Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:22 Pagina Stuart Cochrane NEW s s a P Trinity Teacher’s Book Trinity Grades ISE 3-4 Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 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 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 3-4_TB_Trinity 3-4_TB 17/02/11 09:18 Pagina GRADE Contents Procedures file Diagnostic test UNIT Home life and free time UNIT Local places 11 UNIT Dates to remember 13 Writing file Review units 1-3 15 16 UNIT A place to study 17 UNIT Jobs 19 UNIT Weather 22 Writing file Review units 4-6 GRADE 24 25 UNIT Holidays 26 UNIT Shopping 28 UNIT Food 30 Writing file 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 Review units 10-12 39 40 Recording scripts 41 Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina Procedures file Listening task Stage Remember that there is no formal listening test in the Trinity Grades and 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 haven’t 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 It’s important that you point out to learners that they don’t need to worry too much about the listening since it will not be formally tested in the exam at this level Stage If there’s a picture to illustrate the topic, elicit information from your students which will help prepare them for what they’re 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 Tell students what kind of conversation they’re going to be listening to, e.g a candidate and examiner talking about the candidate’s topic, or a radio presenter talking about the local entertainment events Stage Before students listen, go through the task/s they have to while listening, using the following procedure Get students to read the instructions 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 Select a student who you are reasonably sure will have understood what to do, and ask her/him to explain to the class Check that she/he gives the correct instructions! Give further clarification yourself, if necessary 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 Now elicit answers from students If all students agree on an answer to a question, and it is the correct answer, confirm that it’s 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, you’ll 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 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 it’s appropriate to this, or not; it could be that, if students have had to listen repeatedly to various parts of the recording in Stage in order to agree on answers, they won’t be very enthusiastic about listening yet another time Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 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 haven’t 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 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 Now ask students to tell you their words/phrases from Stage Write them up on the board as they so It’s 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 If there are target vocabulary items that need to be introduced, e.g because later tasks depend on them, and they didn’t come up in Stage 2, introduce them now yourself How you 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 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, don’t insist on correcting other errors at this stage; the important thing is to get the target structure correct Freer speaking practice This kind of speaking task doesn’t 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 there’s no need to insist on complete accuracy while they are completing the task 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 It’s 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 applied mainly to the fluency focussed practice mentioned above (types and 3), but may occasionally also apply to type Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina Procedures file Stage Stage 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 Don’t mention which student/s made the individual mistakes; instead, elicit the correct version from all the students and correct it on the board Stage Give students the chance to prepare for what they’re 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 they’re 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 can’t While they are preparing, you should circulate, helping and answering questions as necessary Stage 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 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 Now give students an opportunity to ask you about things they may have realised they didn’t 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 Now get students to repeat the speaking phase (Stage above) with a different partner/s The aim of repeating this phase is that, after the correction and query phases (Stages and 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 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 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 Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 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 or Grade 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 – 20 relate to the Grade syllabus Questions 21 – 40 relate to the Grade syllabus ANSWERS 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 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 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 examination over 30 indicates that a student has a good grasp of the language areas for Grade and the teacher can focus more preparation time on Topic preparation and pronunciation Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 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 A B C 21 A B C A B C 22 A B C A B C 23 A B C A B C 24 A B C A B C 25 A B C A B C 26 A B C A B C 27 A B C A B C 28 A B C A B C 29 A B C 10 A B C 30 A B C 11 A B C 31 A B C 12 A B C 32 A B C 13 A B C 33 A B C 14 A B C 34 A B C 15 A B C 35 A B C 16 A B C 36 A B C 17 A B C 37 A B C 18 A B C 38 A B C 19 A B C 39 A B C 20 A B C 40 A B C PHOTOCOPIABLE © 2011 Black Cat Publishing Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina UNIT 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 SUGGESTED PROCEDURE: Give student s a few minutes to 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 J / G / L / C / K / D / A / I / F / 10 E / 11 B / 12 H b SUGGESTED PROCEDURE: Before listening, ask learners to guess answers based on their own experience Then listen to check ANSWERS have breakfast; seven o’clock / go to school; eight o’clock / watch TV; seven o’clock / go to bed; nine o’clock c SUGGESTED PROCEDURE: Divide the class into pairs, A & B, and ask A to speak to B first and then swap roles Follow the suggested procedure for roleplays in the Procedures file Follow up: students say if their routine was same or different to their partner ANSWERS Open answers 2a page SUGGESTED PROCEDURE: 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 SUGGESTED PROCEDURE: Introduce this by getting learners to look at the photo of Kelvin Ask them where they think he lives and what his daily life is like See also Procedures File for listening task ideas ANSWERS T / T / T / F / F / F b SUGGESTED PROCEDURE: Get students to read through the prompt questions comparing Kelvin with themselves Give them a few minutes to think about their answers, then put learners into pairs First A asks and B answers, then swap roles Finally, bring the whole class together to elicit answers and share ideas ANSWERS Open answers 4a page SUGGESTED PROCEDURE: Once learners have completed this and you’ve checked answers, you could ask learners if they know other activities which collocate with ‘go’ and ‘play’ Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 10 GRADE UNIT Home life and free time Some other examples are: Go – horse riding, skiing, shopping Play – board games, musical instruments, computer games ANSWERS go for a picnic homework skating the for a walk shopping swimming have play a shower breakfast card tennis football chess b SUGGESTED PROCEDURE: Divide the class into pairs, A & B, and ask A to speak to B first and then swap roles Teacher tells the class what s/he does at the weekend page 10 SUGGESTED PROCEDURE: Focus learners’ attention on the photo of the girl playing piano Elicit from the class who she is, what she does, what’s 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 it’s nice to be famous? ANSWERS is / travels / goes / makes / starts / arrives / have / doesn’t watch / plays / 10 likes / 11 like / 12 want 3a page 11 ANSWERS F / L / L / F / R / R ANSWERS Open answers b Lesson B Grammar & Practice 1a page 10 ANSWERS ANSWERS Open answers be I positive negative questions 4a page 11 am (’m) am not (‘m not) Am I ? SUGGESTED PROCEDURE: he/she/it is we/you/ they are are not (aren’t) Are they ? positive negative questions I like not (don’t) like Do I like ? he/she/it likes does not (doesn’t) like Does she like ? we/you/ they like not (don’t) like Do they like ? (‘s) is not (isn’t) Is he ? other verbs b ANSWERS Partly open ended, but the correct form of ‘be’ must be used: is / am / are / is 10 SUGGESTED PROCEDURE: Learners may need to use their notebook for this activity Give them five minutes to write down their examples – you can go round the class checking that learners’ examples are good ones for the three ‘uses’ Then divide the class into pairs, A & B, and ask A to speak to B first and then swap roles 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 Student’s Book ANSWERS name / are you / are you from / any brothers and sisters / you start school every day / you get home from school / in your free time / you like b ANSWERS C / A / E / B / D / G / F / H c SUGGESTED PROCEDURE: Divide the class into pairs, A & B, and ask A to ask five questions first and B to answer Then swap roles, with B asking five different questions from a) ANSWERS Open answers GRADE Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 34 UNIT 10 At the weekend & through the year Trinity subject area 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 Advice to candidates Topic presentation: how the examiner uses the Topic form questions Lesson A Words & Ideas 3a page 57 SUGGESTED PROCEDURE: 1a page 56 ANSWERS A shopping / B eating / C walking the dog / D playing football / E fishing / F gardening / G jogging / H chatting ANSWERS Ralph – winter / Antonia – summer b ANSWERS B / F / A / E / G / H / D / C ANSWERS 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 T / F / F / T / F / F the shopping c a walk SUGGESTED PROCEDURE: b As with all pair work, divide the class into pairs Get A to ask B, then after three to four minutes tell them to swap roles Monitor and provide feedback at the end Encourage learners to use conjunctions ‘but’ and ‘because’ Before they start, provide them with a model of both these connecting words, reminding them that they are usually weak forms: ‘because’ is often mispronounced by learners, who lengthen the second syllable ANSWERS Open answers ANSWERS Open answers d ANSWERS Open answers 2a page 57 ANSWERS winter / spring / summer / autumn 34 b SUGGESTED PROCEDURE: c 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 Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 35 UNIT 10 At the weekend & through the year Lesson B Grammar & Practice 1a page 58 ANSWERS R / A / R / R / R / A You could follow up by playing the audio again for them to check sometimes seldom b never ANSWERS always usually often c b SUGGESTED PROCEDURE: SUGGESTED PROCEDURE: Before learners look at the Focus box, write a few example sentences with these adverbs that illustrate the most typical word order With closed books, ask learners to work in groups of three and come up with rules for adverb word order based on the examples you wrote on the board Then refer learners to the Focus box You could add a bit of fun to the exercise by making it a race, with students working in pairs to finish first Remind students what the topic form is for and that there is an example Topic Form at the back of the student’s book (page 78) The aim of this activity is to make it clear to students that the examiner can ask questions in any order Things I like ANSWERS It seldom snows In England They usually go out with friends on Saturday evening What I Main points to discuss about my topic Where and when My colleagues We sometimes go on holiday in winter Sometimes she goes to concerts with friends My family never watch TV I am never late for school d SUGGESTED PROCEDURE: 3a and b page 59 SUGGESTED PROCEDURE: If you’re 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 partner’s form Monitor and provide feedback at the end ANSWERS Open answers ANSWERS Open answers 2a page 59 ANSWERS sports / Thursday / three / takes money 35 GRADE Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 36 UNIT 11 Sports and hobbies Trinity subject area 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 Advice to candidates Asking the examiner a question Lesson A Words & Ideas 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 b e ANSWERS Open answers ANSWERS diving / cricket / rollerblading / tennis / video games / fishing / sailing / 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 c Quiz If you have time, you could this quick team quiz with your class ANSWERS Suggested extra words in brackets Tell students there is one word they don’t need 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) What game has kings and queens? a backgammon b Monopoly c chess d SUGGESTED PROCEDURE: Divide the class into groups of 3or 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 Which instrument needs a bow? a the piano b the violin c the guitar What is a yacht? a a kind of ball b a kind of hat for tennis c a kind of sailing boat Which sport does not need a round ball? a rugby b golf c football Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 37 UNIT 11 Sports and hobbies What computer game stars Lara Croft? a Raiders of the Lost Ark b Tomb Raider c Pac man c Quiz answers: a / c / b / c / a / b SUGGESTED PROCEDURE: 2a page 61 SUGGESTED PROCEDURE: Tell learners that they are going to hear 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 Craig: playing the piano / Alice: football / Adam: sailing page 63 Divide the class into pairs, A & B, and ask A to speak to B first and then swap roles It’s important that learners don’t refer to their notebooks during the speaking part of this activity, but just try to remember what they noted down ANSWERS Open answers 3a page 63 ANSWERS c / d / e / a / h / f / g / b b b SUGGESTED PROCEDURE: SUGGESTED PROCEDURE: Ask learners to read through the questions Remind them what these time phrases mean and ask them if they can think of any others The time phrases in the second question (once a week etc.) may be new to some learners, so elicit from the class what they think these phrases mean You could ask them for synonymous expressions – for example, once a week could be ‘every Monday’ or ‘at the weekend’ as these are used in the audio Now play through the audio and let learners answer When you check, pause the audio at the relevant section and ask learners what they heard that helped them make their choice ANSWERS a four years ago; b six months ago; c five years ago / a every day; b once a week; c once a week (every weekend) ANSWERS late / early / fast / well / hard page 61 ANSWERS Open answers Lesson B Grammar & Practice 1a page 62 ANSWERS well / badly / fast / terribly / slowly b 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 Do you play sport? / Do you travel a lot? / What kind of books you like? / Who is your favourite rock band? / Can you play music? / Do you collect anything? / Do you like computer games? / Is there a swimming pool near your house? c and d SUGGESTED PROCEDURE: By now, learners should have decided upon a special topic to prepare for the interview Try to encourage students’ originality when preparing their questions Don’t 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 page 43 of the student’s 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 haven’t yet worked with Divide the class into pairs, A & B, and ask A to speak to B first and then swap roles after about or minutes Monitor and provide feedback at the end ANSWERS Open answers ANSWERS is riding dangerously / speaks angrily / raining heavily / Look carefully 37 GRADE Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 38 UNIT 12 School and work Trinity subject area 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 Advice to candidates Asking for clarifications Describing pictures Talking about plans and intentions Lesson A Words & Ideas 1a page 64 SUGGESTED PROCEDURE: With closed book, get pairs or small groups to brainstorm ideas for people who work in schools and what they Then open books to 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 SUGGESTED PROCEDURE: After playing, ask learners to recall words or phrases that helped them decide ANSWERS A cleaner / A nurse / A head teacher / A teacher / A caretaker c ANSWERS Open answers d SUGGESTED PROCEDURE: This is quite a difficult task, but sometimes it is necessary to ‘stretch’ learners a little more Don’t 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’ ANSWERS Open answers 2a and b page 65 SUGGESTED PROCEDURE: Don’t forget that this is supposed to be a communication activity Learners should not be going through this questionnaire alone, but responding as their partner asks them questions ANSWERS Open answers 3a page 65 SUGGESTED PROCEDURE: Elicit from the class very briefly what the photos show and what’s 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 SUGGESTED PROCEDURE: Remind students that they should be using present continuous to describe actions in the photo, e.g ‘They are flying’ and present simple describe personal qualities, e.g ‘They are calm and quick thinking’ ANSWERS Open answers Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 39 UNIT 12 School and work Lesson B Grammar & Practice page 66 ANSWERS affirmative (short form) negative (short form) I am (’m) am not (‘m not) He/She/It is (2 ’s) is We/You/They are (5 ’re) not (isn’t) are not going to + infinitive going to teach (6 aren’t) 2a page 66 b ANSWERS B / A / B / B / A ANSWERS ✓ Excuse me I didn’t catch what you said b SUGGESTED PROCEDURE: This focuses on the ‘predictions’ use of ‘going to’ Point out that there are verbs in the top box and nouns in the bottom that all relate to the photos on page 65 POSSIBLE ANSWERS He’s going to climb down the building They’re going to and experiment He’s going to put out the fire They’re going to land the plane She’s going to interview someone They’re going to take the patient to hospital c ✓ I’m sorry, but I don’t understand ✓ To be honest, I don’t know ✓ Excuse me I’m not sure what you mean 4a page 67 ANSWERS Open answers b ANSWERS Open answers SUGGESTED PROCEDURE: WRITING FILE Divide the class into pairs, A & B, and ask A to speak to B first and then swap roles after about or minutes Monitor and provide feedback at the end Task – Reading into writing task 1a page 68 ANSWERS Open answers Open ended discussion 3a page 67 b SUGGESTED PROCEDURE: Point out that it is perfectly normal not to understand someone or hear them well – even when we speak in our first language it often happens What learners need to know is how to cope in these situations This exercise practises useful phrases for getting clarification You could 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 / b / c 12 / d / e / f / g / h / i / j 11 / k 10 / l Hi Mariana I’m so happy you are going to come next weekend I always enjoy your visits I’ve got lots of plans! On Saturday we’re going to go skating Can you skate? I skate very badly! But don’t worry We’re going to have lessons Bring a jumper because it’s cold there On Sunday we’re going to go swimming at Water fun, so bring your swimming costume We can go on the Rapids I can’t wait! Take care Helen ANSWERS a / b / c 39 GRADE Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 40 You Turn! page 69 SAMPLE ANSWERS Hi Omar I’m so happy you’re going to visit me tomorrow I’ve 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 isn’t going to be very good Bring a warm coat and some good boots It’s going to rain a little, but we’re still going to have a good time See you tomorrow, Craig Task – Writing task 1a page 69 Open ended discussion b ANSWERS Saturday 28th of July I had my first sailing lesson It was great fun My friend Amlan and I went to the sailing club There were ten other children in the class Our teacher is Yiannis and he’s very nice First we learned how to wear life jackets That’s really important Then we learned how to put the sails up and down It’s easy! Tomorrow we’re going to try real sailing in little boats I can’t 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 wasn’t easy We both fell a lot, but it was funny Tomorrow we’re going to practise all day I can’t wait REVIEW UNITS 10-12 page 70 ANSWERS Y R A 3C Q E T A O S C R E E N H H S N O R K E L N E T O O L L D M F L I P P E R S E 10 B A T page 70 ANSWERS / a / getting / to buy / at / have / racquet / well / go / 10 quickly 3a page 70 ANSWERS c / c / a / c b ANSWERS Open answers page 71 ANSWERS ✓ / ✗ John plays the piano very well / ✗ We ran quickly to catch the bus / ✓ / ✗ Why are you angry with me? / ✓ page 71 ANSWERS I never go to school on Sunday / We always go on holiday in winter / I am often late for school / Sometimes my friends are annoying.; My friends are annoying sometimes / Our teacher rarely gets angry 6a page 71 ANSWERS He isn’t going to write an email He’s going to answer the phone / He isn’t going to go skiing He’s going to go swimming / They aren’t going to watch TV They’re going to cook dinner b ANSWERS Open answers 40 Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 41 Contents Recording scripts Diagnostic Test Hello, how are you? Can you play the guitar? How you come to school? When you go swimming? Where exactly you live? What was the weather like yesterday? Can you tell me the way to the station, please? What are you doing at the moment? What languages can you speak? 10 How can I get to the supermarket? 11 When you watch television? 12 Why is it so cold? 13 Why are you late? 14 When is your birthday – and your brother’s? 15 What is that teacher doing? 16 Can you tell me where the football stadium is, please? 17 Which cinema 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 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 you visit your grandparents? 29 Do you often go to the shopping centre? 30 Choose the best question from your answer sheet 31 Did you play any sport last weekend? 32 What are you going to eat tonight? 33 Do you enjoy meeting your friends at the weekends? 34 Did you have a good time on holiday? 35 Choose the best question from your answer sheet 36 Are you going to visit any other countries? 37 How often you go shopping? 38 Do you usually work at the weekend? 39 What 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 o’clock I go to school at eight o’clock in the morning School finishes at three o’clock in the afternoon and I go home I have dinner and at six o’clock in the evening I usually my homework At seven o’clock I usually watch television I always go to bed at nine o’clock What about you? Boy: My name’s Kelvin I live in Zambia We’ve 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 o’clock I have breakfast at quarter past six and then I put on my school uniform I like school, but it’s far away Every morning I walk three kilometres and I get to school at seven o’clock 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 homework at three o’clock 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 He’s a fisherman We don’t watch TV in the evenings – we haven’t got one! We sit together and talk We usually got to bed at ten o’clock 5 What’s your name? How old are you? Where are you from? Have you got any brothers or sisters? What time you start school every day? What you when you get home from school? What you in your free time? What sports you like? A B C D E F G I’m twelve years old Yes, I’ve got one brother He’s younger than me Alexandra About 9.00 o’clock in the morning I’m from Barcelona I play the piano and read comics I usually have something to eat and then start my homework H I don’t like football or basketball or anything like that I hate sport 41 Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 42 Recording scripts Man: Oh yes, it’s 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 What’s that street called? Man: That’s Library Road When you’re on Library Road, go straight ahead Go past the library Woman: Okay – I go straight ahead, past the library Man: That’s 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 That’s Lime Avenue Woman: Okay – Lime Avenue Man: Yes Go straight ahead along Line Avenue On your left is a theatre It’s opposite the theatre Woman: Okay, opposite the theatre in Lime Avenue Is it far? Man: No, no It’s not far at all – about five minutes from here Woman: Oh good Thanks very much 42 Man: Well, it’s very near the church Do you know where the church is? Woman: No, I’m afraid I don’t 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 That’s 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 You’ll 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: That’s right Go up the steps, and it’s in front of you Woman: Okay Thanks very much for your help Man: No problem Turn left at the lights Is the museum behind the school? Turn right then left Hi! It’s opposite the bank Where’s the post office? Take the second on the left Can you see the church? 10 Where’s the museum? Excuse me, could you tell me the way to the General Hospital, please? I can’t find the bus stop Where is it? Excuse me, you know the way to the post office? Tell me the way to the station Could you tell me how to get to the library from here? 11 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 there’s a lot going on in town this month For music lover’s, 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 Beethoven’s Fifth Symphony on the 12th of October The venue is Saint George’s Hall and the music starts at 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 we’re 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 There’s more dancing on at the Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 43 Recording scripts 13 What time you get up on Monday mornings? What is your favourite day of the week? Do you get up early on Saturday? What you on Sunday afternoons? When is your birthday? When 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 That’s 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, that’s right I’ve been playing for about two years D Examiner: What’s your name? Girl: My name’s Maria E Examiner: Well, thank you It’s been nice talking to you Girl: Thanks Nice to meet you, too F Examiner: What you normally at the weekend, Marc? Boy: Oh, I lots of things I have a lot of hobbies G Examiner: So you like photography, Maria What kind of photos 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 Tomorrow there is a test on the names of all the big rivers in Europe So your homework today is to learn their names It’s one of my favourite lessons All the children love the teacher She isn’t French, but she lived there for about 15 years, so she can speak the language really well Please don’t forget that tomorrow’s lecture on Einstein’s theories is very important If you can’t come, please speak to me after today’s lecture Mum, can you help me? I can’t these sums They’re too difficult Oh I hate numbers! Every afternoon I go to the campus library and study for four or five hours This week I’m studying the First World War I don’t really like it very much, but on Monday mornings our teacher reads us stories and poems, and that’s nice 16 Girl: I like Monday mornings! First we have Maths That’s my favourite lesson Some children can’t Maths, but I think it’s easy Next we have Geography I don’t like Geography I can it, but it’s very boring Then we have a break for twenty minutes – that’s always fun – and after the break we have French I can’t speak French very well, but I like it because our teacher is really nice At twenty past twelve it’s the lunch break Of course I love that part of the day! After lunch we have History I don’t like that because I can’t remember anything Next we have Science which is always interesting and after that we have Sports I like football I can’t play well, but it’s lots of fun And finally, we go home at four o’clock 17 10 What time you start school? What is your first lesson on Tuesday? When is your lunch break? What time you get home from school? What lessons you have on Monday morning? What is your favourite lesson? Can you play music? Can you speak a foreign language? What lessons don’t you like? Do you have homework every day? 18 I write for a newspaper Sometime I tell the news on radio or television I work in a hospital I help to look after patients I work in a restaurant Customers tell me what they want and I bring it to them I make houses, schools, offices and many other buildings I work with children in a school I help them learn My job is sometimes dangerous I put out fires and save people’s lives 43 Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 44 Recording scripts 19 23 Girl: I think I’m very lucky I love my job I 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 what’s happening I don’t need many things to my job When I’m in the office, I use a computer to write my articles When I travel, I don’t 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 what’s happening there Today I’m in Venice in Italy The film festival is taking place Lots of people are waiting to see famous film stars I’m waiting, too But I’m waiting to speak to Johnny Deep He’s staying in a hotel here and I’m meeting him later Yes, I’m very lucky – I love my job! 20 Sounds of a keyboard Girl: I think the Venice film festival will be a good story to cover Man: Yes, I’d like you to go there and I think A landing airplane Girl: So, Johnny Tell me about your next movie The clicking sound of a camera The sound of writing on paper and turning pages 21 a b c d e He isn’t a good student She hasn’t got a job I’m studying English I can’t play the piano We don’t work in Rome 22 Examiner: Look at this photo What job these people do? Girl: Oh, this is a very tiring job They are working very hard Examiner: And what’s happening? What are they doing? Girl: Well, there are three chefs There’s a woman and two men One man is cooking something in a frying pan I can’t see the other man very well I think he’s cooking too The woman is cutting vegetables I think she’s making a salad I think it’s very hot in the kitchen It’s a difficult job 44 Ah this is perfect Not a cloud in the sky! I think it’s warm enough to go swimming Shall we go to the beach? Wow – it’s really strong today Let’s go and fly our kite Look at that Everything is white It’s really beautiful Let’s put gloves and scarves on and go and play You’d better take an umbrella with you It’s pouring down outside You may even need boots! I can’t drive in this I can’t see anything Let’s stop here and wait for it to clear Brrr! It’s so cold Oh wow – look at the river There are people walking on it! It’s so dark, but it’s only three in the afternoon I think it’s going to rain very soon Can you hear the thunder? Quick! Run inside I don’t want to be struck by lightning 24 Angela: It’s raining now but this morning, honestly, the weather was so different It was warm and sunny – like a summer’s day I mean, my daughters were in the garden sunbathing! I wasn’t outside It was too hot for me And now look at it! Never mind, I think the rain’s stopping now, and it’s 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 it’s raining all the time It never stops I hope we have some snow by New Year’s Eve Mike: It was really foggy yesterday morning I was on the bus to work and I couldn’t 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 it’s still snowing now, look Funny weather! 25 Were you at school yesterday? Was your mum angry with you? 26 Was it sunny yesterday? Were you on holiday last week? Was your sister at the party? Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 45 Recording scripts 27 Have you got any brothers or sisters? What’s the weather like in winter where you live? What 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? What’s your favourite lesson? Are there any parks near your house? What a mistake! We camped on a campsite in the mountains We liked the place, but we didn’t enjoy the weather It rained every day for a whole week This year the beach! 31 Group – /t/ finished Group – /d/ enjoyed Group – /id/ started 28 Mum, Dad? The sea’s wonderful it’s really warm Are you coming in? Don’t sit on the beach all day! Oh, the ship’s leaving We’re on our way Come on Let’s go and leave out suitcase in the cabin, and then see the rest of the ship And this is one of the most famous sites in the city It was fist opened in 1894 and it was built by Here we are This is a good place, isn’t it? Now, I’ll 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 didn’t 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 wasn’t very good, so we ate beans every night No, we weren’t 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 didn’t 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 weren’t open 30 Last year we were in Scotland for our summer holiday Scotland is lovely, but our holiday was awful Dad didn’t want a beach holiday He wanted something different We decided to go camping 32 Group packed booked cooked stopped Group loved played arrived travelled Group visited waited ended needed 33 Point Examiner: So, you’re going to tell me about your winter holiday, Pierre? Boy: Yes, that’s 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 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 Examiner: What did you there? Boy: Umm most of the day we skied Examiner: Are you a good skier? Boy: No, not really But I don’t fall over too often I had some lessons Point Examiner: What did you like most about your holiday? Boy: Oh the skiing I love skiing, and also the mountains I’m always happy in the mountains Examiner: Was the food good? Boy: Oh, not so good, actually, because there was only one 45 Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 46 Recording scripts 34 37 Mathis: I always buy online – you know, Internet shopping It isn’t cheaper than the high street shops, but there’s a bigger choice There’s rock and pop and hip hop – everything It’s 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 don’t! Chloe: I don’t like the big supermarkets I know they’re cheaper than the market, but you don’t know what you’re buying You can’t smell the fruit and vegetables because they’re 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 can’t understand from the computer if it fits you I like to go to the high street shops They’re more expensive but the quality is better than the market and the clothes are nicer 35 It’s black and white Some cheese and bread I’d 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 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 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 you buy them? What is it you like about old records? Girl: Oh that’s 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 it’s 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 they’re sweeter than white onions I’m not very keen on white onions I usually add mushrooms, too I use the smallest mushrooms I can find, because they’re the tastiest Finally, add the cheese Mozzarella, of course – that’s the best! But I don’t buy the most expensive Mozzarella – I get the cheapest in the supermarket It’s good enough Now, it’s ready to go in the oven Bake it at 200 degrees for about 20 minutes 38 How often you play football? What did you last weekend? What are these people doing in the photograph? What’s your favourite food? What you usually have for lunch? What’s the weather like here in winter? 39 Man: Hmm This is delicious Can you pass me some more? Woman: Here you are Would you like another sandwich? Man: This flower is called a dog rose You can find them all summer in the park It’s got a lovely smell See? Man: How much were the trousers? Woman: Only £25 pounds A real bargain! Boy: We’ve been here for an hour and nothing! Are you sure there are fish in here? Oh! Wait a minute I think I’ve caught something Quick! Get the net Man: I’m getting a bit tired now Can we sit down for a while Woman: Sit down already! We’ve only done two kilometres Woman: And some new neighbours have moved in It’s a family They’ve got three children I think he’s from Australia, but I’m not sure Anyway, the other day they came round Boy: OK, here are the teams John, Mike and Win , you’re one team Jan, Kim and I will be the other team Jan, you’re in goal Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 47 Recording scripts Woman: Come on Jack Come here boy No, Jack, no! Don’t chase the rabbits jack Come back here Jack! 40 Ralph: I don’t often go out at weekends It’s always raining I usually stay inside I like to 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 It’s a lovely place to be But the thing I like to 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 don’t 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 It seldom snows in England They usually go out with friends on Saturday evening We sometimes go on holiday in winter Sometimes she goes to concerts with friends My family never watch TV I am never late for school 42 Examiner: So where you work, Liang? Liang: I work in a shop with sports equipment and clothes It’s a shop in the centre of my town Examiner: And how often you work there? Liang: I usually work there every Saturday, but sometimes I work on Thursday, too But that’s only in the school holidays Examiner: Who you work with? Liang: I work with three other young assistants We have a very nice boss Examiner: And what you do, exactly? Liang: Well, I 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 you like the job? Liang: Yes, it’s okay I have fun, and I can earn some money, too It’s good to meet people, and I like giving them advice about what to buy, because I know a lot about sports 43 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 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 I’m usually the goalkeeper because I can’t run very fast I like it when we play the boys’ team, because we always win! They play terribly it’s 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 can’t it very well yet because I’m young, but I just love the sound of the wind and the sea It’s great 45 a Well, I play golf a little bit, but I’m not very good at all b Yes, I 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 Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 48 Recording scripts d Um I suppose it’s 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 don’t, but my son collects stamps He’s got thousands of stamps from all over the world g Um I think I know one called Tomb Raider, although I’ve never played it I use computers a lot, but I don’t play games very often h Yes there is It’s about fifteen minutes away from my house, and I swim there every Saturday 46 Oh no! I mopped that floor an hour ago, and now look at it I’ll have to mop it again now! Huh! Kids! Oh dear! Have you got a headache? Come and lie down for a while Good morning everyone I want to welcome all of you, children and teachers, to a new year at Bollington High school Ok everyone, listen carefully please Your homework for tonight it to exercises Well, six o’clock now and everything’s locked up Time to go home! 47 Carmel: I can see two women They’re wearing masks and hats They’re scientist I think they’re trying to find out something Perhaps they’re going to find a cure for a disease Good scientists are hardworking and clever Their job is very useful I’m going to be a scientist one day Laurant: I can see a person – I think it’s a man He’s wearing a helmet and a big coat He’s putting out a fire There’s a house on fire and he’s putting it out He isn’t going to save the house The fire is very big I don’t think that’s a nice job It’s very dangerous – and it’s important – but I think I’m going to teach, like my dad It’s much safer! Fen: There’s a man at the top of a very tall building I’m not sure what he’s doing Maybe he’s going to clean the building or fix it This is a very dangerous and difficult job He’s very brave I’m not going to a job like that You need to be brave and strong and I’m not brave or strong! I’m going to be a journalist 48 48 Examiner: What you like to in your free time, Adrianna? Girl: Excuse me I didn’t catch what you said Examiner: Where are you going to go for your next holiday? Girl: I’m sorry, but I don’t understand Examiner: And what is the most valuable stamp in your collection? Girl: To be honest, I don’t know Examiner: Are there many places for entertainment in your neighbourhood? Girl: Excuse me I’m not sure what you mean ... ANSWERS Open answers ANSWERS Open answers 2a page 59 ANSWERS sports / Thursday / three / takes money 35 GRADE Trinity 3- 4_ TB _Trinity 3- 4_ TB 14/ 02/11 11:52 Pagina 36 UNIT 11 Sports and hobbies Trinity. .. computer She? ?s talking to her boss She? ?s travelling She? ?s interviewing someone She? ?s taking photos She? ?s writing Trinity 3- 4_ TB _Trinity 3- 4_ TB 14/ 02/11 11:51 Pagina 21 UNIT Jobs page 31 b SUGGESTED... mispronounced by learners, who lengthen the second syllable ANSWERS Open answers ANSWERS Open answers d ANSWERS Open answers 2a page 57 ANSWERS winter / spring / summer / autumn 34 b SUGGESTED PROCEDURE: