students on the first photo in exercise 1 again and elicit answers to the questions, giving examples yourself as necessary. Point out the structure for expressing purpose in the Focus box and give students an example of an answer to the last question in the list in relation to the first photo, using the infinitive of purpose structure, e.g. People go to a city to go sightseeing. Give students a few minutes to answer the questions in relation to photos 2-6, then get some examples answers from the pairs.
C('.e*+a#(' )"a+e, page 52 5a Divide the class into Student A and Student B pairs. Go through the instructions on the rolecards with the class. Give them set times for each stage of the activity, e.g. five minutes for stages 1 and 2. Monitor while they are having the conversations, noting things they do well and things they could improve, in preparation for the feedback in stage 3. After they have selfevaluated their performance in stage 3, give your feedback to the class.
5b Give more feedback to the class after students have repeated the activity in a different role.
6a After students have read the blog posts and matched them to a holiday type from exercise 4a), get them to compare their answers with a partner, before checking the answers together as a class. ANSWERS
1 a beach holiday 2 an activity holiday 3 an activity holiday/It’s not a holiday! 4 backpacking
6b Start the activity by telling the class which of the trips you would prefer to take and why. Give them two or three minutes to then tell each other in their pairs, before asking students to volunteer to share their preferences with the class.
activities goingsightseeing backpacking camping sunbathing walking relaxing doingsport
transport bytrain byplane byboat/ferry by car
6c Elicit from the class the phrases for the Present Continuous for future use and the expression relating to future time in the first blog post (At the end of July, I’m going on holiday.., We’re staying… in Louise’s post). Give students three minutes to find and underline the phrases for the Present Continuous and the future time expressions in the other posts. While they are doing this, write the target language from the first post on the board. Check the answers together as a class. ANSWERS
Louise’s post At the end of July, I’m goingon holiday… We’re staying in an apartment at the seaside. Pierre’s posthaving a holiday this summer. I’m not really I’m spending all of August studying English… I’m leaving on 31 st July… and coming back to France on 1st September. Jim’s post I’m going on a really cool trip in June. I’m going with my parents and my brother.. Marina’s p ost I’m not really going on holiday this summer, but I am going away. I’m leavingat the beginning of August and coming back in a year’s time! I’m going with a friend... We’re travelling around North and South America… for a year…
G*aa* (c-+, page 53 Go through the explanation in the Grammar focus, using the phrases you wrote on the board in exercise 6c) as examples.
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UNIT 6 Travel 6 7a Give students a few minutes to complete the sentences, before checking the answers together e d as a class. a ANSWERS r 1 Louise is going on holiday for two weeks at the g end of July. She is staying in an apartment on the Costa Brava. 2 Pierre isn’t having a real holiday this summer. He is spending all of August studying English. He is going to France on 31st July. 3 Jim is going on a trip to Africa with his parents, in Tanzania. 4 Marina is leaving at the beginning of August. She is travelling with a friend around North and South America for a year.
7b Go through the examples in the table of questions and answers about future plans, then give students a few minutes to ask and answer the questions.
7c Put students with a different partner for this activity. After they have told their new partner three of their previous partner’s plans, ask two or three students to tell you their new partner’s previous partner’s plans and ask the srcinal partner to confirm whether the plans have been reported correctly or not.
Read#'!, page 54 8a Give the pairs a minute or two to discuss the questions, then get opinions from the whole class. ANSWERS
1 a backpacking holiday 2 Students’ own answers.
9c Students work with their partner from exercise 8b) and compare their lists with the money-saving tips in the article. They then go on to discuss whether they agree or not with all the advice in the article. Emphasise that they should give reasons for why they agree or don’t agree. When they have finished, find out from the pairs how many of the same points as the article they had on their lists, then ask two or three students to volunteer to share their opinions from the second question.
W*##'!,
page 55
10 Go through the instructions for the task with the class. Refer them to the Writing file on pages 7881 of the Student’s Book for guidance on writing emails.
11 Go through the three tasks with the class, explaining that they should choose one, or more, of the tasks to do for homework. Go through stage A-H with them, emphasising the importance of planning their work before they start writing. Refer them to the relevant Writing file in the Student’s Book for each of the text types – letters on page 78-81, articles on pages 85-86 and descriptions on pages 87-88.
T()#c )"a+e, page 56
12a Explain to the class that they are going to listen to a candidate called Beatriz talking about her topic with the examiner. Play the recording while students number the points on the topic form at the bottom of page 56 in the order that Beatriz talks about them. Give students a minute or two to compare their answers in pairs, then check the answers with the class.
8b Give the pairs five minutes to make their lists.
ANSWERS
9a Give students two minutes to read the article and
1 How often I go there 2 Transport there 3 What it’s like 4 Why I like it 5 Things I don’t like
to do the matching task. ANSWERS
A456 B23 C1
9b Give students three minutes to read the article again and to complete it with the verbs. ANSWERS
1 Check 2 Walk 3 check 4 Buy 5 eat 6 eat 7 drink 8 take 9 waste 10 Take 11 keep
12b Play the recording again for students to tick the questions. They can then compare their answers in pairs, before you check the answers with the class.
ANSWERS
1, 4, 5
12c Give students some time to underline the correct word or phrase from what they remember. Then play the recording again, pausing it after each answer is given and eliciting it from the class.
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UNIT 6 Travel ANSWERS
T*#'# Ta$ea/a, page 57
1 name 2 quite often 3 sometimes 4 doesn’t always 5 more 6 can’t (there’s a ski station about 8 kilometres away) 7 rain 8 this
Get students to practise saying the dialogue in pairs. Then ask them to answer the examiner’s question themselves.
12d Play the last part of the recording again for students to complete the examiner’s question. Elicit the questions from the class and write them up on the board. ANSWERS
And what about you? Where’s your favourite place? 13 Students could work in pairs to do this exercise. Give them five minutes to complete the sentences withdo or don’t, before checking the answers together as a class. ANSWERS
2 Don’t 3 Don’t 4 Do 5 Do 6 Do 7 Do 8 Don’t
14a Divide the class into Student A and Student B pairs. Go through the instructions on the rolecards with the class. Give them set times for each stage of the activity, e.g. ten minutes for stage 1 and five minutes for stage 2. Monitor while they are preparing their topic points and questions in stage 1, helping as necessary, then monitor while they are having the conversations, noting things they do well and things they could improve, in preparation for the feedback in stage 3. After they have selfevaluated their performance in stage 3, give your feedback to the class.
14b Students change roles and repeat stages 1-3. Before they start, emphasise that they should try and put into practice the suggestions for improvement from stage 3 in exercise 14a).
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6
e d a r g
UNIT
7
Learning a language; Rules & regulations Trinity subject areas
Learning a language; Rules and regulations
Grade
6
Phonology
Connected speech at sentence level; Stress and weak forms
Grammar
Expressing obligation, necessity and uncertainty
Conversation phase
Talking about your portfolio
V(cab-%a*, page 58 1a Get students to work in pairs and discuss what they can see in the photos and to match each one to the different ways of learning a foreign language (1-8).
sentences, then go through the answers with the class. POSSIBLE ANSWERS
1H 2C 3E 4D 5A 6G 7B 8F
1 have to 2 must/need to 3 might, has to 4 mustn’t 5 doesn’t have to 6 do you have to 7 might not 8 Do you have to
1b Go through the examples with the class, then
4b Go through the examples with the class, then
ANSWERS
give the pairs a few minutes to discuss the questions, before discussing them together as a class.
Read#'!, page 59 2a Give students two minutes to read the article and match the headings with the paragraphs, before checking the answers with the whole class. ANSWERS
1D 2A 3B 4C
2b Go through the example with the class, then give pairs two minutes to discuss the questions, before discussing them together as a class.
3 Focus the class on phrase 1 in bold in the text (What do I have to do to really learn a language?) and elicit from them its matching function (It’s necessary to do). Give them a minute or two to match the other phrases with their functions, then go through the answers together with the class.
G*aa* (c-+, page 60 Go through the explanation in the Grammar focus box with the class, pointing out that they have already seen the example phrases in the article on page 59.
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4a Give students five minutes to complete the
give the pairs about ten minutes to discuss questions 1-3 and make the list in 4. students with a different partner for them to 4c Put compare their lists from b). After they have finished, ask students to volunteer to report to the class their answers to the questions in b).
P"('(%(!, page 61 5a Students have their books closed. Start the exercise by writing the example sentence on the board and eliciting from the class which words the stress is on in the sentence. Play the recording, pausing after this first sentence for them to listen and check. Students now open their books. Play the rest of the recording while students listen and mark the stress in sentences 1-5. Play the recording again, stopping after each sentence to check the answers with the class. ANSWERS
1 You don’t have to understand everything. 2 You mustn’t get demotivated. 3 You need to hear other people speaking. 4 You must choose things that you’re interested in. 5 What do I have to do to really learn a language?
UNIT 7 Learning a language; Rules & regulations 5b Play the recording again, stopping after each sentence for students to repeat it together as a class.
5c Play the first sentence and elicit from the class how many words it has. Write the sentence on the board as they give it to you. Explain that contractions count as two words. ANSWERS
1 9 2 8 3 9 4 7 5 10
5d Play the recording again for students to write the sentences.
ANSWERS
1 2 3 4 5
You don’t have to learn lots of grammar. You must get lots of practice at listening. When do you have to go back to school? You mustn’t talk during the exam. You need to work hard to learn a foreign language.
5e Play the recording again, stopping after each sentence for students to repeat it together as a class.
V(cab-%a*, pages 61-62 6a Start the exercise by eliciting from the class what two or three of the signs show that you mustn’t do. Then answers go through questions and the example with the class.1-3 Give students a few minutes to answer the questions in pairs, then go through the rest of the signs with the whole class, eliciting from them what is prohibited and whether they think this is a good idea or not.
6b Introduce the subject of rules and regulations in everyday life, e.g. by talking about things they have to do connected with school life (I have to do homework every evening, I have to get to school on time). Then give them a few minutes to make their lists.
6c Elicit from students how to form a question with ‘have to’ (see point 5 in Grammar focus, page 60), write this up on the board and practise the pronunciation together as a class. Go through the example question and answer with the class, then give them a few minutes to ask and answer questions about their lists in b and how they feel about the rules and regulations. When they have finished, round the activity off in a whole class activity by getting students to volunteer to ask and answer some questions about their lists.
7 Go through instructions 1 and 2 with the class, then start the activity off by telling them about the rules and regulations in your schooldays. You could exaggerate these for dramatic effect, e.g. I had to start school at 7am. I had to do three hours of homework every day. I had to go to school on Saturdays. (With this, you will be using ‘have to’ in the Past Simple tense – if you have young students who are still at school, this can stay at a receptive level, but if you have older students, whose schooldays are over, you will need to briefly go through this past tense form, as they will need to use it themselves.) Tell students how you would have liked things to have been different in your schooldays. Now put students into groups of three or four and ask them to follow instructions 1 and 2. Give them about fifteen minutes for this. For stage 3, give each group a name and write it on the board. Then get students to nominate one person in the group to present their rules for the perfect school to the class. Tell students to write down the name of each group, leaving space between each one, and to note what they like and what they don’t like about the rules that each speaker mentions on behalf of their group. For the final stage, go through each of the group names on the board, asking students to raise their hands if they want to vote for that group – they can only vote once! Write on the board the number of votes that each group gets, to see at the end which group is the winner.
Read#'!, page 62 8a Give students five minutes to read the text and to see if they can match the countries with the laws.
8b Students can check their own answers on page 92, or you can go through them together with the class. ANSWERS
1 Miami, USA 2 Singapore 3 Britain 4 Britain 5 France 6 Florida, USA 7 Vermont, USA 8 Britain 9 Athens, Greece 10 Arkansas, USA 11 Britain
8c Go through the example, then give students a few minutes to discuss the questions, before discussing them together as a class.
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UNIT 7 Learning a language; Rules & regulations 6 W*##'!, page 63
e 9 Go through the instructions for the task with the d class. Refer them to the Writing file on page 85-86 a for guidance on writing articles. r g C('.e*+a#(' )"a+e, page 63 10a Play the recording while students answer questions 1 and 2. ANSWERS
1 The examiner asks Rosa five questions about the content of her portfolio: Why did you choose this question? Is this really the job that you want to do? Why did you choose to write a description of the perfect school for the future? Which task did you enjoy doing the most? Why? 2 The examiner asks Rosa three questions about how she wrote the tasks: How many drafts did you do for the tasks, before the final version? Did anyone help you improve the first two drafts? So how long did it take you to do the tasks?
10b Play the recording again for students to listen for the specific information in statements 1-5. ANSWERS
1F – she wants to be a travel writer 2T 3F – she did two drafts and then the final version 4F – some other students made suggestions for improvements too 5T
10c Give students a few minutes to complete Rosa’s sentences from the recording. To check the exercise, you could play the recording again, stopping after each of Rosa’s answers and eliciting the correct phrase/s. ANSWERS
1 2 3 4
I thought that Well, mainly because I’d say for each task.
5 6 7 8
my teacher gave It’s difficult to sayme advice Maybe about I’m not really sure.
10d Students should do this individually, then compare with a partner. After they have finished, elicit from the class the language that they have chosen.
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SUGG ESTED ANSW ERS
The following phrases and sentences from Rosa’s answers would be useful for students at a productive level during the portfolio discussion, i.e. they could use this language themselves: I thought that I may really want to write... Well, mainly because... I’d say... I did... drafts for each task. ...some other students in my class suggested ways to improve the first draft... ...my teacher gave me advice about... I’m not really sure... It’s difficult to say... Maybe about... hours in total for each task. The following phrases and questions from Rosa’s answers could be useful for students at a receptive level during the portfolio discussion, i.e. they need to understand the language, but they don’t have to produce it: Why did you choose this question/to write a description of? Which task did you enjoy doing the most? Tell me, how many drafts did you do for the tasks, before the final version? Did anyone help you improve the first two drafts? How long did it take you to do the tasks?
11 Give students two or three minutes to complete the exam advice, then go through the answers with the class. ANSWERS
1 why 2 content 3 many 4 long 5 who 6 difficult 7 enjoyed 8 question
12a Divide the class into Student A and Student B pairs. Go through the instructions on the rolecards with the class. Give them set times for each stage of the activity, e.g. ten minutes for stage 2 and five minutes for stage 3. Monitor while they are preparing their topic points and questions in stage 1, helping as necessary, then monitor while they are having the conversations, noting things they do well and things they could improve, in preparation for the feedback in stage 4. After they have selfevaluated their performance in stage 4, give your feedback to the class.
UNIT 7 Learning a language; Rules & regulations 12b Students change roles and repeat stages 1-4. Before they start, emphasise that they should try and put into practice the suggestions for improvement from stage 4 in exercise 12a).
T*#'# Ta$ea/a, page 65 Get students to practise the dialogue in pairs. Then ask them to answer the examiners question differently.
W*##'!, page 65 13 Go through the three tasks with the class, explaining that they should choose one, or more, of the tasks to do for homework. Go through the different stages of the writing process A-H, emphasising the importance of planning their work before they start writing. Refer them to the relevant Writing file in the Student’s Book for each of the text types – emails on pages 78-81, articles on pages 85-86 and stories on pages 87-88.
37
6
e d a r g
UNIT
8
Health & fitness Trinity subject area
Health and fitness
Grade
6
Phonology
Intonation at sentence level; Subject-area vocabulary; Intonation patterns of more complex question forms
Grammar Conversation phase
Zero conditional; First conditional Health and fitness
Topic phase
Choosing a topic
V(cab-%a*, page 66 1a Give students a few minutes to decide on their answers to the quiz and to compare their answers with a partner.
1b Play the recording for students to check their answers to the quiz with the answers given by the radiothe presenter. You could stop the recording after presenter gives each answer and elicit it from the class. ANSWERS
1B 2A 3B 4C 5C 6B 7C 8A
1c Play the recording again for students to match the phrases with the quiz questions. Explain to the class that some of the phrases relate to more than one question, even though there is only one answer box for each item. ANSWERS
A 8 B 2 C 1 D 7 E 1 and 5 F 1 and 6 G 4 H 3 and 5
1d Start the activity by giving the class some example answers to the second two questions. Use the phrases for expressing surprise in the focus box for the question about surprising facts and statistics, and encourage students to do the same. Give them two minutes to discuss the questions, then ask one or two students to share their answers with the class.
38
1e Give students some time to try and complete the conditional sentences from the recording and to compare their answers with a partner. While they are doing this, write the gapped sentences on the board. Replay the relevant parts of the recording, eliciting the missing words for each sentence from the class and writing them in to your sentences on the board. ANSWERS
1 If you want to be healthy, you need to drink at least two litres of water per day... 2 If you drink more water, you’ll have less chance of getting heart disease... 3 ...if you have caffeine in the afternoon, it may stop you sleeping at night. 4 ...when you talk about the problem to someone, you feel better...
G*aa* (c-+, page 68 Go through the explanation in the Grammar focus, using the sentences you wrote on the board in exercise 1e) as examples. Give students five minutes to complete the 2a conditional sentences, before checking the answers together as a class. ANSWERS
1 talks, ’ll feel 2 won’t sleep, have 3 drink, ’ll have 4 eats, ’ll put on 5 eat, do, lose 6 use, ’ll be 7 won’t go, don’t find 8 comes, ’ll phone
UNIT 8 Health & fitness 2b Give the pairs about ten minutes to write their
4c Explain to the class that they need to use the
lists. Remind them to use the conditional structures from the Grammar focus.
words from exercise 4a) to complete the sentences. Give them five minutes to do this, then check the answers together as a class.
2c Give the pairs five minutes to compare their lists, then ask the pairs to tell you how many of their points were the same. You could round the activity off by getting an example sentence from each pair.
P"('(%(!, page 69 3a Play the recording two or three times for students to complete the sentences, then go through the answers with the class, writing up the first two sentences on the board. ANSWERS
1 It helps if you talk about problems. 2 If you don’t have a good diet, you won’t be healthy. 3 If you do some exercise, you may lose some weight. 4 When you exercise, you need to warm up first. 5 You’ll have less chance of getting heart disease if you drink more water. 6 If you exercise twice a week, you’ll be fitter. 7 It’ll be more fun if you exercise with someone. 8 If you want to stay healthy, eat lots of fruit.
3b Play the first sentence again, eliciting from students what happens with the instructor’s intonation at the end of each sentence and marking this with an arrow on the sentence on the board. Repeat this with the second sentence. ANSWERS
The instructor’s voice goes down at the end of the sentence.
3c Play the recording again, stopping after each sentence for students to repeat it together as a class.
V(cab-%a*, page 69 4a Explain that the photos all show people and places to do with healthcare, then ask students to match the photos with the words. Check the answers together as a class. ANSWERS
1A 2B 3D 4C 5F 6E
4b Play the recording, stopping after each word for
ANSWERS
1 2 3 4 5 6 7 8
optician dentist patient physiotherapist surgery nurse chemist’s/pharmacy pharmacist
Read#'!, pages 70-71 5a Give students a minute or two to make a list with their partner, then ask the class to tell you what they have on their lists and write these up in two columns on the board, with the headings ‘free’ and ‘you pay’.
5b Give students five minutes to read the text, then elicit from them whether the list on the board from exercise 5a includes the same free services as the ones in the article.
5c Give students a minute or two to do the matching task, then check the answers together with the class. ANSWERS
1C 2D 3B 4A
5d Give students a few minutes to look back through the text and decide whether the statements are true or false, then check the answers together with the class. ANSWERS
1F – they provide routine and urgent care 2F – they are also open outside office hours 3T 4T 5T 6F – you can see a nurse 7T 8T
W*##'!,
page 71
6 Go through the instructions for the task with the class, emphasising that their report should be based on information about Britain from the reading text on page 70 as well as their own country. Refer them to the Writing file on pages 82-83 of the Student’s Book for guidance on writing reports.
students to repeat it.
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UNIT 8 Health & fitness 6 P"('(%(!, page 71
e 7a d a r g
Start the exercise by writing example sentence 0 on the board with the intonation arrows. Play the first sentence on the recording and explain how the intonation goes up and down on the words marked with the arrows. Elicit from students that these words are where the main stress is in the question, because these are the main ‘content’ words, i.e. the words that carry the meaning. Play sentences 1-4 for students to mark where the intonation goes up and down in these questions.
ANSWERS
1 Have you ever been to a hospital? If so, was it to visit someone or because you were ill? 2 When did you last visit your GP? What was wrong with you? 3 What are the opening times of your local surgery? What happens if you’re ill when it’s closed? 4 How often do you go to the dentist’s? How do you feel about going?
7b Play the recording again, pausing after each question for students to repeat it together as a class.
7c Give students a few minutes to ask and answer the questions from exercise 7a). When they have finished, go through the questions together with the class, for each one asking students to volunteer to answer.
C('.e*+a#(' )"a+e, page 72 9a 1 Give the pairs two minutes to make their lists, reminding them to look back at exercises 1, 4 and 5 for ideas. When they have finished, elicit ideas from them, building up a list on the board. 2 Go through the example questions and answers with the class, then give the pairs five minutes to write the questions and think about how they could answer them. 3 Give the pairs a minute or two to prepare their questions for the examiner.
9b Divide the pairs into Student A and Student B. Go through the instructions on the rolecards with the class. Give them five minutes for the conversation in stage 1. Monitor while they are having the conversations, noting things they do well and things they could improve, in
40
preparation for the feedback after stage 2. After they have self-evaluated their performance in stage 2, give your feedback to the class. If there is time, you could get them to change roles and repeat stages 1-2.
T()#c )"a+e, pages 72-73 10a Give the pairs five minutes to make their topic lists.
10b Put pairs of students together so that they form groups of four. Give them five minutes to compare and add to their lists.
10c Ask students to work individually to choose the topic that they think is the most interesting from their list in exercise 10b).
10d Put students back with their partner from exercise 10a). Give them five minutes to ask and answer the questions about their choice of topic.
10e Ask the class to put up their hands if they answered ‘yes’ to questions 2-8 in 10d). Ask those who didn’t to think again about their choice of topic.
10f Give students a few minutes to work on their own to plan what they are going to say. Help them with vocabulary as necessary.
10g Give students a few minutes to present the points about their chosen topic to each other and to ask each other questions about their topics. Monitor while they are doing this, noting things they do well and things that could be improved. When they have finished, give feedback to the class on their performance.
W*##'!,
page 73
11 Go through the three tasks with the class, explaining that they should choose one, or more, of the tasks to do for homework. Remind students of the different stages of the writing process, emphasising the importance of planning their work before they start writing. Refer them to the relevant Writing file in the Student’s Book for each of the text types – emails on pages 78-81, reports on pages 82-83 and diary entries on pages 89-90.
UNIT 8 Health & fitness T*#'# Ta$ea/a, page 73
REVIEW UNITS
Practise the examiner/candidate exchange in pairs and then get students to substitute the language using some of their own ideas.
1
5-8
1 scruffy 2 cool 3 fit 4 suits 5 by cheque 6 on package holidays 7 youth hostels 8 hotels
2 1 was backpacking, met 2 was raining, decided 3 was doing, arrived 4 were shopping, did not find 5 got, exercised, ate
3 On Monday I’m starting university at 8 a.m. and at 6 p.m. that evening I’m studying English. On Tuesday I’m not doing anything. On Wednesday morning I’m starting university at 8 a.m. again. On Thursday I’m doing yoga at 11 a.m. and I’m going to my English class at 6 o’clock. On Friday I’m going to university at 11 a.m. On Saturday I’m going shopping with my mum at 5 o’clock and at 8 p.m. I’m seeing a film with Fabio at the cinema. On Sunday I’m visiting my grandparents.
4 1 doesn’t have to 2 has to 3 mustn’t, have to 4 might 5 mustn’t 6 have to
5 1 surgery 2 nurse 3 optician 4 pharmacist 5 chemist’s, pharmacy
6 1B 2D 3C 4A 5E 6F
7 1A 2B 3C 4F 5D 6E
41
6
WRITING FILE
e d C(**e+)('de'ce #'(*a% ea#%+ & a %ee*+, pages 78-79 r g2 1 invite 2 future 3 friend 4 subject 5 logically 6 don’t 7 full forms 8 closing 9 first name 10 after
Fac-a% /*##'! a*#c%e+, pages 85-86 1 Hao thinks that there are advantages and disadvantages of both individual and team sports.
2 1 information 2 opinion 3 website 4 paragraphs 5 attention 6 neutral 7 introducing 8 different
C(**e+)('de'ce (*a% %ee*+ & ea#%+, pages 80-81 1 Esthér wants to practise her listening and speaking skills.
2
3
Introducing a point of view:On the one hand, Firstly Adding more points:also, Secondly Making contrasting points:On the other hand, However
1 ask for 2 don’t know 3 sender’s address 4 recipient’s address 5 date 6 first 7 finish 8 contraction 9 greeting 10 full name
C*ea#.e /*##'! a +(* (* de+c*#)#(',
Fac-a% /*##'! *e)(*+, pages 82-83
1 past 2 imagine 3 like 4 familiar 5 paragraphs 6 plan 7 adjectives 8 title 9 style 10 punctuation
2 1 factual 2 suggestions 3 specialist 4 group 5 continuous 6 headings 7 title 8 ‘signposting’ 9 going 10 back
Fac-a% /*##'! *e.#e/+, pages 84-85 1 He’s probably thinking about the teenage age group.
2 1 personal 2 factual 3 performance 4 start 5 finish 6 informal 7 formal 8 feelings
pages 87-88
3
C*ea#.e /*##'! a +(* (* de+c*#)#(', pages 89-90
2 1D 2A 3C 4D
3 In the diary entry, there are all the features in the column.
4 1 2 3 4 5
I was so nervous! I could hear the audience. It felt absolutely great. It was a dream come true. I must remember...
C('*(%%ed W*#e' ea Read#'! #'( W*##'! a+$, page 91 2
B, C, A
42
Recording scripts 2
Diagnostic test 1 What’s your name? 2 How old are you? 3 What colour is my shirt? 4 How many days are there in a week? 5 Where do you come from? 6 Have you got any pets? 7 What’s your sister’s name? 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
How old is your dog? Where is the bank? What day is it today? Where do you live? What’s the weather like today? What was the weather like yesterday? When’s your birthday? Can you play the guitar? What time do you get up in the morning? What do you do in the evenings? What are the teachers doing? Can you help me with this exercise? Do you know his sister? Did you go on holiday last year? What do you like to do at the beach? What did you do last night? Who is the best student in the class? Tell me the difference between London and your home town. When did you buy those trousers? How often do you play football? What are you going to do next weekend? Do you go to the cinema often? Have you ever been to Britain? Why did you decide to take this exam? When did you last have something to eat? Is there much traffic in town? How long have you been at this university? Which kind of music do you prefer? Do you prefer riding a bicycle or driving a car? What will you do after the examination? Have you ever eaten English food? How long have you been interested in this? When did you see the film?
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1 We go to a big party and stay there until midnight . We celebrate with fireworks. 2 The postman delivers special cards on this day. It’s fun trying to guess who sent them.
3 My favourite festival is really popular in America, where people make faces using pumpkins. 4 We usually have a tree with lights and we put up decorations around the house. 4
1 I’ve been to Venice. 2 I haven’t been to Venice. 3 Have you been to Venice? Yes, Ihave./No, I haven’t. 5
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They’ve finished their studies. He’s been to Paris. Peter’s gone shopping. Yes, she has. No, she hasn’t. Have you ever eaten roast beef? I’ve been in the queue for hours! She’s just finished her shower. 6
Hello! I’m going to tell you about Christmas in Britain. I’ve always enjoyed spending Christmas at home with my family. We spend lots of time preparing for this festival. It’s probably the most important festival of the year for British people. Before Christmas we send our friends and family Christmas cards and most of us collect these up and display them somewhere in the house. We prepare the house by decorating the rooms with paper decorations, candles etc. Then we buy a Christmas tree – either a real one or an artificial one and, of course, we decorate the tree as well with ornaments and lights. But most important of all, we go shopping! We have to buy presents for everyone in the family and for our closest friends and we need to buy all the special foods and drinks that we will have during the holiday. As you can imagine, this is a very expensive time of the year! On Christmas Day itself the children of the family usually get up early because they are so excited about opening their presents. By mid-morning, when all the adults are also out of bed, we all gather round the tree and open the presents. This is the most exciting part of the day! I think everyone likes giving and getting presents. How about you? Do you prefer to give presents or receive them?
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Recording scripts A little later we all sit round the table and eat the Christmas meal. We always have roast turkey, roast potatoes and lots of vegetables. After that, if we are still feeling hungry enough we eat Christmas pudding but it’s very heavy and often we’ve already eaten enough by then! 7
1 What’s your name? 2 Do you speak any other languages? 8
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How often do you travel by bike? Can you drive? How much did the ticket cost? Have you ever flown on a helicopter? Where is the airport? Do you like travelling by train? 9
I come from Turin and I’ve lived in Turin all my life. Turin is a big… modern city in the North of Italy with a population of… well, around 1 million people. You know,like all large cities, Turin needs a complicated public transport system. In Turin we have buses, trams, taxis and… erm… of course, a lot of private vehicles as well. My father is a bus driver in Turin. He likes his job but,I mean… it is difficult because there is so much heavy traffic in the centre of the city. Turin has a modern electronic system of traffic control. Since it was introduced journey times have improved by… erm… about 20%. I hope that one day Turin will also have an underground railway.You know,Turin also has a good ecological record. Well, trams, for example, run on electricity and quite a number of other public service vehicles also run on electricity. More and more buses are using gas instead of petrol… or diesel. In a few years I will study town planning at University. Then I will join my father in the Transport Department as a manager … I mean… or planner. I won’t be a bus driver! 10
I come from Turin and I’ve lived in Turin all my life. Turin is a big, modern city in the North of Italy with a population of around 1 million people. Like all large cities, Turin needs a complicated public transport system. In Turin we have buses, trams, taxis and, of course, a lot of private vehicles as well.
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My father is a bus driver in Turin. He likes his job but it is difficult because there is so much heavy traffic in the centre of the city. Turin has a modern electronic system of traffic control. Since it was introduced journey times have improved by about 20%. I hope that one day Turin will also have an underground railway. Turin also has a good ecological record. Trams, for example, run on electricity and quite a number of other public service vehicles also run on electricity. More and more buses are using gas instead of petrol or diesel. In a few years I will study town planning at University. Then I will join my father in the Transport Department as a manager or planner. I won’t be a bus driver. 11
1 Would you like tea or coffee? 2 Do you prefer Rihanna or Lilly Allen? 3 Would you rather go to the cinema or to the theatre? 12
Peter: I must admit I’m quite fond of staying in and watching television. Maria: Really? I don’t. I prefer going out to staying in. Peter: Interesting. What sort of entertainment do you go out to see? Maria: Well, I really love live music and we’ve got a couple of great local bands that play regularly in clubs in the city. Peter: What sort of music do they play? Maria: Well one’s reggae and the other’s heavy metal. They’re very different! But I love them both. What kind of music do you like? Peter: Personally, I prefer classical music to pop music, but, in fact, when I go out I prefer going to the cinema or to the theatre rather than to concerts or clubs. Do you like the cinema? Maria: Oh yes! I go at least once a week – usually at the weekend. My favourite films are romantic dramas and comedies – what about you? Peter: I like most types of film but especially science fiction. To be honest though, I can’t stand romantic films! Maria: Oh dear! Science fiction leaves me cold! We do have different tastes! It sounds as if I go out every night but actually sometimes I’d rather rent a DVD and stay at home. Peter: Oh really? I prefer going to the cinema – my TV is very small!
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I played in a match for the school team yesterday afternoon and we lost, 5-nil! They’re over! I’ve finally finished. I think they played every song they have recorded. 14
1 I missed the train this morning. 2 We visited my grandmother last weekend. 3 We danced for hours at the party. 4 I watched TV yesterday evening. 5 My parentscelebrated their twentieth wedding anniversary last month. 6 He arrived on Tuesday night. 7 They decided not to come this afternoon. 8 She wanted to go to the cinema last night. 9 We talked for ages. 10 She relaxed by sitting on the sofa and reading a book. 11 They really enjoyed the party. 12 I loved the film. 13 She worked all day yesterday. 14 We waited for ages for him to arrive. 15
Examiner: So, have you done anything special recently? Candidate: Let me think. Oh yes, the weekend before last, I went away with my family to the seaside, to our house there. Examiner: That sounds nice. Where is the house exactly? Candidate: It’s on the south-west coast, in a small village, about 200 kilometres from here. Examiner: OK, so, how did you get there – by car, train...? Candidate: By car – and it took ages because the traffic was so bad. It’s always bad on Friday evenings. Examiner: I’m sorry to hear that. What time did you get there? Candidate: Really late – I think it was about midnight, so we went straight to bed. But the next morning we got up quite early and had breakfast out on the terrace. Examiner: So was the weather good? Candidate: Oh yes, it was beautiful – really hot and sunny all weekend. Examiner: How nice! Did you go the beach? Candidate: Yes, we spent most of Saturday and Sunday on the beach. But I didn’t swim very much
because the sea was so cold. Examiner: Oh, that was a pity. So whatdid you do? Candidate: Well, I played beach ball with my brother… Um, what else? I lay in the sun and read a book – oh, yes, and I ate lots of ice cream! Examiner: And did you do anything on the Saturday night? Candidate: Yeah, I went out for dinner with my family, then I met some friends and we went to a café – for more ice cream! Examiner: I can see you really like ice cream! So, did you go back home on Sunday evening? Candidate: Yeah, we left at about 5 o’clock and the traffic was terrible again! It took us hours to get home. And what about you, have you been away for the weekend recently? 16
Patricia: So, Peter, I must talk to you about the wedding on Saturday. Peter: What’s the problem? Patricia: What are you going to wear? Peter: I don’t know. I hadn’t thought about it. Patricia: It’s the day after tomorrow, Peter! Now listen carefully. Obviously you must wear your suit – you know – that nice navy blue one. Peter: Well, I’ve only got one suit so that wasn’t a difficult decision! Patricia: But don’t wear trainers or brown shoes with it. Peter: Oh... OK. Patricia: Why don’t you wear that tie I gave you for Christmas – but only if you’ve got a shirt that goes with it. If not, buy a new shirt tomorrow. Peter: OK, I can manage that – I might go shopping during my lunch hour. Patricia: Oh and get your hair cut – long hair is so old-fashioned! Peter: Is this a wedding or a fashion show? 17
1 Would you like to try the jacket with a matching skirt or a dress? 2 Would you like to try the jacket with a matching skirt or a dress? 18
1 Would you like to try the shirt with a tie, or a smart pullover? 2 Would you like to try the long-sleeved shirt or Tshirt?
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Recording scripts 19
1 Africa 2 Antarctica 3 Asia 4 Australia 5 Europe 6 North America 7 South America 20
Examiner: So where exactly is your favourite place? Beatriz: It’s in the mountains near Madrid, in Spain, about 50 km to the North-West of the city. It’s the village where my grandparents live and it’s called Cercedilla. Examiner: Sorry, I didn’t catch that. What’s it called again? Beatriz: Cer-ce-di-lla – it’s hard to say! Examiner: Yes, I don’t think I’ll try! So, how often do you go there? Beatriz: Usually about one weekend a month, then at Christmas and in the summer. Examiner: And who do you go with? Beatriz: Well, usually with my parents and my sister, but sometimes I go on my own, or with a friend. Examiner: And how do you get there? Beatriz: If I go with my parents, then we go by car. It takes about an hour from Madrid, if the traffic’s not too bad. If I go without my parents then I go by train. There’s a really good train service – it takes just over an hour to get there by train. Examiner: So tell me what this place is like? Beatriz: Well, it’s in the mountains, as I said, and it’s quite small – there are about 6,000 people living there, I think, but more in the summer and at weekends. People go there in summer especially to get away from the heat in the city. In the winter, it gets very cold there – there’s often snow, so people go there then to see the snow and to go skiing There’s a ski station higher up in the mountains not far away – about 8 kilometres, I think it is. Examiner: And what do you like about this place? I mean, why is it your favourite place? Beatriz: Well, first of all, I think it’s a really beautiful place. I like being able to see the mountains all around me. And, for a small place, there’s actually quite a lot to do there – there are cafés and restaurants, and there’s even a cinema! I also love seeing my grandparents, so that’s another reason why I like going there. Examiner: And what don’t you like about it? Beatriz: I actually like most things about Cercedilla, but there’s just one thing I don’t like. In the autumn and in the spring it can rain a lot. Sometimes, I go there for the weekend and it just rains all the time and I can’t do anything.
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Examiner: Yes, I can understand not liking the rain! So, when are you next going there? Beatriz: At the end of this month, I hope. And what about you? Where’s your favourite place? 21
Example: You might not understand much at all. 1 You don’t have to understand everything. 2 You mustn’t get demotivated. 3 You need to hear other people speaking. 4 You must choose things that you’re interested in. 5 What do I have to do to really learn a language? 22
1 2 3 4 5
You don’t have to learn lots of grammar. You must get lots of practice at listening. When do you have to go back to school? You mustn’t talk during the exam. You need to work hard to learn a foreign language.
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Examiner: Okay, now, let’s move on to your portfolio tasks. In Section 1, you chose number five, an email to an English-speaking friend about music. Why did you choose this question?
Rosa: Well, I’m very interested in all kinds of music, so I thought that I may really want to write to an English-speaking friend about this one day. The other ones on the list didn’t seem so useful to me. Examiner: I see, and in Section 2, you’ve written an article about your ideal job as a travel writer. Is this really the job that you want to do? Rosa: Oh yes, I’ve wanted to be travel writer for a long time. I love travelling and writing, so I think it’s a good idea to try and do both for my job. Examiner: Okay, and in Section 3, why did you choose to write a description of the perfect school for the future? Rosa: Well, mainly because I’ve got strong opinions about how I’d like school to be. I’ve finished school, now – I’m going to start university soon – but I think there are a lot of things wrong with the school system today and I want to change them. Examiner: Yes, it was interesting reading your ideas. Now, which task did you enjoy doing the most? Rosa: I’d say the description of the perfect school. Examiner: Why? Rosa: Because, as I said before, I feel really strongly about this subject, so it was easy to know what to write – how to write it was the difficult part! Examiner: Tell me, how many drafts did you do for
Recording scripts the tasks, before the final version? Rosa: I did two drafts for each task. The texts in my portfolio are the third draft of each one. Examiner: Did anyone help you improve the first two drafts? Rosa: Yes, some other students in my class suggested ways to improve the first draft, then my teacher gave me advice about the second draft, using the special Feedback form. Examiner: So how long did it take you to do the
vitamins and minerals that your body needs. So, the experts say that we need to eat it two or three times a week. The answer to question five, then, is C. Did you think that all fat was bad for you? A lot of people do, but the fat in things like extra virgin olive oil is actually healthy. This kind of fat can stop you getting lots of illnesses, like heart disease, some cancers – and even depression. The fat in margarine and chips isn’t ‘good’ fat, though, so don’t eat things like that! For question six, then, the answer is B.
tasks? Rosa: It’s difficult to say exactly, but it was quite a long time. We did work in class on preparing for the tasks, then I wrote the drafts at home. Maybe about five hours in total for each task – I’m not really sure. Examiner: Okay, now, moving on to the general conversation...
Now, for question seven, we don’t need doctors to tell us the answer to this, do we? If you’re feeling down or depressed about something, when you talk about the problem to someone, you feel better, right? So, yes, C is the right answer. A problem shared really can be a problem halved. And, finally, number eight. I was surprised about this one, too. Did you know that about 4 million people around the world die every year from smoking? And by 2030, it will be 10 million! I thought that AIDS was the biggest killer... So the answer to question eight is A.
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Okay, the results of today’s quiz on health are coming up next. Number one, if you want to be healthy, you need to drink at least two litres of water per day, so the answer is B. That’s a lot of water, isn’t it? But it will do you a lot of good. If you drink more water, you’ll have less chance of getting heart disease and some cancers. And you’ll have more energy – every extra half litre water can give you more energy. Now, for of question number two,20% if you think you need to do an hour of exercise two or three times a week to get fitter – you’re wrong! You don’t need to do that much – just 20 minutes is enough, so the answer’s A. And leave at least 24 hours between exercise sessions. Okay, moving on to question three, to have a healthy diet, you need to eat a lot of fruit and vegetables. All those vitamins and minerals are just what your body needs. So, the answer is B – that’s five portions of fruit and vegetables every day. Are you having a coffee at the moment? Well, if you are, stop! Because it’s already after midday! And if you have caffeine in the afternoon, it may stop you sleeping at night. So, for question four, the answer is C. This was a surprise to me – so no more espressos after lunch. Question number five has given me something to think about. I’m not a big fan of fish, but it looks like I need to eat it a lot more than I do – two or three times a week more than I do, actually! – because in some fish, like salmon and sardines, there are some special acids, called Omega three, that help keep our hearts healthy. And in all fish there are lots of proteins and
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Number one, if you want to be healthy, you need to drink at least two litres of water per day, so the answer B. good. That’s Ifa you lot ofdrink water, isn’twater. it? Butyou’ll it willhave do you a lotis of more less chance of getting heart disease and some cancers. And you’ll have more energy... Are you having a coffee at the moment? Well, if you are, stop! Because it’s already after midday! And if you have caffeine in the afternoon, it may stop you sleeping at night. So, for question four, the answer is C... If you’re feeling down or depressed about something, when you talk about the problem to someone, you feel better, right? So, yes, C is the right answer... 26
1 It helps if you talk about problems. 2 If you don’t have a good diet, you won’t be healthy. 3 If you do some exercise, you may lose some weight. 4 When you exercise, you need to warm up first. 5 You’ll have less chance of getting heart disease if you drink more water. 6 If you exercise twice a week, you’ll be fitter. 7 It’ll be more fun if you exercise with someone. 8 If you want to stay healthy, eat lots of fruit.
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Recording scripts 27
1 chemist’s/ pharmacy 2 dentist 3 nurse 4 optician 5 physiotherapist 6 surgery 28
Example: What do you think about getting healthcare advice on the Internet? 1 Have you ever been to a hospital? If so, was it to visit someone or because you were ill? 2 When did you last visit your GP? What was wrong with you? 3 What are the opening times of your local surgery? What happens if you’re ill when it’s closed? 4 How often do you go to the dentist’s? how do you fell about going? 29
Examiner: Hello, my name’s Simon. What’s your name? Candidate: My name’s Xavier Fernandez. Examiner: Nice to meet you, Xavier. Can I have your Topic form, please? Candidate: Yes, here you are. I’ve chosen Transport in Madrid for my topic. 30
Grade 5
Examiner: Which festivals are popular in your country? Candidate: We celebrate many festivals, but I think the most important one is carnival, in February. Examiner: Which is the best way to travel around your city? Candidate: Well, the fastest means of transport is the underground, but the cheapest is the bus. Examiner: Will you spend Christmas with your family this year? Candidate: Yes, definitely. We always eat lunch with my aunt and uncle on 25th December. Examiner: What was the last fi lm you saw at the cinema? Candidate: I saw the new Harry Potter film two weeks ago – it was excellent! Examiner: Which do you prefer, hip hop or pop music? Candidate: I prefer hip hop. What about you, do you like pop music? Examiner: Yes, I do, but I prefer classical music! Examiner: Have you done anything special recently? Candidate: Yes, I went to Bilbao two weeks ago, because my cousin lives there. 31
Grade 6
Examiner: What were the tourists doing when the tour guide was speaking?
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Candidate: Some were looking at the Eiffel Tower and others were taking photographs. Examiner: Do you have to help your parents in the house? Candidate: No, but if I don’t, they don’t give me any pocket money. Examiner: If you go to the party on Saturday, what will you wear? Candidate: I think I’ll go shopping on Saturday to buy something new. Examiner: What time does school start? Candidate: Well, lessons start at 9 o’clock, but we have to be there at 8.50 for registration. Examiner: Do you prefer playing sport or watching it? Candidate: I prefer playing sport, but this weekend I’m watching Arsenal play against Liverpool. Examiner: What is the best way to remember new vocabulary in English? Candidate: If I write an example sentence using each word, it helps me to remember the vocabulary. 32
ISE I
Examiner: Why did you choose question number three in Section 1 – an email explaining why you have chosen to run a marathon? Candidate: Well, I often go running so I knew what to
write about. Examiner : Why did you choose to write a description of your favourite film star in Section 3? Candidate: Because I love going to the cinema and I think Daniel Radcliffe is great! Examiner: Now, which task did you enjoy doing the most? Candidate: Probably the report about teenagers and money. Examiner: Why? Candidate: Because I feel really strongly about this subject. Examiner: How many drafts did you do for the tasks, before the final version? Candidate: I did two drafts for each task. Examiner: Did anyone help you improve the first two drafts? Candidate: Yes, some other students in my class suggested ways to improve the first draft, then my teacher gave me advice about the second draft... Examiner: How long did it take you to do the tasks? Candidate: It’s difficult to say exactly. Maybe about five hours in total for each task.
