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Stuart Cochrane

NEW

Trinity
Teachers Book
Trinity Grades ISE 0

s s a P

3-4

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Internet: www.blackcat-cideb.com email: info@blackcat-cideb.com Editors: Maria Grazia Donati Book and cover design: Maura Santini Page layout: Veronica Paganin Design coordinator: Simona Corniola Picture research: Alice Graziotin Art Director: Nadia Maestri

Picture Credits Cideb Archive

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

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any 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 dellIngegno), corso di Porta Romana, 108 20122 Milano email segreteria@aidro.org; www.aidro.org

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Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, Turin

Reprint Year

I 2011

II 2012

III 2013

IV 2014

V 2015

VI 2016

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Contents
Procedures file Diagnostic test
4 7 9 11 13 15 16 17 19 22 24 25 26 28 30 32 33 34 36 38 39 40 41

GRADE 3

UNIT 1 Home life and free time UNIT 2 Local places UNIT 3 Dates to remember
Writing le 1 Review units 1-3

UNIT 4 A place to study UNIT 5 Jobs UNIT 6 Weather


Writing le 2 Review units 4-6

GRADE 4

UNIT 7 Holidays UNIT 8 Shopping UNIT 9 Food


Writing le 3 Review units 7-9

UNIT 10 At the weekend and through the year UNIT 11 Sports and hobbies UNIT 12 School and work
Writing le 4 Review units 10-12

Recording scripts

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Procedures file
Listening task
Remember that there is no formal listening test in the Trinity Grades 3 and 4 exam. The listening practice in the this book is here for three main reasons: to provide examples of target language (grammar, vocabulary and functions) in context. These examples are usually highlighted in the Grammar & Practice section that follows to give learners a chance to hear typical exam conversations to provide practice in this skill. Its important that you point out to learners that they dont need to worry too much about the listening since it will not be formally tested in the exam at this level. Stage 1 If theres a picture to illustrate the topic, elicit information from your students which will help prepare them for what theyre going to listen to, e.g. in Unit 1, page 9, the photo of Kelvin can be used as a prompt to ask student who the boy might be, where he lives and what kind of life he leads. Stage 2 Tell students what kind of conversation theyre going to be listening to, e.g. a candidate and examiner talking about the candidates topic, or a radio presenter talking about the local entertainment events. 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 monolingual 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 havent 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 from students. If all students agree on an answer to a question, and it is the correct answer, confirm that its correct. However, where there is disagreement on the correct answer, write all the possible answers that students give you for that question on the board, put a big question mark next to them, and tell students that, in a minute, youll replay that part of the recording so that they can listen again. Finish eliciting answers for all the questions in the task, then go back to the answers that are in doubt and, one at a time, replay the relevant parts of the recording, repeatedly if necessary, 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 its 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 wont be very enthusiastic about listening yet another time.

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Procedures file
Brainstorming vocabulary and ideas
Brainstorming is a good way to introduce an activity, and is of ten suggested in the procedures for each unit in this book. The advantages of starting an activity with a brainstorming session are: it helps to get learners focussed on the topic of the task to follow it helps learners revive vocabulary that they know, but havent used recently it provides a chance for peer teaching i.e. working in groups, students will share words and expressions with each other it gives you a chance to see what your learners know and what knowledge gaps exist it demonstrates a way for learners to approach their learning and (by your writing their ideas on the board) how to organise their learning. 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. Encourage learners to explain to each other in their group what words mean if they are new to other members of the group. Stage 2 Now ask students to tell you their words/phrases from Stage 1. Write them up on the board as they do so. Its 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. As you write on the board, demons t rate different ways of organising ideas visually. For example, you could put simple column headings or draw a mind map. Stage 3 If there are target vocabulary items that need to be introduced, e.g. because later tasks depend on them, and they didnt 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.

Speaking tasks
Generally encourage learners to speak as much English as they can, although at this level it is unrealistic to expect learners not to resort to their L1 when they need explanation and help. However, there will be times that you will need to insist on English only, especially during speaking tasks. There are three types of speaking task in the book: 1 Structured practice of particular language forms or vocabulary These usually follow vocabulary and grammar focus sections of the book. During this kind of speaking practice, it is important that learners are actually using the target structure or vocabulary in order to achieve the task. You will need to monitor to make sure this is the case. If not, encourage learners to use the new language. Equally, dont insist on correcting other errors at this stage; the important thing is to get the target structure correct. 2 Freer speaking practice This kind of speaking task doesnt requite learners to use any particular structure. Learners will talk about topics which are typical exam topics, but they are free to use the language they think necessary. These tasks are intended to encourage fluency, so theres no need to insist on complete accuracy while they are completing the task. 3 Exam practice These provide a chance for learners to practise answering typical exam questions. Each task focuses on a certain stage of the interview, and on a particular skill or exam technique. The aim of this kind of practice is to help your learners to become more familiar with what the interview entails and to help them prepare for likely questions. Its important that this kind of practice is followed up with a feedback phase. This can be peer feedback which learners give to each other, plus more general feedback from you on things that you noticed while monitoring. The procedure suggested on page 6 applied mainly to the fluency focussed practice mentioned above (types 2 and 3), but may occasionally also apply to type 1.

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Procedures file
Stage 1 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. You could choose a reliable student from the class to go through the activity with you before the rest of the class start. Stage 2 Give students the chance to prepare for what theyre going to talk about. 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 theyre 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 cant. While they are preparing, you should circulate, helping and answering questions as necessary. 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. Make sure that learners are not simply reading the notes that they made in the preparation stage. In some cases, it is better for learners to close their notebooks altogether once they are ready to speak. 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. 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. Dont 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 didnt 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.

Trinity Takeaway
At the end of each unit, the Trinity Takeaway sections provide the students with useful examiner/candidate language for the exam. Its important that you point out to learners that they mustnt memorise the minidialogues, but use them as examples of the type of conversation they will have with the examiner. There is also a section a the end of the book with further examples of examiner/candidate language, which are recorded. After listening, you can: ask students to read the mini-dialogues out loud to practise question/answer intonation ask students to write similar mini-dialogues using different vocabulary from the unit.

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

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Diagnostic test
Guidance for teachers
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 8-9 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 3 or Grade 4 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 the students speaking skills, and additionally for ISE I, their productive writing skills and their reading skills. The test is designed 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 20 relate to the Grade 3 syllabus. Questions 21 40 relate to the Grade 4 syllabus. ANSWERS 1 2 3 4 5 6 7 8 C A B B B B A A 9 10 11 12 13 14 15 16 A C A B C C B B 17 18 19 20 21 22 23 24 B A C A C A A C 25 26 27 28 29 30 31 32 B A C B A B C C 33 34 35 36 37 38 39 40 A B C C B B C A

When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the following: Speaking skills Reading skills Motivation Interpretation of scores 10 or less 11 21 22 29 over 30 indicates that a student who starts preparing for a Grade 3 examination still needs to study most of the language functions and lexis before attempting the interview. indicates that students know some of the grammar and vocabulary for Grade 3 and the teacher could spend more time on phonology and communication skills. indicates that a student is probably ready to start preparing for a Grade 4 examination. indicates that a student has a good grasp of the language areas for Grade 4 and the teacher can focus more preparation time on Topic preparation and pronunciation. General learning rate Writing skills Application

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Diagnostic test
Diagnostic test answer sheet
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 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 A A A A A A A A A A A A A A A A A A A A B B B B B B B B B B B B B B B B B B B B C C C C C C C C C C C C C C C C C C C C Question 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 A A A A A A A A A A A A A A A A A A A A B B B B B B B B B B B B B B B B B B B B C C C C C C C C C C C C C C C C C C C C

PHOTOCOPIABLE 2011 Black Cat Publishing

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UNIT 1

Home life and free time


Trinity subject area Grammar Functions Vocabulary Advice to candidates Home life & free time Present Simple to talk about routines and facts Describing daily routines and events Expressing likes and dislikes Members of the family/Free time activities/What time... Typical questions: family and daily life

Lesson A Words & Ideas


1a page 8
SUGGESTED PROCEDURE: Give student s a few minutes to do this matching activity on their own, then go through the exercise with the class, eliciting answers from individual learners. You could ask students for other daily activities they could add to the list for example: get up, have lunch, etc. ANSWERS 1 J / 2 G / 3 L / 4 C / 5 K / 6 D / 7 A / 8 I / 9 F / 10 E / 11 B / 12 H

with the prompts in the phrase pool. Follow up with a drill to practise the two ways of saying the time using a large clock / pictures on the board etc. ANSWERS A a quarter to three; three forty-five / B a quarter past two; two fifteen / C half past two; two thirty

b
ANSWERS D twenty past four; four twenty / E twenty-five past six; six twenty-five / F twenty-five to eight; seven thirty-five

3a page 9
SUGGESTED PROCEDURE: Introduce this by getting learners to look at the photo of Kelvin. Ask them where they think he lives and what his daily life is like. See also Procedures File for listening task ideas. ANSWERS 1 T / 2 T / 3 T / 4 F / 5 F / 6 F

b
SUGGESTED PROCEDURE: Before listening, ask learners to guess answers based on their own experience. Then listen to check. ANSWERS 1 have breakfast; seven oclock / 2 go to school; eight oclock / 3 watch TV; seven oclock / 4 go to bed; nine oclock

b
SUGGESTED PROCEDURE: Get students to read through the prompt questions comparing Kelvin with themselves. Give them a few minutes to think about their answers, then put learners into pairs. First A asks and B answers, then swap roles. Finally, bring the whole class together to elicit answers and share ideas. ANSWERS Open answers

c
SUGGESTED PROCEDURE: Divide the class into pairs, A & B, and ask A to speak to B first and then swap roles. Follow the suggested procedure for roleplays in the Procedures file. Follow up: students say if their routine was same or different to their partner. ANSWERS Open answers

2a page 9
SUGGESTED PROCEDURE: See if students can give the correct time without using the prompts first. Then ask them to complete

4a page 9
SUGGESTED PROCEDURE: Once learners have completed this and youve checked answers, you could ask learners if they know other activities which collocate with go and play.

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UNIT 1 Home life and free time GRADE 3


Some other examples are: Go horse riding, skiing, shopping. Play board games, musical instruments, computer games ANSWERS go do have a shower breakfast play card tennis football chess for a picnic homework skating the for a walk shopping swimming

page 10

SUGGESTED PROCEDURE: Focus learners attention on the photo of the girl playing piano. Elicit from the class who she is, what she does, whats special about her and what they think her daily routine is. You could write these questions on the board. Ask learners to read through the text quickly ignoring the gaps in order to answer the questions you put on the board. Elicit answers to your questions, then ask learners to work alone completing the gaps. Does Cindy think its nice to be famous? ANSWERS 1 is / 2 travels / 3 goes / 4 makes / 5 starts / 6 arrives / 7 have / 8 doesnt watch / 9 plays / 10 likes / 11 like / 12 want

b
SUGGESTED PROCEDURE: Divide the class into pairs, A & B, and ask A to speak to B first and then swap roles. Teacher tells the class what s/he does at the weekend. ANSWERS Open answers

3a page 11
ANSWERS 1 F / 2 L / 3 L / 4 F / 5 R / 6 R

Lesson B Grammar & Practice


1a page 10
ANSWERS be positive I he/she/it we/you/ they other verbs positive I he/she/it like
5 likes

SUGGESTED PROCEDURE: Learners may need to use their notebook for this activity. Give them five minutes to write down their examples you can go round the class checking that learners examples are good ones for the three uses. Then divide the class into pairs, A & B, and ask A to speak to B first and then swap roles. ANSWERS Open answers

negative
1 am not (m not)

questions Am I...?

4a page 11
SUGGESTED PROCEDURE: There are a number of possible ways to finish these questions (see below). Give students a few minutes working in pairs to write down two possible ways for each in their notebooks. Elicit a few examples, and correct learners where they have problems with word order and using auxiliary verbs. Now ask learners to listen to the audio and write down the questions they hear in the space provided in the Students Book. ANSWERS 1 name / 2 are you / 3 are you from / 4 any brothers and sisters / 5 do you start school every day / 6 you get home from school / 7 in your free time / 8 do you like

am (m)
2 is

(s)

is not (isnt) Is he...? not (arent)


3 are

are

Are they...?

negative not (dont) like does not (doesnt) like


6 do not (dont) like 4 do

questions Do I like...? Does she like...? Do they like...?

we/you/ they

like

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

b
ANSWERS Partly open ended, but the correct form of be must be used: 1 is... / 2 am... / 3 are... / 4 is...

SUGGESTED PROCEDURE: Divide the class into pairs, A & B, and ask A to ask five questions first and B to answer. Then swap roles, with B asking five different questions from a). ANSWERS Open answers

10

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UNIT 2

Local places
Trinity subject area Grammar Functions Vocabulary Pronunciation Advice to candidates Places in the local area Prepositions of movements Prepositions of place Giving directions, describing your local area Local facilities Expressions for giving directions Linking words Stress in sentences and questions Giving directions using a map Describing your local area

Lesson A Words & Ideas


1a page 12
SUGGESTED PROCEDURE: With closed books, elicit words for places and facilities in the local area from the class. Put their ideas on the board. See Procedures file for brainstorming. Then ask learners to open their books and do exercise 1a). Get them to compare answers in pairs before going through answers with the whole class. Once youve done this, you could go back to the list you wrote on the board and compare words learners thought of with those in the book. ANSWERS 1 hospital / 2 bakery / 3 petrol station / 4 theatre / 5 library / 6 sports centre / 7 railway station / 8 town hall / 9 museum / 10 shops / 11 church / 12 bus stop / 13 park / 14 post office / 15 school / 16 hotel / 17 town square

2a page 13
SUGGESTED PROCEDURE: Some learners find giving and understanding directions difficult even in their first language. For this reason, you may want to introduce this activity in learners first language (for monolingual groups). Give learners a chance to become familiar with the map by asking them to find places and following directions in their L1 first. After a few minutes, they should be familiar enough with the map to be able to start this listening task. While listening, pause the audio after each chunk of information to allow learners time to follow the instructions. At the end, once they have found the answer, you can play the whole audio uninterrupted. ANSWERS Katerina wants to go to the station.

b
SUGGESTED PROCEDURE: Dont go through the answers with learners until they have heard the audio again. ANSWERS 1 turn left / 2 Go along / 3 turn right / 4 past / 5 first turning / 6 opposite

b
SUGGESTED PROCEDURE: Divide the class into groups of 3 or 4 for this activity, with one member of each group taking notes. After 3 or 4 minutes discussion in groups, get the group secretary to feedback to the class. Note their top five lists on the board. You could finish off with a class vote to find the top 3 most important places. See Procedures file for speaking task procedures. ANSWERS Open answers

c
SUGGESTED PROCEDURE: Follow the suggested procedure for 1a) above although you shouldnt need to help with L1 work this time. ANSWERS Shes going to the post office.

11

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UNIT 2 Local places GRADE 3


3
page 13

2a and b page 15
SUGGESTED PROCEDURE: It is worth spending some time before going into this listening task explaining that there are many different ways of saying the same thing. Elicit from learners how they might ask for help from someone, and why some ways of asking are better than others. A general discussion about how politeness can be expressed (choice of words, intonation, grammar) will also help them understand the point of this activity. ANSWERS Speaker 1 D Speaker 4 E Speaker 5 F Speaker 6 D

SUGGESTED PROCEDURE: This concept may seem a little odd or difficult to some learners at first, so provide a few simple examples of sentence stress using the same system on the board before doing this exercise. Follow up with a drill exercise or by getting students to make a similar exercise of their own. ANSWERS 1 c / 2 h / 3 g / 4 b / 5 a / 6 e / 7 d / 8 f

Lesson B Grammar & Practice


1a page 14
ANSWERS 1 behind / 2 along / 3 down / 4 opposite / 5 across / 6 near

Speaker 2 A Speaker 3 B

b
ANSWERS Speaker 1 Speaker 2 Speaker 3 Speaker 4 Speaker 5 Speaker 6

b
ANSWERS Some have more than one correct answer. 1 over, across / 2 opposite / 3 down / 4 between / 5 behind / 6 past / 7 along, down / 8 through

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

c
ANSWERS Some words can go in both groups. Prepositions of place between over in front of near opposite under Prepositions of movement across to over through from down along past up under

3a page 15
SUGGESTED PROCEDURE: To ensure that both partners get enough time to speak, give students about 2 minutes before swapping roles. They should swap when you give the signal. While students are working in pairs on this activity, go round the class monitoring. Give feedback at the end on some of the common errors you heard. ANSWERS Open answers

b
ANSWERS 1 Are there theatres or cinemas near where you live? / 2 Is your school close to your home? / 3 What are you favourite places near where you live? / 4 Do you like the place where you live? / 5 What dont you like about the place where you live?

Follow up Ask learners to write their own example sentences for the prepositions in their notebooks. In pairs, get learners to ask each other where things are in the classroom or the school or about their journey to school each day. Make sure theyre using the prepositions correctly. Walk around the class monitoring for problems. Feedback on what you heard at the end.

c
SUGGESTED PROCEDURE: As for exercise 1a) above, monitor and provide feedback. ANSWERS Open answers

12

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UNIT 3

Dates to remember
Trinity subject area Grammar Functions Vocabulary Advice to candidates Dates & times Prepositions of time Present Simple questions Telling the time & giving dates Dates (months, years), times Ordinal numbers up to 31st (for dates) Organisation and stages of the interview

Lesson A Words & Ideas


1a and b page 16
SUGGESTED PROCEDURE: This activity will have more meaning if learners know a few things about these people. You could begin by handing out a photocopy of page (or using an IWB) with the names covered, and elicit the names from learners. Follow up with a few simple questions, like What do/did they do? or Where are/were they from? Then go into the listening activity. Make sure that learners know they only have to match the photos with the years they dont need to write down other details, yet. It may be a good idea to have learners do this in pairs in their notebook first, and then to write the correct dates and months in the spaces provided when you go through it together with the class. ANSWERS 1 H William Shakespeare: 23rd of April, 1564 2 C David Beckham: 2nd of May 1975 3 A Albert Einstein: 14th of March, 1879 4 D Lady Gaga: 28th of March 1986 5 G Maddox Jolie-Pitt: 5th of August 2001 6 B Brad Pitt : 18th of December 1963 7 F Queen Isabella: 22nd of April 1451 8 E Elvis Presley: 8th of January 1935

pairs. You could prepare flash cards with other dates and drill those too. ANSWERS Spoken 1 two thousand and five 2 nineteen ninety seven 3 seventeen eighty six 4 nineteen eighty two 5 two thousand and one

page 16

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

3a page 17
SUGGESTED PROCEDURE: Its a good idea to revise some of the vocabulary for entertainment events. Ask learners to close their book and ask them to think of related words as they give you words, write them up on the board. Now ask learners to open their books and underline the items which are in the list that they mentioned. Next, do the first part of the listening task. ANSWERS : 1 / 4 / 5 / 6

b
SUGGESTED PROCEDURE: Make sure that learners have read through the table before they listen and understand the kind of information that is required in each column. On first listening, pause the audio after each chunk of information to allow learners time to note down answers. Once youve checked answers with the class, play the audio again, uninterrupted.

c
SUGGESTED PROCEDURE: Bring learners attention to the first Focus box. Read the examples out to learners. Its a good idea to drill these with the whole class before they do in c) in

13

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UNIT 3 Dates to remember GRADE 3


ANSWERS Whats on
1 The

Date 3rd October


3 Beethovens

Time
2 8.00

Venue p.m. The Mill House Saint Georges Hall The Old Vic Theatre The Royal 8 Opera House

Strangers in concert

The Liverpool Philharmonic Orchestra Rosa Swan Lake

5th symphony 7.00 p.m. 11.00 a.m.


7 8.45

5th and 4 12th October


5 22nd

and 6 23rd October

p.m.

4a and b page 17
SUGGESTED PROCEDURE: Divide the group into pairs, A & B. Let B ask first and then swap roles. The grids in the students book for this activity are only a template learners may need to copy them into their notebooks to have enough space for notes. ANSWERS Open answers

Lesson B Grammar & Practice


1a page 18
ANSWERS in June the morning the afternoon the evening on Monday my birthday 1st of July 1985 at lunchtime the weekend 8.30 Christmas midday

b
ANSWERS 1 on / 2 in / 3 at / 4 in / 5 at / 6 on

b
ANSWERS 1 Is / 2 Does / 3 Are / 4 is

2a page 18
ANSWERS be Question word am / is / are + subject
1

3a page 19
SUGGESTED PROCEDURE: etc. ready? Spanish? Candidates are expected to ask the examiner at least one question during the exam. Accuracy is important, but communicating the question is more so; the word order of questions takes a while for many learners to master. The aim of this exercise is to raise awareness that word order in English questions is important. Dont spend too much time on the rules of question formation, but try to teach these as language chunks which can be reused. ANSWERS 1 What time do you get up on Monday mornings? / 2 What is your favourite day of the week? / 3 Do you get up early on Saturday? / 4 What do you do on Sunday afternoons? / 5 When is your birthday? / 6 When do you have English lessons?

Is

she they you?

Are Who Other verbs


2 are

Question word do/does + subject + verb Do


3 Does

etc. tennis? music? Maths? coffee?

they he they she I

play like live? love make

Where Why How

do
4 does 5 do

14

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b
ANSWERS Open answers

WRITING FILE 1
Task 1 Reading into writing task 1a page 20
Open ended discussion

4a page 19
SUGGESTED PROCEDURE: Remind learners of the overall format of the exam and why it will help them to know it. Refer them to the information about the exam that can be found earlier in this book. If your class is preparing for Grade 3, point out that the prepared topic phase is only for Grade 4. Now do the listening task.

b
ANSWERS A 5 / B 1 / C 3 / D not needed / E 2 / F 4 / G not needed

You Turn! page 20


SAMPLE ANSWERS 1 I get home at about four thirty. I usually have a snack and then I do my homework. We eat dinner at six oclock and then I listen to music or read. 2 On Saturday morning I go swimming. On Saturday evening I meet friends. 3 I dont watch TV often. Sometimes I watch TV on Sunday evenings. 4 I like swimming. I swim in competitions. I also collect CDs. 5 My favourite day is Saturday because I have fun all day.

greetings and getting to A B know you talking about your prepared topic C G (Grade 4 only)

conversation

end of the interview and B E saying goodbye

b
SUGGESTED PROCEDURE: Before learners begin speaking, ask them to write one likely question for each stage. Go round the class and ask them to read one of their questions, from any stage at random. Check for grammar (word order and auxiliary verbs) and elicit from the rest of the class which stage the question relates to. After a few examples like this, let learners go into the pair work. ANSWERS Open answers

Task 2 Writing task 1a page 21


Open ended discussion

b
ANSWERS 1 into / 2 along / 3 left / 4 past / 5 right / 6 favourite

Your Turn! page 21


SAMPLE ANSWERS Hi Toni, Are you visiting me next week? Thats great! Take bus number 37 from the station. Get off the bus at before the cinema on Manchester Road. Walk past the cinema and turn right into Linden Grove. Thats my street. I live at number 16. On Saturday we can go to the park near my house. We can play tennis. In the evening we can go to the cinema. I cant wait. See you soon, Rob

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GRADE 3

REVIEW UNITS 1-3


1a page 22
ANSWERS a come / b do / c get / d go / e go / f have / g have / h take / i wake / j brush

page 22

ANSWERS 1 Have you got any sisters? (d) 2 Does your family have dinner at six oclock? (b) 3 Where do you do your homework? (a) 4 When is your birthday? (f) 5 What time does school start? (c) 6 When do you have English lessons? (e)

b
ANSWERS Open answers

2a page 22
ANSWERS 1 wake, get / 2 has / 3 dont / 4 past, to / 5 doesnt / 6 takes / 7 doesnt / 8 at / 9 past / 10 does / 11 dont / 12 play

4a page 23
ANSWERS 1 post office / 2 bus stop / 3 theatre / 4 library / 5 hotel / 6 bakery / 7 shoe shop, shop / 8 hospital

b
ANSWERS Open answers

b
ANSWERS 1 Excuse / 2 tell / 3 along, down / 4 Turn / 5 across / 6 along, down / 7 right / 8 through, across / 9 past / 10 opposite

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UNIT 4

A place to study
Trinity subject area Grammar Functions Vocabulary Advice to candidates Place of study Can and cant. Present Simple for likes and dislikes Linking words: first, next, finally... Talking about routines Expressing likes and dislikes School subject Different places to study Typical questions: schools routines and ability

Lesson A Words & Ideas


1a page 24
SUGGESTED PROCEDURE: With closed books, try to elicit from students words for places of study and other classroom words they already know. You could write the following group headings on the board: Places to study; School subjects; Classroom objects; Other study related words. Now get them to open their books and work alone or in pairs on 1a). ANSWERS 1 E / 2 A / 3 D / 4 C / 5 B

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

c
SUGGESTED PROCEDURE: Again, when you go through the answers with learners, ask them to tell you what they heard that helped them find the answer. ANSWERS S Speaker 1 / S Speaker 2 / U Speaker 3 / S Speaker 4 / U Speaker 5 / S Speaker 6

d
ANSWERS Open answers

b
SUGGESTED PROCEDURE: Begin by telling learners that theyre going to hear six different people, all of whom have a connection with education. Elicit from them the kinds of people that these might be (do a spidergram on the board while eliciting) e.g. student, school pupil, teacher, head teacher, etc. Get student to look carefully at the list and make sure they understand that they dont need to worry about the boxes yet. Make sure they know what the subjects are in the list. Ask them what other words they associate with these subjects e.g. geography cities, mountains, rivers etc. Play the audio and let learners match. Play a second time, but this time pause after each speaker to allow learners to check. At this stage you could check the answers with the class. Ask learners why they chose to match each speaker with the subject what words helped them?

2a page 25
SUGGESTED PROCEDURE: Point out to students the importance of learning a variety of expressions for similar meanings. ANSWERS 1 I love / 2 I really like / 3 I quite like / 4 I dont like / 5 I cant stand / 6 I hate

b
SUGGESTED PROCEDURE: Before they listen, you could ask them to look through the list of subjects and say which they like and which they dont. Are these subjects all taught at their school? See Procedures file for more ideas. Play the audio once. Give learners a moment to compare answers with their partner. If necessary, play once more and check answers. ANSWERS 1 K / 2 6 / 3 6 / 4 6 / 5 K / 6 6 / 7 6

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UNIT 4 A place to study GRADE 3


c
SUGGESTED PROCEDURE: Go through the words in the word pool fist. Make sure learners understand their use and meaning. Get learners to complete the text alone, then play the audio for them to check. Finally, go through the exercise together. ANSWERS 1 First / 2 After that; Then; Next / 3 Then; After that; Next / 4 after / 5 after / 6 Then; After that; Next / 7 Then; After that; Next / 8 finally

b
ANSWERS 1 He can play football. / 2 She cant speak. / 3 He cant swim. / 4 They can ride bikes. / 5 She cant play the piano.

c and d
SUGGESTED PROCEDURE: Give students time to write their own examples in their notebooks. Go round checking what learners are writing and helping as necessary. Before going on to d), youll need to introduce the interrogative form of can, pointing out the change in word order. Ask students to close their notebooks and try to do to d) from memory. ANSWERS Open answers

d
SUGGESTED PROCEDURE: Get learners to write their timetable for a typical school Monday in their notebooks. They dont have to include everything, only the subjects that are suggested here (their favourite, their least favourite, an interesting subject etc.). Divide the class into pairs. Give each partner about 2 minutes before swapping roles. Make sure they understand that they should use the connectors practised in 2c). Monitor and provide feedback at the end. Watch out for errors with connectors and telling the time. ANSWERS Open answers

page 27

SUGGESTED PROCEDURE: Ask learners to read through the paragraph first without filling the gaps. Check for general comprehension. Now ask learners to read through again and complete the gaps. ANSWERS 1 go / 2 takes / 3 eat / 4 have / 5 makes / 6 study / 7 finish / 8 watch / 9 listens / 10 go

3a page 27
SUGGESTED PROCEDURE:

Lesson B Grammar & Practice


1a page 26
SUGGESTED PROCEDURE: Give learners time to read through before hearing the audio and checking answers. Once youve checked answers, its important that you: i) concept check for understanding of the meaning of can and cant ii) do pronunciation work on can and cant point out that can is often a weak form, whereas cant is the main sentence stress: e.g. contrast: I can play the piano with I cant play the piano. Listen through the audio again from 2b) on page 25 and ask learners if can/cant is stressed or not. Its worth spending time on pronunciation drills which will help with both recognition and natural production of these forms. ANSWERS 1 b / 2 a / 3 b / 4 a / 5 a

Candidates need to ask the examiner a simple question. You may choose to use this exercise as a diagnostic exercise and follow up with remedial work on question forms as necessary. Alternatively, introduce with presentation of question forms before going through the exercise. ANSWERS 1 What time do you start school? / 2 What time is your first lesson on Tuesday? / 3 When is your lunch break? / 4 What time do you get home from school? / 5 What lessons do you have on Monday morning? / 6 What is your favourite lesson? / 7 Can you play music? / 8 Can you speak a foreign language? / 9 What lessons dont you like? / 10 Do you have homework every day?

b
SUGGESTED PROCEDURE: Divide the class into pairs, A & B, and ask A to speak to B first and then swap roles. Monitor and provide feedback at the end ANSWERS Open answers

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UNIT 5

Jobs
Trinity subject area Grammar Functions Vocabulary Pronunciation Advice to candidates Jobs Present Simple vs Present Continuous Describing current activities and describing photographs Jobs vs works and activities for describing jobs Contractions Describing pictures

Lesson A Words & Ideas


1a page 28
SUGGESTED PROCEDURE: Begin with closed books. Brainstorm words for jobs that learners know. Write their ideas on the board. Now ask learners to open their books and see if any of the pictures relate to jobs that were mentioned during the brainstorming session. Now allow students time to work through the matching exercise alone before checking altogether. Remember the focus is on the vocabulary for jobs; you dont necessarily need to teach the words for the objects shown they are not essential for the exam but learners will probably want to know these also. ANSWERS 1D/2H/3E/4B/5A/6G/7C/8F

2a page 29
SUGGESTED PROCEDURE: Theres no definite answer for this exercise, but during feedback learners need to be able to explain why they put jobs where they did. ANSWERS hospital cleaner cook manager nurse secretary surgeon doctor other jobs security guard caretaker school cleaner cook secretary head teacher teacher nurse other jobs caretaker shop cleaner manager shop assistant other jobs security guard

b
SUGGESTED PROCEDURE: Explain that the silhouettes just show men and women, but arent supposed to give any indication of the job they do. For that, they have to listen. You may want to give some of the key vocabulary mentioned in the tape script, but mixed up (i.e. not in the order given), on the board in order to help learners guess what the jobs are. Or during feedback, elicit from learners the words they heard which helped them understand the job each speaker does. ANSWERS 1 journalist / 2 nurse / 3 waitress / 4 builder / 5 teacher / 6 fire-fighter

b
SUGGESTED PROCEDURE: Ask learners to draw up a similar table to that in a) in their notebooks. They should work in pairs. Again, allow time for pairs to report back to the class on what they chose and why. POSSIBLE ANSWERS restaurant hotel chef cook cleaner manager waiter / waitress manager cleaner chef waiter / waitress receptionist office secretary manager cleaner workers factory secretary manager cleaner workers

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UNIT 5 Jobs GRADE 3


c and d
SUGGESTED PROCEDURE: This is a good opportunity for learners to practise their dictionary skills. These skills are important to develop at this level, as they will need them throughout their language learning. Note that there are other activities in this book which require dictionaries, so its important that learners have a good dictionary with them in class. Focus learners attention on pronunciation as well as meaning. Once they are sure of the meanings of the word in the word pool, they can begin the pair work based on the table they made in their notebooks in c). Monitor and provide feedback at the end. ANSWERS Good: well-paid, interesting, easy, exciting. Bad: badly-paid, boring, difficult, tiring, dangerous.

b
SUGGESTED PROCEDURE: Ask learners to refer to the examples form a) to help them complete the table. Once they have done this, focus also on the pronunciation of the contracted form. Its worth drilling these forms with the whole class a few times so that they get a feel for it. ANSWERS subject I He/She/It We/You/they Follow up This is one possible follow up activity to practise Present Continuous: ask learners to close their books and open their notebooks only. They should listen quietly to whats happening outside the classroom. Ask learners what they think is happening, for example a car is driving past the school or someones talking outside the classroom door. + be am / m
1 is

+ verb + ing writing


3 writing 6 writing 2 s

4 are

/ 5 re

3a page 29
SUGGESTED PROCEDURE: Show learners the photo and ask them to guess what job Lindsay might do before they listen. After listening, elicit from learners the language they heard that helped them find the answer. ANSWERS Journalist

c
SUGGESTED PROCEDURE: Learners should close their book. Brainstorm ideas for things that journalists have to do everyday. Now ask learners to open their book and see if the photos at the bottom of page 30 match any of the ideas they came up with. Now learners can do c) individually before going through it together in class. ANSWERS 1 B / 2 C / 3 F / 4 E / 5 A / 6 D

b
ANSWERS 1 T / 2 F / 3 T / 4 F / 5 T

c
SUGGESTED PROCEDURE: Allow learners a few minutes to discuss this in pairs before feeding back to the rest of the class. Remind learners of the useful expressions for likes and dislikes. ANSWERS Open answers

d
SUGGESTED PROCEDURE: Remind students that we use Present Continuous to describe actions taking place at the time of speaking. ANSWERS 1 Shes using a computer. 2 Shes talking to her boss. 3 Shes travelling. 4 Shes interviewing someone. 5 Shes taking photos. 6 Shes writing.

Lesson B Grammar & Practice


1a page 30
SUGGESTED PROCEDURE: Learners can do this exercise by recognising the grammatical forms, which is fine. However, as youre going through the exercise together, ask learners why the form was used (refer them to the explanation box at the top of the page). ANSWERS 1 PS / 2 PS / 3 PC / 4 PC / 5 PS

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UNIT 5 Jobs
2
page 31

b
SUGGESTED PROCEDURE: First get learners to try completing the sentences without listening. Listen again and compare their answers with the audio. Go through the exercise together to check. ANSWERS Accept contracted or full forms. 1 What are they doing? 2 They are working very hard 3 One man is cooking something. 4 The woman is cutting vegetables. 5 I think shes making a salad.

SUGGESTED PROCEDURE: This activity could be extended by asking learners to listen for 1 minute and then report to the class whats happening outside. ANSWERS Open answers

page 31

SUGGESTED PROCEDURE: This activity aims to encourage students to use the contracted form when they speak. Follow up with similar drills, insisting that students use the contracted forms. ANSWERS 1 d / 2 c / 3 e / 4 a / 5 b

4a page 31
SUGGESTED PROCEDURE: Get learners to look at the photos and elicit from them what jobs the people do. Then play the audio for learners to answer the question. Elicit from learners what they heard that helped them answer. ANSWERS D

c
SUGGESTED PROCEDURE: Divide the class into pairs, A & B, and ask A to be the examiner and ask the questions while B plays the candidate. Give them about 2 minutes before they swap roles. Go round the class monitoring and provide feedback at the end. ANSWERS Open answers

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GRADE 3

UNIT 6

Weather
Trinity subject area Grammar Functions Vocabulary Pronunciation Advice to candidates Weather Present Continuous to talk about the weather (get and start) Past Simple of the verb to be. Describing the weather and describing states in the past Describing weather and temperature Intonation for simple questions Preparing for discussion in the conversation phase

Lesson A Words & Ideas


1a page 32
SUGGESTED PROCEDURE: With closed books, ask the class to brainstorm as many weather related words as they can. Then open books to do the exercise. ANSWERS A8/B4/C7/D6/E1/F2/G5/H3

Ask learners to describe the weather shown in each of the pictures. Now play the audio, pausing a little after each speaker to allow learners time to answer. ANSWERS Angela: 1 A; 2 B / Ruth: 3 B; 4 C / Mike: 5 A; 6 C

b
SUGGESTED PROCEDURE: Make sure you give learners time to read through the questions before you play the audio again. Check for understanding of the questions before starting the audio. Pause after each relevant chunk of information in the audio to allow learners time to process what theyre hearing and answer carefully. When you go through the answers with learners, ask them to try to explain their choice. ANSWERS 1T/2F/3T/4F

b
SUGGESTED PROCEDURE: Listen once, then ask pairs to discuss, then listen again to check. ANSWERS 1E/2F/3H/4B/5G/6D/7C/8A

page 32

SUGGESTED PROCEDURE: Divide the class into pairs, A & B, and ask A to ask B first and then swap roles. Note that this is a good opportunity for learners to practise language from previous units: Present Simple and Continuous, can/cant, vocabulary for free time activities etc. ANSWERS Open answers

page 33

SUGGESTED PROCEDURE: Before you get learners to complete this exercise, you may need to remind them how to form the Present Continuous. Remind them that Present Continuous is used to describe things happening at the time of speaking, including changing conditions like the weather. ANSWERS 1 is blowing / 2 s raining / 3 s snowing / 4 s pouring / 5 is shining

3a page 33
SUGGESTED PROCEDURE: Explain to learners that they are going to hear three different people talking about the weather. Each person mentions the weather at two different times.

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UNIT 6 Weather
Lesson B Grammar & Practice
1a page 34
SUGGESTED PROCEDURE: Ask students to close their books. Read out the sentences. Write them on the board and ask students what the words in bold mean (in their L1 if you have a monolingual class). Now go back to the book and let students complete the table. ANSWERS affirmative / negative I He She It We You They was / 1 wasnt questions I? he? she? it? we? you? they?

page 35

SUGGESTED PROCEDURE: Let learners read the advice at the top of the page first. Before they listen to the recorded questions, go round the class asking for learners own examples of questions for each subject area. One example for each is enough. Dont worry too much at this stage about correct question formation. Now do the listening task and go through it together. During checking, dont forget to ask learners why they chose their answers. In some cases there may be more than one possible match. ANSWERS 1 a / 2 d / 3 h (or a) / 4 e (or g) / 5 g (or a) / 6 c / 7 b / 8f

2 Do

/ Does

4a page 35
SUGGESTED PROCEDURE: While students are writing their sentences, go round and monitor what they are writing. At this stage you can insist more on correct question formation. It can be a good idea to get learners to peer correct by swapping each others question list and checking for grammatical accuracy. However, dont spend too much time on this. This emphasis is on speaking, and you need to get learners to speak as much as possible. ANSWERS Open answers

3 were

/ werent

4 Do

b
ANSWERS 1 was / 2 were / 3 wasnt / 4 werent / 5 Were / 6 wasnt / 7 were / 8 Was

c
ANSWERS The voice goes up.

d
ANSWERS Open answers

b
SUGGESTED PROCEDURE: Divide the class into pairs (A & B). Ask B to ask A first and then swap roles. Give each partner three to four minutes before swapping in order to get through a reasonable number of questions. Monitor and provide feedback at the end. ANSWERS Open answers

page 35

SUGGESTED PROCEDURE: Some students may be tempted to write notes down in their book, but discourage this. At this point you want to encourage speaking and listening to each other rather than writing. Half a minute is plenty of time for learners to think about what they want to say, then divide the class into pairs (A & B). Ask B to ask A first and then swap roles. Monitor and provide feedback at the end. ANSWERS Open answers

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GRADE 3

WRITING FILE 2
Task 1 Reading into writing task 1a page 36
Open ended discussion

Task 2 Writing task 1a page 37


Open ended discussion

b
ANSWERS Dear Chai, Thanks for your letter. Im glad to help. England has four seasons. Winter is from December to February. Its very cold and wet. Sometimes it snows. Spring is from March to May. The weather is sunnier than winter. Summer is usually quite hot. Autumn is from September to November. Its cold and windy. My favourite season is summer. The days are long and bright and warm. Whats the weather like in Thailand? Write soon, Liam

b
ANSWERS Id like to be a Maths teacher or a German teacher. Im not sure. I like maths and I can speak German quite well. My Maths teacher is Mrs Rigby. Shes very helpful and kind. Id like to do her job. My mum was a German teacher years ago. I think she is a good teacher. A teacher is a nice job. It isnt well-paid, but its interesting. You can help children and thats very important.
4

You Turn! page 38


SAMPLE ANSWERS Nurses do a very important job. They work in hospitals and they help look after patients. Its hard work because they work many hours. They often start work early in the morning or work through the night. Nurses check patients and give their medicine. Nurses are important because they help patients keep comfortable and get better. Doctors know what patients need, but nurses help the patients every day. When I leave school, Im going to be a nurse.

You Turn! page 37


SAMPLE ANSWERS Hi Mark, Of course I can help you. In Scotland winter is very cold. We often have snow. People go skiing. Spring is quite cold and it rains a lot. Then we have summer. Summer in Scotland isnt like summer in Australia. It isnt very warm, but many people go camping! Autumn starts around September. The countryside is full of beautiful colours. Its my favourite season. I like walking in Autumn. I hope that helps! Yours, Angus

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REVIEW UNITS 4-6


1
page 38

6a page 39
POSSIBLE ANSWERS 1

ANSWERS

S 2 G T E O 4 J O U R N A G M 5 R Y F A 6 P B H Y 8 W 9 S C I E 10N N U D R Y S E 2
page 38

L R U

F I S T R E E Z I N G F I L D E R G 7 H I S T O R Y T E R

Theyre having a picnic. The sun is shining. Shes wearing a hat. Theyre eating. 2

Its raining. Shes talking on the telephone. Shes holding an umbrella. 3

ANSWERS 1 primary / 2 subject / 3 easy / 4 Maths / 5 doctors / 6 interesting / 7 well-paid / 8 university

3 4

page 38

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

page 39

ANSWERS 1 then / 2 stand / 3 is / 4 warm / 5 wasnt; was

5a page 39
ANSWERS 1 Olga cant ride a horse. / 2 Olga cant ski. / 3 Olga can understand Maths. / 4 Olga can run fast. / 5 Olga cant play the piano.

Its snowing. Someones riding a bike. Hes walking in the snow.

b
ANSWERS Open answers

b
ANSWERS Open answers

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GRADE 4

UNIT 7

Holidays
Trinity subject area Grammar Functions Vocabulary Pronunciation Advice to candidates Holidays Past Simple (regular and common irregular verbs) Talking about past events Types of holiday Expressions of past time Past Simple endings Introduction to topic presentation: the Topic Form Talking about your topic

Lesson A Words & Ideas


1a page 40
SUGGESTED PROCEDURE: You could introduce this unit with a simple brainstorm session with closed books to gather as many travel and holiday related words that learners know already. Then open books to do this activity. ANSWERS A camping holiday / B cruise / C beach holiday / D sightseeing tour

d
SUGGESTED PROCEDURE: Make sure that learners understand they should be making use of the vocabulary from Parts a) and c) while they speak. Divide the class into pairs (A & B). Ask B to ask A first and then swap roles. Monitor and provide feedback at the end. ANSWERS Open answers

2a page 41
SUGGESTED PROCEDURE: Refer learners to the Focus box before they do this listening activity. Before going into the listening, you may want to get learners to practise using these words for very good and very bad by asking them to think of their own examples. Alternatively, you can leave this as a follow up activity between this listening task and exercise 3. Make sure learners have read through sentences 1-3 before listening. Elicit from learners what may make a holiday terrible or wonderful. ANSWERS 1 Bruno went to Corfu. It was great. 2 Clare went to Wales. It was terrible. 3 Luke went to Paris. It was lovely.

b
SUGGESTED PROCEDURE: After checking answers, ask students what words they heard that helped them choose. ANSWERS 1C/2B/3D/4A

c
ANSWERS Types of holiday adventure holiday beach holiday sightseeing tour mountain holiday safari bed and breakfast friends/family home caravan hotel tent

Accommodation

b
SUGGESTED PROCEDURE: Make sure learners read through and understand the questions before listening. Ask learners to try and predict answers, and then listen to confirm their

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UNIT 7 Holidays
predictions. As you play the audio, pause after chunks of information that relate to questions. When you check though, ask learners to give reasons for their answers. ANSWERS 1 a / 2 b / 3 c

b
ANSWERS Open answers

2a and b page 43
SUGGESTED PROCEDURE: You can help learners appreciate the difference between the /t/ and /d/ sounds by getting them to say the sounds while resting the tips of their fingers on their throat. They should be able to feel the vibration of their vocal chords when saying the voiced /d/ sound. ANSWERS Group 1 /t/ booked cooked packed stopped Group 2 /d/ arrived loved played travelled Group 3 /d/ ended needed visited waited

3a and b page 41
SUGGESTED PROCEDURE: Refer learners to the Focus box. You could give further examples from the previous listening task and put them on the board: We came back from Corfu yesterday. About ten years ago we went camping. We went there last month. Concept check for understanding of these words and phrases before going onto the pair work. Learners need to write brief answers to the questions in a) in their notebooks but make sure they are only a sentence or two in length. They shouldnt spend too much time writing, but get into the speaking as soon as possible. Go round checking what learners are writing and helping as necessary. Once they have written answers, ask them to close their notebooks and get into pairs. Divide the class into pairs (A & B) for part b). Get B to ask A first and then swap roles. Monitor and provide feedback at the end. ANSWERS Open answers

3a page 43
ANSWERS 1 Dont / 2 Do / 3 Dont / 4 Dont / 5 Do

b
ANSWERS 2 who I went with Main points to discuss about my topic

1 destination

Lesson B Grammar & Practice


1a page 42
SUGGESTED PROCEDURE: Refer learners to the grammar explanation box at the top of the page before they attempt the exercise. Ask learners to read through the paragraph about the holiday once without worrying about the gaps. Check for general comprehension of the text. Then ask learners to work individually on the text remind them that they will need the auxiliary do in order to form the negative. ANSWERS 1 was / 2 didnt want / 3 wanted / 4 decided / 5 camped / 6 liked / 7 didnt like / 8 rained

4 what I liked most

3 what I did

page 43

SUGGESTED PROCEDURE: Before pair work, you could build a mind map on the board with the whole class making suggestions. Follow up with a similar task on a different topic. ANSWERS Open answers

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GRADE 4

UNIT 8

Shopping
Trinity subject area Grammar Functions Vocabulary Pronunciation Advice to candidates Shopping Comparative forms of adjectives (1) Linking words: but and because; then Making comparisons Expressing contrast using but Types of shops and places to go shopping Weak forms Preparing for your topic: mind maps Talking about your topic

Lesson A Words & Ideas


1a page 44
SUGGESTED PROCEDURE: With closed books, elicit from learners any types of shops they can name in English (and in L1 for monolingual classes). Then open books to do the matching exercise. With younger learners, you may need to explain what receipts are and why we use them. ANSWERS 1 B / 2 C / 3 D / 4 A / 5 F / 6 E

c
SUGGESTED PROCEDURE: Ask learners to read the Focus box. Give a few examples of your own for learners to hear. Point out that but is usually a weak form. Now let learners practise in pairs. Divide the class into pairs (A & B). Ask B to speak first and then swap roles. Monitor and provide feedback at the end. ANSWERS Open answers

2a page 45
SUGGESTED PROCEDURE: Ask students to do the matching exercise individually, then compare with a partner before checking with the whole class. ANSWERS A supermarket / B Internet shopping / C street market / D department store / E shopping centre / F high street shops

b
SUGGESTED PROCEDURE: Once pairs have worked on this, do feedback with whole class, writing their ideas on the board randomly. Then get the class to put the words once more into categories not necessarily under the heading of types of shop but other categories e.g. food, clothing, expensive, cheap etc. POSSIBLE ANSWERS Florists: bunches of flowers; pot plants; flower pots; roses; cactus Greengrocers: vegetables; potatoes; cabbage; onions; fruit; apples; oranges; bananas Butchers: chicken; beef; lamb; steak; turkey Newsagents: newspapers; magazines; pens; pencils; sweets Boutique / Clothes shop: dresses; trousers; jackets; coats; shoes Hair dressers: cut; wash; style; dye; perm

b
SUGGESTED PROCEDURE: Explain to learners that they will hear the audio twice. The first time they should simply identify the kind of shopping the speakers are talking about. What words did they hear that helped them decide? Before listening the second time, check that learners understand whats meant in this context by price, quality, choice and friendliness. Whats most important for them when they go shopping? Can they think of synonyms for these words? Then play the audio and do the exercise.

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UNIT 8 Shopping
ANSWERS What clothes E / music M / food C Where Why the Internet M / high street shops C; E price M / quality E / choice M / friendliness C Now ask learners to read through again and underline all the adjectives that are used. Give an example of how they might compare the two department stores using the comparative form. Finally, divide the class into pairs (A&B). Ask them to take turns comparing the two stores using the information given. Monitor and provide feedback at the end. ANSWERS Hanleys is older than Supersaver. / Hanleys clothes are uglier than Supersavers. / Supersavers clothes are more modern than Hanleys. / The staff in Supersaver are more polite. / Hanleys is worse than Supersaver. / Supersaver is more crowded than Hanleys. / Supersaver is larger than Hanleys. / The staff in Hanleys are ruder than in Supersaver.

page 45

SUGGESTED PROCEDURE: You might need to explain to some learners that they need to refer to the shopping bags at the bottom of the page. Point out to learners that these are only suggestions, though they can use their own ideas, too. Encourage the use of the conjunctions but and because (see Focus boxes). As with all pair work, monitor for problems and provide feedback at the end. ANSWERS Open answers

c
ANSWERS Open answers

page 47

SUGGESTED PROCEDURE:

Lesson B Grammar & Practice


1a page 46
ANSWERS 1 d / 2 c / 3 b / 4 a

Follow up with choral drills to practise weak forms (see the Procedures file). ANSWERS 1 Its black and white. / 2 Some cheese and bread. / 3 Id like to pay with cash. / 4 A packet of tea. / 5 A bottle of milk. / 6 I want to buy a shirt.

b
SUGGESTED PROCEDURE: See Procedures file for structured practice of particular forms. This might seem like quite a complicated task for some learners, so it is best to take them through it stage by stage. First, ask learners just to read what the two people are saying. Ask them simple questions to check comprehension e.g. What kind of shop are they talking about? Which shop has lots of customers? If necessary, you can write on the board other prompts to help students to use all the adjectives in the box. Supersaver: Oh look! Heres a dress like the one that Beyonc wore on TV last night. The staff are so nice and polite here! Its got eight floors and twelve departments! This place is huge! Wow! Hanleys: These blouses and skirts are so old-fashioned! The staff are so rude! The service here is terrible! Its only got two floors. Theres not much here, is there?

page 47

ANSWERS 1, 2 pop; rock / 3, 4, 5 the Internet ; street market; from my friends / 6, 7 I love old things ; love music / 8 my grandfathers jazz records

page 47

SUGGESTED PROCEDURE: As this kind of organising ideas may be new to students, it may be worth going through another example together as a whole class activity before learners do it individually. Choose a topic and build a mind map on the board, eliciting suggestions from the class. If youre short of class time, the first part of this task could be done at home, so that learners are ready to speak when they next come to class. As with all pair work, divide the class into pairs. Get A to ask B, then after three to four minutes tell them to swap roles. Monitor and provide feedback at the end. ANSWERS Open answers

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GRADE 4

UNIT 9

Food
Trinity subject area Grammar Functions Vocabulary Food Comparative forms of adjectives (2) Superlatives Expressing likes and dislikes Making comparisons, ordering a meal Types of food and ways of cooking Adjectives for describing food Expressions for likes and dislikes Listening to questions and responding appropriately Talking about food

Advice to candidates

Lesson A Words & Ideas


1a page 48
SUGGESTED PROCEDURE: With closed books, do a quick class brainstorm of food words. Then open books for the exercise. During feedback, correct any pronunciation problems which may occur with some of these items. ANSWERS 1 a bottle of vinegar / 2 a coconut / 3 garlic / 4 a lettuce / 5 a steak / 6 carrots / 7 a packet of flour / 8 salt / 9 pepper / 10 potatoes / 11 cheese / 12 a bottle of milk / 13 a mango / 14 pears / 15 lamb chops / 16 a carton of yoghurt / 17 a whole salmon / 18 onions

ANSWERS fruit pears a mango a coconut Other words strawberries pineapple vegetables potatoes garlic onions carrots a lettuce Other words peas beans other salt pepper a packet of flour a bottle of vinegar Other words oil herbs spices meat and fish a steak lamb chops a whole salmon Other words beef burger cod

dairy products cheese a carton of yoghurt Other words cream milk

b
SUGGESTED PROCEDURE: To add a bit of fun, you could make this a team game. Divide the class into teams of up to five students. Tell them they have five minutes to group the words correctly. They can use dictionaries to help them. After the time has run out, check teams answers and the team to finish first with the most correct answers is the winner. Dont forget to check their pronunciation of these items.

c
SUGGESTED PROCEDURE: This activity provides some practise with past forms. you may need to refresh their memories of regular and irregular forms before proceeding. Alternatively, let them work first and feedback after the task on any errors with past forms that you hear. ANSWERS Open answers

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UNIT 9 Food
2a page 49
SUGGESTED PROCEDURE: Point out to learners that the mistakes with the menu are not grammatical, but to do with the vocabulary covered already in this unit. Learners could do this alone at first, then compare with a partner. Then bring the whole class together for final checking. You could follow up by getting learners to make their own menus with deliberately silly mistakes. ANSWERS Starters Ice cream Glass of chicken soup Mixed Salad

4a page 49
ANSWERS 1 I cant stand / 2 I dont like / 3 Im not keen on / 4 I quite like / 5 I really like / 6 I love

b
SUGGESTED PROCEDURE: Organise this as for other pair work activities. Remind students that but is a weak form. ANSWERS Open answers

Main course Fruit juice Spaghetti Bolognese A slice of fish and chips Dessert Mushrooms in garlic A loaf of chocolate cake Fresh apple pie and cream Bottle of water (still or sparkling) Carton of orange juice Chicken and potatoes Fizzy drinks

Lesson B Grammar & Practice


1a page 50
SUGGESTED PROCEDURE: You need to focus learners attention on the examples given here from the listening. One way to do this is to ask learners to close their books. Write these sentences on the board, but with the nouns missing. e.g. Some people like thicker... Theyre sweeter... Theyre the tastiest... Ask learners if they can remember what the chef was referring to with these adjectives. Then bring their attention to the adjective forms themselves. Now show them how the examples can help them find the rules by completing number 1 from the table together. Finally, give learners a few minutes on their own to find the rules and complete the rest of the table. ANSWERS 1 thinnest / 2 more / 3 most / 4 the tastiest / 5 better / 6 best

Drinks

b
SUGGESTED PROCEDURE: Before letting students try this pair work activity, you may want to give an example yourself, choosing a student to work with you as the waiter/waitress. Divide up the class into A and B, A as the customer. Give students about four minutes before swapping roles. Monitor and provide feedback. ANSWERS Open answers

3a page 49
ANSWERS Pizza

b
SUGGESTED PROCEDURE: Before listening a second time, ask learners to read through the items in the list. What would they choose to use if they were making a pizza? What can they remember from the first listening? Now play the audio a second time and check. ANSWERS flour / salt / water / tomato sauce / red onions / small mushrooms / cheese

b
ANSWERS 1 colder, coldest / 2 worse, worst / 3 healthier, healthiest / 4 more delicious, most delicious / 5 more disgusting, most disgusting / 6 hot, hottest

c
SUGGESTED PROCEDURE: Do an example together with the class so learners have a clearer idea of what they have to do. Remind them that the adjectives in the word pool are only suggestions. Divide the class into pairs or groups of

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GRADE 4

three. Monitor and provide feedback at the end. You can follow up by having a class vote on certain issues, such as who is the best singer or whats the most exciting city. ANSWERS Open answers

WRITING FILE 3
Task 1 Reading into writing task 1a page 52
Open ended discussion

2a page 51
SUGGESTED PROCEDURE: Begin this by getting learners to do the activity in reverse: learners read through the answers and think of the questions that might prompt them. Now play the audio. Pause after each question to give students time to decide. When you go through again to check, make sure you ask learners to explain the reason for their choices. ANSWERS 1 b / 2 c / 3 b / 4 a / 5 b / 6 c

b
ANSWERS 1 visited / 2 walked / 3 lived / 4 dont live / 5 played / 6 were / 7 rented / 8 sailed / 9 liked / 10 didnt rain

You Turn! page 53


SAMPLE ANSWERS Hi Li Im here in England with my family. Were on our summer holiday. Yesterday we went to Yadevale Zoo. It was great. First we walked around the zoo and saw the animals. My favourite animals were the baby hippos. Theyre called Ping and Pong. Theyre lovely. After that we rented bikes and we rode around the park and then we had our picnic. It was nice day, but I liked best the animals. Take care, Hilary

b
Give them a few minutes to write down five questions based on the ideas in the diagram, or others they can think of. They shouldnt spend too much time writing, but this is a good opportunity to check their ability to form questions correctly: remember that candidates have to ask the examiner one question. ANSWERS Open answers

c and d
SUGGESTED PROCEDURE: Divide the class into pairs, A & B, and ask A to ask five questions first and B to answer. The partner asking the questions should also be marking the performance of the student answering. Ask learners to be fair and not too critical, but to be honest, too. To make this work, it might be best to split up usual partners and get learners to work with someone new. At the end, get feedback from the learners who played the examiner and discuss how students can improve their performance. All of this will help raise learners awareness of how others understand them when they speak English. See Procedures file for Exam practice tasks. ANSWERS Open answers

Task 2 Writing task 1a page 53


Open ended discussion

b
POSSIBLE ANSWERS Mum and I were on our holiday together. I really wanted to buy a souvenir, so we went together to the shops. I found a beautiful big book, but Mum saw a little toy dolphin. It was much cheaper than the book, and it was a lot nicer. Mum bought it and we went together to a caf. I had an ice cream and mum drank a cup of tea. It was time for us to pay the bill. Mum looked in her bag. Oh no! she cried loudly. My purse. (now 75 words)

Your Turn! page 53


SAMPLE ANSWERS My worst ever meal Last year my family were on holiday in London. One day we had lunch in a restaurant. It was my worst ever meal.

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We chose an Italian restaurant. I like Italian food, but the food in that restaurant was awful. Mum ordered lasagne. My brother and I ordered pizza. My mums lasagne was cold and disgusting. Our pizza was burnt and hard as rock. Then we got the bill and my mum nearly fainted. 45!

page 55

ANSWERS 1 go / 2 arrived / 3 better / 4 more expensive / 5 the healthiest

5 6

page 55

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

page 55

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

REVIEW UNITS 7-9


1
page 54
ANSWERS 1 sightseeing, G / 2 cruise, B / 3 greengrocers, C / 4 newsagents, E / 5 supermarket, H / 6 lettuce, D / 7 coconuts, A / 8 yoghurt, I

page 54

ANSWERS Hi Suzie, We arrived in Athens two days before ago but our holiday didnt started start well. We doesnt didnt like our hotel. It was awful. We changes changed hotel yesterday. Its more good better. Athens is great. Its biger bigger and more exciting than our small town in Hungary. This morning we walk walked to The Acropolis. The view is fantastic up there. I loved it, but Marcus didnt enjoyed enjoy it. He cant standing stand high places. Were going to eat now. The food is tasty, but most more expensive than I expected. How was your trip back to England? Good I hope. Take care Jan

page 54

POSSIBLE ANSWERS 1 Milk is nicer than juice. / Juice is nicer than milk. 2 Vegetables are tastier than sweets. / Sweets are tastier than vegetables. 3 Sightseeing is more interesting than camping. / Camping is more interesting that sightseeing. 4 Beach holidays are better than mountain holidays. / Mountain holidays are better than beach holidays. 5 Watching TV is more fun than shopping. / Shopping is more fun than watching TV. 6 Street markets are cheaper than supermarkets. / Supermarkets are cheaper than street markets.

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GRADE 4

UNIT 10

At the weekend & through the year


Trinity subject area Grammar Functions Vocabulary Advice to candidates Weekend and seasonal activities Like + ing or infinitive Adverbs of frequency: never, sometimes, seldom, often, usually Talking about daily life and free time Weekend and seasonal activities Collocations with have, go and do Topic presentation: how the examiner uses the Topic form questions

Lesson A Words & Ideas


1a page 56
ANSWERS A shopping / B eating / C walking the dog / D playing football / E fishing / F gardening / G jogging / H chatting

3a page 57
SUGGESTED PROCEDURE: Before they listen, elicit from learners what words or phrases the speaker might use when talking about summer or winter. When you check, ask learners what they heard that helped them make their choice. ANSWERS 1 Ralph winter / 2 Antonia summer

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

b
SUGGESTED PROCEDURE: Make sure learners read through and understand the questions before they listen again. Pause after each relevant chunk of information to allow learners time to assimilate what they hear and decide appropriately. When you check, ask learners what they heard that helped them make their choice. ANSWERS 1 T / 2 F / 3 F / 4 T / 5 F / 6 F

c
ANSWERS do 0 1 2 3 4 5 have go for go to a party the gardening a picnic a football match the shopping a walk

c
SUGGESTED PROCEDURE: As with all pair work, divide the class into pairs. Get A to ask B, then after three to four minutes tell them to swap roles. Monitor and provide feedback at the end. Encourage learners to use conjunctions but and because. Before they start, provide them with a model of both these connecting words, reminding them that they are usually weak forms: because is often mispronounced by learners, who lengthen the second syllable. ANSWERS Open answers

d
ANSWERS Open answers

2a page 57
ANSWERS 1 winter / 2 spring / 3 summer / 4 autumn

b
ANSWERS Open answers

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UNIT 10 At the weekend & through the year


Lesson B Grammar & Practice
1a page 58
ANSWERS 1 R / 2 A / 3 R / 4 R / 5 R / 6 A You could follow up by playing the audio again for them to check. sometimes seldom b never ANSWERS always

usually
often

c
SUGGESTED PROCEDURE: Before learners look at the Focus box, write a few example sentences with these adverbs that illustrate the most typical word order. With closed books, ask learners to work in groups of three and come up with rules for adverb word order based on the examples you wrote on the board. Then refer learners to the Focus box. You could add a bit of fun to the exercise by making it a race, with students working in pairs to finish first. ANSWERS 1 It seldom snows In England. 2 They usually go out with friends on Saturday evening. 3 We sometimes go on holiday in winter. 4 Sometimes she goes to concerts with friends. 5 My family never watch TV. 6 I am never late for school.

b
SUGGESTED PROCEDURE: Remind students what the topic form is for and that there is an example Topic Form at the back of the students book (page 78). The aim of this activity is to make it clear to students that the examiner can ask questions in any order.

4 Things I like Main points to discuss about my topic 1 Where and when

3 What I do

2 My colleagues

3a and b page 59
SUGGESTED PROCEDURE: If youre short on class time, part a) could be prepared for homework so that students go straight into b) next time. Divide the class into pairs, A & B, and ask A to ask questions first and B to answer. Make sure B changes the order of the questions from the order written on their partners form. Monitor and provide feedback at the end. ANSWERS Open answers

d
SUGGESTED PROCEDURE: Provide an example question to ask one student for the rest of the class to hear. Then divide the class into pairs, A & B, and ask A to ask five questions first and B to answer. Monitor and provide feedback at the end. ANSWERS Open answers

2a page 59
ANSWERS 1 sports / 2 Thursday / 3 three / 4 takes money

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GRADE 4

UNIT 11

Sports and hobbies


Trinity subject area Grammar Functions Vocabulary Advice to candidates Hobbies and sports Adverbs of manner Adverbial phrases of frequency: every day, once a week... Describing frequency and manner Sports and hobbies Collocations with go and play Asking the examiner a question

Lesson A Words & Ideas


1a page 60
ANSWERS A sailing / B fishing / C diving / D gaming / E chess / F tennis / G cricket / H rollerblading

make: computer; games ( = programming); model planes listen to: CDs; music go: sailing; horse riding; snowboarding; swimming

b
ANSWERS 1 diving / 2 cricket / 3 rollerblading / 4 tennis / 5 video games / 6 fishing / 7 sailing / 8 chess Follow up with a memory game. Ask learners to close their books and in team recall as many activities from the picture as they can.

e
ANSWERS Open answers

Extra activity
Quiz
If you have time, you could do this quick team quiz with your class. 1 Which game does not need a bat? a tennis b cricket c baseball 2 What game has kings and queens? a backgammon b Monopoly c chess 3 Which instrument needs a bow? a the piano b the violin c the guitar 4 What is a yacht? a a kind of ball b a kind of hat for tennis c a kind of sailing boat 5 Which sport does not need a round ball? a rugby b golf c football

c
ANSWERS Suggested extra words in brackets. Tell students there is one word they dont need. G bat / F-B net / A sail (life jacket) / X bow / G-H pads (ball; rollerblades) / D screen (buttons) / D console (buttons) / E queen (king) / C snorkel (mask) / C flippers (trunks) / F racquet (net) / A yacht (rope) / H helmet (pads) / B rod (net)

d
SUGGESTED PROCEDURE: Divide the class into groups of 3or 4 and make this a team race. At the end, ask learners if they can think of other things to add to the lists. ANSWERS play: basketball; CDs; computer; games; football; music; volleyball; tennis; the piano collect: CDs; comics; computer; games; model planes; stamps

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UNIT 11 Sports and hobbies


6 What computer game stars Lara Croft? a Raiders of the Lost Ark b Tomb Raider c Pac man Quiz answers: 1 a / 2 c / 3 b / 4 c / 5 a / 6 b

c
ANSWERS 1 late / 2 early / 3 fast / 4 well / 5 hard

page 63

SUGGESTED PROCEDURE: Divide the class into pairs, A & B, and ask A to speak to B first and then swap roles. Its important that learners dont refer to their notebooks during the speaking part of this activity, but just try to remember what they noted down. ANSWERS Open answers

2a page 61
SUGGESTED PROCEDURE: Tell learners that they are going to hear 3 children talking about their hobbies. Ask them to look at the questions. Have a quick whole-class brainstorming session, eliciting words related to the hobbies mentioned. Now play the listening through once. ANSWERS 1 Craig: playing the piano / 2 Alice: football / 3 Adam: sailing

3a page 63
ANSWERS 1 c / 2 d / 3 e / 4 a / 5 h / 6 f / 7 g / 8 b

b
SUGGESTED PROCEDURE: Ask learners to read through the questions. Remind them what these time phrases mean and ask them if they can think of any others. The time phrases in the second question (once a week etc.) may be new to some learners, so elicit from the class what they think these phrases mean. You could ask them for synonymous expressions for example, once a week could be every Monday or at the weekend as these are used in the audio. Now play through the audio and let learners answer. When you check, pause the audio at the relevant section and ask learners what they heard that helped them make their choice. ANSWERS 1 a four years ago; b six months ago; c five years ago / 2 a every day; b once a week; c once a week (every weekend)

b
SUGGESTED PROCEDURE: There may be a number of possible questions, but the list below shows the most likely ones. Students may need to write in their notebooks. As they write, go round the class monitoring and paying particular attention to word order and use of auxiliary verbs. POSSIBLE ANSWERS 1 Do you play sport? / 2 Do you travel a lot? / 3 What kind of books do you like? / 4 Who is your favourite rock band? / 5 Can you play music? / 6 Do you collect anything? / 7 Do you like computer games? / 8 Is there a swimming pool near your house?

c and d
SUGGESTED PROCEDURE: By now, learners should have decided upon a special topic to prepare for the interview. Try to encourage students originality when preparing their questions. Dont let them settle for the first, most obvious questions that occur to them. If they have prepared a mind map for their topic (see unit 7 page 43 of the students book), then they should refer to this to help them make more interesting questions. For the last few pair work activities in the book, try to get students to work with classmates they havent yet worked with. Divide the class into pairs, A & B, and ask A to speak to B first and then swap roles after about 3 or 4 minutes. Monitor and provide feedback at the end. ANSWERS Open answers

page 61

ANSWERS Open answers

Lesson B Grammar & Practice


1a page 62
ANSWERS 1 well / 2 badly / 3 fast / 4 terribly / 5 slowly

b
ANSWERS 1 is riding dangerously / 2 speaks angrily / 3 raining heavily / 4 Look carefully

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GRADE 4

UNIT 12

School and work


Trinity subject area Grammar Functions Vocabulary Advice to candidates School and work Future with going to Making predictions, talking about future plans and intentions Describing pictures School and fields of work Personal qualities Asking for clarifications Describing pictures Talking about plans and intentions

Lesson A Words & Ideas


1a page 64
SUGGESTED PROCEDURE: With closed book, get pairs or small groups to brainstorm ideas for people who work in schools and what they do. Then open books to do the activity. ANSWERS E empties bins. / D fixes equipment. / B gives medicine. / A helps children learn. / D locks the school. / B looks after sick children. / C makes the timetable. / A marks homework. / E mops floors. / D organises the school.

You may need to provide some extra vocabulary on the board. As you monitor or when you get feedback, make sure learners are giving reasons for their choices, using because. ANSWERS Open answers

2a and b page 65
SUGGESTED PROCEDURE: Dont forget that this is supposed to be a communication activity. Learners should not be going through this questionnaire alone, but responding as their partner asks them questions. ANSWERS Open answers

b
SUGGESTED PROCEDURE: After playing, ask learners to recall words or phrases that helped them decide. ANSWERS 1 A cleaner / 2 A nurse / 3 A head teacher / 4 A teacher / 5 A caretaker

3a page 65
SUGGESTED PROCEDURE: Elicit from the class very briefly what the photos show and whats happening. Then play the audio through once. Ask learners what they heard that helped them make their choice. ANSWERS Photo A F / Photo B C / Photo C L / Photo D Not mentioned / Photo E Not mentioned / Photo F Not mentioned

c
ANSWERS Open answers

d
SUGGESTED PROCEDURE: This is quite a difficult task, but sometimes it is necessary to stretch learners a little more. Dont let it go on too long. Give an example to show them the kind of relationships they should be thinking about, e.g. Maths is important for a business woman because she deals with money, costs and wages.

b
SUGGESTED PROCEDURE: Remind students that they should be using present continuous to describe actions in the photo, e.g. They are flying and present simple describe personal qualities, e.g. They are calm and quick thinking. ANSWERS Open answers

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UNIT 12 School and work


Lesson B Grammar & Practice
1
page 66
affirmative (short form) I He/She/It We/You/They am (m)
1 is (2 s) 4 are (5 re)

ANSWERS negative (short form) am not (m not)


3 is

going to + infinitive going to teach.

not (isnt) (6 arent)

are not

2a page 66
ANSWERS 1 B / 2 A / 3 B / 4 B / 5 A

b
ANSWERS Excuse me. I didnt catch what you said. Im sorry, but I dont understand. To be honest, I dont know. Excuse me. Im not sure what you mean.

b
SUGGESTED PROCEDURE: This focuses on the predictions use of going to. Point out that there are verbs in the top box and nouns in the bottom that all relate to the photos on page 65. POSSIBLE ANSWERS Hes going to climb down the building. Theyre going to do and experiment. Hes going to put out the fire. Theyre going to land the plane. Shes going to interview someone. Theyre going to take the patient to hospital.

4a page 67
ANSWERS Open answers

b
ANSWERS Open answers

c
SUGGESTED PROCEDURE: Divide the class into pairs, A & B, and ask A to speak to B first and then swap roles after about 3 or 4 minutes. Monitor and provide feedback at the end. ANSWERS Open answers

WRITING FILE 4
Task 1 Reading into writing task 1a page 68
Open ended discussion

3a page 67
SUGGESTED PROCEDURE: Point out that it is perfectly normal not to understand someone or hear them well even when we speak in our first language it often happens. What learners need to know is how to cope in these situations. This exercise practises useful phrases for getting clarification. You could do work on appropriate intonation of these phrases correct intonation can make all the difference between a polite request and sounding rude. Use the audio as a model, or provide a model yourself, and get learners to repeat using the same intonation. Practise with choral drilling with different groups of learners (girls and boys / left and right side of the class etc.) ANSWERS a 3 / b 2 / c 1

b
ANSWERS a 8 / b 5 / c 12 / d 1 / e 3 / f 6 / g 2 / h 4 / i 9 / j 11 / k 10 / l 7 Hi Mariana Im so happy you are going to come next weekend. I always enjoy your visits. Ive got lots of plans! On Saturday were going to go skating. Can you skate? I skate very badly! But dont worry. Were going to have lessons. Bring a jumper because its cold there. On Sunday were going to go swimming at Water fun, so bring your swimming costume. We can go on the Rapids. I cant wait! Take care Helen

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GRADE 4

You Turn! page 69


SAMPLE ANSWERS Hi Omar Im so happy youre going to visit me tomorrow. Ive got a great idea. Sherwood Theme Park is near my house. We can go together. We can go climbing and have fund on the rope swings. We can try the flying fox, too. The weather isnt going to be very good. Bring a warm coat and some good boots. Its going to rain a little, but were still going to have a good time. See you tomorrow, Craig

REVIEW UNITS 10-12


1
page 70
ANSWERS
2 Y R A 3C Q E T A O 4 5 S C R E E N H 6 7 H S N O R K E L 8 N E T O O L L D M 9 F L I P P E R S E 10 B A T 2 page 70 1

Task 2 Writing task

1a page 69
Open ended discussion

b
ANSWERS Saturday 28th of July I had my first sailing lesson. It was great fun. My friend Amlan and I went to the sailing club. There were ten other children in the class. Our teacher is Yiannis and hes very nice. First we learned how to wear life jackets. Thats really important. Then we learned how to put the sails up and down. Its easy! Tomorrow were going to try real sailing in little boats. I cant wait.

ANSWERS 1 do / 2 a / 3 getting / 4 to buy / 5 at / 6 have / 7 racquet / 8 well / 9 go / 10 quickly

3a page 70
ANSWERS 1 c / 2 c / 3 a / 4 c

b
ANSWERS Open answers

page 71

ANSWERS 1 / 2 John plays the piano very well. / 3 We ran quickly to catch the bus. / 4 / 5 Why are you angry with me? / 6

You Turn! page 69


SAMPLE ANSWERS Saturday 31st July What a great day! Today I had my first skiing lesson. My friend Alex is having lessons with me. Today we learned how to put on and take off our skis. That was easy. Then we learned to stand and walk with the skis. Finally, we went to a beginners slope. Our teacher showed us stopping and turning. That wasnt easy. We both fell a lot, but it was funny. Tomorrow were going to practise all day. I cant wait.

page 71

ANSWERS 1 I never go to school on Sunday. / 2 We always go on holiday in winter. / 3 I am often late for school. / 4 Sometimes my friends are annoying.; My friends are annoying sometimes. / 5 Our teacher rarely gets angry.

6a page 71
ANSWERS 1 He isnt going to write an email. Hes going to answer the phone. / 2 He isnt going to go skiing. Hes going to go swimming. / 3 They arent going to watch TV. Theyre going to cook dinner.

b
ANSWERS Open answers

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Contents Recording scripts


2 3

Diagnostic Test 1 Hello, how are you? 2 Can you play the guitar? 3 How do you come to school? 4 When do you go swimming? 5 Where exactly do you live? 6 What was the weather like yesterday? 7 Can you tell me the way to the station, please? 8 What are you doing at the moment? 9 What languages can you speak? 10 How can I get to the supermarket? 11 When do you watch television? 12 Why is it so cold? 13 Why are you late? 14 When is your birthday and your brothers? 15 What is that teacher doing? 16 Can you tell me where the football stadium is, please? 17 Which cinema do you go to? 18 In which month were you born? 19 What does you mother do? 20 Do you live near the school? 21 Did you go on holiday last year? 22 Are you going to meet your friends next Saturday? 23 How often do you shop for cloths? 24 Do you usually drink sparkling water with your meals? 25 Did you go to school yesterday? 26 Choose the best question from your answer sheet. 27 Are you going to play tennis this weekend? 28 How often do you visit your grandparents? 29 Do you often go to the shopping centre? 30 Choose the best question from your answer sheet. 31 Did you play any sport last weekend? 32 What are you going to eat tonight? 33 Do you enjoy meeting your friends at the weekends? 34 Did you have a good time on holiday? 35 Choose the best question from your answer sheet. 36 Are you going to visit any other countries? 37 How often do you go shopping? 38 Do you usually work at the weekend? 39 What do you like doing on the beach? 40 Was this test easy?

Girl: I usually get up at quarter to seven and have breakfast at seven oclock. I go to school at eight oclock in the morning. School finishes at three oclock in the afternoon and I go home. I have dinner and at six oclock in the evening I usually do my homework. At seven oclock I usually watch television. I always go to bed at nine oclock. What about you?
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Boy: My names Kelvin. I live in Zambia. Weve got a house in a small village. I live with my parents and my sister. My mum gets up first and she wakes all the family. We get up very early, at six oclock. I have breakfast at quarter past six and then I put on my school uniform. I like school, but its far away. Every morning I walk three kilometres and I get to school at seven oclock. Lessons start at seven fifteen. We have a break at a quarter to eleven and then lessons end at a quarter past one. I walk home again and I have lunch with all my family at half past two. I do homework at three oclock and then I play games with my brothers and sisters in the afternoon. Sometimes we go fishing. In the evening, at a quarter to eight my dad comes home. Hes a fisherman. We dont watch TV in the evenings we havent got one! We sit together and talk. We usually got to bed at ten oclock.
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Whats your name? How old are you? Where are you from? Have you got any brothers or sisters? What time do you start school every day? What do you do when you get home from school? What do you do in your free time? What sports do you like?

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Im twelve years old. Yes, Ive got one brother. Hes younger than me. Alexandra. About 9.00 oclock in the morning. Im from Barcelona. I play the piano and read comics. I usually have something to eat and then start my homework. H I dont like football or basketball or anything like that. I hate sport.

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Man: Oh yes, its easy to find. When you come out of the hospital door you are on High Street. Woman: High Street. Okay. Man: Yes. Now, turn left and Go along High Street. Woman: Along High Street. Okay. Man: Yes. Go past the bakery and then turn right. Woman: Turn right after the bakery. Whats that street called? Man: Thats Library Road. When youre on Library Road, go straight ahead. Go past the library. Woman: Okay I go straight ahead, past the library. Man: Thats right. Then take the first turning on the left. Woman: Oh, sorry, wait a minute. I go past the library and then...? Man: Then take the first turning on the left. Thats Lime Avenue. Woman: Okay Lime Avenue. Man: Yes. Go straight ahead along Line Avenue. On your left is a theatre. Its opposite the theatre. Woman: Okay, opposite the theatre in Lime Avenue. Is it far? Man: No, no. Its not far at all about five minutes from here. Woman: Oh good. Thanks very much.
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Turn left at the lights. Is the museum behind the school? Turn right then left. Hi! Its opposite the bank. Wheres the post office? Take the second on the left Can you see the church?

1 Wheres the museum? 2 Excuse me, could you tell me the way to the General Hospital, please? 3 I cant find the bus stop. Where is it? 4 Excuse me, do you know the way to the post office? 5 Tell me the way to the station. 6 Could you tell me how to get to the library from here?
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Man: Well, its very near the church. Do you know where the church is? Woman: No, Im afraid I dont. Man: Okay, well when you come out of the station turn left and walk along Lime Avenue. Woman: Turn left into Lime Avenue. Yes? Man: Then go straight on and at the end of the road turn left again. Thats Library Road. Woman: Turn left again into Library Road. Man: Go across Library Road to the other side and then walk along for about 20 metres. Youll see a big church on your right. Woman: A big church on my right. Okay. Man: Go past the church and on the right there are some steps. Woman: Past the church there are some steps on the right. Okay. Man: Thats right. Go up the steps, and its in front of you. Woman: Okay. Thanks very much for your help. Man: No problem.

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William Shakespeare: 23rd of April, 1564 David Beckham: 2nd of May 1975 Albert Einstein: 14th of March, 1879 Lady Gaga: 28th of March 1986 Maddox Jolie-Pitt: 5th of August 2001 Brad Pitt : 18th of December 1963 Queen Isabella: 22nd of April 1451 Elvis Presley: 8th of January 1935

...and theres a lot going on in town this month. For music lovers, there are two concerts. The first is on the 3rd of October when the Irish pop group The Strangers are playing at the Mill House. Doors open at 8.00 p.m. If you like classical music, the Liverpool Philharmonic Orchestra will be playing Beethovens Fifth Symphony on the 12th of October. The venue is Saint Georges Hall and the music starts at 7 p.m. Theatre now, and the Old Vic Theatre has a very funny play for children on Saturday the 5th and Saturday the 12th of October. Rosa is the name of the show, and it starts at 11 a.m. so wake up early. And were happy to see that the State Ballet Company of Kiev is back in town. It will be performing Swan Lake at the Royal Opera House on the 22nd and 23rd of October. The performance starts at 8.45 in the evening. Theres more dancing on at the...

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What time do you get up on Monday mornings? What is your favourite day of the week? Do you get up early on Saturday? What do you do on Sunday afternoons? When is your birthday? When do you have English lessons?

4 Mum, can you help me? I cant do these sums. Theyre too difficult. Oh... I hate numbers! 5 Every afternoon I go to the campus library and study for four or five hours. This week Im studying the First World War. 6 I dont really like it very much, but on Monday mornings our teacher reads us stories and poems, and thats nice.
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A Examiner: Good morning. Would you like to take a seat? Girl: Good morning. Thank you. B Examiner: Thank you. Thats the end of the test. Boy: Okay, thank you. Goodbye. Examiner: Goodbye. C Examiner: So I see that you play the guitar, Marc. How long have you been playing? Boy: Yes, thats right. Ive been playing for about two years. D Examiner: Whats your name? Girl: My names Maria. E Examiner: Well, thank you. Its been nice talking to you. Girl: Thanks. Nice to meet you, too. F Examiner: What do you normally do at the weekend, Marc? Boy: Oh, I do lots of things. I have a lot of hobbies. G Examiner: So you like photography, Maria. What kind of photos do you take? Girl: I like taking photos of people. My family, mostly. H Examiner: Maria, can you tell me where you went on holiday last year? Girl about 14: Yes, of course. I went to France. It was lovely.
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Girl: I like Monday mornings! First we have Maths. Thats my favourite lesson. Some children cant do Maths, but I think its easy. Next we have Geography. I dont like Geography. I can do it, but its very boring. Then we have a break for twenty minutes thats always fun and after the break we have French. I cant speak French very well, but I like it because our teacher is really nice. At twenty past twelve its the lunch break. Of course I love that part of the day! After lunch we have History. I dont like that because I cant remember anything. Next we have Science which is always interesting and after that we have Sports. I like football. I cant play well, but its lots of fun. And finally, we go home at four oclock.
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What time do you start school? What is your first lesson on Tuesday? When is your lunch break? What time do you get home from school? What lessons do you have on Monday morning? What is your favourite lesson? Can you play music? Can you speak a foreign language? What lessons dont you like? Do you have homework every day?

1 Tomorrow there is a test on the names of all the big rivers in Europe. So your homework today is to learn their names. 2 Its one of my favourite lessons. All the children love the teacher. She isnt French, but she lived there for about 15 years, so she can speak the language really well. 3 Please dont forget that tomorrows lecture on Einsteins theories is very important. If you cant come, please speak to me after todays lecture.

1 I write for a newspaper. Sometime I tell the news on radio or television. 2 I work in a hospital. I help to look after patients. 3 I work in a restaurant. Customers tell me what they want and I bring it to them. 4 I make houses, schools, offices and many other buildings. 5 I work with children in a school. I help them learn. 6 My job is sometimes dangerous. I put out fires and save peoples lives.

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Girl: I think Im very lucky. I love my job. I do three things that I really enjoy: travelling, meeting new people and writing. I usually start my day at the office. I talk to my boss about the stories she wants. Then I leave the office and go to see whats happening. I dont need many things to do my job. When Im in the office, I use a computer to write my articles. When I travel, I dont need a computer. I just use a pen and a notepad. Sometimes I take photos, so I always carry a camera with me. I often travel to other countries to write about whats happening there. Today Im in Venice in Italy. The film festival is taking place. Lots of people are waiting to see famous film stars. Im waiting, too. But Im waiting to speak to Johnny Deep. Hes staying in a hotel here and Im meeting him later. Yes, Im very lucky I love my job!
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1 Sounds of a keyboard. 2 Girl: I think the Venice film festival will be a good story to cover. Man: Yes, Id like you to go there and I think... 3 A landing airplane. 4 Girl: So, Johnny. Tell me about your next movie. 5 The clicking sound of a camera. 6 The sound of writing on paper and turning pages.
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1 Ah this is perfect. Not a cloud in the sky! I think its warm enough to go swimming. Shall we go to the beach? 2 Wow its really strong today. Lets go and fly our kite. 3 Look at that. Everything is white. Its really beautiful. Lets put gloves and scarves on and go and play. 4 Youd better take an umbrella with you. Its pouring down outside. You may even need boots! 5 I cant drive in this. I cant see anything. Lets stop here and wait for it to clear. 6 Brrr! Its so cold. Oh wow look at the river. There are people walking on it! 7 Its so dark, but its only three in the afternoon. I think its going to rain very soon. 8 Can you hear the thunder? Quick! Run inside. I dont want to be struck by lightning.
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He isnt a good student. She hasnt got a job. Im studying English. I cant play the piano. We dont work in Rome.

Examiner: Look at this photo. What job do these people do? Girl: Oh, this is a very tiring job. They are working very hard. Examiner: And whats happening? What are they doing? Girl: Well, there are three chefs. Theres a woman and two men. One man is cooking something in a frying pan. I cant see the other man very well. I think hes cooking too. The woman is cutting vegetables. I think shes making a salad. I think its very hot in the kitchen. Its a difficult job.

Angela: Its raining now but this morning, honestly, the weather was so different. It was warm and sunny like a summers day. I mean, my daughters were in the garden sunbathing! I wasnt outside. It was too hot for me. And now look at it! Never mind, I think the rains stopping now, and its getting warm again. Ruth: Last winter it was really freezing here. The children were outside in the snow almost every day. They were so happy. But this year its raining all the time. It never stops. I hope we have some snow by New Years Eve. Mike: It was really foggy yesterday morning. I was on the bus to work and I couldnt see a thing out of the window. I was late for work because the bus was so slow. I was late again today, too but today it was because of the snow! And its still snowing now, look. Funny weather!
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1 Were you at school yesterday? 2 Was your mum angry with you?
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1 Was it sunny yesterday? 2 Were you on holiday last week? 3 Was your sister at the party?

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Have you got any brothers or sisters? Whats the weather like in winter where you live? What do your parents do? What time were you up this morning? Who does the cooking in your family? Was there anything interesting on television last night? 7 Whats your favourite lesson? 8 Are there any parks near your house?
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What a mistake! We camped on a campsite in the mountains. We liked the place, but we didnt enjoy the weather. It rained every day for a whole week. This year... the beach!
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Group 1 /t/ finished Group 2 /d/ enjoyed Group 3 /d/ started


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1 Mum, Dad? The seas wonderful... its really warm. Are you coming in? Dont sit on the beach all day! 2 Oh, the ships leaving. Were on our way. Come on. Lets go and leave out suitcase in the cabin, and then see the rest of the ship. 3 ...And this is one of the most famous sites in the city. It was fist opened in 1894 and it was built by.... 4 Here we are. This is a good place, isnt it? Now, Ill put up the tent and you start making a fire.
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Group 1 packed booked cooked stopped


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Group 2 loved played arrived travelled

Group 3 visited waited ended needed

Bruno: We came back from Corfu yesterday. We were there for two weeks. It was great. We stayed in a fantastic hotel with a pool, but we didnt swim there. We walked to the beach every day and swam in the sea. Well, I swam. My mum and dad just slept on the beach all day. They were so lazy! Clare: About ten years ago we went camping in Wales. It was terrible! It rained every day. One night our tent fell and we got soaking wet. My brother cooked, but he wasnt very good, so we ate beans every night. No, we werent happy at all! Luke: We went there last month for a weekend break. It was lovely. We were in a hotel not far from the Eiffel tower, but we didnt do any sightseeing. We just walked around the city in the day, and in the evening we ate great food and drank wonderful French wine. I was a bit disappointed because I wanted to go to the Louvre and another museum, but they werent open.
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Point 1 Examiner: So, youre going to tell me about your winter holiday, Pierre? Boy: Yes, thats right. Examiner: Where did you go, exactly? Boy: Well, we went for ten days to a place near Drama in Greece and it was... Point 2 Examiner: And who did you go with? Boy: I went with my family. Examiner: How many people was that? Boy: Well, there was me, my mum and dad and then I have two... Point 3 Examiner: What did you do there? Boy: Umm... most of the day we skied. Examiner: Are you a good skier? Boy: No, not really. But I dont fall over too often. I had some lessons... Point 4 Examiner: What did you like most about your holiday? Boy: Oh the skiing. I love skiing, and also the mountains. Im always happy in the mountains. Examiner: Was the food good? Boy: Oh, not so good, actually, because there was only one...

Last year we were in Scotland for our summer holiday. Scotland is lovely, but our holiday was awful. Dad didnt want a beach holiday. He wanted something different. We decided to go camping.

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Mathis: I always buy online you know, Internet shopping. It isnt cheaper than the high street shops, but theres a bigger choice. Theres rock and pop and hip hop everything. Its easier, too. I just find what I want on the computer and click the mouse! I think Internet shopping is great... but my mum and dad dont! Chloe: I dont like the big supermarkets. I know theyre cheaper than the market, but you dont know what youre buying. You cant smell the fruit and vegetables because theyre in plastic packets. The high street shops are friendlier. People speak to you, you know, and you can have a nice chat with the shop keeper. I like that. Ellen: I never buy things on the Internet because I want to try them on before I buy them. You cant understand from the computer if it fits you. I like to go to the high street shops. Theyre more expensive but the quality is better than the market and the clothes are nicer.
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First you need to make the bread. You need some flour, salt and water. Mix them in a big bowl. Then take the mixture and roll it out make sure its very thin. Some people like thicker bread. I hate that. I always make the thinnest bread I can make. Next, add the tomato sauce, and then add onions I use red onions because theyre sweeter than white onions. Im not very keen on white onions. I usually add mushrooms, too. I use the smallest mushrooms I can find, because theyre the tastiest. Finally, add the cheese. Mozzarella, of course thats the best! But I dont buy the most expensive Mozzarella I get the cheapest in the supermarket. Its good enough. Now, its ready to go in the oven. Bake it at 200 degrees for about 20 minutes.
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Its black and white. Some cheese and bread. Id like to pay with cash. A packet of tea. A bottle of milk. I want to buy a shirt.

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How often do you play football? What did you do last weekend? What are these people doing in the photograph? Whats your favourite food? What do you usually have for lunch? Whats the weather like here in winter?

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Examiner: So, Sophie, what kind of records do you collect? Girl: Oh I have all sorts, but most of them are pop and rock. I have about 50 rock albums, and most of them are from... Examiner: And where do you get them from? Do you buy them? Girl: Yes, I buy them from the Internet, mostly. Some of my friends have old records, too, and I buy from them. Sometimes people even give me... Examiner: Why do you buy them? What is it you like about old records? Girl: Oh thats easy... because I love music and I love old things. When I was small I was interested in the records that we had at home, and I always wanted... Examiner: What are your favourite records? Girl: Oh, my Beatles records. I have about 15 and I play them all the time. I love their music, and so does my dad. When he was younger, he was...

1 Man: Hmm. This is delicious. Can you pass me some more? Woman: Here you are. Would you like another sandwich? 2 Man: This flower is called a dog rose. You can find them all summer in the park. Its got a lovely smell. See? 3 Man: How much were the trousers? Woman: Only 25 pounds. A real bargain! 4 Boy: Weve been here for an hour and... nothing! Are you sure there are fish in here? Oh! Wait a minute. I think Ive caught something. Quick! Get the net. 5 Man: Im getting a bit tired now. Can we sit down for a while. Woman: Sit down already! Weve only done two kilometres. 6 Woman: And some new neighbours have moved in. Its a family. Theyve got three children. I think hes from Australia, but Im not sure. Anyway, the other day they came round... 7 Boy: OK, here are the teams. John, Mike and Win , youre one team. Jan, Kim and I will be the other team. Jan, youre in goal.

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8 Woman: Come on Jack. Come here boy. No, Jack, no! Dont chase the rabbits jack. Come back here. Jack!
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Ralph: I dont often go out at weekends. Its always raining. I usually stay inside. I like to do my hobbies or to play games on my computer. I sometimes go to football matches on Saturday with my dad - we both love Manchester United. It always gets dark early in the evenings, so I stay in and watch TV. I love the snow, but it never snows where we live. So my family always go skiing in Italy for a few days. I love skiing. That way I see some snow every year. Antonia: On Saturday morning I often go shopping with my mum. We go to the market and at this time of year there are always lots of fresh fruit and vegetables. Its a lovely place to be. But the thing I like to do most of all at the weekend is go for a walk in the park. The days are long, so we usually stay there for hours on a Saturday evening. We sometimes have a picnic, too. On Sunday we dont do very much. My parents always read the Sunday newspapers. After that my dad usually does jobs like washing the car or gardening. I just sit in the garden and sunbathe!
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money. I never take any money from customers. I help them find what they want, and also help keep the shop tidy. Examiner: And do you like the job? Liang: Yes, its okay. I have fun, and I can earn some money, too. Its good to meet people, and I like giving them advice about what to buy, because I know a lot about sports.
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Underwater bubbles. A cricket ball. People rollerskating. People playing tennis. A videogame. A person fishing with a rod. Seagulls crying. Checkmate. I win!

1 It seldom snows in England. 2 They usually go out with friends on Saturday evening. 3 We sometimes go on holiday in winter. 4 Sometimes she goes to concerts with friends. 5 My family never watch TV. 6 I am never late for school.
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Examiner: So where do you work, Liang? Liang: I work in a shop with sports equipment and clothes. Its a shop in the centre of my town. Examiner: And how often do you work there? Liang: I usually work there every Saturday, but sometimes I work on Thursday, too. But thats only in the school holidays. Examiner: Who do you work with? Liang: I work with three other young assistants. We have a very nice boss. Examiner: And what do you do, exactly? Liang: Well, I do a bit of everything, except take

Craig: I started piano 4 years ago. I can play very well for my age because my teacher makes me practise very hard. I practise every day and I have a lesson twice a week. I like playing on my own or with my teacher, but I hate playing in front of other people because I always play badly then. Alice: I joined the girls team six months ago. I love it. We practise three times a week in the evenings, and we play against another team once a week, every Saturday. Im usually the goalkeeper because I cant run very fast. I like it when we play the boys team, because we always win! They play terribly... its so funny. Adam: I started five years ago. My dad teaches me he knows a lot about boats. Every weekend we go to a lake near our house and practise, and once a year we hire a boat in Greece and go slowly around the islands. I cant do it very well yet because Im young, but I just love the sound of the wind and the sea. Its great.
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a Well, I do play golf a little bit, but Im not very good at all. b Yes, I do. I travel a lot for work, but I also like going to new places on holiday. c I like detective stories. You know, about crime and the police. I read a lot of those.

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d Um... I suppose its U2. I really love their music. I always listen to it in the car. e Yes, actually I play the guitar very well. I play with friends at the weekends. f No, I dont, but my son collects stamps. Hes got thousands of stamps from all over the world. g Um... I think I know one called Tomb Raider, although Ive never played it. I use computers a lot, but I dont play games very often. h Yes there is. Its about fifteen minutes away from my house, and I swim there every Saturday.
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1 Oh no! I mopped that floor an hour ago, and now look at it. Ill have to mop it again now! Huh! Kids! 2 Oh dear! Have you got a headache? Come and lie down for a while. 3 Good morning everyone. I want to welcome all of you, children and teachers, to a new year at Bollington High school. 4 Ok everyone, listen carefully please. Your homework for tonight it to do exercises... 5 Well, six oclock now and everythings locked up. Time to go home!
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1 Examiner: What do you like to do in your free time, Adrianna? Girl: Excuse me. I didnt catch what you said. 2 Examiner: Where are you going to go for your next holiday? Girl: Im sorry, but I dont understand. 3 Examiner: And what is the most valuable stamp in your collection? Girl: To be honest, I dont know. 4 Examiner: Are there many places for entertainment in your neighbourhood? Girl: Excuse me. Im not sure what you mean.

Carmel: I can see two women. Theyre wearing masks and hats. Theyre scientist. I think theyre trying to find out something. Perhaps theyre going to find a cure for a disease. Good scientists are hardworking and clever. Their job is very useful. Im going to be a scientist one day. Laurant: I can see a person I think its a man. Hes wearing a helmet and a big coat. Hes putting out a fire. Theres a house on fire and hes putting it out. He isnt going to save the house. The fire is very big. I dont think thats a nice job. Its very dangerous and its important but I think Im going to teach, like my dad. Its much safer! Fen: Theres a man at the top of a very tall building. Im not sure what hes doing. Maybe hes going to clean the building or fix it. This is a very dangerous and difficult job. Hes very brave. Im not going to do a job like that. You need to be brave and strong and Im not brave or strong! Im going to be a journalist.

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