new pass trinity 1 2 teachers book

NEW

Trinity Grades

TrinityTeachers Book

Pass

1-2

Stuart Cochrane

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

2011 Black Cat Publishing, Genoa, London

First edition: February 2011

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleasedto 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 establishedfee. All requests for such authorisation should be forwarded to AIDRO (Associazione Italiana per i Diritti di Riproduzione delle OperedellIngegno), 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 beinterpreted 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 VIYear 2011 2012 2013 2014 2015 2016

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

Editors: Joanna Burgess, Maria Grazia DonatiBook and cover design: Maura SantiniPage layout: Veronica PaganinDesign coordinator: Simona CorniolaPicture research: Alice Graziotin

Art Director: Nadia Maestri

Picture CreditsCideb Archive


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Contents

UNIT 1 Nice to meet youLesson A Hello & goodbye 6Lesson B How old is he? 7

UNIT 2 At schoolLesson A In the classroom 9Lesson B Is she your teacher? 11Review units 1-2 13

UNIT 3 ClothesLesson A Things to wear 14Lesson B My clothes, your clothes 15

UNIT 4 The bodyLesson A Show me your nose 17Lesson B Is he tall? 18Review units 3-4 19

UNIT 5 AnimalsLesson A Furry friends 20Lesson B On the farm 21

UNIT 6 FamilyLesson A This is my family 23Lesson B Shes got long hair 24Review units 5-6 26

UNIT 7 At homeLesson A Where do you live? 27Lesson B My house 28

UNIT 8 BelongingsLesson A My things 31Lesson B Where is it? 33Review units 7-8 34

UNIT 9 Days and monthsLesson A My week 35Lesson B Whens your birthday? 36

UNIT 10 PetsLesson A The pet shop 38Lesson B Are they playing? 39Review units 9-10 41

Recording scripts 42

Methodology notes 4


4Listening tasksThe Trinity Grades 1 and 2 exams have no formal listening test with recordings and written responses. It isimportant that you point out to learners that they dont need to worry too much about the listening tasks forthis reason. However, success in the interview does depend on listening carefully to the examiner andresponding appropriately.

Take account of the low level of your learners and:

if there is a picture to illustrate the topic, elicit information which will help them prepare for what they willlisten to

tell students what kind of conversation they will hear, e.g. two children speaking or an examiner speakingto a candidate

play each audio several times if necessary, stopping the audio during the task if needed

follow up the listening with a drill in order to practise the structures and pronunciation.

Brainstorming vocabulary and ideasBrainstorming is a good way to introduce an activity, and is suggested in this TB because:

it helps to get learners focussed on the topic of the lesson

it helps learners revive vocabulary that they know, but havent used recently

it gives you a chance to see what your learners know and what knowledge gaps exist.

Remember that this book is mainly for revisions of language so:

begin each new topic with closed books and try to elicit related vocabulary from learners

give them a specified time limit to work in pairs or groups

students tell you their words and you put them on the board in columns or mind maps or under specificheadings/categories

then students open books and do the first vocabulary activity as consolidation.

Use of the boardBoard prompts are good at this level to support students during speaking tasks and can lessen the memoryload required of students so that they can concentrate on communicating. Prompts can be usefulvocabulary items for the task, or reminders of the structures that learners should be using or pronunciationwork. As the students master the language the teacher can rub off some of the prompts so that studentscommit the language to memory. See the shaded boxes for examples of board work.

GamesGames provide some light relief and fun, but also a genuine context in which to practise language. TheTeachers Book makes a number of suggestions for games in the units:

guessing games, such as I-spy, pictionary, miming

memory games, such as Kims game (covering a picture and remembering whats there)

team games, such as sorting races (pairs or teams sort vocabulary items into groups as quickly aspossible)

knock-out games, such as Simon Says.

Methodology notes


5Methodology notes

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

DrillsRegular language drilling helps students learn the patterns of new structures and is a valuable technique forimproving pronunciation. A good drill can also liven up a class whose attention or energy is flagging halfway through a long lesson. There are a variety of drills you can use:

prompt and response drills (e.g. question and answer) you can give the prompt, or you can divide theclass into two groups who respond to each other

substitution drills, using flash cards or prompts written on the board

choral drills (all class together) or individual drills (teacher points to learners to respond)

drills with clapping or chants with a strong rhythm (good for word or sentence stress).

Trinity TakeawayAt the end of each unit, the Trinity Takeaway sections provide the students with useful examiner/candidatelanguage for the exam. Its important that you point out to learners that they mustnt memorise the mini-dialogues, but use them as examples of the type of conversation they will have with the examiner.

There is also a section a the end of the book with further examples of examiner/candidate language, whichare recorded.

After listening, you can:

ask students to read the mini-dialogues out loud to practise question/answer intonation

ask students to write similar mini-dialogues using different vocabulary from the unit.

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


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UNIT 1Nice to meet youLesson A Hello and Goodbye

1a page 6SUGGESTED PROCEDURE:

You could introduce this with a whole class activityto see how many countries learners can name inEnglish. Ask learners simply to call out the onesthey know, while you write them on the board.Then let learners do 1 a) in pairs before gettingfeedback and checking answers with the wholeclass. As you listen to the students focus onpronunciation and word stress.

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

b

cSUGGESTED PROCEDURE:

Ask students to work individually on this task atfirst, then they can check their order with apartner. Now play the recorded dialogue forlearners to check. You may need to pause thedialogue to give learners time to check. Once they

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have checked the answers, get learners to practisethe dialogue in pairs. You could also drill thedialogue with the whole class, with you playingone role and the whole class playing the other. Ordo the same drill, with half the class playing onerole and the other half playing the other role.

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

d

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Again, ask learners to do this task individually atfirst, then get them to compare their order with apartner. Once they have listened and youve gonethrough the correct order with everyone, getlearners to take a role and practise this dialogue:first with open books, then from memory withclosed books.

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

b

Open answers


Give learners time to match the words andnumbers. Then play the audio for them to check. Itis a good idea to drill these numbers in one ormore of the following ways:

from 1 to 10 and back from 10 to 1

round the class, each learner saying the nextnumber

in teams, team A says the odd numbers (1, 3,5...), team B the even numbers (2, 4, 6...)

clapping and then stopping on a number ask a learner what the next number is.

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

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CA

D

G/HE/F

B


7UNIT 1 Nice to meet you

bSUGGESTED PROCEDURE:

This is a simple activity to practise the numbers the kind of question likely to be asked in the exam.Start by choosing one or two learners to do thiswith you while the rest watch, then get everyoneto work in pairs for a few minutes.

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These are all typical things that the examinermight say or ask. Point out to learners that theycan expect to hear these in the first few momentsof the interview. Give learners a few minutes to dothe matching activity alone, and then ask them tocompare with their partner. Finally, play the audiofor them to check.

Play the audio again, but pause to give learnerstime to respond. First with open books, then withclosed books. You can do this as a whole class drill,or pick out individuals to answer. Follow up bygetting pairs to interview each other: Student Aplays the interview and reads out the questionsfrom page 7; Student B responds with booksclosed.

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

b

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Lesson B How old is she?


Begin by asking learners some basic questions justto focus their attention. For example, How manyboys/girls are there? Is this a boy/girl? Now asklearners how old they think each of the childrenare. Ask them to work in pairs to match the ageswith the photos. Finally, play the audio so thatthey can check what they predicted against whatthey hear.

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


Use this as an opportunity to revise subjectpronouns. You could write them on the board andelicit from learners when we use them e.g. shefor when were talking about a girl or woman. Getlearners to try and find the missing words workingindividually, then give them a chance to comparewith a partner. Now play the audio again for themto check. Finally, go through the answers together.

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


Remember that the aim of this is to practise thecorrect use of subject pronouns, so make sure thatlearners are aware of this. Dont let them simplypoint at photos and say And this?, for example. Itsa good idea to model the task yourself by choosingone of the stronger learners in the class to do itwith you. Finish with a whole class activity: get apair of learners to ask each other about one of thephotos while the rest of the class listen. Then asklearners which photo the pair was talking about.You could also ask learners to bring in photos offriends and family and get learners to ask eachother about them using the structures just practised.

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The aim here is to review and practise presentsimple. The tables are for learners to refer to, butyou could ask them to close their books and do asimple Q&A drill to practise the full form:

T: I or Group A: IClass: am Group B: amT: YouClass: are

Then focus on the contracted short forms byasking, Do we say, I am ten? Then elicit fromlearners what the short form is that we normallyuse when speaking. Now practise these shortforms with a similar Q&A drill.

1 shes / 2 you / 3 are / 4 I / 5 is not / 6 arent


Ask learners to open their books and complete thegaps individually then to compare with a partner.Finally, go through the answers together. Finish offby drilling the answers make sure that learnersreally are using the contracted forms.

1 Im nine. / 2 Shes from France. / 3 We arent fromHong Kong. / 4 My name isnt Maria. Its Mary. / 5 My name isnt John. / 6 They arent Italian. / 7 Im fine, thanks. / 8 Hes from India.

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cSee the methodology notes on drills at thebeginning of the Teachers Book.

3 Communication Task, page 9SUGGESTED PROCEDURE:

Like many of the communication tasks in thebook, this takes the form of a simple informationgap activity. Its a good idea to model the taskyourself by asking as stronger learner to do thefirst few with you while the rest of the class listen.

England SpainAge: 9 Age: 11

Canada Russia Age: 8 Age: 10

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Lia Carlos

Miranda and Elodie Alex and Nadia

UNIT 1 Nice to meet you


9UNIT 2At schoolLesson A In the classroom


The aim here is to revise basic classroom vocabularyof the kind that is often used in the exam. Notethat examiners may use these alternatives to theword lists in the exercise:

eraser = rubber

school bag = bag

student = learner / pupil

It is a good idea to make learners aware of thesealternatives and to learn them as passivevocabulary. Learners can do this activity in pairs.Then check answers with the whole class. Youcould practise the items by simply pointing themout in the class room and getting learners to shoutout the name of what youre pointing to. Also, asklearners to tell you what they have in their schoolbag / pencil case.

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

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

Student B: Notebook?

Student A: Right.

Student B: I-spy something beginning with...

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


Vocabulary grouping activities like this one aregood ways for learners to process vocabularywhich will in turn help them to remember words.Ask learners to do this individually and then checkwith a partner before playing the audio forlearners to check their answers. Give learners timeto ask any questions they may have about thegrouping before playing the audio again. This

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time, use the audio to drill the vocabulary items pause after each word for choral or individualrepetition. Focus on correct pronunciation, andwatch out in particular for misplaced word stressin multisyllable words such as calculator anddictionary.

Follow up by asking learners to think of two morecategories that could be used to organise thesewords. For example:

Things larger/smaller than a book. Things madefrom wood / plastic / metal.

You could also follow up with pronunciation work:ask learners to group words according to thenumber of syllables they have. Then ask themwhere the stressed syllable usually is. Point outthat the stress is most often on the first syllable, forexample:

notebook calculator student dictionary

Practise this with suitable pronunciation drills.


This aims to revise usage of the indefinite articlea/an and to practise a question and answer formatthat is very common in the exam:

Examiner: Whats this? Candidate: Its a/an...

First, bring students attention to the Focus box onpage 10. Then do some simple practice of this witha drill:

Teacher: Book. Teacher: Eraser.

Learners: A book. Learners: An eraser.

Focus on pronunciation. You need to point out tolearners that the article an becomes linked orjoined to the noun that follows. An eraser forexample becomes aneraser in connected speech.

In a pencil case

sharpenerpencilrulereraserpen

Furniture

deskchaircupboard

In a school bag

pencil casebookdictionarynotebookcalculator

People

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Now use a similar drill, but introduce the wholephrase:

Teacher: Whats this? Teacher: Whats this?

Learners: A book. Learners: An eraser.

At this point you dont need to expect fulleranswers, such as Its a... . Also, make sure yourepointing out single items, as the focus here is onthe article a/an. Now ask learners to work in pairsand practise the same Q&A dialogue based onclassroom objects. Monitor and check for errors inuse of articles or pronunciation.

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2a page 11SUGGESTED PROCEDURE:This is simply revision of numbers 11 to 20.Students should already be familiar with these, butif not then you may want to write the numbers onthe board before playing the audio. Its a goodidea to drill these numbers in one or more of thefollowing ways:

From 11 to 20 and back from 20 to 11

Round the class, each learner saying the nextnumber

In teams, team A says the odd numbers, team Bthe even numbers.

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

bSUGGESTED PROCEDURE:The aim here is to revise the rules for plural nouns.Although spelling is not important for the exam since there is no writing component thesespelling rules reflect the pronunciation of thethree categories of plural noun. Bring learnersattention to the focus box which gives examplesand rules for the three main categories of noun.Check learners understanding by writing oneexample of each category on the board and askingthem to give you the plural. Examples could be:

fox, church, box, brush, glass

story, party (point out that there is a consonantbefore the y)

cat, dog.

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Once you have done these examples altogether,get learners to do the practice exercise alone andthen to compare with a partner. When everyone isready, play the audio so that learners can checktheir answers. Play it once again and ask learnersto repeat what they hear.

1 thirteen watches / 2 fifteen classes / 3 twelvepencils / 4 sixteen boys / 5 fourteen dictionaries


The emphasis here is on the pronunciation of theplural affixes to nouns. You need first to model thethree endings for students. Write the phonemicsymbols as heading on the board and use theexample words you wrote on the board earlier:

Ask learners to repeat the words after you, givingspecial emphasis to the plural ending. Now asklearners how they would pronounce dogs. Showthem that, although it has the same plural endingas cats, it is pronounced differently. Now asklearners to do the sorting exercise on their own.Encourage them to say the words to themselves inorder to make them more aware of how theendings sound. Finally, play the audio to let themcheck their answers. Play once again and asklearners to repeat what they hear.


This short activity provides further practise of theHow many... are there? question, which is commonin the exam, together with practise of classroomvocabulary and numbers up to 20. Demonstratethe activity yourself by speaking to one of the

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1 /s/booksstudents

desks

2 /z/teachersboys

pencils

erasers

dictionaries

3 /iz/watchesboxes

classes

pencil cases

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/s/ /z/ /iz/cats stories foxes

UNIT 2 At school


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UNIT 2 At school

stronger learners in the class, then get learners towork in pairs.

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bAs you monitor, make sure students are using thestructures and language practised in this lesson.

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The focus here is revision of the determiners thisand these and the pronouns it and they. Again, theexample dialogues in the speech bubbles aretypical question and answer formats that occur inthe interview, and learners need to be familiarwith them. Ask learners to look at the exampledialogues and then write this on the board:

Elicit from learners how to complete the rules (this /it for one thing, these / they for many things).

Make sure that learners can distinguish betweenthis [short sound /i/] and these [long sounds /i/].Some learners have difficulties both receptivelyand productively with these sounds. Tell learnersto look at the shape of your mouth as you say thesounds. Now demonstrate the activity yourselfwith another learner in the class. Then ask learnersto do the activity in pairs. As you monitor, makesure that learners are using a variety of singularand plural forms. Listen out for grammaticalproblems such as subject verb agreement, but alsopronunciation problems.

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We use this / it for...We use these / they for...

Lesson B Is she your teacher?


The aim of this task is to practise short answers ofthe kind that candidates are expected to use in theinterview. These are answers to present simplequestions with the verb be.

Give learners a few minutes to look through thequestions on their own and make matches beforethey listen to the audio. For the Listen and repeat,you could split the class into two groups onegroup repeating the questions and the othergroup repeating the short answers. The groupsthen swap roles for a second Listen and repeat.

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


Again, give learners a chance to work alone onthis, compare with a partner and then listen andcheck. If you find that learners are makingmistakes with these short answers, then remindthem that the verb in their answer should matchthe verb at the beginning of the question. Do thefirst one together as an example if necessary.

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


Demonstrate what learners have to do by doingthe first two or three questions yourself with astudent. Then put learners into pairs to workthrough the rest of the questions. After a fewminutes, ask them to swap roles.

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dSUGGESTED PROCEDURE:

This is a simple exam role play, where learnersrespond to the examiners 6 questions in the audio.There are a couple of ways you can approach this:

1 get the whole class to respond, like a choral drill

2 pick out individual learners to respond to thequestions.

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Either way, play the audio a couple of times to givelearners plenty of practice at responding to thesevery simple but common questions.

Examiner: Hello.

Student: Hello.

Examiner: Is your name Sam?

Student: No, it isnt. Its...

Examiner: Are you from Greece?

Student: Yes, I am. / No, Im not. Im from...

Examiner: Are you eleven?

Student: Yes, I am. / No, Im not. Im...

Examiner: Is this your classroom?

Student: Yes, it is.

Examiner: How many students are there in yourclass?

Student: There are...

2 page 13SUGGESTED PROCEDURE:

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

One way to do this is have the class ask you whatthe objects are, or put learners in pairs. FirstStudent A guesses, then they swap and Student Bguesses.

You could follow up by having students drawobjects or parts of objects on the board in class.The rest of the class must guess what the object is.

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

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Students need to be able to recognise questionsthat refer to singular or plural items, which is whatthis exercise practises.

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


Pause the audio after each question and choose alearner from the class to answer. Play the audio acouple of times to give everyone a chance toanswer. Encourage students to use short but fullanswers, not just Yes and No (in the exam yesand no are acceptable though).

(Spoken)1 Its a pencil case. / 2 Theyre pens. / 3 Yes, it is. / 4 No, it isnt. / 5 No, they arent. / 6 Yes, they are. / 7 (There are) eight. / 8 No, it isnt.


Divide the class up into pairs. You could write thefollowing prompts on the board so that learnersare making the right kind of questions:

Do a few example questions yourself with alearner from the class, then let students do theexercise in pairs. Let them continue for about fiveminutes while you monitor for problems.

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Whats...? Are these...?What are...? How many...?Is this...?

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UNIT 2 At school


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REVIEW UNITS 1-21a page 14

b

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

2a page 14

1 meet / 2 meet / 3 name / 4 My names Im called / 5 old / 6 years / 7 where / 8 Im

b

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3a page 14

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

b

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4a page 15

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

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Go round the class, asking each learner one or twoquestions from the list below. Ask questions aboutthe children in the class.

Questions: Is this a boy / girl?

How old is he /she?

5a page 15

1 Is this / 2 Whats / 3 Are these / 4 How many


Go round the class, asking each learner one or twoquestions from the list below. Ask about objects inthe class.

Questions: Whats this? / Is this...? /

How many...? / What are these? /

What colour is it?

6a page 15

1 it isnt / 2 computer / 3 are three / 4 they arent /5 they are / 6 are twelve


Go round the class, asking each learner one or twoquestions from the list below. Ask about peopleand objects in the class.

Is this a...

Whats this in English?

Is he/she a teacher?

How many... are there?

Are these....?

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Q A U C H A I R AW S D R T O N E SE D Q E G G I P DR F W F S G N O FT G E I Q K E I GE H R V W G T U HR J T E E G E P JA K Q Y R G E O AS H A R P E N E RE P T Y U G V G UR O N H J L B G LQ E G S E V E N EP U T W E N T Y RN O T E B O O K E


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UNIT 3ClothesLesson A Things to wear


Start with a few minutes brainstorming the topicof clothes. With closed books, ask learners to callout as many clothes related words as they canremember, while you write them on the board.Now ask them to open their books and do the parta) task.

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


Some learners may not know what syllable means,so write a word with two syllables on the boardand split the syllables up, like this:

When you think theyve got the idea of whatsyllables are, you can let them do this exercisealone and then compare their answers with apartner before listening to the audio to check. Playthe audio through once just to let them check,then play it a second time so that they can repeatwhat they hear. You could follow up withpronunciation work focusing on word stress intwo-syllable words. Read out the list of twosyllable words, emphasising the stressed syllable,and elicit from learners where the stress lies. Theyshould see that the stress in two syllable wordstends to be on the first syllable.

Group 1 one syllable coat / belt / jeans / gloves /dress / socks / shoes / scarf / skirt / shirt / hat /shorts

Group 2 two syllables jumper / trousers / T-shirt / jacket / glasses / trainers

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ja-cket [/'d k.it/]


Again, ask learners to close their books and callout any colours in English that they can remember.Then ask them to open their books and do thematching exercise. Play the audio once to check,then again so that learners repeat what they hear.Encourage correct pronunciation.

You could follow up by asking learners to find youthings in the classroom that match the colours youcall out. For example, call out Green! and askstudents to point to things on their desk or aroundthe room.

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


This activity combines the two vocabulary sets(clothes and colours) and practises anotherquestion format that is very common in the exam:What colour is/are...? As usual, its best if youdemonstrate the activity with a learner from theclass before asking the rest of the class to do it inpairs. Encourage full answers, for example Its redor Theyre blue instead of single word answerssuch as Red or Blue.

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You could begin with closed books. Write thedemonstrative pronouns mixed up on the board,like this:

Ask learners if they can identify four words in theword snake. Then ask them which words refer toone thing (singular) and which words refer tomany things (plural). Now ask them to do theexercise on page 17.

1 This That / 2 These Those

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thisthosethatthese

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UNIT 3 Clothes


This provides an opportunity to use classroomwords and clothes vocabulary whilst practisingthese determiners. Divide the class into pairs. Geteach learner first of all to look around them andwrite the names of the 6 objects they are going totalk about. There should be a mixture of plural andsingular items. Then demonstrate yourself whatthey have to do before asking pairs to worktogether.

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4a page 17Listen and compare.

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

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


Do a few example questions yourself working witha learner from the class and then divide the classinto pairs. As you monitor, encourage learners touse a variety of question forms here, and encouragefull short answers.

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Lesson B My clothes, your clothes


Tell learners that they are going to hear part of aninterview in which the examiner asks the candidateabout some of the photos shown here. Before theylisten, however, draw learners attention to thephotos and ask them a few simple questions aboutwhat each one shows. For example:

Is this a girl/boy?

How many babies/girls/boys are there?

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

1 C / 2 D / 3 F


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

Now ask learners to read through the sentencesand, working with a partner, try to guess themissing word. Then learners work alone to listen tothe audio and to check.

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


You might want to do some drill work practisingthe question:

What colour is/are...

(Remember that candidates are not expected toproduce questions in the exam, but for thepurposes of this exercise they will need to ask theirpartners the question.)

Once learners are comfortable with the question,demonstrate what learners have to do by working

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his boy / man masculine, singular her girl / woman feminine, singular their plural


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with one of the stronger learners in the class whilethe others listen. Then organise the rest of theclass into pairs and let them get on with the taskwhile you monitor listen out especially for errorswith the determiners.

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The focus here is revision of the rest of thedeterminers. Get learners to complete thesentences alone and then compare with a partnerbefore checking altogether.

1 your / 2 his / 3 her / 4 their


Again, demonstrate the task yourself by workingwith a learner and then get learners to work inpairs while you monitor.

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This uses the photos of people on page 62. Makesure that, when doing this exercise, learners areusing determiners correctly, but at the same timeencourage fluency and experimentation.

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Start with a short drill so that learners get used tothe question and answer format for this activity.Divide the class into two groups:

Group A: Whats you favourite colour?

Group B: My favourite colours...

Do this three times, then groups swap roles. Bythis time learners should be ready to do theactivity. If there is space in your class, this worksbest as a mingling activity where learners movearound the class and interview each other whilenoting down answers. Its important that they getinformation from at least one boy, one girl and twoother learners.

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Again, you could drill the question and answerformat as suggested for a) before learners go on tothis.

Group A: What colour does Helen like?

Group B: Her favourite colours...

Then swap groups as before. When youre happythat the group can manage to form the questionsand answers sufficiently well, put them into pairs.They need to swap books so that each learner cantalk about the people they spoke to during part a).

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

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


Demonstrate with one learner so that everyoneknows what they have to do, then get pairs tointerview each other. To make sure that they use avariety of question forms, you could put upquestion prompts on the board:

As you monitor, dont worry too much if learnersare making errors in question formation. Feedbackshould focus on the answers learners give.Encourage learners to give short answers but notone word answers.

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Whats...? Are these...?What are...? What colour is...?Is this...? What colour are...?

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UNIT 4The bodyLesson A Show me your nose!


You could begin with a similar brainstormingactivity to those used in earlier units simply asklearners (with closed books) to call out any bodyrelated words they can remember while you writethem on the board. Then ask them to open theirbooks and do a). Play the audio once to checkanswers and then a second time so that learnerscan repeat what they hear.

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


Demonstrate with one learner from the class andthen get pairs to do the same. Make sure thatlearners arent only giving one word answers. Also,make sure that Student A isnt always askingquestions that elicit the answer Yes, it is. Make surethat Student A is using plural forms, too. After twominutes, get pairs to swap roles.

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First draw learners attention to the focus box aboutirregular plurals. Point to your teeth / feet / hair andask learners What are these? / Whats this? Thenmodel the questions that learners need to use forthis activity. You could do a whole class drill of thequestions, emphasising the difference between this/i/ and these /i/. Once again, choose a learner fromthe group and demonstrate the task. Then organisethe class into pairs. Make sure they take turnsasking and answering.

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Give learners a few moments to do this alone andthen check with a partner before listening to theaudio to check their answers.

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


Explain to learners that the top circle has verbs, thenext circle articles and the lower circle nouns. Theycan combine these to make different orders. Pairsshould take turns making and following orders.Again, you may need to demonstrate whatlearners need to do beforehand.

Follow up: Playing the childrens game Simon says...

In this game, learners should only follow orders ifthe speaker begins with Simon says... . If someonefollows an order without the speaker sayingSimon says... then they are out of the game. Thelast player remaining wins the game. Learners cantake turns at being the speaker.

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Lesson B Is he tall?


This practises common adjectives that learnersought to know for the exam. Get learners to dothis together with a partner before checkingaltogether. Be ready to explain why short is listedtwice. i.e. that it has two meanings here.

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


Before they listen, ask learners (working in pairs) tomatch one word from the list of adjectives in a) toeach of the pictures. Check to see which wordslearners have used this will also be a goodconcept check to see if learners understand thesewords. Then play the audio twice so that learnerscan match the descriptions with the pictures.

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


Its useful to show the position of the tip of thetongue when making each of these sounds:

t /t/ the tip of the tongue is touching the roof ofthe mouth just behind your front teeth

th // the tip is just protruding between theupper and lower teeth

Demonstrate and get students to try it outthemselves.

See the section on drills at the beginning of theTeachers Book for further ideas on how to practisethese sounds


These are all questions or orders that could comeup during the interview. Remember that they willnow be asked to produce questions or imperativeforms like this, but must understand them andrespond appropriately. Give learners five minutesto do this alone before playing the audio to check.

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


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


Make sure that learners use a variety of questionformats, and that they take turns in asking andanswering. As you monitor, dont worry too muchabout correct question formation, but make surethat answers are correct.

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Students build a dialogue similar to the one theywill need to have with a partner in part b). Pointout that there are two correct answers for thisactivity. Once students have finished and checkedwith the audio, have them memorise the dialogueand act it out in pairs, or do choral drills with thewhole class.

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

b

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4 Communication task, page 23SUGGESTED PROCEDURE:

The dialogue that learners ordered in the previoustask is a model for the kind of dialogue thatsrequired for this task. Explain that Student A willhave all the girls/womens names, while Student Bwill have all the boys/mens names. The aim of thetask is to put the names under the correct photos.Choose one of the stronger learners in the classand demonstrate what learners have to do.

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UNIT 4 The body


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b

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2a page 24

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

b

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3 page 24

1 Show me your feet. / 2 Go to the door. / 3 Openyour book. / 4 Give me a pencil. / 5 Point to yournose. / 6 Touch the pencil case.

4a page 25

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


Go round the class asking individual students thequestions 1-6 based on the photos for thisexercise. Then extend the activity with similarquestions about people in the book or learners inthe class.

5a page 25

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


As for 4 b).

6a page 25

1 Yes, she is. / 2 No, she isnt. / 3 Yes, he is. / 4 No, heisnt. / 5 Yes, she is. / 6 No, they arent.


As for 4 b).

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Lia Coco Isobel Maria

Kim Jennifer Aiden Alex

Luke Mathias Max Freddie

REVIEW UNITS 3-41a page 24ANSWERS

1E Y EJ A 2F O O T

3H AC

I I

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4S GH 5T E

6T R O U S E R S7N E H

8S O C K S IS RE 9M O U T H

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UNIT 5AnimalsLesson A Furry friends


With closed books, ask learners to name as manyanimals as they can in English. Then with openbooks, can they name the animals shown? Ask howmany of each animal are shown this will lead intothe idea of plural forms, then get learners to try theexercise. Point out the focus box information aboutirregular plurals. Can they remember any otherirregular plurals (e.g. foot-feet)?

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


These are typical exam style questions. The focus ison plural versus singular forms. Ask learners whichwords in the word pool show one and whichwords show more than one. Then get learners tocomplete and check. Finally, ask learners to try andmemorise the dialogue.

1 this / 2 these / 3 Theyre / 4 isnt / 5 Are / 6 they


First model with a stronger learner, then get therest of the class to do the same. Listen out forcorrect pronunciation of this / these.

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This is a revision of questions and answers metearlier in Units 1 to 4 (How many... / What colour... /Is it...) etc. Elicit questions altogether from the classand write them on the board before gettinglearners in pairs to ask each other. Make sure eachpartner gets a chance to ask and answer.

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This is just a fun activity to practise question formsand body language. You could begin by drawing asimilar imaginary animal on the board and askingthe whole class to guess which animals it is madefrom dont worry about any lack of artistic skills!After the pair work, get learners to draw their ownimaginary beasts and invite them to talk in smallgroups about what their drawings.

4a Communication Task, page 27SUGGESTED PROCEDURE:

Draw learners attention to the photos of the fishand ask them simple focus questions such as Howmany fish are there? What colour is this fish? Is itblue and yellow? etc. Tell learners that they aregoing to hear someone talking about the fish andthat they must circle the correct information. Givethem a minute to read all the information first, andthen play the audio. You may need to play theaudio two or three times.

FISH AName: Bob From: China Age: two

FISH BName: Mary From: Africa Age: seven

FISH CName: Angela From: Brazil Age: six

FISH DName: Squeak From: Japan Age: twelve


Ask learners to read the example dialogue in thebubbles and then demonstrate what they have todo with a good learner from the group. Basicallythe idea is to use information about the fish to askquestions of the kind that the examiner might askin the exam. At the end you could ask a good pairof learners to demonstrate the conversation theyhad to the others.

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UNIT 5 Animals

Lesson B On the farm


With closed books, ask learners to call out theEnglish words for any animals they can remember(farm or otherwise) while you write them on theboard. Now ask learners which of the animals theycalled out can be found on a farm. Finally, getlearners to open their books and do the matchingexercise on page 28. Give them 2 or 3 minutes towork alone before going through the answersaltogether. You could drill the words so thatlearners improve their pronunciation.Pronunciation problems often occur with thevowel sounds of the following: goat, chick, sheep.For further practice, ask learners to ask each otherwhat their favourite animal is. Model the questionby asking a learner in the class:

A: What are your favourite animals?

B: My favourite animals are horses and lambs. What are your favourite animals?

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


First get learners to work individually and try tomatch the adjectives in the box with the animals inthe pictures. Go through this together. Then dividethe class into pairs in order to do the dialogue. Getthem first to read the example dialogue in thebubbles, then you demonstrate with a learner fromthe class and finally give learners five minutesworking in pairs.

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This is a simple memory game. Demonstrate byasking all the learners to close their books and thenyou ask them a few questions about the photos.Remember that learners dont have to producequestions in the exam, so you can write promptson the board for them to use in this activity:

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Demonstrate the sounds and point out thedifference in the shape of the lips when producingeach:

sh lips pursed and pushed forward

s lips wide and pulled back

It can be useful to get students to exercise thesounds and lip shapes in an exaggerated form,slowly becoming more natural.

Another classic tongue twister to practise thesesounds is She sells sea shells on the sea shore.


This activity simply provides practice for thelanguage they need to understand and use. Firstask learners to look at the photo. Ask simplequestions along these lines: Is this a donkey? Is itgrey? How many horses are there? Show me itshead. Now tell learners that theyll hear someonetalking about their pet and they must tick thecorrect information. Give them a moment to readthrough list, then play the audio. You may need toplay it 2 or 3 times.

1 / 2 / 3 / 4 / 5 / 6


If you prefer, you could set the drawing task ashomework, and then ask learners to talk abouttheir pet in the next lesson. Alternatively, youcould make this into a communication task byhaving Student A describe their pet and Student Bdraw it. If a student doesnt have a pet, they coulddescribe a neighbours or relatives pet, or a petthey would like to have.

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How many... are there? Is there a....?What colour is/are...? Is the cow....?

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These are all typical things that learners mighthear in the exam. Give them a few minutes to workalone on the gap filling task, then an extra minuteto check with their partner. Finally, play the audiofor learners to check.

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

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In pairs, one student with open book asks thequestions and gives the orders, while the other,with closed book, responds. After five minutes, getpairs to swap roles.

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UNIT 6FamilyLesson A This is my family


If possible the teacher should bring a photo ofhis/her family or a picture of a famous family intothe lesson to set the context of family. Then showlearners the family tree on page 30. Show them Liand ask, Whats her name? How old is she? Saythat this is her family and ask them to match thewords on the left to the photos in relation to Li.Learners can do this in pairs if you prefer. Youcould follow up by asking learners to bring photosof family members in to talk about, like this:

Student A: Whos this?

Student B: This is my mum

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


Tell learners that they are going to hear Li talkingabout her family and that they will make notesunder each photo of names and ages. This issimply an activity to practise the kind of languagethey will need to use in the exam with a nativespeaker to listen to. Play the audio a couple oftimes and pause where necessary to give learnerstime to make notes

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


First of all, revise numbers over 20 by going roundthe room and asking each learner to say the nextnumber doing this up to 40 should be sufficient.Then model the two numbers in the table twentyand twenty two. Ask learners how many syllables

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there are. Show them that the stressed syllablesare marked with the large boxes (at the top of thetable) then ask them to organise the numbers intothe two groups according to their stress pattern.Learners should do this alone encourage them tosay the numbers to themselves so that they hearthe pattern before checking altogether with theaudio.

Follow up with a simple drill to practise thesepatterns. Simply count from 20 to 100 in steps offive: 20, 25, 30, 35 etc. Get the whole group to callout the numbers together while you mark therhythm on the whiteboard.


Get learners to read the model dialogue, and thendemonstrate yourself what they have to do bychoosing a learner and asking him/her questionslike the examples given. Put learners into pairs,Student A asking the questions, Student Banswering after 2 minutes they should swaproles. Follow up by having everyone close theirbooks and you asking questions to see what theycan remember about Lis family.

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Tell learners that these sentences are taken fromthe audio with Li. Working in pairs, see if they canfind the missing words. Then play the audio againso that learners can check.

1 got / 2 ve got / 3 ve got

20 (twenty)

30 (thirty)

40 (forty)

50 (fifty)

22 (twenty-two)

28 (twenty-eight)

37 (thirty-six)

47 (forty-seven)

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Learners should try to complete the table alone andthen compare with a partner. Finally go through theanswers together with the whole group.

Learners dont need to be able to make questionswith have got for the exam, but they do need tounderstand such questions and be able torespond appropriately. You could do a drill topractise Yes, I have and No, I havent responses:Make two flash cards, one with a and one with a . When learners see the first, they should give apositive answer, when they see the second theyshould give a negative answer. Ask the classquestions with have, they should respond chorallyaccording to the flash card you show. For example:

Teacher: Have you got a dog? (show )Students: No, I havent.

1 have got (ve got) / 2 have not got (havent got) /3 hasnt got


This simple matching exercise includes differentquestion forms that the examiner might ask. Getlearners to do it alone at first, then check italtogether.

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


Introduce this task by asking learners to look at thefour family trees. Ask questions like, How manyfamilies are there?. Point to the named person andsay, Whats his/her name?. Then describe one ofthe families and ask learner to guess which familyyou are describing. Then organise the group intopairs. First Student A describes and B guesses, thenthey reverse roles. Remember that learners donthave to ask each other questions, but they shouldgive detailed descriptions of the families so that itis clear which one they are describing.

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Students need a notebook for this final activity.Learners describe their family to their partner,while the partner tries to draw the correct tree.You could begin this by describing your family tothe class and asking them to draw your family tree.Then ask pairs to do the same. While they talk,monitor and pay special attention to their use ofhave / havent got.

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Lesson B Shes got long hair


These are all adjectives that learners should knowat this level. Give learners a minute or so to matchthe opposites together on their own before goingthrough the answers together.

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


Give learners a few minutes to find the photos thatmatch the questions, then go through the possibleanswers together.

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


This exercise is a way to practise language thatlearners should be able to understand and use.Play the audio a couple of times so that learnershave a chance to understand what they hear.

1 B / 2 D / 3 A / 4 C

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UNIT 6 Family


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UNIT 6 Family


Point out to learners that they dont have to writein English for the exam, but that they will beexpected to use these kinds of sentences duringthe interview. Give learners about five minutes todo this alone and then compare with a partner.

A Hes young / handsome. Hes got short / dark hair.

B Hes old / fat. Hes got short / grey hair.

C Shes fair / old. Shes got short / fair hair.

D Shes young / pretty. Shes got long / dark hair.

eSUGGESTED PROCEDURE:

Learners can open their books again for thisactivity so that they can refer to the vocabularylist. Also, bring their attention to the Focus boxwhich includes information about two usefulwords for qualifying adjectives. Demonstrate thetask first by describing a member of the class andasking learners to guess who it is. Then divide thegroup into pairs to do the same.

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Explain to learners that they are going to hear anextract from a typical conversation in the exam.Ask them to read through the dialogue once,ignoring the gaps, and tell you what they aretalking about (in general). Then ask them to readthrough again and make guesses as to what themissing words are. Finally, play the audio and letthem complete the gaps. You may have to play theaudio a couple of times.

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


This task focuses on a question type that is quitecommon in the exam: What does he/she looklike?. If learners dont know the expression, explainto them that it refers to someones appearance.

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Then ask them to do the matching exercise. Askquestions about famous people:

What does Johnny Depp / Angelina Jolie / RobbieWilliams / Keira Knightley look like?

1 b / 2 c / 3 a


Demonstrate by asking a good learner from theclass a couple of questions about what people inhis/her family look like. Then organise the classinto pairs to do the same. Some learners mightfind this kind of open ended question moredifficult. To help them, you could write theseprompts up on the board for them to refer to:

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Remind learners that they dont need to worry too much yet about the grammar of formingquestions, but that they should be familiar withthese questions as set phrases because they arequite commonly asked in the exam. Give them fiveminutes to work through this alone beforecomparing with a partner and finally listening tothe audio to check.

a

1 How many people are there in your family? / 2 Have you got any aunts or uncles? / 3 What aretheir names? / 4 How old are they? / 5 Whats yourfathers name? / 6 What does he look like? / 7 Howold is he? / 8 Tell me about your mother.

Play the audio one more time so that learners cananswer. The best way to do this is probably to pickout individual learners to respond to eachquestion. Go through this at least twice so thateveryone gets a chance to answer.

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Hair: blond / dark / long / shortBody: tall / short / fat / thin /medium height / average weightOther: ugly / handsome / pretty / strange


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This is similar to the Communication Task on page31, so its a good idea to mix up the class to makesure that everyone is speaking to someone theyhavent worked with recently. Tell learners to get asmuch information as they can about their partnersfamily: names, ages and what they look like.

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Again, mix up the class so that everyone is workingwith a new partner. Learners should then describethe family that they have just got informationabout to their new partner. Finish off by askingone or two learners to report back to the wholeclass on the family they learned about in part b).

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Family members (any order)mother / grandma / sister / father / auntie / brother

Animals (any order)spider / donkey / mouse / rabbit / duck / goose

b

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2a page 34

1 ve got / 2 ve got / 3 ve got / 4 has got / 5 hasgot / 6 hasnt got / 7 ve got / 8 ve got

b

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c

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

3a page 35

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

b

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4a page 35

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

b

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UNIT 7At homeLesson A Where do you live?


You could ask learners to do this straightforwardmatching exercise in pairs. Follow up by askingthem to close their books. Draw a simple plan ofyour house on the board and ask them to identifythe rooms by asking Whats this? and pointing tothe various rooms. You may need to pre-teach theword floor as it will come up again on page 40.Then put learners into pairs and ask them to drawplans of their own houses and to ask each otherabout them:

Student A: Whats this?

Student B: Its the bathroom. etc.

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


First ask learners to look at the three photos andask them questions such as:

Is this a flat/house?

Is this/it a big flat/house?

Is there a garden?

Are there any trees?

How many floors are there?

Now tell learners that they are going to hear threepeople talk about their homes and that they mustmatch the names with the photos. You may haveto play the audio a couple of times.

1 C / 2 B / 3 A


Beforehand, explain the concept of sentence stresswith a few simple examples on the board. Forexample, write This is my room. and say it in

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different ways, each time changing the mainstress. Elicit from learners what youre doing andhow it can change the meaning of a sentence.

After playing the audio, you could drill thesesentences with the whole group. Divide the classinto two groups. Play the audio again.


Ask learners to complete the first row of the tablefor themselves. Then tell them to get informationfrom two other friends in the class. If you havespace, this can be done as a mingling activitywhere learners move around the room andinterview each other. At the end, ask one or twolearners to report what they noted down. Forexample Justine lives in a flat. Hes got threebedrooms.

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This focuses on the there is/there isnt and thereare/there arent structures that learners areexpected to know for the exam. Point out tolearners that each question has two possibleanswers (negative and positive).

Before moving on to the next part of the task,concept check the two structures by asking learnerswhich refers to singular items (there is/isnt) andwhich refers to plural items (there are/arent).

1 a & d / 2 c & b


Learners should do this alone. Point out that this isan extract from the audio they heard in exercise 1 this will help them decide whether to use thenegative or positive form. Once they have completedthe exercise, ask learners to compare their answerswith a partner. Finally, play the audio from exercise 1,part b) again to allow learners to check.

1 There arent / 2 there are / 3 there isnt / 4 Thereare / 5 Theres / 6 there isnt

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Demonstrate the task with one of the strongerlearners in the class so that the rest of the classunderstand what they have to do. As you monitor,listen out for use of there is / there are and thequestion forms of these.

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This is an information gap activity. In pairs, studentsdraw a plan of their house like the diagram in a).Then students sit opposite each other and talkabout their houses. An extension to this could beto get students to draw a plan of their dream/idealhouse! Be ready to give extra vocabulary such asswimming pool, gym and Jacuzzi!

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Lesson B My house


This listening task is a way to present the languagethat learners are expected to know, and to providesome listening practice of native speakers forlearners. Begin by asking learners to look at thetable and explain to them that they will hear a boycalled Rob Young talking about his house and hisneighbours house. Ask questions to make surethat they understand how the information in thetable is organised. For example: How many floorsare there in the Shaws house? Is there a diningroom in the neighbours house? Once theyunderstand how the table works and whatinformation they need to find out, play the audio.You may need to play the audio a couple of times.You could ask learners to complete the firstcolumn on the first listening and the secondcolumn on the second listening. After the secondlistening, go through the answers together


Draw learners attention to the focus box whichsummarises the determiners. Elicit from learnerswhen we use our and their. Point out that this gapfill exercise is an extract from the audio, so it is RobYoung speaking. Ask learners to read throughonce without filling in the gaps. Then read througha second time, this time filling the gaps with our ortheir. When everyone is ready, play the audio tocheck.

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

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Floors

Bedrooms

Bathrooms

Dining room

Garden

The Youngshouse

22 314 nobig

Theneighbourshouse1 353 2yes5 small

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UNIT 7 At home

cAsk learners to read the dialogue in the bubblesand tell them that they will have a similarconversation with their partner. Write on the boardthe structures that you want learners to practiseduring the conversation:

Learners should use the table in part a) forreference. This will help them to organise theirthoughts and provide structure to theconversation. Give learners a few minutes on theirown to think about how their house compareswith the Youngs house. Then demonstrate the taskby choosing a learner to speak to while the rest ofthe class listen. Partners need to take turns inmaking comparisons, like this:

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

Learner B: There isnt a dining room in their house.There is a dining room in our house.

Learner A: There is a...

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

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Ask learners to close books and call out anyhousehold objects that they can name in Englishwhile you write them up on the board. Then askthem to open their books and do the sortingexercise first alone and then compare with apartner. An alternative approach could be to makethis into a game. Ask pairs to organise the wordsinto the four groups as quickly as they can. Thefirst pair to finish is the winner.

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There is /isntTheir house has / hasnt gotThere are / arentOur house has / hasnt got

(accept other reasonable possibilities)


Make sure learners do this with closed books.Demonstrate with a learner and then get pairs todo the same. Each partner should name thecontents of a different room. A follow up activitycould be to ask learners to bring in photos ofrooms in a house cut out from magazines andcatalogues or downloaded from a website. Asklearners to see how many objects in the picturethey can name or how many objects from the listin this exercise they can find in the photos.

Open answers


Ask learners to listen again to Rob Young and tocomplete the first three sentences with some orany.

1 some / 2 any / 3 some


Now elicit from learners the rules of usage forsome (positive) and any (negative). Now asklearners to complete the rest of the sentences first alone, then check with a partner then checkaltogether.

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

POSSIBLE ANSWERS

kitchen

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

living room

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

bedroom

poster, bed, drawers, rug, wardrobe

bathroom

rug, bath, mirror, towel

ANSWERS

ANSWERS

ANSWERS


GR

AD

E 2

30


Give learners a few minutes to jot down notes intheir notebooks about three rooms in their house.Then ask them to close their notebooks and do thepair work. Demonstrate what they have to do byasking one of the stronger learners in the class tospeak to you while everyone listens or youdescribe a room in your house.

Open answers


The aim of this exercise is to encourage learners togive longer answers to examiners questions ratherthan simply giving one word yes or no answers.Ask learners to do the matching activity alonebefore going through the dialogue with the audio.

1 we live in a flat / 2 our house has got fivebedrooms / 3 but theres a balcony / 4 weve got abig kitchen and we eat there

ANSWERS

ANSWERS


Now ask learners in pairs to ask each other thesame questions, but giving their own answers.Finally, play the second audio for this task, whichhas the examiners questions without thecandidates answers. Pause after each question andchoose a learner from the group to answer. Playthe audio a couple of times so that as manylearners as possible from the class get to answer.

Open answers


Remind learners that the point of this exercise is topractise giving longer replies to examinersquestions. Dont let them say only yes and no.Divide the group up into pairs, with Student Aplaying the examiner. Then they swap roles.

Open answers

ANSWERS

ANSWERS

UNIT 7 At home


31

UNIT 8BelongingsLesson A My things


Make a game out of this task by asking learners todo it in pairs and as quickly as they can. The pairwho finishes first and all correct is the winner.Alternatively, once learners have gone through thetask and youve checked answers altogether, youcould play a team game such as pictionary:

Divide the class into two teams. Invite a memberof the team up to the front of the class. Whisper aword from the list to them. They have one minuteto draw or mime the object so that their teammates can guess what the item is.

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


Demonstrate the task by addressing questions likethose listed to the whole class, then divide theclass into pairs to do the task. The aim is to revise avariety of language from previous units, so makesure that learners use all the question types listedas they speak to each other.

You follow up by asking learners, in pairs or threes,to tell each other about their rooms at home andhow they compare with the picture. Write thefollowing prompts up on the board:

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

Open answers

ANSWERS

ANSWERS

In my room ... there is/isntIve got... / I havent got...


Explain to learners that two girls share this room:Gwyneth and her sister Emma. Tell them that theywill hear Gwyneth talking about some of thethings in the room. Learners need to hear theaudio twice:

First listening: listen once and circle the thingsGwyneth mentions. (orange bed / blue bed / CDplayer / posters / soft toys / mobile phone / watch/ electronic game/computer)

Second listening: Ask learners to listen toGwyneth again and write G next to her things andS next to her sisters things.

Gwyneths things:blue bedCD playersoft toyscomputer

Her sisters things:orange bedpostersmobile phonewatchelectronic game


Learners are expected to understand and usethese possessive pronouns in the exam. Givelearners a minute or so to go through the exercisebefore checking altogether.

Follow up with a drill to consolidate theirunderstanding of the pronouns. Ask learners toclose their books. Do a simple prompt andresponse drill, using the same pattern used in theexercise theyve just done:

Teacher: Its your computer.

Learners: Its yours.

Teacher: Its their game-boy.

Learners: Its theirs.

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

ANSWERS

ANSWERS


GR

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E 2

32

b

1 mine / 2 yours / 3 his / 4 hers / 5 theirs


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

Listen and repeat


Note that learners are not expected to know or usewhose for the exam, but it is useful for practisingthe possessive pronouns here. If they dont knowthe word yet, ask them to read the dialogue in thebubbles on page 41. Can they work out what itmeans?

Open answers


This is a simple information gap activity wherelearners have to learn from their partner who eachof the objects in the box belongs to. In order to dothis, learners need to be able to ask simplequestions using be and the possessive pronouns. For example: Is the brush hers?

If this is new to your learners, explain to them thatthe question is formed simply by inverting thesubject and be. You may want to practise this witha few drills like this:

Teacher: The brush is hers.

Learners: Is the brush hers?

Now show learners the photos of the children andask them what pronoun matches with each: his,hers or theirs?

Divide the class into pairs and ask the As to go topage 63. Each learner now has differentinformation under the photos and they must askeach other about who the remaining objects

ANSWERS

ANSWERS

ANSWERS

belong to. As you monitor, make sure that learnersare using the pronouns and not just saying thegirl or the boy.

CD player brush radio

pencil case mobile phone soft toys

comb pens hat

pencils posters computer

watch ruler mirror

magazines

ANSWERS

A B C

UNIT 8 Belongings


33

UNIT 8 Belongings

Lesson B Where is it?


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

Whats this? What colours the...?

Is this a...? Are there any...?

How many...are there? Is there a...?

Now ask learners to do the gap fill task usingprepositions from the box. They should do thisalone at first, then compare with a partner beforelistening to the audio to check. You may want toplay the audio again and pause for learners torepeat.

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


The focus of this task is giving short answers usingeither the verb be or there is/are. Examiners willbe looking for candidates ability to use theseforms rather than simply giving yes or noanswers. Write the following on the board and asklearners working in pairs to find the correctmatch:

1 Is there a teacher in the class? A No, there arent.

2 Are there elephants B Yes, it is.in the class?

3 Is this your house? C Yes, there is.

4 Is this your school? D No, there isnt.

After a minute or so, go through the matchestogether. Point out that if the question begins withone form, the answer should use the same form.

Now tell learners that they are going to readquestions about the picture in the previousexercise and that they must write down thecorrect short answer.

1 No, there isnt. / 2 Yes, it is. / 3 No it isnt. / 4 No,there isnt. / 5 Yes, there are.

ANSWERS

ANSWERS


Demonstrate what learners have to do by choosinga volunteer from the class to work with you on afew examples. Divide the class into pairs, Student Aasks five questions and then they swap roles.Remind them that they can ask about the pictureand/or their classroom.

Open answers


You could follow this up with a simple memorygame:

Have some objects that learners can name inEnglish on the teachers desk. Ask learners to saywhere things are using prepositions. Then theclass to close their eyes while you change theposition of things on the desk. When ready, asklearners to open their eyes and tell you whatschanged. This can also be played in pairs.

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


Demonstrate the task with one of the strongerlearners and then let the rest do it in pairs. Monitorfor correct use of prepositions.

Open answers


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

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


Organise the group into pairs. Give Student Athree minutes to ask questions while Student Banswers, then get pairs to swap roles.

Open answers

ANSWERS

ANSWERS

ANSWERS

ANSWERS

ANSWERS


GR

AD

E 2

34


b

Open answers

2a page 44

Open answers

b

1 arent / 2 between / 3 next to / 4 mine / 5 yours / 6 her

3a page 45

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

b

Open answers

ANSWERS

ANSWERS

ANSWERS

ANSWERS

ANSWERS

ANSWERS

4a page 45

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


Go round the class asking individual studentsquestion like those in part a). Then ask pairs totake turns asking and answering similar questions.

Open answersANSWERS

ANSWERS

WAR DDROBE 6S

POON

K

A

I

O

A

B

H

P

C

U

4M

3C

R5A

7D

9FRETUPMO

ELIBO

8E10C

IDGE

HONE

WWWW

A T C H1

2


35

UNIT 9Days and monthsLesson A My week


With closed books, see how many of the days ofthe week learners can remember. Do variouschoral drills such as:

From Monday to Sunday, From Sunday to Monday(i.e. backwards).

Divide the class into two groups each group saysan alternate day. Watch out for commonpronunciation problems, such as:

Monday the first vowel sound should be very short.

Wednesday is pronounced /wenzdei/.

Then ask them, What day is it today?. Encouragethe full answer Its... . You could also drill this byusing flash cards. Repeat the question to the class,but each time hold up a new day and their answershould change accordingly.

Now ask learners to open their books andcomplete the diary with days of the week. Givethem a minute or so and then use the audio tocheck and repeat.

Follow by asking a student, My favourite day isSaturday but I dont like Monday. What aboutyou?. The learner you choose answers and thenturns to the student next to them and asks thesame question. Each student in turn answers andasks the next.

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


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

ANSWERS

answers with a partner. Play a second time andthen check.

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


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

1 Sunday evening

2 Tuesday afternoon

0 Monday morning

3 Saturday morning

4 Wednesday afternoon

5 Thursday evening


Ask learners to look at the activities listed in thebox for this exercise. Do they know what they allmean? Can they add any other daily/weeklyactivities to the list? Give an example by talkingabout yourself and your week. Point out that weuse the preposition on with the days of the week.Then get learners to talk to each other for a minuteor so about their week. Ask them to use all theactivities listed in the box for this exercise, plusothers they know how to say in English.

Open answers


These are all common activities that learnersshould be able to mention at this level. Give thema few moments to match the pictures to theactivities, then ask them if they know any others toadd to the list.

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

ANSWERS

ANSWERS

ANSWERS

ANSWERS


GR

AD

E 2

36


Point out the third person forms. Its worthspending time on whole class drills to practise this.

1 plays / 2 doesnt / 3 Does / 4 play


First of all draw learners attention to the grammartable describing present simple. Note that learnersare not expected to form questions in the exam,but they are expected to recognise andunderstand them. The table is simply provided forreference, but if you think its necessary, you coulddo substitution drills to practise the form.

To demonstrate the task, write the following onthe board:

Ask a learner to come up to the board to help you.Ask the learner to cross off the words from the listas you say them. Now begin to talk about yourweek: On Monday morning my dad works. OnTuesday...

Now divide the class into pairs and ask them to dothe same. Student A talks and tries to use all thewords in the boxes while Student B crosses themoff. Tell learners not to worry about telling thetruth just making correct sentences. When all thewords have been crossed off the list, the pairswaps roles and it is Student Bs turn to talk whileStudent A crosses words off the list.

Open answers


This is another information gap activity wherelearners have to share information in order tocomplete the table. Explain to learners that eachstudent has some information about what thefamily does, but where there is a choice of two

ANSWERS

ANSWERS

mum Monday workdad Tuesday readwe Wednesday gobrother Thursday shopping

activities and little tick boxes, then they must findout from their partner what the correct choice is.You may need to drill the question form a coupleof times before learners get started:

What does...do on....?

What do...do on...?

Demonstrate what learners have to do bychoosing a good learner from the class to workwith you on a few examples.

Lesson B Whens your birthday?


Before they open their books, see how many of themonths learners can remember ask them to callthe names out to you. Then get them to completethe diary on page 48 with the months. Then playthe audio for them to check.

Follow up with pronunciation work focusing onword stress. Ask learners to mark where the mainstress lies in each month. e.g. JANuary. Ask them tocompare wi

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