New Pass Trinity 3-4 - Teacher S Book

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:22 Pagina 1
Stuart Cochrane
NEW
s
s
a
P
Trinity
Teachers Book
Trinity Grades
ISE 0
3-4
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
In accordance with DL 74/92, the use of any commercial brand images and/or logos in this text is purely illustrative and should in no way be
interpreted as endorsement on the part of Black Cat Publishing of such products and/or brands.
Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, Turin
Reprint
Year
I
2011
II
2012
III
2013
IV
2014
V
2015
VI
2016
GRADE 3
Contents
Procedures file
Diagnostic test
UNIT 1 Home life and free time

UNIT 2 Local places
11
UNIT 3 Dates to remember
13
Writing file 1
Review units 1-3
15
16
UNIT 4 A place to study
17
UNIT 5 Jobs
19
UNIT 6 Weather
22
Writing file 2
Review units 4-6
GRADE 4
24
25
UNIT 7 Holidays
26
UNIT 8 Shopping
28
UNIT 9 Food
30
Writing file 3
Review units 7-9
32
33
UNIT 10 At the weekend and through the year
34
UNIT 11 Sports and hobbies
36
UNIT 12 School and work
38
Writing file 4
Review units 10-12
39
40
Recording scripts
41
Procedures file
Listening task
Stage 4
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:
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.
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 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.
Procedures file
Brainstorming vocabulary and ideas
Speaking tasks
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:
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:
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.
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.
Procedures file
Stage 1
Stage 4
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.
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 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 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.
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
9
10
11
12
13
14
15
16
C
A
B
B
B
B
A
A
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
General learning rate
Reading skills
Writing skills
Motivation
Application
Interpretation of scores
10 or less
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.
11 21
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.
22 29
indicates that a student is probably ready to start preparing for a Grade 4 examination.
over 30
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.
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
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
UNIT 1
Home life and free time

Trinity subject area
Home life & free time
Grammar
Present Simple to talk about routines and facts
Functions
Describing daily routines and events

Expressing likes and dislikes
Vocabulary
Members of the family/Free time activities/What time...
Advice to candidates
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
b
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
c
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
See if students can give the correct time without
using the prompts first. Then ask them to complete
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
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
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.
4a page 9
Once learners have completed this and youve checked
answers, you could ask learners if they know other
activities which collocate with go and play.
GRADE 3
UNIT 1 Home life and free time

Some other examples are: Go horse riding, skiing,
shopping. Play board games, musical instruments,
computer games
ANSWERS
go
do
for a picnic homework

skating
the
for a walk
shopping
swimming
have
play
a shower
breakfast
card
tennis
football
chess
b
to B first and then swap roles. Teacher tells the class
what s/he does at the weekend.
page 10
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
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
I
positive
negative
questions
4a page 11
am (m)
1 am not
(m not)
Am I...?
he/she/it
2 is
we/you/
they
are
3 are
not
(arent)
Are they...?
positive
negative
questions
like
4 do
not
(dont) like
Do I like...?
he/she/it
5 likes
does not
(doesnt)
like
Does she
like...?
we/you/
they
like
6 do not
(dont) like
Do they
like...?
(s)
is not (isnt) Is he...?
other verbs
b
ANSWERS
Partly open ended, but the correct form of be must
be used: 1 is... / 2 am... / 3 are... / 4 is...
10
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.
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
b
ANSWERS 1 C / 2 A / 3 E / 4 B / 5 D / 6 G / 7 F / 8 H
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).
UNIT 2
Local places
Places in the local area
Grammar
Prepositions of movements
Prepositions of place
Functions
Giving directions, describing your local area

Local facilities
Vocabulary
Expressions for giving directions

Linking words
Pronunciation
Stress in sentences and questions
Giving directions using a map

Describing your local area
2a page 13
1a page 12
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
b
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.
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
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
c
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
GRADE 3
UNIT 2 Local places

3
2a and b page 15
page 13
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.
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 1 c / 2 h / 3 g / 4 b / 5 a / 6 e / 7 d / 8 f
ANSWERS
Speaker 1 D

1a page 14
ANSWERS 1 behind / 2 along / 3 down / 4 opposite /
5 across / 6 near
Speaker 2 A
Speaker 5 F
Speaker 3 B
Speaker 6 D
b
ANSWERS
Speaker 1
Speaker 4
Speaker 2
Speaker 5
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
Speaker 3
Speaker 6
3a page 15
ANSWERS Some words can go in both groups.
Prepositions
of place
Prepositions
of movement
between
over
in front of
near
opposite
under
across
to
over
through
from
down
along
past
up
under
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.
12
Speaker 4 E
c
ANSWERS 1 c / 2 d / 3 a / 4 b / 5 e
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.
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?
c
As for exercise 1a) above, monitor and provide
feedback.
UNIT 3
Dates to remember
Dates & times
Grammar
Prepositions of time
Present Simple questions
Functions
Telling the time & giving dates
Vocabulary
Dates (months, years), times

Ordinal numbers up to 31st (for dates)
Organisation and stages of the interview
pairs. You could prepare flash cards with other dates

and drill those too.
1a and b page 16
ANSWERS
Spoken
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.
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
3 A Albert Einstein: 14th of March, 1879
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.
4 D Lady Gaga: 28th of March 1986
ANSWERS : 1 / 4 / 5 / 6
ANSWERS
1 H William Shakespeare: 23rd of April, 1564
2 C David Beckham: 2nd of May 1975
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
c
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
b
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.
13
GRADE 3
UNIT 3 Dates to remember

ANSWERS
Whats on
Date
Time
1 The
3rd
2 8.00
Strangers in concert
October
Venue
The Mill House
p.m.
The Liverpool
Philharmonic Orchestra
3 Beethovens
Rosa
5th and 4 12th October
11.00 a.m.
The Old Vic Theatre
Swan Lake
5 22nd
7 8.45
The Royal 8 Opera House
5th symphony 7.00 p.m.
and 6 23rd October
Saint Georges Hall
p.m.
4a and b page 17
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.

1a page 18
ANSWERS
in
on
June
Monday
the morning
my birthday
the afternoon
1st of July 1985
at
the evening
8.30
Christmas
midday
ANSWERS 1 on / 2 in / 3 at / 4 in / 5 at / 6 on
ANSWERS 1 Is / 2 Does / 3 Are / 4 is
2a page 18
3a page 19
ANSWERS
be
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.
Question word am / is / are + subject

1
Who
etc.
she
ready?
Are
they
Spanish?
2 are
you?
Is
Other verbs
Question word do/does + subject + verb
14
lunchtime
the weekend
etc.
Do
they
play
tennis?
3 Does
he
like
music?
Where
do
they
live?
Why
4 does
she
love
Maths?
How
5 do
make
coffee?
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?
WRITING FILE 1
Task 1 Reading into writing task

1a page 20
4a page 19
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.
greetings and getting to

A B
know you
conversation
talking about your

prepared topic
C G
(Grade 4 only)
end of the interview and

B E
saying goodbye
Open ended discussion
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.
b
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.
Task 2 Writing task

1a page 21
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
15
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
ANSWERS
1 Have you got any sisters? (d)
b
ANSWERS
Open answers
page 22
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)
2a page 22
16
4a page 23
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
ANSWERS
1 post office / 2 bus stop / 3 theatre / 4 library /
5 hotel / 6 bakery / 7 shoe shop, shop / 8 hospital
ANSWERS
Open answers
ANSWERS
1 Excuse / 2 tell / 3 along, down / 4 Turn / 5 across /
6 along, down / 7 right / 8 through, across / 9 past /
10 opposite
UNIT 4
A place to study
Place of study
Grammar
Can and cant. Present Simple for likes and dislikes

Linking words: first, next, finally...
Functions
Talking about routines

Vocabulary
School subject
Different places to study
Typical questions: schools routines and ability

1a page 24
ANSWERS Speaker 1 b / Speaker 2 f / Speaker 3 a /

Speaker 4 e / Speaker 5 c / Speaker 6 d
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.
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
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
2a page 25
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?
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
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
17
GRADE 3
UNIT 4 A place to study

c
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.
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
d
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.
c and d
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.
page 27
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

1a page 26
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.
18
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?
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
to B first and then swap roles. Monitor and provide
feedback at the end
UNIT 5
Jobs
Jobs
Grammar
Present Simple vs Present Continuous
Functions
Describing current activities and describing photographs
Vocabulary
Jobs vs works and activities for describing jobs
Pronunciation
Contractions
Describing pictures
2a page 29
1a page 28
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
b
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
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
school
shop
cleaner
cook
manager
nurse
secretary
surgeon
doctor
cleaner
cook
secretary
head teacher
teacher
nurse
cleaner
manager
shop assistant
other jobs
caretaker
other jobs
security guard
other jobs
security guard
caretaker
b
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
office
factory
chef
cook
cleaner
manager
waiter /
waitress
secretary
manager
cleaner
workers
secretary
manager
cleaner
workers
manager
cleaner
chef
waiter /
waitress
receptionist
19
GRADE 3
UNIT 5 Jobs
c and d
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.
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
Good: well-paid, interesting, easy, exciting.
Follow up
Bad: badly-paid, boring, difficult, tiring, dangerous.
3a page 29
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
b
ANSWERS 1 T / 2 F / 3 T / 4 F / 5 T
c
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.

1a page 30
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
20
ANSWERS
+ verb + ing
subject
+ be
am / m
writing
He/She/It
1 is
2 s
3 writing
We/You/they
4 are
/ 5 re
6 writing
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.
c
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
d
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.
UNIT 5 Jobs
2
page 31
This activity could be extended by asking learners to

listen for 1 minute and then report to the class whats
happening outside.
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.
page 31
1 What are they doing?
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.
2 They are working very hard
ANSWERS 1 d / 2 c / 3 e / 4 a / 5 b
4a page 31
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
3 One man is cooking something.

4 The woman is cutting vegetables.
5 I think shes making a salad.
c
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
21
GRADE 3
UNIT 6
Weather
Weather
Grammar
Present Continuous to talk about the weather (get and start)

Past Simple of the verb to be.
Functions
Describing the weather and describing states in the past
Vocabulary
Describing weather and temperature
Pronunciation
Intonation for simple questions
Preparing for discussion in the conversation phase

1a page 32
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
b
Listen once, then ask pairs to discuss, then listen
again to check.
ANSWERS
1E/2F/3H/4B/5G/6D/7C/8A
page 32
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
3a page 33
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.
22
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
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
page 33
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
UNIT 6 Weather
page 35
1a page 34
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
3 were
/ werent
questions
2 Do
/ Does
4 Do
I?
he?
she?
it?
we?
you?
they?
b
ANSWERS
1 was / 2 were / 3 wasnt / 4 werent / 5 Were /
6 wasnt / 7 were / 8 Was
c
ANSWERS
The voice goes up.
ANSWERS
1 a / 2 d / 3 h (or a) / 4 e (or g) / 5 g (or a) / 6 c / 7 b /
8f
4a page 35
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
ANSWERS
Open answers
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.
page 35
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.
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
ANSWERS
Open answers
ANSWERS
Open answers
23
GRADE 3
WRITING FILE 2
1a page 36
Task 2 Writing task

1a page 37
ANSWERS
Dear Chai,
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.
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,
You Turn! page 38
Liam
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
24
A teacher is a nice job. It isnt well-paid, but its

interesting. You can help children and thats very
important.
REVIEW UNITS 4-6

1
6a page 39
page 38
ANSWERS
POSSIBLE ANSWERS
1
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
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
The sun is shining.

Shes wearing a hat.
Theyre eating.
2
Its raining.
Shes talking on the telephone.
page 38
ANSWERS 1 primary / 2 subject / 3 easy / 4 Maths /

5 doctors / 6 interesting / 7 well-paid / 8 university
Theyre having a picnic.
Shes holding an umbrella.

3
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
Its snowing.
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.
Someones riding a bike.
Hes walking in the snow.
b
25
GRADE 4
UNIT 7
Holidays
Holidays
Grammar
Past Simple (regular and common irregular verbs)
Functions
Talking about past events
Vocabulary
Types of holiday
Expressions of past time
Pronunciation
Past Simple endings
Introduction to topic presentation: the Topic Form

Talking about your topic
d
1a page 40
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
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
ANSWERS
Open answers
2a page 41
b
After checking answers, ask students what words
they heard that helped them choose.
ANSWERS
1C/2B/3D/4A
c
ANSWERS
Types of holiday
Accommodation
26
adventure holiday
beach holiday
sightseeing tour
mountain holiday
safari
bed and breakfast
friends/family home
caravan
hotel
tent
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
Make sure learners read through and understand the
questions before listening. Ask learners to try and
predict answers, and then listen to confirm their
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
2a and b page 43
3a and b page 41
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.
ANSWERS
Open answers
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/
Group 2 /d/
Group 3 /id/
Concept check for understanding of these words and

phrases before going onto the pair work.
booked
arrived
ended
cooked
loved
needed
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.
packed
played
visited
stopped
travelled
waited
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.
3a page 43
ANSWERS
1 Dont / 2 Do / 3 Dont / 4 Dont / 5 Do
b
ANSWERS
2 who I went with
1 destination
Main points to
discuss about
my topic
4 what I liked most
3 what I did
1a page 42
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.
page 43
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
ANSWERS
1 was / 2 didnt want / 3 wanted / 4 decided /
5 camped / 6 liked / 7 didnt like / 8 rained
27
GRADE 4
UNIT 8
Shopping
Shopping
Grammar
Comparative forms of adjectives (1)

Linking words: but and because; then
Functions
Making comparisons
Expressing contrast using but
Vocabulary
Types of shops and places to go shopping
Pronunciation
Weak forms
Preparing for your topic: mind maps

Talking about your topic
c
1a page 44
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
b
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
28
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
2a page 45
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
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.
UNIT 8 Shopping
ANSWERS
What
clothes E / music M / food C
Where
the Internet M / high street shops C; E
Why
price M / quality E / choice M /

friendliness C
page 45
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.
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.
c
page 47

1a page 46
ANSWERS 1 d / 2 c / 3 b / 4 a
b
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!
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.
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
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.
The service here is terrible!

Its only got two floors. Theres not much here, is there?
29
GRADE 4
UNIT 9
Food
Food
Grammar
Comparative forms of adjectives (2)

Superlatives
Functions

Making comparisons, ordering a meal
Vocabulary
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

1a page 48
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
b
ANSWERS
fruit
vegetables
meat and fish
pears
a mango
a coconut
potatoes
garlic
onions
carrots
a lettuce
a steak
lamb chops
a whole salmon
Other words
strawberries
pineapple
Other words
peas
beans
dairy products
other
cheese
a carton of yoghurt
salt
pepper
a packet of flour
a bottle of vinegar
Other words
cream
milk
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.
Other words
oil
herbs
spices
c
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.
30
Other words
beef burger
cod
UNIT 9 Food
2a page 49
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
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
b
Organise this as for other pair work activities. Remind
students that but is a weak form.
Ice cream
Glass of chicken soup
Mixed Salad
Main course Fruit juice

Spaghetti Bolognese
A slice of fish and chips
Dessert
1a page 50
Drinks
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
b
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.
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.
3a page 49
ANSWERS 1 thinnest / 2 more / 3 most / 4 the

tastiest / 5 better / 6 best
ANSWERS Pizza
b
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
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
31
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.
2a page 51
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
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.
WRITING FILE 3
1a page 52
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
c and d
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.
Task 2 Writing task

1a page 53
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.
32
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.
ANSWERS 1 go / 2 arrived / 3 better / 4 more

expensive / 5 the healthiest
Then we got the bill and my mum nearly fainted. 45!
ANSWERS 1 c / 2 b / 3 c / 4 a
5
6
page 55
page 55
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.
33
GRADE 4
UNIT 10
At the weekend & through the year

Weekend and seasonal activities
Grammar
Like + ing or infinitive

Adverbs of frequency: never, sometimes, seldom, often, usually
Functions
Talking about daily life and free time
Vocabulary
Weekend and seasonal activities

Collocations with have, go and do
Topic presentation: how the examiner uses the Topic form questions
3a page 57
1a page 56
ANSWERS A shopping / B eating / C walking the
dog / D playing football / E fishing / F gardening /
G jogging / H chatting
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
ANSWERS
do
have
go to
a party
the gardening
go for
a picnic
a football match
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
the shopping
a walk
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.
d
2a page 57
ANSWERS 1 winter / 2 spring / 3 summer /
4 autumn
34
b
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.
UNIT 10 At the weekend & through the year

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
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.
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
ANSWERS
1 It seldom snows In England.
2 They usually go out with friends on Saturday
evening.
3 What I do
Main points
to discuss
about my topic
1 Where and when
2 My colleagues
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.
d
3a and b page 59
If youre short on class time, part a) could be prepared
for homework so that students go straight into b)
next time.
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.
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.
2a page 59
ANSWERS 1 sports / 2 Thursday / 3 three / 4 takes
money
35
GRADE 4
UNIT 11
Sports and hobbies

Hobbies and sports
Grammar
Adverbs of manner
Adverbial phrases of frequency: every day, once a week...
Functions
Describing frequency and manner
Vocabulary
Sports and hobbies

Collocations with go and play
Asking the examiner a question
make: computer; games ( = programming); model

planes
1a page 60
listen to: CDs; music
ANSWERS A sailing / B fishing / C diving / D gaming /

E chess / F tennis / G cricket / H rollerblading
go: sailing; horse riding; snowboarding; swimming
e
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.
Quiz
If you have time, you could do this quick team quiz
with your class.
ANSWERS
Suggested extra words in brackets. Tell students
there is one word they dont need.
1 Which game does not need a bat?

a tennis
b cricket
c baseball
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)
2 What game has kings and queens?

a backgammon
b Monopoly
c chess
d
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
36
Extra activity
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
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
2a page 61
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
page 63

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.
3a page 63
ANSWERS 1 c / 2 d / 3 e / 4 a / 5 h / 6 f / 7 g / 8 b
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)
ANSWERS 1 late / 2 early / 3 fast / 4 well / 5 hard
page 61

1a page 62
ANSWERS 1 well / 2 badly / 3 fast / 4 terribly /
5 slowly
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
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 1 is riding dangerously / 2 speaks angrily /

3 raining heavily / 4 Look carefully
37
GRADE 4
UNIT 12
School and work

School and work
Grammar
Future with going to
Functions
Making predictions, talking about future plans and intentions

Describing pictures
Vocabulary
School and fields of work

Personal qualities
Asking for clarifications

Describing pictures
Talking about plans and intentions

1a page 64
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.
b
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
c
d
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.
38
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.
2a and b page 65
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.
3a page 65
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
b
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.
UNIT 12 School and work

1
page 66
ANSWERS
affirmative (short form)
negative (short form)
am (m)
am not (m not)
He/She/It
1 is (2 s)
3 is
We/You/They
4 are (5 re)
not (isnt)
are not
going to + infinitive
going to teach.
(6 arent)
2a page 66
ANSWERS 1 B / 2 A / 3 B / 4 B / 5 A
ANSWERS
Excuse me. I didnt catch what you said.
b
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.
Im sorry, but I dont understand.

To be honest, I dont know.
Excuse me. Im not sure what you mean.
4a page 67
b
WRITING FILE 4

to B first and then swap roles after about 3 or 4
minutes. Monitor and provide feedback at the end.

1a page 68
3a page 67
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 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
ANSWERS a 3 / b 2 / c 1
39
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
Task 2 Writing task
1a page 69
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.
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.
REVIEW UNITS 10-12

1
page 70
ANSWERS
1
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
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
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
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
40
Contents
Recording scripts
2
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?
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?
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?
4
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.
5
1
2
3
4
5
6
7
8
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?
6
A
B
C
D
E
F
G
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.
41
Recording scripts
7
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.
8
42
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.
1
2
3
4
5
6
7
8
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?
10
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?
11
1
2
3
4
5
6
7
8
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
12
...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...
Recording scripts
13
1
2
3
4
5
6
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?
14
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.
15
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.
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.
16
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.
17
1
2
3
4
5
6
7
8
9
10
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?
18
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.
43
Recording scripts
19
23
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!
20
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.
21
a
b
c
d
e
He isnt a good student.

She hasnt got a job.
Im studying English.
I cant play the piano.
We dont work in Rome.
22
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.
44
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.
24
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!
25
1 Were you at school yesterday?

2 Was your mum angry with you?
26
1 Was it sunny yesterday?

2 Were you on holiday last week?
3 Was your sister at the party?
Recording scripts
27
1
2
3
4
5
6
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?
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!
31
Group 1 /t/
finished
Group 2 /d/
enjoyed
Group 3 /id/
started
28
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.
29
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.
30
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.
32
Group 1
packed
booked
cooked
stopped
Group 2
loved
played
arrived
travelled
Group 3
visited
waited
ended
needed
33
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...
45
Recording scripts
34
37
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.
35
1
2
3
4
5
6
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.
36
46
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...
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.
38
1
2
3
4
5
6
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?
39
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.
Recording scripts
8 Woman: Come on Jack. Come here boy. No, Jack,
no! Dont chase the rabbits jack. Come back here.
Jack!
40
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!
41
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.
42
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
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.
43
1
2
3
4
5
6
7
8
Underwater bubbles.
A cricket ball.
People rollerskating.
People playing tennis.
A videogame.
A person fishing with a rod.
Seagulls crying.
Checkmate. I win!
44
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.
45
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.
47
Recording scripts
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.
46
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!
47
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.
48
48
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.

New Pass Trinity 3-4 - Teacher S Book

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

New Pass Trinity 3-4 - Teacher S Book

Загружено:

Авторское право:

Доступные форматы

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:22 Pagina 1

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 2

2011 Black Cat Publishing, Genoa, London

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

Trinity 3-4_TB_Trinity 3-4_TB 17/02/11 09:18 Pagina 3

UNIT 1 Home life and free time

UNIT 3 Dates to remember

UNIT 4 A place to study

UNIT 10 At the weekend and through the year

UNIT 11 Sports and hobbies

UNIT 12 School and work

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 4

Remember that there is no formal listening test in the

Play the recording a first time. If you judge that most

to provide examples of target language (grammar,

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 5

Brainstorming is a good way to introduce an activity,

Generally encourage learners to speak as much

it helps to get learners focussed on the topic of

1 Structured practice of particular language

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 6

Start off by giving a model yourself of what students

When students have finished Stage 3, ask them if

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 7

General learning rate

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 8

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 9

Home life and free time

Home life & free time

Present Simple to talk about routines and facts

Describing daily routines and events

Members of the family/Free time activities/What time...

Typical questions: family and daily life

Lesson A Words & Ideas

with the prompts in the phrase pool. Follow up with

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 10

UNIT 1 Home life and free time

for a picnic homework

ANSWERS Open answers

Lesson B Grammar & Practice

ANSWERS Open answers

is not (isnt) Is he...?

There are a number of possible ways to finish these

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 11

Places in the local area

Giving directions, describing your local area

Expressions for giving directions

Stress in sentences and questions

Giving directions using a map

Lesson A Words & Ideas

Some learners find giving and understanding

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 12

UNIT 2 Local places

This concept may seem a little odd or difficult to

It is worth spending some time before going into this

Lesson B Grammar & Practice

ANSWERS Some words can go in both groups.

To ensure that both partners get enough time to

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 13

Dates & times

Telling the time & giving dates

Dates (months, years), times

Organisation and stages of the interview