new pass trinity 1 2 teacher s book by cochrane stuart

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 14:49 Pagina Stuart Cochrane NEW s s a P Trinity Teacher’s Book Trinity Grades 1-2 Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina Internet: www.blackcat-cideb.com email: info@blackcat-cideb.com Editors: Joanna Burgess, 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 dell’Ingegno), 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 Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina Contents GRADE Methodology notes UNIT Nice to meet you Lesson A Lesson B Hello & goodbye How old is he? UNIT At school Lesson A Lesson B In the classroom Is she your teacher? Review units 1-2 11 13 UNIT Clothes Lesson A Lesson B Things to wear My clothes, your clothes 14 15 UNIT The body Lesson A Lesson B Show me your nose Is he tall? 17 18 Review units 3-4 GRADE 19 UNIT Animals Lesson A Lesson B Furry friends On the farm 20 21 UNIT Family Lesson A Lesson B This is my family She’s got long hair 23 24 Review units 5-6 26 UNIT At home Lesson A Lesson B Where you live? My house 27 28 UNIT Belongings Lesson A Lesson B My things Where is it? 31 33 Review units 7-8 34 UNIT Days and months Lesson A Lesson B My week When’s your birthday? 35 36 UNIT 10 Pets Lesson A Lesson B The pet shop Are they playing? 38 39 Review units 9-10 41 Recording scripts 42 Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina Methodology notes Listening tasks The Trinity Grades and exams have no formal listening test with recordings and written responses It is important that you point out to learners that they don’t need to worry too much about the listening tasks for this reason However, success in the interview does depend on listening carefully to the examiner and responding appropriately Take account of the low level of your learners and: – if there is a picture to illustrate the topic, elicit information which will help them prepare for what they will listen to – tell students what kind of conversation they will hear, e.g two children speaking or an examiner speaking to a candidate – play each audio several times if necessary, stopping the audio during the task if needed – follow up the listening with a drill in order to practise the structures and pronunciation Brainstorming vocabulary and ideas Brainstorming is a good way to introduce an activity, and is suggested in this TB because: – it helps to get learners focussed on the topic of the lesson – it helps learners ‘revive’ vocabulary that they know, but haven’t used recently – it gives you a chance to see what your learners know and what knowledge gaps exist Remember that this book is mainly for revisions of language so: – begin each new topic with closed books and try to elicit related vocabulary from learners – give them a specified time limit to work in pairs or groups – students tell you their words and you put them on the board in columns or mind maps or under specific headings/categories – then students open books and the first vocabulary activity as consolidation Use of the board Board prompts are good at this level to support students during speaking tasks and can lessen the ‘memory load’ required of students so that they can concentrate on communicating Prompts can be useful vocabulary items for the task, or reminders of the structures that learners should be using or pronunciation work As the students master the language the teacher can rub off some of the prompts so that students commit the language to memory See the shaded boxes for examples of board work Games Games provide some light relief and fun, but also a genuine context in which to practise language The Teacher’s Book makes a number of suggestions for games in the units: – guessing games, such as I-spy, pictionary, miming – memory games, such as Kim’s game (covering a picture and remembering what’s there) – team games, such as sorting races (pairs or teams sort vocabulary items into groups as quickly as possible) – knock-out games, such as ‘Simon Says’ Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina Methodology notes Modelling It is always a good idea to model each task so that everyone understands what they have to Choose one of the most able learners in the group to work through a few examples with you It is recommended that you this especially for the communication activities that come at the end of each unit Drills Regular language drilling helps students learn the patterns of new structures and is a valuable technique for improving pronunciation A good drill can also liven up a class whose attention or energy is flagging half way through a long lesson There are a variety of drills you can use: – prompt and response drills (e.g question and answer) − you can give the prompt, or you can divide the class into two groups who respond to each other – substitution drills, using flash cards or prompts written on the board – choral drills (all class together) or individual drills (teacher points to learners to respond) – drills with clapping or chants with a strong rhythm (good for word or sentence stress) Trinity Takeaway At the end of each unit, the Trinity Takeaway sections provide the students with useful examiner/candidate language for the exam It’s important that you point out to learners that they mustn’t 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 Pal In the SB a superhero 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 GRADE Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina Lesson A Hello and Goodbye have checked the answers, get learners to practise the dialogue in pairs You could also drill the dialogue with the whole class, with you playing one role and the whole class playing the other Or the same drill, with half the class playing one role and the other half playing the other role 1a page 1c/2d/3e/4a/5b UNIT Nice to meet you ANSWERS SUGGESTED PROCEDURE: You could introduce this with a whole class activity to see how many countries learners can name in English Ask learners simply to call out the ones they know, while you write them on the board Then let learners a) in pairs before getting feedback and checking answers with the whole class As you listen to the students focus on pronunciation and word stress ANSWERS England / Italy / USA / Spain / Hong Kong / Greece / India / Canada / Australia / 10 Russia d ANSWERS Open answers 2a page SUGGESTED PROCEDURE: Again, ask learners to this task individually at first, then get them to compare their order with a partner Once they have listened and you’ve gone through the correct order with everyone, get learners to take a role and practise this dialogue: first with open books, then from memory with closed books b ANSWERS ANSWERS a1/b6/c2/d4/e7/f5/g8/h3 b ANSWERS Open answers A C D 3a page SUGGESTED PROCEDURE: Give learners time to match the words and numbers Then play the audio for them to check It is a good idea to drill these numbers in one or more of the following ways: – from to 10 and back from 10 to E/F G/H B c SUGGESTED PROCEDURE: Ask students to work individually on this task at first, then they can check their order with a partner Now play the recorded dialogue for learners to check You may need to pause the dialogue to give learners time to check Once they – round the class, each learner saying the next number – in teams, team A says the odd numbers (1, 3, ), team B the even numbers (2, 4, ) – clapping and then stopping on a number – ask a learner what the next number is ANSWERS one / two / three / four / five / six / seven / eight / nine / 10 ten Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina UNIT Nice to meet you b SUGGESTED PROCEDURE: This is a simple activity to practise the numbers – the kind of question likely to be asked in the exam Start by choosing one or two learners to this with you while the rest watch, then get everyone to work in pairs for a few minutes ANSWERS Open answers 4a page SUGGESTED PROCEDURE: These are all typical things that the examiner might say or ask Point out to learners that they can expect to hear these in the first few moments of the interview Give learners a few minutes to the matching activity alone, and then ask them to compare with their partner Finally, play the audio for them to check Play the audio again, but pause to give learners time to respond First with open books, then with closed books You can this as a whole class drill, or pick out individuals to answer Follow up by getting pairs to interview each other: Student A plays the interview and reads out the questions from page 7; Student B responds with books closed ANSWERS 1h/2a/3g/4e/5f/6c/7d/8b Lesson B How old is she? 1a page SUGGESTED PROCEDURE: Begin by asking learners some basic questions just to focus their attention For example, ‘How many boys/girls are there?’ ‘Is this a boy/girl?’ Now ask learners how old they think each of the children are Ask them to work in pairs to match the ages with the photos Finally, play the audio so that they can check what they predicted against what they hear ANSWERS A / B 10 / C and / D / E b SUGGESTED PROCEDURE: Use this as an opportunity to revise subject pronouns You could write them on the board and elicit from learners when we use them – e.g ‘she’ for when we’re talking about a girl or woman Get learners to try and find the missing words working individually, then give them a chance to compare with a partner Now play the audio again for them to check Finally, go through the answers together ANSWERS he / He / you / I / they / They / you / We / she / 10 She / 11 it / 12 It c b SUGGESTED PROCEDURE: ANSWERS Remember that the aim of this is to practise the correct use of subject pronouns, so make sure that learners are aware of this Don’t let them simply point at photos and say ‘And this?’, for example It’s a good idea to model the task yourself by choosing one of the stronger learners in the class to it with you Finish with a whole class activity: get a pair of learners to ask each other about one of the photos while the rest of the class listen Then ask learners which photo the pair was talking about You could also ask learners to bring in photos of friends and family and get learners to ask each other about them using the structures just practised Open answers ANSWERS Open answers Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina GRADE UNIT Nice to meet you 2a page c SUGGESTED PROCEDURE: See the methodology notes on ‘drills’ at the beginning of the Teacher’s Book The aim here is to review and practise present simple The tables are for learners to refer to, but you could ask them to close their books and a simple Q&A drill to practise the full form: T: I Class: am T: You Class: are or Group A: I Group B: am Then focus on the contracted short forms by asking, ‘Do we say, ‘I am ten’? Then elicit from learners what the short form is that we normally use when speaking Now practise these short forms with a similar Q&A drill Communication Task, page SUGGESTED PROCEDURE: Like many of the communication tasks in the book, this takes the form of a simple information gap activity It’s a good idea to model the task yourself by asking as stronger learner to the first few with you while the rest of the class listen ANSWERS Lia Carlos ANSWERS she’s / you / are / I / is not / aren’t b SUGGESTED PROCEDURE: Ask learners to open their books and complete the gaps individually – then to compare with a partner Finally, go through the answers together Finish off by drilling the answers – make sure that learners really are using the contracted forms England Age: Miranda and Elodie Spain Age: 11 Alex and Nadia ANSWERS I’m nine / She’s from France / We aren’t from Hong Kong / My name isn’t Maria It’s Mary / My name isn’t John / They aren’t Italian / I’m fine, thanks / He’s from India Canada Age: Russia Age: 10 Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina UNIT At school Lesson A In the classroom 1a page 10 SUGGESTED PROCEDURE: The aim here is to revise basic classroom vocabulary of the kind that is often used in the exam Note that examiners may use these alternatives to the word lists in the exercise: eraser = rubber school bag = bag student = learner / pupil It is a good idea to make learners aware of these alternatives and to learn them as passive vocabulary Learners can this activity in pairs Then check answers with the whole class You could practise the items by simply pointing them out in the class room and getting learners to shout out the name of what you’re pointing to Also, ask learners to tell you what they have in their school bag / pencil case time, use the audio to drill the vocabulary items – pause after each word for choral or individual repetition Focus on correct pronunciation, and watch out in particular for misplaced word stress in multi–syllable words such as ‘calculator’ and ‘dictionary’ Follow up by asking learners to think of two more categories that could be used to organise these words For example: Things larger/smaller than a book Things made from wood / plastic / metal You could also follow up with pronunciation work: ask learners to group words according to the number of syllables they have Then ask them where the stressed syllable usually is Point out that the stress is most often on the first syllable, for example: notebook calculator student dictionary Practise this with suitable pronunciation drills In a pencil case In a school bag sharpener pencil ruler eraser pen pencil case book dictionary notebook calculator Student A: I-spy something beginning with N Furniture People Student B: Notebook? desk chair cupboard student teacher Alternatively, play a simple game such as I-spy: Student A: Right Student B: I-spy something beginning with ANSWERS teacher / cupboard / desk / book / chair / notebook / student / pencil case / pencil / 10 school bag / 11 dictionary / 12 pen / 13 ruler / 14 eraser / 15 sharpener / 16 calculator c SUGGESTED PROCEDURE: This aims to revise usage of the indefinite article a/an and to practise a question and answer format that is very common in the exam: b Examiner: What’s this? SUGGESTED PROCEDURE: First, bring students’ attention to the Focus box on page 10 Then some simple practice of this with a drill: Vocabulary grouping activities like this one are good ways for learners to ‘process’ vocabulary which will in turn help them to remember words Ask learners to this individually and then check with a partner before playing the audio for learners to check their answers Give learners time to ask any questions they may have about the grouping before playing the audio again This Candidate: It’s a/an Teacher: Book Teacher: Eraser Learners: A book Learners: An eraser Focus on pronunciation You need to point out to learners that the article an becomes linked or joined to the noun that follows An eraser for example becomes aneraser in connected speech Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 10 GRADE UNIT At school Now use a similar drill, but introduce the whole phrase: Teacher: What’s this? Teacher: What’s this? Learners: A book Learners: An eraser At this point you don’t need to expect fuller answers, such as ‘It’s a ’ Also, make sure you’re pointing out single items, as the focus here is on the article a/an Now ask learners to work in pairs and practise the same Q&A dialogue based on classroom objects Monitor and check for errors in use of articles or pronunciation ANSWERS Open answers 2a page 11 SUGGESTED PROCEDURE: This is simply revision of numbers 11 to 20 Students should already be familiar with these, but if not then you may want to write the numbers on the board before playing the audio It’s a good idea to drill these numbers in one or more of the following ways: – From 11 to 20 and back from 20 to 11 – Round the class, each learner saying the next number – In teams, team A says the odd numbers, team B the even numbers ANSWERS twelve / thirteen / fourteen / fifteen / sixteen / seventeen / eighteen / nineteen b SUGGESTED PROCEDURE: The aim here is to revise the rules for plural nouns Although spelling is not important for the exam – since there is no writing component – these spelling rules reflect the pronunciation of the three categories of plural noun Bring learners’ attention to the focus box which gives examples and rules for the three main categories of noun Check learners understanding by writing one example of each category on the board and asking them to give you the plural Examples could be: – fox, church, box, brush, glass – story, party (point out that there is a consonant before the y) – cat, dog 10 Once you have done these examples altogether, get learners to the practice exercise alone and then to compare with a partner When everyone is ready, play the audio so that learners can check their answers Play it once again and ask learners to repeat what they hear ANSWERS thirteen watches / fifteen classes / twelve pencils / sixteen boys / fourteen dictionaries c SUGGESTED PROCEDURE: The emphasis here is on the pronunciation of the plural affixes to nouns You need first to model the three endings for students Write the phonemic symbols as heading on the board and use the example words you wrote on the board earlier: /s/ cats /z/ stories /iz/ foxes Ask learners to repeat the words after you, giving special emphasis to the plural ending Now ask learners how they would pronounce dogs Show them that, although it has the same plural ending as cats, it is pronounced differently Now ask learners to the sorting exercise on their own Encourage them to say the words to themselves in order to make them more aware of how the endings sound Finally, play the audio to let them check their answers Play once again and ask learners to repeat what they hear ANSWERS /s/ /z/ /iz/ books teachers watches students boys boxes desks pencils classes erasers pencil cases dictionaries 3a page 11 SUGGESTED PROCEDURE: This short activity provides further practise of the How many are there? question, which is common in the exam, together with practise of classroom vocabulary and numbers up to 20 Demonstrate the activity yourself by speaking to one of the GRADE Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 34 REVIEW UNITS 7-8 1a page 44 ANSWERS W A T C H A C U P B O A R D D A R M C H A I R O O B B I D E 6S K L P E E F O 10 C O M P U T E R O W H I N W O D W N G W E E b 4a page 45 ANSWERS ANSWERS Open answers 1d/2e/3c/4a/5b 2a page 44 b ANSWERS SUGGESTED PROCEDURE: Open answers Go round the class asking individual students question like those in part a) Then ask pairs to take turns asking and answering similar questions b ANSWERS aren’t / between / next to / mine / yours / her 3a page 45 ANSWERS Correct sentences: 1; 3; 6; 7; b ANSWERS Open answers 34 ANSWERS Open answers Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 35 UNIT Days and months Lesson A My week 1a page 46 SUGGESTED PROCEDURE: With closed books, see how many of the days of the week learners can remember Do various choral drills such as: From Monday to Sunday, From Sunday to Monday (i.e backwards) answers with a partner Play a second time and then check ANSWERS Sunday / Tuesday / Saturday / Wednesday / Thursday c SUGGESTED PROCEDURE: Now ask learners to see if they can remember what time of day Mike does the various activities Point out that two answers are possible for the same day – for example afternoon and evening Once they have read through and marked what they think is correct, play the audio to check ANSWERS Divide the class into two groups – each group says an alternate day Watch out for common pronunciation problems, such as: Sunday evening Monday – the first vowel sound should be very short Monday morning Wednesday – is pronounced /wenzdei/ Saturday morning Then ask them, ‘What day is it today?’ Encourage the full answer ‘It’s ’ You could also drill this by using flash cards Repeat the question to the class, but each time hold up a new day and their answer should change accordingly Wednesday afternoon Now ask learners to open their books and complete the diary with days of the week Give them a minute or so and then use the audio to check and repeat Follow by asking a student, ‘My favourite day is Saturday but I don’t like Monday What about you?’ The learner you choose answers and then turns to the student next to them and asks the same question Each student in turn answers and asks the next Tuesday afternoon Thursday evening d SUGGESTED PROCEDURE: Ask learners to look at the activities listed in the box for this exercise Do they know what they all mean? Can they add any other daily/weekly activities to the list? Give an example by talking about yourself and your week Point out that we use the preposition ‘on’ with the days of the week Then get learners to talk to each other for a minute or so about their week Ask them to use all the activities listed in the box for this exercise, plus others they know how to say in English ANSWERS ANSWERS Tuesday / Wednesday / Thursday / Friday / Sunday Open answers b SUGGESTED PROCEDURE: Give learners a few moments to read through the exercise and look at the pictures Tell learners that they only have to listen out for the days – not the times of day – that Mike does things Point out the that days are not in order from left to right Play the audio once Let learners compare their 2a page 47 SUGGESTED PROCEDURE: These are all common activities that learners should be able to mention at this level Give them a few moments to match the pictures to the activities, then ask them if they know any others to add to the list ANSWERS 1F/2B/3C/4A/5E/6D 35 Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 36 GRADE UNIT Days and months b SUGGESTED PROCEDURE: Point out the third person forms It’s worth spending time on whole class drills to practise this ANSWERS activities and little tick boxes, then they must find out from their partner what the correct choice is You may need to drill the question form a couple of times before learners get started: What does on ? plays / doesn’t / Does / play What do on ? c Demonstrate what learners have to by choosing a good learner from the class to work with you on a few examples SUGGESTED PROCEDURE: First of all draw learners’ attention to the grammar table describing present simple Note that learners are not expected to form questions in the exam, but they are expected to recognise and understand them The table is simply provided for reference, but if you think its necessary, you could substitution drills to practise the form Saturday Morning Daniel play chess watch tv Adriana play violin watch tv Their parents go shopping watch tv Sunday To demonstrate the task, write the following on the board: mum Monday work dad Tuesday read we Wednesday go brother Thursday shopping Ask a learner to come up to the board to help you Ask the learner to cross off the words from the list as you say them Now begin to talk about your week: ‘On Monday morning my dad works On Tuesday ’ Now divide the class into pairs and ask them to the same Student A talks and tries to use all the words in the boxes while Student B crosses them off Tell learners not to worry about telling the truth – just making correct sentences When all the words have been crossed off the list, the pair swaps roles and it is Student B’s turn to talk while Student A crosses words off the list ANSWERS Open answers Communication Task, page 47 SUGGESTED PROCEDURE: This is another information gap activity where learners have to share information in order to complete the table Explain to learners that each student has some information about what the family does, but where there is a choice of two 36 Afternoon Morning Afternoon Daniel sleep homework Adriana play football meet friends Their parents gardening listen to music Lesson B When’s your birthday? 1a page 49 SUGGESTED PROCEDURE: Before they open their books, see how many of the months learners can remember – ask them to call the names out to you Then get them to complete the diary on page 48 with the months Then play the audio for them to check Follow up with pronunciation work focusing on word stress Ask learners to mark where the main stress lies in each month e.g JANuary Ask them to compare with a partner and then play the audio once again for them to check See Procedures file for speaking drills ANSWERS April / June / July / September / November / December Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 37 UNIT Days and months b SUGGESTED PROCEDURE: Students should put the notes onto the diary pages from the previous exercise, according to what’s true for them and their family Give them a few minutes to complete this and then show them an example of what to for exercise c) by asking a few questions to one of the stronger learners in the class You could help learners form questions by putting these prompts up on the board: When is ? When ? can hear the endings Once they’ve completed the table, ask them to compare with a partner Then play the audio in order to check Play the audio a second time and pause to allow learners to repeat what they hear – get them to exaggerate the endings a little so that they get a feel for the sounds Group – /s/ Group – /z/ Group – /iz/ starts swims finishes likes plays closes eats opens washes When does ? Also, remind learners that we say ‘in’ for months, not ‘on’ As you monitor, don’t worry too much about mistakes with question formation because this is not necessary for the exam ANSWERS Open answers c ANSWERS Open answers 2a page 49 SUGGESTED PROCEDURE: 3a page 49 SUGGESTED PROCEDURE: Remember that candidates for this level don’t need to be able to form questions like these, but they should recognise and understand them Point out to learners that Is ? Do ? Does ? Are ? When ? Where ? What ? asks for a ‘Yes’ or ‘No’ answer asks for a time asks for a place asks for a thing The focus of this task is the three ways to pronounce third person endings for present simple verbs Each sentence about Alison is an example of one of the third person endings First, simply ask learners to make matches so that the sentences make sense Then play the audio for them to check their answers Give learners a few minutes to this alone and then to compare Finally, play the audio for learners to check their answers Point out to learners that each verb ends in a slightly different sound: /s/ /z/ /iz/ b Play the audio again and ask them to listen out for these differences and see if they can match the verb with the sound Give learners a few minutes to think about how they might answer each question Then put learners into pairs to ask each other questions from the list (Student A the odd questions 1,3,5 etc and Student B the even questions 2,4,6 etc) Now play the audio, pausing after each question and asking one learner each time to answer ANSWERS 1c/2a/3b b ANSWERS What / Is / Is / When’s / When’s / When / Do / What / What / 10 What / 11 Do / 12 Does SUGGESTED PROCEDURE: SUGGESTED PROCEDURE: Now ask learners to sort the group of words into the three categories according to their pronunciation They should this on their own – encourage them to say the words to themselves so that they 37 GRADE Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 38 UNIT 10 Pets Lesson A The pet shop 1a page 50 SUGGESTED PROCEDURE: With closed books, see how many animals learners can name in English and write them on the board Then ask pairs to group the animals into categories: pets / wild / farm / can walk / can fly / can swim etc Ask learners if they have pets Now ask them to open their books and look at the picture on page 50 and exercise a) individually, then check with a partner The focus is a review of plural forms Draw learners’ attention to the focus box which has a reminder of common irregular plurals ANSWERS eight / two / nine / eleven / five / four / three / six b 2a page 51 SUGGESTED PROCEDURE: Ask learners to close their books Point to your ears, nose legs etc and ask learners to call out the correct words Now ask learners to open their books to page 51 and look at the list of words for part a) Can they find words that were not mentioned when you were asking them to call out? They should find ‘wing’, ‘beak’ and ‘tail’ Now ask them to the labelling activity together with a partner ANSWERS wing / head / beak / eye / ear / nose / tail / mouth / leg / 10 foot b SUGGESTED PROCEDURE: This practises imperative forms that examiners often use in the interview Give a few examples of what learners have to and then get pairs to work together, taking turns at giving orders Point out the Focus box information about the determiner ‘its’ and remind learners about the other determiners they learned in Unit 3, Lesson B SUGGESTED PROCEDURE: You could follow up by playing the children’s game ‘Simon says’ See Unit 4, Lesson A for more details Ask learners to the matching alone and then compare with a partner before going through the exercise altogether This is revision of typical question types from the exam Open answers ANSWERS SUGGESTED PROCEDURE: 1c/2d/3a/4b c SUGGESTED PROCEDURE: Provide an example of what learners have to by directing a few questions to one of the stronger learners in the class Then organise the group into pairs Student A asks four questions, then Student B asks four questions Don’t accept only ‘Yes’ or ‘No’ (one word answers) ANSWERS Open answers ANSWERS 3a page 51 First ask learners to look at the photos and in pairs make guesses about what animals they are and then feedback to the rest of the class Then play the audio Once you’ve gone through the answers together, ask learners what words they heard that helped them find the correct animal ANSWERS goldfish (key words – tail / hasn’t got wings / swims) snake (key words – long and thin / hasn’t got legs) mouse (key words – tail / small / white) 38 Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 39 UNIT 10 Pets b SUGGESTED PROCEDURE: Ask learners first to read through the dialogue in the bubbles so that they know what they have to Give an example yourself by describing one of the animals and asking learners to guess Now pairs the same ANSWERS Open answers c SUGGESTED PROCEDURE: This is simply a continuation of the previous exercise Learners could describe animals from the book, farm animals or any other animals that they know the name of in English ANSWERS Open answers 4a Communication Task, page 51 SUGGESTED PROCEDURE: This is another information gap style activity The aim is to find out what animals are in all the boxes in the pet shop Student A knows what animals are in of the boxes, while Student B knows what animals are in the other boxes To find out what animal lives where, they need to ask each other questions Students shouldn’t say what the animal is, but describe it using descriptions practised in the previous exercise using adjectives of size, colour and parts of the body You might need to demonstrate what learners have to Do an example with one of the stronger learners in the class Lesson B Are they playing? 1a page 52 SUGGESTED PROCEDURE: These are common verbs that learners should know at this level Learners should match and then compare with their partner before going through the answers together You could follow up with flashcards showing other verbs and elicit/teach these too: read, write, walk, run, jump, open, close, sing are all appropriate for this level but choose verbs that you can use to talk about animals ANSWERS A play / B eat / C sleep / D swim b SUGGESTED PROCEDURE: Tell learners they are going to hear extracts from a typical interview Play the audio a couple of times, then ask learners to compare with their partners and tell each other why they chose what they did When you go through the answers together, ask learners to say what they heard that helped them find the right picture ANSWERS 1C/2B/3D/4A c SUGGESTED PROCEDURE: For this level, candidates are not expected to produce Present Continuous, but they are expected to understand questions in the Present Continuous and to be able to give short answers For example: ANSWERS Is she reading? mice / parrot / rabbit / goldfish / snake / tortoise / puppy / kitten Yes, she is Ask learners to complete the three sentences with the missing words and then play the audio to check ANSWERS Is / Is / Are d SUGGESTED PROCEDURE: This table completion task gets learners to focus on the form of present continuous, but it is just as important that you help learners understand the 39 Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 40 GRADE UNIT 10 Pets meaning of this verb form – at this level the focus is on present continuous for actions happening at the time of speaking, or for describing actions in photographs and pictures ANSWERS Is / Are / am / is / are / am not (’m not) / is not (isn’t) / are not (aren’t) e SUGGESTED PROCEDURE: You don’t need to spend too much time on the grammar of question formation, which can be difficult for young learners However, make it clear that word order plays and important role in English in signalling questions ANSWERS SUGGESTED PROCEDURE: What are they? Once learners have done this exercise, follow up with a drill which will help make the short answer forms come more automatically to learners What colour is your puppy? ANSWERS Is he sleeping now? she isn’t / they are / he isn’t / they are / you aren’t / I am b 2a page 53 SUGGESTED PROCEDURE: Demonstrate what learners have to by asking the class questions like those in the dialogue bubbles ANSWERS Open answers b What are they called? Has he got a tail? SUGGESTED PROCEDURE: The aim of this exercise is to encourage learners to give slightly more extended answers to examiners’ questions Once they have completed the exercise, discuss with learners what other ways the candidate could have elaborated on his answers Ask learners in pairs to look at the dialogue again and add their own ‘extensions’ to the candidate’s answers Get examples from one or two learners by way of feedback at the end SUGGESTED PROCEDURE: ANSWERS The focus here is on rising intonation used in closed questions like these You can ask learners to try and copy the intonation pattern, but at this stage the important thing is mainly to raise awareness that intonation patterns like these exist and are a feature of the language as much as vocabulary and grammar 1a/2b/3c/4d/5e c SUGGESTED PROCEDURE: This can be a team game where a member from each team mimes an action to the other members who have to guess what the action is Team members: Are you running? Student who’s miming: No, I’m not etc ANSWERS Open ended 40 3a page 53 c SUGGESTED PROCEDURE: If learners don’t have a pet, they can talk about a pet they would like to have or about a friend’s, neighbour’s or relative’s pet ANSWERS Open answers Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 41 REVIEW UNITS 9-10 F M R ANSWERS O I A J W E D N E S D A Y T U E S D A Y D A S G N A Y A 10 U T H U R S D A Y F T S A E E U 11 T R C N O V T T B T R Y E R D M U A B A Y 12 S E P T E M B E R R Y 1a page 54 b ANSWERS Open answers c ANSWERS Open answers 2a page 54 ANSWERS Open answers page 55 SUGGESTED PROCEDURE: Go round the class asking individual students questions from the list Then put learners in small groups and ask them to take turns asking and answering questions ANSWERS B / C, F, B / C, F, B / C, F, B / F / D / D / E / A / 10 A / 11 E / 12 C, F, B / 13 D, F / 14 D, / 15 F / 16 E / 17 A / 18 C, F, B b ANSWERS is / not / are / go / never / usually, sometimes, never etc / doesn’t / watch 41 Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 42 Recording scripts Boy: Hi! I’m Gary I’m from England I’m nine Girl: Hello! I’m Sophie I’m from Australia and I’m ten Boy: Hello! My name’s Fabio, but I’m not from Italy I’m from Canada I’m eight years old Girl: Hello My name’s Olga I’m from Russia I’m nine Girl: Hi My name’s Carmel Girl: And I’m Maria We’re ten and we’re from Spain Boy: Hi I’m Win Boy: And I’m Jason Boys: We’re eight and we’re from Hong Kong All together: Nice to meet you! Bye! Examiner: Hello! Boy: Hi! Examiner: What’s your name? Girl: Alice Examiner: Nice to meet you! Boy: Nice to meet you, too Examiner: How are you? Girl: I’m fine, thanks Examiner: Goodbye! Boy: Bye! Boy: Hello! Girl: Hi! Boy: What’s your name? Girl: Parveen Boy: Where are you from, Parveen? Girl: I’m from India Boy: Nice to meet you Girl: Nice to meet you, too One / Two / Three / Four / Five / Six / Seven / Eight / Nine / Ten 6 Hello! Good morning Take a seat What’s your name? Nice to meet you Where are you from? How old are you? Goodbye! A Boy: This is Kim Girl: How old is he? Boy: He’s two B Boy: Hi My name’s Abdul Girl: Hello Abdul How old are you? Boy: I’m ten C Girl: These are my children Jan and Monika Boy: How old are they? Girl: They’re five and seven D Girl: This is me and my twin sister Boy: How old are you? Girl: We’re nine E Boy: This is my friend, Anna Girl: How old is she? Boy: She’s eight F Boy: This is my cat Girl: How old is it? Boy: It’s four years old 8 I’m nine She’s from France We aren’t from Hong Kong My name isn’t Maria It’s Mary My name isn’t John They aren’t Italian I’m fine, thanks He’s from India he’s she’s it’s 42 you’re we’re they’re Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 43 Recording scripts 10 In a pencil case Pen / pencil / ruler / eraser / sharpener In a school bag Book / calculator / dictionary / notebook / pencil case Furniture Cupboard / desk / chair People Student / teacher 11 Eleven / Twelve / Thirteen / Fourteen / Fifteen / Sixteen / Seventeen / Eighteen / Nineteen 12 Example Eleven pencils Thirteen watches Fifteen classes Twelve pens Sixteen boys Fourteen dictionaries 13 /s/ – books /z/ – teachers /iz/ – watches 14 /s/ Books / Desks / Student / Pencils /z/ Teachers / Erasers / Dictionaries / Boys /iz/ Watches / Boxes / Classes / Pencil cases 15 Examiner: What are these in English? Girl: Rulers Examiner: What’s this in English? Boy: An eraser Examiner: Are you from Spain? Girl: No, Portugal 16 Examiner: Is your name Helen? Girl: Yes, it is Examiner: Are you from Spain? Boy: No, I’m not Examiner: Is this a computer? Girl : No, it isn’t Examiner: Is he eleven? Girl: Yes, he is Examiner: Are these pencil sharpeners? Boy: Yes, they are Examiner: Are these rulers? Girl: No, they aren’t 17 Hello! Is your name Sam? Are you from Greece? Are you eleven? Is this your classroom? How many students are there in your class? 18 What’s this? What are these? Is this a pencil case? Is this a pencil sharpener? Are these notebooks? Are these pens? How many are there? Is this your pencil case? Examiner: Are you eleven? Girl: Yes, I am Examiner: Is she your teacher? Girl: Yes, she is Examiner: Is this a pen? Girl: No, it isn’t 43 Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:35 Pagina 44 Recording scripts 19 Group – one syllable Coat / belt / jeans / gloves / dress / socks / shoes / scarf / skirt / shirt / hat / shorts Group – two syllables Jumper / trousers / T-shirt / jacket / glasses / trainers 20 10 11 12 brown shoes a green shirt pink glasses a yellow skirt white shorts a red hat a blue t-shirt black trousers a purple dress grey socks a beige coat a orange scarf 21 this / these 22 Examiner: What’s this? Girl: It’s a hat Examiner: What are these? Girl: They’re shorts Examiner: What colour is it? Girl: It’s purple Examiner: What colour are they? Girl: They’re black Examiner: Are those shoes red? Girl: No, they aren’t They’re orange Examiner: Is that a blue shirt? Girl: Yes, it is 23 Examiner: What colour is her hat? Boy: It’s red and white Examiner: And her gloves? What colour are they? 44 Boy: They’re red and white, too Examiner: And what colour’s her scarf? Boy: Her scarf? Um that’s white Examiner: What colour is his t-shirt? Girl: Um, it’s red, I think Examiner: And his hat? What colour is it? Girl: His hat is blue, I think Yes, it is blue Examiner: And what colour are their shirts? Girl: Their shirts? Um, they’re blue Examiner: What colour are their hats? Girl: They’re blue and red 24 What’s this? What are these? Is this a hat? What colour is it? What colour are his trousers? What colour are my shoes? 25 10 11 12 Head Eye Ear Foot Hair Nose Leg Teeth Mouth Finger Hand Arm 26 Give me a pen Come here Open your book Point to the door Go to the window Touch your nose Stand up Show me your ears Sit down Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:35 Pagina 45 Recording scripts Examiner: Where’s Bob from? 27 He’s tall and thin Her hair is long It’s big and fat She’s small and very young It’s thin and fast She’s old and her hair is short His hair is short It’s small and white Boy: He’s from China Examiner: How old is he? Boy: He’s two Examiner: And the orange fish What are their names? Boy: Their names are Harry, Anna and Mary Examiner: Where are they from? Boy: They’re from Africa Examiner: And how old are they? 28 Boy: Erm, they are seven Tiny teeth Thin feet Examiner: Where’s the yellow fish from? Boy: She’s from Brazil 29 Examiner: What’s she called? Open your book Show me page 21 Are its ears long? Point to your teacher Is my hair long? Point to your ears Are they big? Sit down Boy: Angela Examiner: And how old is Angela? Boy: Six Examiner: And these two colourful fish? Boy: Their names are Bubble and Squeak Examiner: Where are they from? Boy: They’re from Japan Examiner: How old are they? 30 Boy: They’re twelve Girl: Is it a girl? Boy: No, it’s a boy Girl: Is he tall and thin? 32 A short slow sheep Boy: Yes, he is Girl: Are his eyes blue? Boy: Yes, they are Girl: It’s John Boy: That’s right 31 Examiner: Hello Alex! Boy: Hello! Examiner: Are these your fish? Boy: Yes, they are Examiner: Tell me about the blue fish What’s his name? Boy: His name’s Bob 33 Girl: This is my horse Her name’s Penny She’s five years old Her body is brown, her legs are brown and her tail is black She’s tall and she’s fast I love her a lot 34 Good morning What’s your name? How old are you? Where are you from? What’s this? What are these? How many are there? 45 Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:35 Pagina 46 Recording scripts 10 11 12 13 14 15 16 What colour is it? Is this your pencil? Are these my books? Show me the big dog Point to your nose Stand up Sit down Go to the door Come here 35 Examiner: Tell me about your family, Li Girl: Hmm, my family Well, my father’s 38 and his name’s Jimmy My mum’s called Lia.She’s 34 I’ve got grandparents My granny’s called Yan Yan and my grandad’s name is Yul Examiner: Have you got any brothers or sisters? Girl: I’ve got one brother His name’s Chen He’s 10 Examiner: Have you got any sisters? Girl: No I haven’t got a sister, but I’ve got an auntie called Jing and an uncle His name’s Ho 36 Twenty / Twenty-two / Twenty-eight / Thirty / Thirty-six / Forty / Forty-seven / Fifty 37 He’s quite old, I think he’s a granddad He’s got grey hair He’s quite fat and he’s got glasses She’s young and she’s got long, dark hair She’s very pretty He’s got very short hair and quite big brown eyes She’s quite old and she’s got fair hair 38 Examiner: Tell me about your parents Girl: Well, my mum’s quite young She’s 35 and her name is Kate My dad’s 40 His name’s George, he’s got blond hair and he’s quite tall Examiner: What does your mum look like ? Girl: She’s very pretty She’s got long dark hair and brown eyes 46 39 How many people are there in your family? Have you got any aunts or uncles? What are their names? How old are they? What’s your father’s name? What does he look like? How old is he? Tell me about your mother 40 Hi, I’m Kristoffer This is my house It’s very small It has got one floor There aren’t many rooms, but there’s a big garden There are some trees in the garden I like it very much Hello My name’s Yiu and I live here There are 35 floors and there’s a lift! I live on the first floor In my flat there are three bedrooms and a big living room We have also got a small balcony but there isn’t a garage Hi, I’m Angela and this is my house There are two floors There are four bedrooms and my bedroom is at the top of the house! There’s a kitchen and a dining room There’s a small garden and a garage for our car, but there isn’t a swimming pool! 41 Where you live? How many rooms are there? Is there a garden? 42 Boy: Our house is quite small Their house is big We’ve got two floors but their house has got three In our house there are three bedrooms upstairs In their house there are five Our house has got one bathroom, and their house has got two There’s a dining room in their house, but we’ve got a table in our kitchen We’ve got a big garden and we’ve got some trees Their garden is quite small They haven’t got any trees but they’ve got some pretty flowers Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:35 Pagina 47 Recording scripts 43 48 Examiner: Have you got a big house? Boy: No, we live in a flat Examiner: Are there many rooms in your house? Boy: Yes, our house has got five bedrooms Examiner: Have you got a garden? Boy: No, but there’s a balcony Examiner: Have you got a dining room in your house? Boy: No, we’ve got a big kitchen and we eat there Boy: Where’s Angus? Girl: He’s in front of the chair Boy: Are Pong and Fang under the table? Girl: No, they aren’t Boy: Is there a puppy under the bed? Girl: Yes, there is Boy: Where’s Duffy? Girl: He’s between the drawers and the bed Boy: Is Bungle behind the bed? Girl: No, he isn’t 49 44 Do you have a big house? Are there many rooms in your house? Do you have a garden? Do you have a dining room in your house? 45 Girl: This is our room The blue bed is mine and the orange bed is Emma’s The CD player is mine I love music The posters are hers, but I like them The soft toys are mine and the mobile phone is hers That watch is mine and the electronic game is hers The computer is mine, but Emma uses it too yours ours theirs his hers 47 Example Kim is on the bed 50 Boy: On Monday morning I play tennis at school I like that I have a guitar lesson on Tuesday afternoons On Wednesday afternoon we art I like to draw and paint On Thursday evening I watch my favourite programme on TV On Saturday morning I meet my friends and we go skateboarding On Sunday evening I visit my auntie She has got a little boy, Thomas and I have dinner with them 51 46 Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / Sunday There’s a table next to the bed The plant is between the radio and the clock The radio is under the books There’s a pencil case in the drawer The chair is in front of the desk There’s a pillow behind Kim January / February / March / April / May / June / July / August / September / October / November / December 52 In July Alison finishes school In August Alison swims all day In September Alison starts school again 53 Group – /s/ starts, likes, eats Group – /z/ swims, plays, opens Group – /iz/ finishes, closes, washes 47 Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:35 Pagina 48 Recording scripts 54 10 11 12 57 What day is it today? Is it Friday? Is it August? When’s your birthday? When’s your dad’s birthday? When you go on holiday? Do you go on holiday in June? What you on Monday morning? What you on Saturday afternoon? What your parents on Sunday evening? Do you go to school on Sunday? Does your dad go to work on Monday morning? Examiner: Is she sleeping? Boy: No, she isn’t Examiner: Are they running? Boy: Yes, they are Examiner: Is he playing? Boy: No, he isn’t Examiner: Are they eating? Boy: Yes, they are Examiner: Am I reading? Boy: No, you aren’t Examiner: Are you listening? Boy: Yes, I am 58 55 It’s got a tail but it hasn’t got wings It’s orange and white It swims very well What is it? Its body is long and thin Its head is small and it hasn’t got legs What is it? It’s got four legs and it’s white Its tail is long and its ears are small What is it? I’m not She isn’t He isn’t It isn’t You aren’t They aren’t 59 56 Examiner: Is she running? Boy: No, she isn’t Examiner: Is she sleeping? Boy: Yes, she is Examiner: Is he playing? Boy: No, he isn’t Examiner: Is he eating? Boy: Yes, he is Examiner: Are they walking? Boy: No, they aren’t Examiner: Are they playing? Boy: Yes, they are Examiner: Are they eating? Boy: No, they aren’t Examiner: Are they swimming? Boy: Yes, they are 48 Is this your dog? Do you play tennis? Are you doing homework? 60 Example Examiner: Have you got a pet? Girl: Yes, I have I’ve got two Examiner: What are they? Girl: I’ve got a puppy and a fish Examiner: What are they called? Girl: My puppy’s called Spike and my fish is called Bubble Examiner: What colour is your puppy? Girl: He’s black, but he’s got white feet Examiner: Has he got a tail? Girl: Yes, he has He’s got a short tail Examiner: Is he sleeping now? Girl: No, he isn’t He’s playing ... Lesson A Lesson B In the classroom Is she your teacher? Review units 1- 2 11 13 UNIT Clothes Lesson A Lesson B Things to wear My clothes, your clothes 14 15 UNIT The body Lesson A Lesson B Show... team games, such as sorting races (pairs or teams sort vocabulary items into groups as quickly as possible) – knock-out games, such as ‘Simon Says’ Trinity 1- 2_ TB OK _Trinity 1- 2_ TB 09/ 02 /11 15 :33... /z/ swims, plays, opens Group – /iz/ finishes, closes, washes 47 Trinity 1- 2_ TB OK _Trinity 1- 2_ TB 09/ 02 /11 15 :35 Pagina 48 Recording scripts 54 10 11 12 57 What day is it today? Is it Friday? Is