Professional Documents
Culture Documents
NEW
s
s
a
P
Trinity
Teachers Book
Trinity Grades
ISE I
5-6
Internet: www.blackcat-cideb.com
email: info@blackcat-cideb.com
Editors: Joanna Burgess, Maria Grazia Donati
Book design: Veronica Paganin
Cover design: Maura Santini
Page layout: Maura Santini
Design coordinator: Simona Corniola
Art Director: Nadia Maestri
Contents
grade 5
Procedures file
10
14
18
22
grade 6
25
26
UNIT 6 Travel
30
34
38
41
Writing file
Recording scripts
42
43
Procedures file
Listening tasks
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 4, page 32, the photos can be used as prompts to
ask students what they know about the subject area.
Stage 2
Tell students what kind of conversation theyre going
to be listening to, e.g. a candidate and examiner
talking about the candidates topic, or a radio
presenter giving answers to a quiz.
Stage 3
Before students listen, go through the task/s they have
to do while listening, using the following procedure:
1 Get students to read the instructions.
2 Ask students to volunteer to tell you what they have
to do; this could be in the students first language
(L1) if you are teaching in a mono-lingual
environment and you speak the L1 yourself.
3 Select a student who you are reasonably sure will
have understood what to do, and ask her/him to
explain to the class.
4 Check that she/he gives the correct instructions!
Give further clarification yourself, if necessary.
5 Give students a further chance to ask questions
about what they have to do, or the meaning of
vocabulary items in the task/s.
Stage 4
Play the recording a first time. If you judge that most
students have managed to hear a good proportion of
the answers, get them to compare their answers in
pairs, then play the recording again and get them to
check with their partner a second time. However, if
you think that, after the first time, a lot of students
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 this is
disagreement on the correct answer, write all the
possible answers that students give you for that
question on the board, put a big question mark next
to them, and tell students that, in a minute, youll
replay that part of the recording so that they can listen
again. Finish eliciting answers for all the questions in
Brainstorming vocabulary
Stage 1
Give students a specified time limit to think together
(in pairs or small groups) and to make a list of all the
vocabulary they can connected with the subject in
hand. Make it clear that they should also be prepared
to provide an explanation about what the word/phrase
means.
Stage 2
Now ask students to tell you their words/phrases from
Stage 1. Write them up on the board as they do so. 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.
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.
Procedures file
Speaking tasks
This guidance is to help teachers organise, monitor
and give feedback for roleplays and speaking activities
to practise fluency, not for more controlled speaking
tasks that are designed primarily to practise specific
functions or grammatical structures.
Stage 1
Roleplays details about individual roles are provided
in the instructions for students for these type of tasks.
Get students to read their roles before going on to
Stage 2.
Fluency-type speaking tasks start off by giving a
model yourself of what students have to do, for
example, where they have to tell one another about
their own personal experiences in relation to the
subject, tell them about a relevant experience that you
have had.
Stage 2
Give students the chance to prepare for what theyre
going to talk about. For roleplays, students are usually
asked to prepare roles together. For fluency-type
speaking tasks, students will usually be preparing
alone. Set a time limit, e.g., five minutes, and
encourage them to make notes to organise their
thoughts and to help them with what 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 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.
Stage 3
Students now perform the speaking phase. Explain
that you will be listening to them during this phase,
but you will not be answering questions. Emphasise
that the aim here is for them to practise speaking
fluently, without interrupting their flow to ask about
how to say something. While they are speaking,
monitor and make notes about any aspects that you
think they do particularly well, and also any aspects
that could be improved, including grammar and
vocabulary mistakes that you hear. If students try and
ask you for help while you are monitoring, tell them
that you will help them afterwards, but, for the
moment, they should try and say it in a different way.
When they are approaching the end of this phase,
start writing the points you have noted up on the
board. Put them in two columns, perhaps headed by a
smiling face for the points for praise and an unsmiling/
frowning face for the points for improvement.
Procedures file
Writing tasks
Stage 1
Students help one another with ideas for the writing
task instructions for the content of individual tasks
are given in the Students Book.
Stage 2
Students write the first draft of the task. This stage
would usually be done at home.
Stage 3
In class, students use the Self/Peer Assessment
Checklist on page 7, first to assess their own work,
then to assess another students work.
Procedures file
Stage 4
Students now write a second draft of the task,
improving their writing by taking into account the
points mentioned in Stage 3.
Stage 6
Students look at the advice you have given them on
the Feedback Form and, taking it into account, write
the third and final draft of the task.
Stage 5
Students not give their second draft to you. You
suggest ways to improve it by completing the Student
Portfolio Feedback Form, which can be photocopied
from the ISE Syllabus, available online at the Trinity
College website.
Stage 7
If students decide to use the task for their portfolio,
they must attach the Feedback Form from Stage 6 to
their final version.
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 6-7 of their coursebooks. The CD should be played without interruption.
It is important to understand that the Diagnostic test is not a precision instrument. It will help you in deciding
whether particular students are in a position to start preparing for a Grade 5, Grade 6 or ISE I examination. It will help
you in the sense that it tests listening comprehension and receptive knowledge of appropriate responses to
questions. However, to this information you must add your own knowledge of students speaking skills, and
additionally for ISE I, their productive writing skills and their reading skills. The test is design to determine whether
students are ready to start preparing for a specific examination not whether they are ready to take it. When
assessing students readiness, you, as the teacher, must also add your knowledge of the individual student in terms
of her/his application, motivation and normal rate of progress.
The questions are distributed as follows:
Questions 1 4 relate to the Grade 1 syllabus.
Questions 5 10 relate to the Grade 2 syllabus.
Questions 11 18 relate to the Grade 3 syllabus.
Questions 19 29 relate to the Grade 4 syllabus.
Questions 30 40 relate to the Grade 5 syllabus.
ANSWERS
1
2
3
4
5
6
7
8
B
B
C
A
C
B
A
B
9
10
11
12
13
14
15
16
C
B
A
A
A
A
B
C
17
18
19
20
21
22
23
24
C
A
A
B
B
A
C
C
25
26
27
28
29
30
31
32
A
C
A
C
A
A
A
A
33
34
35
36
37
38
39
40
C
C
C
C
C
A
A
B
When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the following:
Speaking skills
Application
Writing skills
Motivation
Reading skills
General learning rate
Interpretation of scores
24 or less
A score of 24 or less indicates that a student is probably not yet ready to start preparing for a Grade 5
examination.
25-32
A score of between 25 and 32 indicates that a student is probably ready to start preparing for a Grade
5 examination but probably not yet ready to start preparing for Grade 6 or ISE I.
Over 33
A score of 33 or over may indicate that a student is ready to start preparing for a Grade 6 examination
or ISE I.
Question
21
22
23
24
25
26
27
28
29
10
30
11
31
12
32
13
33
14
34
15
35
16
36
17
37
18
38
19
39
20
40
PHOTOCOPIABLE
2011 Black Cat Publishing
grade 5
UNIT 1
Vocabulary, page 8
1a Focus students on the photos and elicit the special occasions that they show. Then get students to look at the
list of activities 1-8 and to match them with the photos.
ANSWERS
A4 B1 C6 D3 E8 F2 G7 H5
1b
ANSWERS
10
BRITISH
NATIONAL
INTERNATIONAL
- May Day
- Pancake Day (held the day
before lent starts ie: 40 days
before Easter)
- St Patricks Day (celebrated in
Ireland)
- Guy Fawkes Night (Bonfire Night,
which is a celebration with
firework displays and big fires, is
held in Britain on 5th November.)
- Christmas
- St Valentines Day
- Graduations
- Weddings
- Halloween
- New Year
- Carnival
- Birthdays
- Easter
- Thanksgiving (Thanksgiving is a
traditional harvest festival
celebrated in the USA in
November and Canada in
October. Its traditional to eat
turkey with family and friends.)
- Divali (Divali is celebrated mainly
in India between mid-October
and mid-November and is
sometimes called the festival of
lights.)
- Music festivals
Suggested example:
CHRISTMAS
List of things
we do
Decorate home
ANSWERS
1 Christmas carols, cards, decorations, presents,
Boxing Day
2 Halloween pumpkin, ghosts, witches,
3 New Years Eve fireworks, resolutions, midnight
4 Wedding rings, bride and groom, cards,
decorations, presents, the best man
5 St Valentines Day lovers, chocolates, cards,
presents, roses
Give presents
Have a big
special meal
2b
ANSWERS
Across
1 midnight 3 cards 5 fireworks 6 chocolates
7 pumpkin
Down
2 decorations 4 roses
2c
ANSWERS
1 New Years Eve
2 Valentines Day
3 Halloween
4 Christmas
After giving answers, you might want to explain that,
in some countries such as Britain, people send
Valentines Day cards without signing their names
and people have to guess who the mysterious sender
is.
Sentences
We put decorations all round our
home and usually have a tree.
We give each other presents and
put them around the tree. We
dont open them until the day
itself.
Traditionally the whole family get
together in one place for this
celebration.
We eat too much! We have a lot of
very rich food. In Britain they have
roast turkey and a very heavy
pudding.
Grammar Focus,
page 10
4
ANSWERS
1B 2A 3A 4A 5B 6A
11
grade 5
ANSWERS
1 for 4 never 2 since 5 ever 3 just
5b
ANSWERS
1 ever 4 just 2 since 5 never/just 3 for 6 ever
5c
Phonology, page 11
6a
ANSWERS
We use contractions in positive and negative
statements and not in questions (and short answers).
You might want to drill these sentences and make
sure that students are using the contractions and
pronouncing been /bn/ correctly.
Reading, page 12
7a Pre teach any vocabulary students might not
know.
ANSWERS
Pamplona, Spain
12
7c
ANSWERS
... has happened nearly every year since 1591.
... it has become a big tourist attraction.
... the gate has just opened at the Santo Domingo
corral.
... the bulls have left.
Over 200 people have been injured since 1924...
Have you ever seen a spectacle...
The Present Perfect is used because it is describing an
event which still happens.
Writing, page 12
8 Go through the instructions for the task with the
class, emphasising that they have to describe
what they saw at the Pamplona bull run and say
what they liked and did not like about it. Refer
them to the Writing file on page 84-85 for
guidance on writing reviews.
10a
10c
ANSWERS
1F 2T 3F 4F 5T 6T
10e
Writing, page 15
12 Go through stages A-H with students,
emphasising the importance of planning their
work before they start writing.
ANSWERS
A4 B6 C3 D7 E8 F5 G2 H1
13
grade 5
UNIT 2
Means of transport
Trinity Subject area
Means of transport
Grammar
Phonology
Topic phase
Vocabulary, page 16
1a Ask students to look at the pictures and elicit any
vocabulary they know connected to them. Then
students look at the vocabulary in the box and
see if any of the words they have come up with
are there. If theyve mentioned extra and useful
vocabulary, write it on the board and get
students to add these extra words to the pictures,
too.
2b
ANSWERS
A runway/airport D airport/terminal B cruise ship
E minibus C underground F train
ANSWERS
1 How often do you travel by bike? t
2 Can you drive? s
3 How much did the ticket cost? t
4 Have you ever flown on a helicopter? s
5 Where is the airport? t
6 Do you like travelling by train? s
Vocabulary, page 17
3a Monitor students as they practice to make sure
Sea
14
Phonology, page 17
2a Play the recording and explain to the students
4c
1 boarding gate 4 queue 2 book 5 fare(s) 3 aisle
seat 6 travel agent
4d
SUGGESTED ANSWERS
Advantages: cheap; simple procedures; allow people
without much money to travel; small airports (not as
busy as larger ones).
Disadvantages: airports small, far from town; no
choice of class; cant book ticket through a travel
agent; no free meals or drinks; no choice of seat; no
in-flight entertainment; long queue at check-in desk.
Writing, page 19
5 Go through the instructions for the task with the
class, emphasising that they discuss both
advantages and disadvantages with reference to
both types of airlines. They must also include a
conclusion stating which airline they prefer and
why. Refer them to the Writing file on page 82-83
for guidance on writing reports.
Grammar Focus,
page 20
6a
ANSWERS
1C 2F 3B 4D 5E
6b
ANSWERS
1 will leave 2 will be 3 will take 4 will include
6c
POSSIBLE ANSWERS
1 I think that the traffic problems will get worse.
2 I imagine that it will be difficult to persuade
people to use public transport instead of their
cars.
3 Im sure that town planners will try and do
something to improve the situation.
4 Levels of air pollution will probably increase.
If students find this topic interesting, you could either
extend the discussion or have them do a minipresentation the next lesson where students
describe what they think will happen in the next
decade and present some solutions for the problems.
15
grade 5
2
3
5
1
4
7c
ANSWERS
1T 2F 3F 4T 5T
16
ANSWERS
1 Dont 2 Do 3 Do 4 Do 5 Dont
Writing, page 23
10 Go through the three tasks with the class,
explaining that they should choose one, or more,
of the tasks to do for homework. Refer students to
the relevant Writing file for each of the text types
correspondence (a letter) on page 78, factual
writing (an article) on page 85 and
creative/descriptive writing (a story) on page 87.
17
grade 5
UNIT 3
Entertainment; Music
Expressions of preference
Intonation patterns of more complex question forms
Exam practice
Responding to the examiner
Vocabulary, page 24
1a Before doing this activity, you could ask your
students what musical instruments they
play/would like to play. You could also brainstorm
different types of instruments. Refer to
brainstorming vocabulary in Procedure file on
page 4.
ANSWERS
A3 B6 C4 D2 E1 F7 G10 H5 I9 J10
-er
trumpeter
drummer
-player
keyboard-player
18
5a
ANSWERS
1B 2A 3B 4C 5C 6B 7C 8A
ANSWERS
1 Theyd rather read a book than see a film.
2 Hed rather meet his friends than do his
homework.
3 Id rather play football than watch it.
4 My father would rather stay at home than go to a
party.
5 Shed rather travel for a year than go straight to
University.
3c
ANSWERS
Positive: exciting, entertaining, funny, moving,
fascinating, beautiful, interesting, romantic, great.
Negative: boring, dull, predictable, slow, silly.
Grammar Focus,
page 27
Phonology, page 28
6a Students sometimes find it quite hard to use a
falling intonation in question forms. Draw
students attention to this feature before they
listen to the recording.
4a
ANSWERS
1 Giuseppe prefers playing music to listening to it.
2 She prefers Scarlett Johansson to Halle Berry.
3 We prefer action films to romantic films.
4 My mother prefers romantic novels to
science-fiction novels.
5 They prefer going to the cinema to watching
DVDs.
4b
6c
ANSWERS
ANSWERS
1 What do you prefer classical concerts or rock
concerts?
2 Who do you prefer Robert Pattinson or Daniel
Radcliffe?
3 What do you prefer visiting art galleries or
museums?
4 Who do you prefer Rihanna or Lilly Allen?
19
grade 5
Maria
3
3
3
3
3
3
7b
ANSWERS
A6 B1 C2 D3 E5 F4
7c
ANSWERS
3A C D E
Reading, page 29
8a Conduct a class feedback after the discussion in
pairs to see what type of concerts are popular
with students in the class.
8c
ANSWERS
1 All Saints Church
2 It started at 8 p.m. and finished at 10.
3 Yes
20
Writing, page 29
9a Go through the instructions for the task with the
10a
ANSWERS
1F 2A 3C 4B 5E 6D
Students practise the conversations together in pairs
or, to provide more practice, you could have students
go round the class asking different students the same
questions. Set a time limit for this. Review the
alphabet before the task if you think your students
might have problems remembering- and
pronouncing - some of the more difficult letters.
11a
POSSIBLE ANSWERS
1 Do you like living in your home town?
Does your town have lots of places to visit?
2 What did you do in London?
What was the best thing you did in London?
3 Which places did you go to with the scouts?
What was the best experience youve ever had
with the scouts?
4 Whats the most difficult thing youve ever done
in a canoe?
Do you go canoeing all year?
5 Does your town have a good public transport
service?
How do you travel around town?
12c
Answers will vary.
Writing, page 31
13 Go through the three tasks with the class,
explaining that they should choose one,
or more, of the tasks to do for homework.
Refer students to the relevant Writing file
for each of the text types correspondence
(an informal email) on page 78, factual writing
(a review) on page 84 and creative/descriptive
writing (a story) on page 87.
21
grade 5
UNIT 4
Vocabulary, page 32
1a Focus students on the photos and elicit the
ANSWERS
A4 B8 C2 D6 E7 F5 G3 H1
2c
ANSWERS
1 last 2 past/last 3 last 4 yesterday 5 ago
22
ANSWERS
...no school for two months. Jie is referring to the
future.
It was the best gig Ive been to for ages. Luca is referring
to the past.
Phonology, page 34
4a Start by writing up the phonemic symbols from
the table on the board, before students look at
the exercise in their books. Elicit the sounds the
symbols represent from the class and then the
sound represented by the -ed ending of the word
played (from the first sentence). Students then
look at the exercise in their books and write in the
correct column the words finished and recorded.
4c
ANSWERS
1 /t/
finished
missed
danced
watched
talked
relaxed
worked
2 /d/
played
arrived
enjoyed
loved
wanted
waited
3 /d/
recorded
visited
celebrated
decided
ANSWERS
1 because 2 also 3 but 4 so
9c
ANSWERS
1 because 2 also 3 so 4 but 5 so
23
grade 5
11c
ANSWERS
B1 C3 D6 E8 F0 G0 H0 I6
11e
ANSWERS
And what about you have you been away for the
weekend recently?
24
11f
ANSWERS
Have you done anything special recently?
Have you lived in another country?
Do you like driving?
Do you like going to the beach?
Whats the weather like where you live?
Whats the traffic like where you live?
Where do you live exactly?
12a
POSSIBLE ANSWERS
2 Where did you go exactly?
Whats it like?
Did you like it?
What was the weather like?
3 What did you buy?
Who did you go with?
Where did you go?
4 What exams did you have?
Were they difficult?
Did you revise for them?
Did you pass them?
5 Whats the friends name?
How do you know her/him?
Where does s/he live?
6 Where did you celebrate it?
How did you celebrate it?
How old was she?
Writing, page 39
14 Go through the three tasks with the class,
explaining that they should choose one, or more,
of the tasks to do for homework. Go through
stages A-H with them, emphasising the
importance of planning their work before they
start writing. Refer them to the relevant Writing
file in the Students Book for each of the text
types emails on pages 78-81, reports on pages
82-83 and diary entries on pages 89-90.
2
1
2
3
4
5
3
1 The Bull Run in Pamplona has happened every
year since 1951.
2 The rocket announces that its time for the bulls
to leave.
3 Have you ever eaten octopus?
4 Do you often travel by train?
5 She has just finished her homework.
6 Ill probably become a doctor when Im older.
7 Im certain theyll arrive here in an hour.
8 I went to Tokyo in 1999 but I havent been there
again.
4
Jazz
Pop
Classical
Folk
saxophone
trombone
trumpet
keyboard
drums
guitar
violin
piano
organ
accordion
piano
5
POSSIBLE ANSWERS
1 boring 2 exciting 3 romantic 4 predictable
6
1 Ive finished 2 swimming to skiing 3 go 4 visited
5 Have you done
7
1T 2TC 3TC 4T 5T 6C
25
grade 6
UNIT 5
Fashion; Money
Past Continuous
Sentence stress to clarify meaning
Preparing questions for the interview
Vocabulary, page 42
1a You will probably need to help students with the
meaning of some of these adjectives. You could
elicit descriptions of the five groups of people
with the whole class, feeding in and explaining
the adjectives as you do so. You might want to
write any extra vocabulary that comes up on the
board.
ANSWERS
First picture
Second picture
Third picture
Fourth picture
Fifth picture
extreme fashion
unfashionable
high fashion
old fashioned
street fashion
Examples of use
to dress/to wear:
Hurry up and get dressed, then we can go out.
She always dresses well.
I couldnt believe it. He was dressed in a suit and tie!
What are you going to wear to the party tonight?
Thats a nice dress youre wearing. Where did you buy
it?
I wear trainers when I do sport, but I never wear them
at any other time.
1c
SUGGESTED ANSWERS
1 cool, scruffy, casual, fashionable casual
2 cool, smart, well-dressed, fashionable
3 sporty, casual, fashionable
4 cool, sporty, scruffy, casual, fashionable
Listening, page 43
2a Ask the class who has been to a wedding and did
they enjoy it. Extend the discussion to include
what the students and the other guests wore.
Then students discuss the two questions in pairs.
26
Phonology, page 43
3a
1 Would you like to try the jacket with a matching
skirt or a dress?
2 Would you like to try the jacket with a matching
skirt or a dress?
If students find it difficult to understand the
difference, explain that in recording number 1, the
words jacket with a matching skirt are stressed
because the jacket only matches the skirt (but not
the dress). In recording number 2, there is a jacket
with a matching skirt and also a jacket with a
matching dress, so therefore, both skirt and dress
need to be stresssed.
3b
1 Would you like to try the shirt with a tie, or a smart
pullover?
ANSWERS
A and B
Vocabulary, page 44
4a Follow the suggested procedure for
brainstorming vocabulary in the Procedures File
on page 4.
ANSWERS
A2 B1 C4 D3
27
grade 6
page 45
6a
ANSWERS
1 She was talking
2 Steve was eating
3 Were you working
4 They were staying
5 Was Tom running
6 Daniels family were looking
6b
ANSWERS
1 They were walking in the park when the dog
escaped.
2 Megan was eating a sweet when her tooth fell
out.
3 Mum was buying a new dress when she saw a
thief.
4 Peter heard the phone ring when/while he was
reading the newspaper.
5 It was raining heavily when the lights went out.
6 We were shopping online when someone stole
our credit card details.
7
ANSWERS
1 went/were
2 were waiting
3 started
4 were talking/were chatting
5 missed
6 found
7 looked for/was looking for
8 saw/found out/discovered
28
Reading, page 46
8a If you think very few students will know the
meaning of tip, you might want to discuss
question 1 as a class and then students do
questions 2 and 3 in pairs.
8c
ANSWERS
1F 2F 3T 4F
Writing, page 47
9 Go through the instructions for the task with the
class, emphasising that they have to not only tell
the reader about tipping in the UK, but they have
to also include their opinion on the subject. Refer
students to the writing file on page 85 for extra
guidance on writing articles.
10
ANSWERS
1 two 4 one 2 examiner 5 portfolio 3 all
11a
SUGGESTED ANSWERS
1 Do you like fashion?
2 Have you seen anything interesting?
Writing, page 49
12 Go through stages A-H with students,
reminding students of the importance of
planning their work before they start writing.
ANSWERS
A8 B7 C3 D7 E1 F6 G5 H2
13
Grade 6
When you go shopping do you like to go alone or
with your friends?
Do you do any kind of sport?
29
grade 6
UNIT 6
Travel
Trinity subject area
Grade
Grammar
Conversation phase
Topic phase
Travel
6
Present Continuous for future use
Examiner & candidate role play
Topic structure; Dos and donts
Vocabulary, page 50
1a Focus students on the map in the centre of the
photos and elicit the names of the continents.
ANSWERS
1D 2G 3E 4F 5C 6A 7B
1b
ANSWERS
ANSWERS
1A 2D 3B 4C
POSSIBLE ANSWERS
2 Europe, South America
3 Europe
4 Africa, Asia, Australia, Europe, South America
5 South America, Europe, Asia
6 Asia, Africa
30
UNIT 6 Travel
holiday types
a cruise
backpacking
camping
walking
a package holiday
a beach holiday
an activity holiday
places
the mountains
a lake
the countryside
a city
the seaside
the desert
accommodation
a hotel
self-catering
(apartment, villa)
a tent
bed and
breakfast (B&B)
a youth hostel
6c
activities
going sightseeing
backpacking
camping
sunbathing
walking
relaxing
doing sport
transport
by train
by plane
by boat/ferry
by car
ANSWERS
Louises post
At the end of July, Im going on holiday
Were staying in an apartment at the seaside.
Pierres post
Im not really having a holiday this summer.
Im spending all of August studying English
Im leaving on 31st July and coming back to France
on 1st September.
Jims post
Im going on a really cool trip in June.
Im going with my parents and my brother..
Marinas post
Im not really going on holiday this summer, but I am
going away.
Im leaving at the beginning of August and coming
back in a years time!
Im going with a friend...
Were travelling around North and South America
for a year
31
grade 6
UNIT 6 Travel
7a Give students a few minutes to complete the
9c
7c
Reading, page 54
8a Give the pairs a minute or two to discuss the
Writing, page 55
10 Go through the instructions for the task with the
class. Refer them to the Writing file on pages 7881 of the Students Book for guidance on writing
emails.
11
ANSWERS
1 How often I go there 2 Transport there
3 What its like 4 Why I like it 5 Things I dont like
32
ANSWERS
1, 4, 5
12c
UNIT 6 Travel
ANSWERS
1 name 2 quite often 3 sometimes 4 doesnt
always 5 more 6 cant (theres a ski station about 8
kilometres away) 7 rain 8 this
13
ANSWERS
2 Dont 3 Dont 4 Do 5 Do 6 Do 7 Do 8 Dont
14a
33
grade 6
UNIT 7
Vocabulary, page 58
1a Get students to work in pairs and discuss what
they can see in the photos and to match each one
to the different ways of learning a foreign
language (1-8).
ANSWERS
1H 2C 3E 4D 5A 6G 7B 8F
POSSIBLE ANSWERS
1 have to 2 must/need to 3 might, has to
4 mustnt 5 doesnt have to 6 do you have to
7 might not 8 Do you have to
Reading, page 59
2a Give students two minutes to read the article and
match the headings with the paragraphs, before
checking the answers with the whole class.
ANSWERS
1D 2A 3B 4C
34
4c
Phonology, page 61
5a Students have their books closed. Start the
exercise by writing the example sentence on the
board and eliciting from the class which words
the stress is on in the sentence. Play the
recording, pausing after this first sentence for
them to listen and check. Students now open
their books. Play the rest of the recording while
students listen and mark the stress in sentences
1-5. Play the recording again, stopping after each
sentence to check the answers with the class.
ANSWERS
1 You dont have to understand everything.
2 You mustnt get demotivated.
3 You need to hear other people speaking.
4 You must choose things that youre interested in.
5 What do I have to do to really learn a language?
5c
ANSWERS
1 9 2 8 3 9 4 7 5 10
6c
Reading, page 62
8a Give students five minutes to read the text and to
see if they can match the countries with the laws.
8c
35
grade 6
10c
ANSWERS
1 I thought that
2 Well, mainly because
3 Id say
4 for each task.
5 my teacher gave me advice
6 Its difficult to say
7 Maybe about
8 Im not really sure.
36
SUGGESTED ANSWERS
The following phrases and sentences from Rosas
answers would be useful for students at a productive
level during the portfolio discussion, i.e. they could
use this language themselves:
I thought that I may really want to write...
Well, mainly because...
Id say...
I did... drafts for each task.
...some other students in my class suggested ways to
improve the first draft...
...my teacher gave me advice about...
Im not really sure...
Its difficult to say...
Maybe about... hours in total for each task.
The following phrases and questions from Rosas
answers could be useful for students at a receptive
level during the portfolio discussion, i.e. they need to
understand the language, but they dont have to
produce it:
Why did you choose this question/to write a description
of?
Which task did you enjoy doing the most?
Tell me, how many drafts did you do for the tasks, before
the final version?
Did anyone help you improve the first two drafts?
How long did it take you to do the tasks?
11
ANSWERS
1 why 2 content 3 many 4 long 5 who 6 difficult
7 enjoyed 8 question
12a
Writing, page 65
13 Go through the three tasks with the class,
explaining that they should choose one, or
more, of the tasks to do for homework. Go
through the different stages of the writing
process A-H, emphasising the importance of
planning their work before they start writing.
Refer them to the relevant Writing file in the
Students Book for each of the text types
emails on pages 78-81, articles on pages 85-86
and stories on pages 87-88.
37
grade 6
UNIT 8
Vocabulary, page 66
1a Give students a few minutes to decide on their
answers to the quiz and to compare their answers
with a partner.
1c
ANSWERS
A 8 B 2 C 1 D 7 E 1 and 5 F 1 and 6 G 4
H 3 and 5
38
4c
2c
Phonology, page 69
3a Play the recording two or three times for students
to complete the sentences, then go through the
answers with the class, writing up the first two
sentences on the board.
ANSWERS
1 It helps if you talk about problems.
2 If you dont have a good diet, you wont be
healthy.
3 If you do some exercise, you may lose some
weight.
4 When you exercise, you need to warm up first.
5 Youll have less chance of getting heart disease if
you drink more water.
6 If you exercise twice a week, youll be fitter.
7 Itll be more fun if you exercise with someone.
8 If you want to stay healthy, eat lots of fruit.
3c
Vocabulary, page 69
4a Explain that the photos all show people and
places to do with healthcare, then ask students to
match the photos with the words. Check the
answers together as a class.
ANSWERS
1A 2B 3D 4C 5F 6E
ANSWERS
1 optician
2 dentist
3 patient
4 physiotherapist
5 surgery
6 nurse
7 chemists/pharmacy
8 pharmacist
5c
ANSWERS
1C 2D 3B 4A
Writing, page 71
6 Go through the instructions for the task with the
class, emphasising that their report should be
based on information about Britain from the
reading text on page 70 as well as their own
country. Refer them to the Writing file on pages
82-83 of the Students Book for guidance on
writing reports.
39
grade 6
ANSWERS
1 Have you ever been to a hospital? If so, was it to
visit someone or because you were ill?
2 When did you last visit your GP? What was wrong
with you?
10c
10e
10f
7c
40
Writing, page 73
11 Go through the three tasks with the class,
explaining that they should choose one, or
more, of the tasks to do for homework. Remind
students of the different stages of the writing
process, emphasising the importance of
planning their work before they start writing.
Refer them to the relevant Writing file in the
Students Book for each of the text types
emails on pages 78-81, reports on pages 82-83
and diary entries on pages 89-90.
1
1 scruffy 2 cool 3 fit 4 suits 5 by cheque
6 on package holidays 7 youth hostels 8 hotels
2
1 was backpacking, met 2 was raining, decided
3 was doing, arrived 4 were shopping, did not find
5 got, exercised, ate
3
On Monday Im starting university at 8 a.m. and at 6
p.m. that evening Im studying English.
On Tuesday Im not doing anything.
On Wednesday morning Im starting university at 8
a.m. again.
On Thursday Im doing yoga at 11 a.m. and Im going
to my English class at 6 oclock.
On Friday Im going to university at 11 a.m.
On Saturday Im going shopping with my mum at 5
oclock and at 8 p.m. Im seeing a film with Fabio at
the cinema.
On Sunday Im visiting my grandparents.
4
1 doesnt have to 2 has to 3 mustnt, have to
4 might 5 mustnt 6 have to
5
1 surgery 2 nurse 3 optician 4 pharmacist
5 chemists, pharmacy
6
1B 2D 3C 4A 5E 6F
7
1A 2B 3C 4F 5D 6E
41
grade 6
WRITING FILE
Correspondence informal emails &
letters, pages 78-79
2
1 invite 2 future 3 friend 4 subject 5 logically
6 dont 7 full forms 8 closing 9 first name 10 after
2
1 information 2 opinion 3 website 4 paragraphs
5 attention 6 neutral 7 introducing 8 different
3
Introducing a point of view: On the one hand,
Firstly
Adding more points: also, Secondly
Making contrasting points: On the other hand,
However
1D 2A 3C 4D
2
1 personal 2 factual 3 performance 4 start
5 finish 6 informal 7 formal 8 feelings
pages 87-88
pages 89-90
2
3
In the diary entry, there are all the features in the
column.
4
1
2
3
4
5
I was so nervous!
I could hear the audience.
It felt absolutely great.
It was a dream come true.
I must remember...
42
Recording scripts
2
Diagnostic test
1 Whats your name?
2 How old are you?
3 What colour is my shirt?
4 How many days are there in a week?
5 Where do you come from?
6 Have you got any pets?
7 Whats your sisters name?
8 How old is your dog?
9 Where is the bank?
10 What day is it today?
11 Where do you live?
12 Whats the weather like today?
13 What was the weather like yesterday?
14 Whens your birthday?
15 Can you play the guitar?
16 What time do you get up in the morning?
17 What do you do in the evenings?
18 What are the teachers doing?
19 Can you help me with this exercise?
20 Do you know his sister?
21 Did you go on holiday last year?
22 What do you like to do at the beach?
23 What did you do last night?
24 Who is the best student in the class?
25 Tell me the difference between London and your
home town.
26 When did you buy those trousers?
27 How often do you play football?
28 What are you going to do next weekend?
29 Do you go to the cinema often?
30 Have you ever been to Britain?
31 Why did you decide to take this exam?
32 When did you last have something to eat?
33 Is there much traffic in town?
34 How long have you been at this university?
35 Which kind of music do you prefer?
36 Do you prefer riding a bicycle or driving a car?
37 What will you do after the examination?
38 Have you ever eaten English food?
39 How long have you been interested in this?
40 When did you see the film?
3
1
2
3
4
5
6
7
8
43
Recording scripts
A little later we all sit round the table and eat the
Christmas meal. We always have roast turkey, roast
potatoes and lots of vegetables. After that, if we are
still feeling hungry enough we eat Christmas
pudding but its very heavy and often weve already
eaten enough by then!
7
1
2
3
4
5
6
44
Recording scripts
13
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
45
Recording scripts
19
46
1
2
3
4
5
23
Recording scripts
the tasks, before the final version?
Rosa: I did two drafts for each task. The texts in my
portfolio are the third draft of each one.
Examiner: Did anyone help you improve the first two
drafts?
Rosa: Yes, some other students in my class suggested
ways to improve the first draft, then my teacher gave
me advice about the second draft, using the special
Feedback form.
Examiner: So how long did it take you to do the
tasks?
Rosa: Its difficult to say exactly, but it was quite a
long time. We did work in class on preparing for the
tasks, then I wrote the drafts at home. Maybe about
five hours in total for each task Im not really sure.
Examiner: Okay, now, moving on to the general
conversation...
24
47
Recording scripts
27
Grade 5
Grade 6
48
ISE I