Elem entary StageTel: Published by Garnee Fubishing Le. 8 Southern Coure South Street Reading RGI 4QS, UK Copyright Copyright © 2005 Zanicheli editore SpA. Copyright © 2005 Garnee Publishing Le. This edition frst published 2005 British Library Cataloguing-in-Publcation Data A catalogue record for this book is available from the British Library. ISBN | 85964 734 0 All eights reterved. [No part ofthis publication may be reproduced, stored in a retrieval system, oF transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise, without the prior permission of che Publisher. Any person who does any unauthorized actin relation to this publication may be lable to criminal prosecution And eli claims for damages. How to enter grade examinations For further information about Trinity College London's ESOL grade examinations please contact: Trinity College London 89 Albert Embankment. London SEI 7TP. UK -44 (0)20 7820 6100 Fax: + 44 (0)20 7820 6161 e-mail: talkingtrinity@trinitycollege.co.uk Website: www.trinitycollege.co.uk Production Project manager: Richard Pestuck Editor: Francesca Pinagl Project consultant: Rod Webb ‘Art director: David Rose Design: Mike Hinks Mustration: Doug Nash, David Seevens Photography: Corel, Digital Vision. Fat Earth, Corbis: Wally McNamee Every effrt hos been made to trace the copyright holders ‘ond we apologize in advance for any unintentional ‘omissions. We wil be happy to insert the appropriate acknowledgements n any subsequent edition, Printed and bound in Lebanon by International Press This edition and all related components are not for sale in taly or Canton Ticino, Switzerland. Produced by Garnet Education, in association with “Teinty College LondonLesson 1 Lesson 2 Lesson 3. Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Contents Introduction Book map Family matters Playtime School's out Good sports Memorable meals Nice work Shop around In class Vocabulary builder About the Grade 4 exam Elementary Stage assessment criteria Tapescript 10 2 4 16 18 20 » 4Introduction: to teachers and parents ‘examinations in spoken English? Trinity College London examinations in spoken English test candidates’ ability to speak and understand English. There are four stages: Initial, Elementary, Intermediate and Advanced, with three grades at each stage. Grade | is the lowest and Grade 12 is the highest. At all grades, the examination consists of a conversation with an examiner who has usually travelled from the United Kingdom to your country specially to conduct these tests. Who takes Trinity College London examinations in spoken English? The examinations are suitable for learners of English of all ages and abilities. There is a grade to suit every candidate, and examiners are trained to assess only the language appropriate to that grade. Who are the examiners? Trinity College London examiners are all native speakers of English and are qualified and experienced teachers.What is the procedure in the examination? In the examination, there is one candidate and ‘one examiner. At the Elementary Stage, after brief greetings, the candidate hands the examiner the topic form, which gives the title of the prepared topic and points showing how it is structured. The examiner then uses these points to initiate and develop a discussion. After five minutes, the examiner then moves on to the conversation phase, selecting two subject areas from the list provided in the syllabus. About this book This book is designed to help students prepare for the Elementary Stage of the Trinity College London examinations in spoken English (ESOL), Grade 4. It is important to note that the book contains materials for practice. It is not a course book. The book aims to help students activate language taught previously, and to practise using it in similar situations that will arise in the exam. As this is an oral exam, the focus is on speaking and listening, Writing tasks are there only to help students complere a speaking task or to remember language. There are eight lessons. Each lesson covers a subject area for conversation from the syllabus or a subject that is popular as a prepared topic to talk about. Lessons begin a task to introduce the language or vocabulary item. This is followed by exercises to help students to: © improve their accuracy; © use the appropriate language and vocabulary for the task; © practise asking and answering questions appropriate to the subject; and © practise pronunciation. Listening tasks help students understand the ‘exam questions they will hear,as well as giving them practice in stress and intonation. ‘A General conversation box gives examples of the types of questions and answers students are likely to experience during the exam. A Your topic box gives examples of the types of points students could write on their topic forms when they want to talk about the subject area focused on in the lesson. The exam syllabus is cumulative, so students are expected to know the structures and functions of previous grades. The book map provides a useful summary of the language items and a checklist to make sure that all aspects of the syllabus have been covered. The syllabus for Grade 4 and the assessment criteria used in Uhe exar at the back of this book. lation are explainedIntroduction: to students About the Elementary Stage examinations The examination lasts for ten minutes and consists of a conversation with an examiner in four phases. | Greetings and setting at ease The examiner begins by greeting you, asking you questions to set you at ease, such as: What's your name? Where are you from? How old are you? 2 Discussion of a prepared topic The examiner will then ask you for your topic form, On the form you must write the title of your topic, for example, ‘My family holiday last year’,and the discussion points relating to your topic. There must be four points at Grade 4. The examiner will select one of the points on the topic form and ask you to talk about it. Try to use three or four sentences in your reply. Use the material (photos, pictures, diagrams, models) you have prepared to help you. The ‘examiner will then ask you questions about all the other points on the topic form, but not necessarily in the order in which you have written them, During this discussion, make sure you ask the examiner a question as well 3 Conversation on two subject areas The examiner will select a subject area and start a discussion, The subject areas will only be taken from the list for Grade 4.Try to respond in a way that is natural. You will then be asked to tall about a different subject area. 4 End of conversation and leave-taking The examiner will tell you that the examination has come to an end and then say. goodbye. Do not worry if the conversation stops suddenly when the ten minutes are over: It has nothing to do with your performance. The exams must run to an exact timetable. Remember © Relax and be natural. Try to look at the ‘examiner when you are talking. * Bring your topic form into the exam room. Make sure there are four points to talk about © Prepare enough material to help you to discuss the topic for five minutes. * Be prepared to ask the examiner some questions. * Study the vocabulary for your topic very carefully. * Ask the examiner at least one question during the topic phase. © Be prepared to discuss two different subjects during the conversation phase. * Do not worry if you make a mistake. © Smile and enjoy the exam.eat aoe) pets pers arated on oreo ore! Good sports Sport Nearer} ort Nice work Work oer een Cahir Perret ire ume Describing people Talking abou furure plans + Possessive + has gor and and but Describing acuvties + Expressing frequency Time expressions: fn the morning !efternan / evening every doy / week I month tthe weekend / si o'clock thvoe times a week on Saturday! Sunday afternoon Talking about the present Talking about the furure Describing places + Present continuous + Future with going + Wh- question words + Prepositional phrases: in the mountains, at the seoside Expressing kes and dishes + Taking about the present > + Present continuous + Wh question words Describing food and cooking + Expressing kes and dislikes * Talking about a meal Future with going to * Talking about work and jobs + Taking about the furure + Present simple Future with going to + Adverbs of manner: quick wel * Describing ways of shopping Describing purchases Sequencing Sequencing words: fst next then fer finaly Talking about the past + Expressing comparisons + Comparative and superlative adjectives: harder than, the bes the most if ast simple: regular and irequar verbsd al Family matters Theme 1 ©Q Work with a partner. Look at the family. Describe the family to your partner. brother mother father grandmother grandfather aunt sister(2) @ Listen, compare and practise the pronunciation. (3) Who is in your family? Tell the class about your family. In my family, Ive got. My family is big / srl. ©® Work with a partner. Look at the people in the picture. Tell your partner what you think each person is going to do on ‘Saturday. Use the verbs in the box to help you. play read go goout go skateboarding cook (5) ©@ Work with a partner.Tell your partner about what different members of your family are going to do this weekend. ‘My brother's going to play football A. Think of words to describe what someone looks like. Use two that you can join with and like this: Carole is tall and slim. © Look at the examples. Think of three or four more words that describe someone's character. Use two that you can join with but like this: ‘My grandmother is strict but kind. ‘My brother is clever but lazy. ®, ©O Work with a partner: Describe a member of your family to your partner. Give information about their appearance, character and the activities they like to do at the weekend. Soma eer ieee ee tre Possible points for discussion Activities we do together Activites we do on our own ‘Why | ike to spend time with my family (eat moar tC Practise asking and answering these questions with your partner. + What do you do at the weekend? + What are you going to do this weekend? ‘What | enjoy most about the weekend Remember to write four different pete ee ee recs least one question about the topic. Bring something to show . for example, a photo of your family doing a weekend activity. (The family is not a subject for conversation in Grade 4,)f 64". Playtime (Theme ) [lobbies 1) @®@ What can you see in the picture? CE = ‘Compare your answers with the rest of the class. 2) © Match two things in the picture with each read play collect of the verbs in the box. watch listen to books, magazines ~ read @ Listen and check. Practise saying aaa mis eawe Means the names of the hobbies. 3) What other hobbies do you know? Add three more spare-time activities to go with each verb in Exercise 2. Compare your answers with the rest of the class. Play — computer games, football, Scrabble @® Work with a partner. Ask and answer questions about your hobbies. Use the prompts below and the green language box to help you. ‘buy go (to) practise Do you ploy chess?) Yes, da. poy eve in the morning / afternoon / ever see every day / week / month Do you play the piano?) cesta. When do you practise? | practise in the evening at the weekend / six o'clock three times a week fon Saturday / Sunday afternoon(5) & ©@® Work in a group of four or five. Match each of the texts below with one of these hobbies. | collecting stamps 2 playing the violin 3 reading comics 4 listening to CDs my parents bought it For me when T was six T practise every day. F play in a group. There are different pictures and shapes. I stick them in albums. IL have an album for each country. They have stories about superheroes. I buy one every week. I look at the pictures. ' listen to them every eventing. | buy a new one every tronth. | keep them in my Yoomn, © Write about another hobby. Ask your group to guess what it is. (6 @ Listen to people describing their hobbies. What does each person like about his or her hobby? What is special about it? (Coon cart tiC Practise asking and answering Cee eubeee aa + Whats your hobby? ‘What do you like about your hobby? When do you do your hobby? {collect postcards of places I visit. Do you collect anything? Sakon rrr regs My hobby (playing chess, collecting stamps, ete) Possible points for discussion Who | play with / do my hobby with, where and how often | play / do it How I started What | lke about i A special moment (e.g. winning a competition, playing in a match / concert, beating someone, finding something unusual) ean aes Peta es Se Remeron eon ets eter ests Bring something to show .. - for example, special stamps from your collection, your guitar.a chess piece.2 School’s out (Theme ) Holidays Look at these places where people go on holiday. Where are they? Think of other places where people go on holiday. Say when they go. ‘Compare your answers with the rest of the class. What are people doing in each picture? Compare your answers with the rest of the class. ‘At the seaside, people are ...and Add two more activities you can do at each of these places. ‘Compare your answers with the rest of the class. ‘At the seaside, you can swim, .. and Jn the mountains, you can climb, .. and (th the city you can go sightseeing, .and ©@ Work with a partner. Use the prompts to ask and tell your partner about your next holiday. 1 Where / go / holiday? 2 When go / holiday? Where are you going to eo for your next holy? 3 Who / go with? 4 5 Where / stay? What / do? lim going to go to the seaside with my family ® @® Listen and compare.© Work with a partner. Match each postcard with one word from each box. campsite chalet hotel | sightseeing skiing swimming ] @ Listen to the description. Which postcard is it? Choose one of the postcards. Write a message and send it to another person in the class. Say where you are staying, what you can do there and what you enjoy. ©® Read your friend’s postcard. Where did they go? Did you choose the same holiday or a different one? Compare with other people in the class. Which holiday activity was the most popular? Your topic een essa end People went ..The most popular cctivity was Possible points for discussion ‘The first ime | visited Who | went with What | did there (Corse Meuncaet ls eet knee es ‘The most interesting / exciting / enjoyable part Oe eee ea ues + Tell me about your next / last holiday. Pontos tase + ike holidays by che seaside. Where's your favourite place to g0 on holiday? Soa Jeast one question about the topic. ‘+ What do you enjoy doing on holiday? Bring something to show ... .=for example, postcards, a holiday souvenir, a photo.J G4. Good sports (Theme) 9) 1 Look at the pictures and match each of the sports in box A with a piece of ‘equipment in box B. tennis — racquet 2 @ Listen and say what you use to play each sport. What do you use to play tennis? oo meee ‘@ Now listen and check. Practise asking the questions. 3 ©®@ Work with a partner. Look at the pictures. What sports do these people do? "a "a" @ @ . 9 4 ©® Work with a partner. Ask and tell your partner what the people in Exercise 3 are wearing on their heads. Use the words in the box. @ Listen and check. Practise asking the questions.5 © @@ Work with a partner. ‘Student A: Read this extract from Miguel's class project on sport to your partner. Complete the text by putting one word from the box in each space. goal manager match position rink season skates team MY FAVOURITE SPORT L | want to tell you about my favourite. Sport, ice The photograph shows me — in goall My father's the D—___ of 8 team. te tought me a stick, gloves a helmet and @ | started to play, when | was five years old. | am now in ‘the. jmior ©. | train twice a week. ae plow, a match every ‘Saturday at the ice Wee play in gpl IPG thet beet | @) eee here are sh players in 2 team. HS a very fast gare. The puck slides across the ice very gyickly when 9 ploger hits Hl. The: aim of the game ic to got the puck into the @ The keeper and the defence ty ‘to Stop it The team with the moct goals wins the: ©. There's ss kt of set The play goes from on end of the rink. to the other. 6 an ese‘ting. game. to watch and to ploy. ‘Student B: Use the prompts to make questions. Ask A about Miguel's favourite sport. OG 1 What / favourite spore? omens - ead iret ee ee) 4 When / start? Possible points for discussion 5. How often / play? + When and where I play or watch it and 6 How many players / team? ‘who | play / watch it with 7 What position / play? + Equipment | need 8 What / aim / game? + What | enjoy mose ‘An exciting match or competition @ Listen and check. Pee ee Paseo ine (eoa gen ncae reco) Se oe areca ee aes eee ts eee cre rsd Stare tsa tine 7 sports with your partner. Use Bring something to show .. «for example, some sports equipment, a photo Rid acue tts. of a famous player, a match programme. os acs 6cal Memorable meals 1) What's your favourite food? Choose a starter, a main course and a dessert from the menu. What would you like? 2 Water me Cheese ant tamato utopia Prawos Vegetarian lasagne Muy Steak Ubi ims Chest Hamburger with onions Spaghetti with clams 2) @ Listen to three people ordering in a restaurant. Practise saying the names of the dishes. 3) @%& Work in a group of three or four. Pretend you are g meal in a restaurant. Talk about what you are going to have. 4) \ @@ Work with a partner. Match the words in box A with their ‘opposites in box B. 1g to have a Ba crisp spicy sweet tender ] soggy tough sour tasteless ©O What other words do you know to describe food? 5) © @ Listen to the speakers’ intonation. Do they like or dislike the food they describe? Complete the sentences. 1 The chips were really and the hamburger was 2 The cabbage was and the chicken was 3 The sauce | ordered was ! 4 L usually get pineapples, but this one was so © Work with a partner. Describe to your partner some food you have eaten. Use intonation to show what you liked and disliked. | had fresh raspberries. They were very sweet They were delicious! | had pork chops. They were realy tough.A Porridge is a traditional breakfast dish in Scotland. Read the text and answer the questions. 1 What is porridge? 2. What is it made off 3. How do you make it? 4) What does it look like? 5 How do you serve it? YUK or YUM? Thi: ©& @® Now listen and notice how Joanne uses intonation to show that she disliked porridge. © Work with a partner. Ask and answer the questions in Exercise 6A. about another dish. Then tell your partner whether you like or di Te meer) Practise these with your partner, What type of food do you enjoy / not enjoy? What do people eat for breakfast / lunch / dinner in your region? Describe one of these dishes. RCE week Joanne tried porridge “Last year | stayed with a family in Scotiand. On my first morning, they gave me porridge for breakfast. I's a traditional Scottish dish made from oats and water. You cook it by putting this mixture into a big pan and boiling it. When it starts to bubble, it looks like the surface of the moon, because it's grey and ful of big holes. You can serve it with sugar and ream, but in my host family they eat it with salt. I's soggy and it tastes disgusting. It was so horrible | could only eat ‘one spoonful. YU!” Sara ere eke Detour a) Possible points for discussion What people eat in my region ‘A typical dish — what ie is and whae its made of When you eat it and what you serve with it Why Hike it Oe ees Cees eases Be more reernecers eee et est Bring something to show ... _for example, picture of typical food, special equipment needed to cook it.Nice work (Theme) \ork 1 Look at the pictures. What do these people do? Match the pictures to the words in box A. FY acrobat chef secretary vet REMEMBER! an acrobat, a chef. Picture | ~ He's an acrobat. 2 Where does each person in Exercise | work? Match the places in box B with the jobs in box A above. ee aa oer ee A chef works in a kitchen. 3) ©@ Work with a partner. Ask and tell your partner where people work. —_ @ Now listen and check. Practise answering the questions.4) @@ Work with a partner. Think of three other places where people work and what jobs they do there. Ask and tell your partner. Who works in a factory? ‘Where does an engineer work? Read the statements describing qualities and skills. Match them with the jobs in Exercise I. 1 an acrobat | I'm strong and brave. I'm not afraid of danger: | enjoy travel, fun and excitement. | can balance very easily. 2. I'm friendly and helpful. 'm not shy. like talkit and type very quickly. 3 I'm quick and careful. I'm not patient. | like trying new ideas. | can cook very well. I'm very gentle. I'm not afraid of animals. | enjoy touching them. | can understand how they feel. I speak to them quietly. ‘on the telephone. I can use a computer © @ Now listen and check. (6 @® Work with a partner. Ask and tell your partner about your qualities and skills. (1) @ Jane is talking about the job she is going to do. Listen and complete the sentences. 1 Jane's going to be a 4 She can 2. She's not . 5° She's going to work in 3 She loves © Work in a group of three or four. Make statements to describe yourself. Ask your group: What job do you think I'm going to do? Das ao) What jo do you dink tm going t do? Possible points for discussion + Skills and qualities | have T ink youre going be @ Von = + What I'm going to do + Where I'm going to work + What | like about the job I'm going to do General conversation eee a a | Poustbaiac a aoa Practise asking and answering. Chek ekab eat op esti epee rn ps ee na ee + What job does your mother / father brother / sister do? - “hing to ah ring something to show .- peas dees Neda ret «for example,a picture of someone doing tha type + What job are you going to do? ‘of work, an object connected with that type of work.Shop around GRrema) Shops and shopping im going to my friends birtaday party. (1) ©® Work with a partner. Look at the picture. Think Jane Bought o ond o Ask and tell your partner what you think each person bought. (2+ @@ Listen and check. Practise saying the phrases. Make sure you use the weak forms: /a/ and /an/. © Work in a group of three or four. Play the shopping game. Start by choosing one of the situations in Exercise I, and take turns to add a new word to the list. The person who can add the most words is the winner. For my holiday. | bought o pair of sunglasses. For my holiday, | bought @ pair of sunglasses and a swimsuit | For my holiday, I bought @ pair of sunglasses, a swimsuit and a travel bag A ©@ Work with a partner. Ask and tell your partner about the sort of items Katherine, Leo and Jane bought. Use the words in the box. black designer fountain gift-wrapped high-heeled silk solar-powered travel world ‘What sort of pen did Leo buy? Whot sort of dress did Katherine buy? © @ Now listen and check. Practise saying the phrases.(5) @ Read the text and find out about Patricia's favourite shop. Complete the text by putting one word from the box in each space. Then after finally first next ren and check then f NEW TUPE OF SHOP | never goto shops any more. 1 use my | ike co buy clothes, CDs and books. Host shops now have their own websites. I) ‘on the mame of the shop and see a fist can buy there. 2) (6) @@ Work with a partner. Use the pictures to tell your partner how Patricia buys shoes on the Internet. (aaron) Geant ea ia ‘What shops do you like? Where do you go shopping? When do you go shopping? What do you like to buy? What sore of ...do you buy? «highlight the sorts of items | think | want to buy and lok at the pictures on the screen. For example, | dick on ‘The CD Megastore’ (3) 1 ighight op (Ds and key inthe mares of the groups I like. 1 set pictures of the (D coer. (4) that, | ick on ‘audio’ and listen to some track +1 decide what want to buy. computer. «I ick of items 1 Sonne cs eee ered Possible points for discussion ‘What type of shop it is and where ic is What Like w buy dere Who | go shopping with What | like and dislike about shops See Rea eed Peeeeen tat fe oe eee ere hse Bring something to show .. «for example, something you bought from the shop,a catalogue or brochure from the shop. aGEE Schoo Weekly Timetable 9.00 - 10.30 11.00 12.30 130-230 | 230-330 Mon. | _ athe Bil cngtsa Vishry Geogaphy wes | Sieme | [nr Maths | Busieas Shades Wed. art asic Economies History Trurs.| ruse ED Geography Economies Fa, ek Science Business Shubes | __ English ) Look at the school timetable. Do you study these subjects? What other subjects do you study? ‘Compare your ideas the rest of the class. ao ten to Alex. Which subjects does he talk about? 2) Which subjects did your parents and grandparents study / not study? @ Listen and practise saying the names of the subjects. 3) ©® Work with a partner. Ask and tell your partner what subjects you study and when. What do you study on Wednesday? (On Wednesday morning { have .. fist. The next lesson is and then After that in the afternoon I have .. and finally (4) Compare the subjects you study. Use the words in the box to help you. is -er than ... is more/less ... than ... ‘Maths is harder than History hard easy interesting useful fun PCy EP Eas 5) © Answer the questions. 1 Which subject is the hardest? 3) Which subject is the most useful? 2 Which subject is the most interesting? 4 Which subject is the most fun? © Tell other people in the class what you think, Find someone who chose the same subjects. | think .is the hardest... is the most interesting... is the most useful and . isthe most fun. What do you think?8 ory chee es yooups suoxedpuei8 nok yo cxoyd e°aydusexa 10) “ moys 03 BuyyzoUOs Bulag, DOr chr Lecter) Gecsaateh iuicniborissaeomanele ACT po eee eis ii Geert) y Elio ely Wacr wes x ceeeen ac ‘yo0g aouavajar pasn a} ba] ano pur} a2 Jaindwo> 0 asn upp og ayy yooyss Aus anoge asous ax | ey juamg 51 Yo auasoyip st ey pue owes oup st 2eyMy, Jooups ssiuasedpues Ay ‘supalgns sjoued ; sued ssoypean 291s / Appualsy sysap_ sajgensueandwo> 5009 a2ua9j01 Apms | 1eye“2> $400] 21 eYM — ]OO4DS Ay NDSIp 404 squtod a1qIsS0, Soy yee ee Cla) NOK sanoge »1eL "nok djay 03 g as}>40x3 uy SHEA 24 957 1OOU>S 5,2140q AW UB! toousse]> wiapow e jo aanazid yp aaedwo5 soursed & YIM HOM OO anprbousy 701 14 Bapes AL 0 Buapes 217 Bope ary ayy asn am ssed ancy Apms YE >y10m aNOYS Is ‘uonepunuoad ayy aspsead pue 42049 ‘uaasy] Way, “UUuN]o> 3394409 949 OUI squaA asoyp and pue UIESE UDIS!] OD D) ! od fo oy jaanaid ays UL WOOUssE|> O49 UL TUDLOYIP St IEUAA, “skepjooyps siy anoge Supipea a14oq AW 03 W251] @D 964) Vocabulary builder Build your own vocabulary Lesson | watch films Sports words: eee goal Names of family members: = —__________ manager aunt match brother position father Lesson 3 team grandfather — grandmother Places: mother city sister mountains seaside Sports equipment: ski resort baseball bat golf club hat Adjectives to describe peoples §=§ ——___________ helmet clever ice hockey stick kind Activities: mask lazy climb skates slim go sightseeing tennis racquet strict ski tall swim Lesson 5 Activit Accommodation: go out with friends ‘campsite Types of food: go shopping chalet cheese and biscuits g0 skateboarding hotel chicken soup go to work eee chips play golf / tennis ee clas read a newspaper ee bn ee garlic bread i green salad Lesson 4 ice-cream hamburger Sports: mushroom omelette Lesson 2 baseball ‘onions See eae eee leveling pineapple Names of hobbies: fencing pork chops collect postcards / golf porridge stamps. horse-riding prawns listen to music ice hockey raspberries play chess / computer swimming sauce games / cards | football __ table tennis spaghetti play the violin tennis steak practise the piano —____________ strawberry read comics / magazines —__ tomatowater melon Adjectives to describe the taste and texture of food: crisp delicious soggy sour spicy sweet tasteless tender tough Verbs for preparing and serving food: boil bubble mix serve Lesson 6 Job titles and places of work: acrobat chef engineer factory kitchen office secretary surgery vet ‘Adjectives to describe character: brave careful friendly gentle helpful patient quick shy strong Lesson 7 boots calculator cD sandals shoes shop sunglasses swimsuit trainers website Types of music: classical dance hip hop Pop rock techno ‘Adjectives to descibe purchases: black designer gift-wrapped high-heeled solar-powered Collocations: a fountain pen a silk dress a travel bag Lesson 8 easy fun grandparents hard interesting parents study useful School subjects: Are Business Studies Economics English Geography History Information Technology (IT) Mathematics Music Science Verbs: fall hate have like paint pass shout sit study talk use work writeAbout the Grade 4 exam Below is a summary of the syllabus requirements. The communicative skills are practised in each lesson. For the subject areas, language items and functions, you can find the lesson/s that focus on them. This will help you to ensure that all aspects of the syllabus have been covered. Communicative skills: In the topic phase © Give information about the prepared topic in a series of limited long turns, using the four points on the Topic form. © Answer questions on the prepared topic and participate in informal discussion, during which the examiner may ask for more information, facts or details. © Ask the examiner at least one question about the topic area. © Take the opportunity provided by the examiner to include samples of the language functions below, where appropriate. Communicative skills: In the conversation phase © Show understanding of the examiner by responding appropriately to questions. © Make appropriate contributions with short statements, © Communicate limited information in direct and simple exchanges. ‘Two subject areas for conversation will be selected by the examiner from the list below. Holidays (See Lesson 3) Shops (See Lesson 7) Work (See Lesson 6) Hobbies (See Lesson 2) Sport (See Lesson 4) Food (See Lesson 5) Weekend / Seasonal activities (See Lesson |) Functions Talking about past events Talking about future plans and intentions Expressing simple comparisons Expressing likes and dislikes Describing manner Describing frequency Language production: Grammar The candidate is expected to demonstrate the ability to use the items listed below. © Past simple of common regular and irregular verbs © going to future © Adverbs of manner and frequency © Comparatives and superlatives of adjectives © Link word but Language production: Lexis © Vocabulary specific to topic area © Vocabulary specific to subject areas © Adverbs of frequency — sometimes, often, never © Adverbs of manner — slowly, comfortably © Adverbial phrases of frequency — every day, once a week © Expressions of past time — yesterday, last night Language production: Phonology © The correct pronunciation of vocabulary specific to the topic and subject areas © Appropriate weak forms in connected speech © Three different ways of pronouncing - ed past tense endings, e.g. played, walked, wanted Remember that candidates are expected to know the language items and structures listed for the previous grades (|-3).Elementary Stage assessment criteria How is the candidate assessed? The candidate’s performance in the examination is assessed by means of one overall criterion: task fulfilment. This assessment is based on the following factors, which are listed in uhe syllabus: © Coverage of the communicative skills, including the language functions. ‘© Coverage of the grammatical, lexical and phonological items. ‘© Accuracy in the use of the grammatical, lexical and phonological items. © Appropriacy of the grammatical, lexical and phonological items used. ‘© Fluency and promptness of response appropriate to the grade. The examiner assesses a candidate’s performance by selecting one of four levels of performance and awards a letter grade, A,B,C or D. In simple terms, these letters can be classified as: A= Distinction All phases of the examination are given equal importance in the overall assessment. How is the assessment reported? An individual report form is completed by the examiner that gives the following informatior © Anassessment of the candidate’ overall performance in each phase of the exami- nation under the task fulfilment criterion. * An indication of where the candidate could make improvements. © An ion of the overall result of the examination stated simply as pass or fail The confirmed result will be issued by Trinity College at a later date. There are three levels of pass: Pass with distinction Pass with merit Puss What does the assessment indicate about the candidate's abilities in English? By the end of the Elementary Stage, the candidate can: © understand clear speech on familiar matters. © enter into conversation, express personal opinions and exchange information on familiar subjects of personal interest or related to everyday life. © demonstrate a sufficient range of language to describe experiences and ‘events and give reasons and explanations for opinions and plans. This is equivalent to the level Independent User (B1) in the Council of Europe's Common European Framework of References for Languages: learning, teaching and assessment (2001).4) Tapeseript Vole & Voice Preston, Presenter site pe toy rte ‘the pronunciation, oe proces maracas Tian eens Laing to Ce Mite fine ope be gar Poqng be vn denne nr ren re te Semiaee epee Sayeae ea, sipimatincemecme igereparres marae inet seryeneed urea Bere way ge ‘shes level of the gore. aed (Soca coger iy cn siren lp oe ec shtstiveedss metacat titi ‘etoid Ry frourtesoethose Rem Be Grade 4 Lemon 3: ‘Ware ae you gang goer your next aly? 2 ‘When rou ging to goo yt Whe oe you gg ogo with Were xe you going toy? rade 4 Lston 3: Exec 8 Eiken cot cen ‘Ware et ct ey eh (rdidwel clo vew Wee rte Slo wo Ping or walag a hemsnn Grade 4 Lesion #: Good ports Sere es Slash guns Wh oo ply it We do yous olay erase! Wat oy se ogy tae tems? Wet do you we or go rode 4 Lemon Exercise 28, ‘Wheto a ut toy es! ‘Wo o you te ply Ke cay ‘Wo o you te olay babel? Presenter Voie Voice 2 Voice 2 Presenter, Prateter Mique Jenny: Voice Pretenter Whe o pov ae ploy tale tr Wo you we play Pate Wars we cyt waning? Whats thee techy or waving 3 Wher teenie wei Wet the hone der wearing Sher wearing ig ht rae Lemon: xa $8 Iban tl you shout my favourite pre hace ‘a potoyeph hows =n ge ion aheine ond Snes started co oy whens Aeenrs lt sow nh unr wre tra ee 8 veel tennant snr Sato Viele yn goa ete ber pon There rene payers ar Ray oe The ctr h ca er iy when Sop ‘leper aus ycotop a ak ‘vb mont goo wise fetch Ta coy ot [TsctonTe dy oe om ae endo es ‘trang game to wlth or 9 oy rode 4 Leson 5: Memorable oe Enerise 2 Lirten othe people {Sane What ce you gan too omy Im ing ean en eer ith ering in rade Lenton 5: Exerc 5A Do they the o the the food they describe? “ge ar ty Te cabbge was sony “oe py sce ndred wa ose! Tay eset rc i ht or wo 0 he hanger ne en ‘Sout by puting oe mare mo abe po sr botng ‘herrea ‘Sy etwas sage ats dap IeMorsshrblecou ty ot on ones!Voice Voice Voice Voice 2 Voice Voice 2 Voice Presenter, Voice Voie Ketherons Vole (Grd 4 Lesion 6: Nice work ‘Exreie 38 Listen od che: Poctne (comer te pation ‘Were dota ea wort? Who wore earn hove, rate emo 6: arc $8 fmt ed raven ot af fag ey il teane Im randy an apf ot ty he ting on he ‘Peo a camped gy a tn geo cea mot oer naan {ouch tam con dese tom hy fel A tecnrtotin heroes thm guy od Sy itow te we pg em rode 4 Lesion 6: Exercise 7 Jena wr fo you wa too ‘Wien ar sal gogo be et in ey ete tot ce op rma care oe ee eas dogs rey wo so tesa, Stare Sly ater cso Grade 4 Letson 7: Shop eround Eevee Laton ond choc Prete sying the proves. nat you boy. n {im gig on hoy too opi ere bought sagan een ether hot i ou boy? own gomihthe oe rer Grade 4 Leson 7: Exerc the proves. nad Wht srt ef ngs i ou by oe? Desgner unganee ‘od wn clarinet ou? Wht srt fpr dl ou buy Lt cht a outon en dod wet sor of esd os ot Igor ak ete Yee fered pet ‘Theyre high ed see Voice Grandad: rondo Grondod: Grade 4 Lesion 7: Exerese 5 Fk ik you toe 2 pd wo of ops hve ir reggae ersiecyonree tte pase reer rrte t eaaceeeeetamr Sivoerasten manera Eiecgeaeetarer ieeea tartrate ane SaaS ESS ce Sere SESE at ee hops sce ‘areata naga iecwsbetrettonrestest ieiagrotin cary tances ec diterment nee ica istecainn he ec ne Sete Sar over exe reat Seon cee ane Sone Sieseennaraace eter Sa hn dt Senn oases ieoyenron nowy ae moet Bee cn npr tne rade 4 anion 8: Eran {keg te Me Bore ting about Sood morn Dele. Good morn Thess ee dy aro stb yee Thy ware ve do eMedia ome ce We ny oad ine sets you suey tery Fin rest wea mah rer hon at ony {Ged Geet pound Us oo aed Moa We lie ave clestrs computers nae cays We oe ereynegm pool Wome wl gewns ‘he cre parted ol the pte on he wa Thre wert np ptres on the wen my school — ‘oy pote t mri haa eho! nove he school hated ou ae very ky, Grade 4, Lesion 8: Exerc 6Bthe Trinity College London examinations in spoken English provide a structured framework to encourage students to Ce ce Rant sen their needs. This book covers the Elementary Stage Grade 4 of the exams. There are eight lessons. Each lesson focuses on eee ease MTom a eta © listening and speaking practice; © grammar and vocabulary support; and eee Re eC ecu ee ae Sg Ce ae ieee ee eee Canoe Re sac se ay Cee het ec uk ects Jeremy Woalenn has had a varied career Crea MMe eer ay Cue aes oe becoming an EFL teacher. He has worked in large language schools in London and rere nat emer Pier Moe Mee University. He was appointed as_an examiner for Trinity College London, in 1990, ‘and since then he has examined in the Far East, Europe and Re Ee eon oe eT) ce en cuss Rene Cerra ses eM lsc) Trinity College London This edition and oll related components are not for sale in Italy oF Canton Ticino, Switzeriond, Ci iata ee Vata Ree eco Seu