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Trinity 5-6_TB_195x260_NI0072 04/03/11 09:53 Pagina Laura Clyde Roz Varuzza NEW s s a P Trinity Teacher’s Book Trinity Grades ISE I 5-6 Trinity 5-6_TB_195x260_NI0072 04/03/11 10:09 Pagina Internet: www.blackcat-cideb.com email: info@blackcat-cideb.com Editors: Joanna Burgess, Maria Grazia Donati Book design: Veronica Paganin Cover design: Maura Santini Page layout: Maura Santini Design coordinator: Simona Corniola Art Director: Nadia Maestri © 2011 Black Cat Publishing, Genoa, London First edition: March 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 I II III IV V VI Year 2011 2012 2013 2014 2015 2016 Trinity 5-6_TB_195x260_NI0072 04/03/11 09:53 Pagina Contents grade Procedures file UNIT Festivals & special occasions 10 UNIT Means of transport 14 UNIT Entertainment & music 18 UNIT Recent personal experiences 22 Review units 1-4 grade 25 UNIT Fashion & money 26 UNIT Travel 30 UNIT Learning a language; Rules and regulations 34 UNIT Health & fitness 38 Review units 5-8 41 Writing file Recording scripts 42 43 Trinity 5-6_TB_195x260_NI0072 04/03/11 09:53 Pagina Procedures file Listening tasks 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 4, page 32, the photos can be used as prompts to ask students what they know about the subject area 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 giving answers to a quiz 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 mono-lingual 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 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 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 this is disagreement on the correct answer, write all the possible answers that students give you for that question on the board, put a big question mark next to them, and tell students that, in a minute, 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 Brainstorming vocabulary 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 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 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 Trinity 5-6_TB_195x260_NI0072 04/03/11 09:53 Pagina Procedures file Speaking tasks This guidance is to help teachers organise, monitor and give feedback for roleplays and speaking activities to practise fluency, not for more controlled speaking tasks that are designed primarily to practise specific functions or grammatical structures Stage Roleplays – details about individual roles are provided in the instructions for students for these type of tasks Get students to read their roles before going on to Stage Fluency-type speaking tasks – start off by giving a model yourself of what students have to do, for example, where they have to tell one another about their own personal experiences in relation to the subject, tell them about a relevant experience that you have had Stage Give students the chance to prepare for what they’re going to talk about For roleplays, students are usually asked to prepare roles together For fluency-type speaking tasks, students will usually be preparing alone Set a time limit, e.g., five minutes, and encourage them to make notes to organise their thoughts and to help them with what 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 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 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 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 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 Trinity 5-6_TB_195x260_NI0072 04/03/11 09:53 Pagina Procedures file Writing tasks In most units of the Student’s Book, there is a section which practises the ‘Reading into Writing’ component of the Controlled Written exam, i.e where candidates read a text, then write either a report or an article (this varies from one exam to another) based on information or ideas from the text These sections not include an explicit focus on how to write articles or reports With this in mind, you will probably want to use the material in the Writing file, page 91 Trinity helps with this by providing a special form for the teacher (the Student Portfolio Feedback Form, photocopiable from the ISE Syllabus, downloadable from the Trinity College website) to point out to candidates areas for improvement in their written work; this would most usefully be used before candidates write the final version of each task for their portfolio Before candidates give a draft of their task to the teacher, however, they can also gain from critically assessing their own work, and help other students by critically assessing one another’s work See page of the Teacher’s Book for a Self/Peer Assessment Checklist you could use, and an activity to help students with comprehension of, and familiarisation with, the Student Portfolio Feedback Form In the month or so before candidates begin preparing portfolio tasks, you could start getting them used to receiving a less directed form of feedback by adopting a system of correction symbols when marking their written work, so that mistakes are categorised, e.g as a grammar, or spelling mistake, but not corrected explicitly In this way, the student has to think about what the mistake could be and try and correct it her/himself Samples from the Portfolio section and from the Controlled Written exam are available at the Trinity College website Assessing Portfolio work – the teacher’s role Procedure for drafting and improving writing tasks Trinity has very clear guidelines as to the extent of the help that you, as the teacher, can give your students with written work for their portfolios Please see the ISE Syllabus (available online at the Trinity College website) for these guidelines Looking at what teachers must not do, you will see that the traditional way of marking students’ work, where each mistake is corrected by the teacher, is not allowed for candidates’ portfolio tasks This means that we need to introduce an alternative approach for helping students improve their written work, where teachers guide learners in working out their own mistakes and discovering by themselves how they can improve their writing For portfolio writing tasks to be an example of candidates’ best work, they will need to go through the process of drafting and redrafting, making improvements each time Guidance for ISE I writing tasks Writing genre guidance in New Pass Trinity In most units of the Student’s Book, there is a focus on how to write one of the specific type of texts which feature in ISE I, i.e letters, e-mails, reports, articles, reviews, narratives, descriptions This focus involves a series of tasks to help students prepare for writing a genre of text independently There is also information in the Writing file about characteristics of the various text types, which students are referred to before they start a writing task Writing tasks in the units follow on from other tasks where students have worked with vocabulary and/or grammatical forms that will be useful for the writing Controlled Written exam ‘Reading into Writing’ tasks Stage Students help one another with ideas for the writing task – instructions for the content of individual tasks are given in the Student’s Book Stage Students write the first draft of the task This stage would usually be done at home Stage In class, students use the Self/Peer Assessment Checklist on page 7, first to assess their own work, then to assess another student’s work Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina Procedures file Stage Students now write a second draft of the task, improving their writing by taking into account the points mentioned in Stage Stage Students look at the advice you have given them on the Feedback Form and, taking it into account, write the third and final draft of the task Stage Students not give their second draft to you You suggest ways to improve it by completing the Student Portfolio Feedback Form, which can be photocopied from the ISE Syllabus, available online at the Trinity College website Stage If students decide to use the task for their portfolio, they must attach the Feedback Form from Stage to their final version Self/Peer Assessment Checklist Part of the task is missing – check the instructions again I/You need to add some more ideas/reasons/opinions/more description * The handwriting is too difficult to read The style of language is too informal/formal* for the task The writing isn’t organised logically The sentences aren’t organised in logical paragraphs The introduction/conclusion is missing * I’ve/You’ve repeated points unnecessarily There are mistakes in the grammar: word order; prepositions; tenses; singular/plural; subject agreement * 10 Some vocabulary items are used wrongly 11 I/You should vary the vocabulary more 12 There are spelling mistakes 13 There are punctuation mistakes * circle as appropriate Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 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 6-7 of their coursebooks The CD should be played without interruption It is important to understand that the Diagnostic test is not a precision instrument It will help you in deciding whether particular students are in a position to start preparing for a Grade 5, Grade or ISE I examination It will help you in the sense that it tests listening comprehension and receptive knowledge of appropriate responses to questions However, to this information you must add your own knowledge of student’s speaking skills, and additionally for ISE I, their productive writing skills and their reading skills The test is design to determine whether students are ready to start preparing for a specific examination – not whether they are ready to take it When assessing students’ readiness, you, as the teacher, must also add your knowledge of the individual student in terms of her/his application, motivation and normal rate of progress The questions are distributed as follows: Questions – relate to the Grade syllabus Questions – 10 relate to the Grade syllabus Questions 11 – 18 relate to the Grade syllabus Questions 19 – 29 relate to the Grade syllabus Questions 30 – 40 relate to the Grade syllabus ANSWERS B B C A C B A B 10 11 12 13 14 15 16 C B A A A A B C 17 18 19 20 21 22 23 24 C A A B B A C C 25 26 27 28 29 30 31 32 A C A C A A A A 33 34 35 36 37 38 39 40 C C C C C A A B When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the following: • Speaking skills • Application • Writing skills • Motivation • Reading skills • General learning rate Interpretation of scores 24 or less A score of 24 or less indicates that a student is probably not yet ready to start preparing for a Grade examination 25-32 A score of between 25 and 32 indicates that a student is probably ready to start preparing for a Grade examination but probably not yet ready to start preparing for Grade or ISE I Over 33 A score of 33 or over may indicate that a student is ready to start preparing for a Grade examination or ISE I Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina Diagnostic test answer sheet 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 grade Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 10 UNIT Festivals & special occasions Trinity subject areas Grammar Phonology Conversation phase Topic phase Festivals; Special occasions The Present Perfect Have in the Present Perfect Dos and don’ts Preparing for the Topic Phase Vocabulary, page 1a Focus students on the photos and elicit the special occasions that they show Then get students to look at the list of activities 1-8 and to match them with the photos ANSWERS A4 B1 C6 D3 E8 F2 G7 H5 1b ANSWERS 10 BRITISH NATIONAL INTERNATIONAL - May Day - Pancake Day (held the day before lent starts ie: 40 days before Easter) - St Patrick’s Day (celebrated in Ireland) - Guy Fawkes’ Night (Bonfire Night, which is a celebration with firework displays and big fires, is held in Britain on 5th November.) This will change depending on countries - Christmas - St Valentine’s Day - Graduations - Weddings - Halloween - New Year - Carnival - Birthdays - Easter - Thanksgiving (Thanksgiving is a traditional harvest festival celebrated in the USA in November and Canada in October It’s traditional to eat turkey with family and friends.) - Divali (Divali is celebrated mainly in India between mid-October and mid-November and is sometimes called the festival of lights.) - Music festivals grade Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 34 UNIT Learning a language; Rules & regulations Trinity subject areas Grade Phonology Grammar Conversation phase Learning a language; Rules and regulations Connected speech at sentence level; Stress and weak forms Expressing obligation, necessity and uncertainty Talking about your portfolio Vocabulary, page 58 1a Get students to work in pairs and discuss what they can see in the photos and to match each one to the different ways of learning a foreign language (1-8) sentences, then go through the answers with the class ANSWERS 1H 2C 3E 4D 5A 6G 7B 8F POSSIBLE ANSWERS have to must/need to might, has to mustn’t doesn’t have to you have to might not Do you have to 1b Go through the examples with the class, then 4b Go through the examples with the class, then give the pairs a few minutes to discuss the questions, before discussing them together as a class Reading, page 59 2a Give students two minutes to read the article and match the headings with the paragraphs, before checking the answers with the whole class ANSWERS 1D 2A 3B 4C 2b Go through the example with the class, then give pairs two minutes to discuss the questions, before discussing them together as a class Focus the class on phrase in bold in the text (What I have to to really learn a language?) and elicit from them its matching function (It’s necessary to do) Give them a minute or two to match the other phrases with their functions, then go through the answers together with the class Grammar focus, page 60 Go through the explanation in the Grammar focus box with the class, pointing out that they have already seen the example phrases in the article on page 59 34 4a Give students five minutes to complete the give the pairs about ten minutes to discuss questions 1-3 and make the list in 4c Put students with a different partner for them to compare their lists from b) After they have finished, ask students to volunteer to report to the class their answers to the questions in b) Phonology, page 61 5a Students have their books closed Start the exercise by writing the example sentence on the board and eliciting from the class which words the stress is on in the sentence Play the recording, pausing after this first sentence for them to listen and check Students now open their books Play the rest of the recording while students listen and mark the stress in sentences 1-5 Play the recording again, stopping after each sentence to check the answers with the class ANSWERS You don’t have to understand everything You mustn’t get demotivated You need to hear other people speaking You must choose things that you’re interested in What I have to to really learn a language? Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 35 UNIT Learning a language; Rules & regulations 5b Play the recording again, stopping after each sentence for students to repeat it together as a class 5c Play the first sentence and elicit from the class how many words it has Write the sentence on the board as they give it to you Explain that contractions count as two words ANSWERS 9 10 5d Play the recording again for students to write the sentences ANSWERS You don’t have to learn lots of grammar You must get lots of practice at listening When you have to go back to school? You mustn’t talk during the exam You need to work hard to learn a foreign language Go through instructions and with the class, then start the activity off by telling them about the rules and regulations in your schooldays You could exaggerate these for dramatic effect, e.g I had to start school at 7am I had to three hours of homework every day I had to go to school on Saturdays (With this, you will be using ‘have to’ in the Past Simple tense – if you have young students who are still at school, this can stay at a receptive level, but if you have older students, whose schooldays are over, you will need to briefly go through this past tense form, as they will need to use it themselves.) Tell students how you would have liked things to have been different in your schooldays Now put students into groups of three or four and ask them to follow instructions and Give them about fifteen minutes for this For stage 3, give each group a name and write it on the board Then get students to nominate one person in the group to present their rules for the perfect school to the class Tell students to write down the name of each group, leaving space between each one, and to note what they like and what they don’t like about the rules that each speaker mentions on behalf of their group 5e Play the recording again, stopping after each sentence for students to repeat it together as a class Vocabulary, pages 61-62 6a Start the exercise by eliciting from the class what two or three of the signs show that you mustn’t Then go through questions 1-3 and the example answers with the class Give students a few minutes to answer the questions in pairs, then go through the rest of the signs with the whole class, eliciting from them what is prohibited and whether they think this is a good idea or not 6b Introduce the subject of rules and regulations in everyday life, e.g by talking about things they have to connected with school life (I have to homework every evening, I have to get to school on time) Then give them a few minutes to make their lists 6c Elicit from students how to form a question with ‘have to’ (see point in Grammar focus, page 60), write this up on the board and practise the pronunciation together as a class Go through the example question and answer with the class, then give them a few minutes to ask and answer questions about their lists in b and how they feel about the rules and regulations When they have finished, round the activity off in a whole class activity by getting students to volunteer to ask and answer some questions about their lists For the final stage, go through each of the group names on the board, asking students to raise their hands if they want to vote for that group – they can only vote once! Write on the board the number of votes that each group gets, to see at the end which group is the winner Reading, page 62 8a Give students five minutes to read the text and to see if they can match the countries with the laws 8b Students can check their own answers on page 92, or you can go through them together with the class ANSWERS Miami, USA Singapore Britain Britain France Florida, USA Vermont, USA Britain Athens, Greece 10 Arkansas, USA 11 Britain 8c Go through the example, then give students a few minutes to discuss the questions, before discussing them together as a class 35 Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 36 grade UNIT Learning a language; Rules & regulations Writing, page 63 Go through the instructions for the task with the class Refer them to the Writing file on page 85-86 for guidance on writing articles Conversation phase, page 63 10a Play the recording while students answer questions and ANSWERS The examiner asks Rosa five questions about the content of her portfolio: Why did you choose this question? Is this really the job that you want to do? Why did you choose to write a description of the perfect school for the future? Which task did you enjoy doing the most? Why? The examiner asks Rosa three questions about how she wrote the tasks: How many drafts did you for the tasks, before the final version? Did anyone help you improve the first two drafts? So how long did it take you to the tasks? 10b Play the recording again for students to listen for the specific information in statements 1-5 ANSWERS 1F – she wants to be a travel writer 2T 3F – she did two drafts and then the final version 4F – some other students made suggestions for improvements too 5T 10c Give students a few minutes to complete Rosa’s sentences from the recording To check the exercise, you could play the recording again, stopping after each of Rosa’s answers and eliciting the correct phrase/s ANSWERS I thought that Well, mainly because I’d say for each task my teacher gave me advice It’s difficult to say Maybe about I’m not really sure 10d Students should this individually, then compare with a partner After they have finished, elicit from the class the language that they have chosen 36 SUGGESTED ANSWERS The following phrases and sentences from Rosa’s answers would be useful for students at a productive level during the portfolio discussion, i.e they could use this language themselves: I thought that I may really want to write Well, mainly because I’d say I did drafts for each task .some other students in my class suggested ways to improve the first draft my teacher gave me advice about I’m not really sure It’s difficult to say Maybe about hours in total for each task The following phrases and questions from Rosa’s answers could be useful for students at a receptive level during the portfolio discussion, i.e they need to understand the language, but they don’t have to produce it: Why did you choose this question/to write a description of? Which task did you enjoy doing the most? Tell me, how many drafts did you for the tasks, before the final version? Did anyone help you improve the first two drafts? How long did it take you to the tasks? 11 Give students two or three minutes to complete the exam advice, then go through the answers with the class ANSWERS why content many long who difficult enjoyed question 12a Divide the class into Student A and Student B pairs Go through the instructions on the rolecards with the class Give them set times for each stage of the activity, e.g ten minutes for stage and five minutes for stage Monitor while they are preparing their topic points and questions in stage 1, helping as necessary, then monitor while they are having the conversations, noting things they well and things they could improve, in preparation for the feedback in stage After they have selfevaluated their performance in stage 4, give your feedback to the class Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 37 UNIT Learning a language; Rules & regulations 12b Students change roles and repeat stages 1-4 Before they start, emphasise that they should try and put into practice the suggestions for improvement from stage in exercise 12a) Trinity Takeaway, page 65 Get students to practise the dialogue in pairs Then ask them to answer the examiners question differently Writing, page 65 13 Go through the three tasks with the class, explaining that they should choose one, or more, of the tasks to for homework Go through the different stages of the writing process A-H, emphasising the importance of planning their work before they start writing Refer them to the relevant Writing file in the Student’s Book for each of the text types – emails on pages 78-81, articles on pages 85-86 and stories on pages 87-88 37 grade Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 38 UNIT Health & fitness Trinity subject area Grade Phonology Grammar Conversation phase Topic phase Health and fitness Intonation at sentence level; Subject-area vocabulary; Intonation patterns of more complex question forms Zero conditional; First conditional Health and fitness Choosing a topic Vocabulary, page 66 1a Give students a few minutes to decide on their answers to the quiz and to compare their answers with a partner 1b Play the recording for students to check their answers to the quiz with the answers given by the radio presenter You could stop the recording after the presenter gives each answer and elicit it from the class ANSWERS 1B 2A 3B 4C 5C 6B 7C 8A 1c Play the recording again for students to match the phrases with the quiz questions Explain to the class that some of the phrases relate to more than one question, even though there is only one answer box for each item ANSWERS A B C D E and F and G H and 1d Start the activity by giving the class some example answers to the second two questions Use the phrases for expressing surprise in the focus box for the question about surprising facts and statistics, and encourage students to the same Give them two minutes to discuss the questions, then ask one or two students to share their answers with the class 38 1e Give students some time to try and complete the conditional sentences from the recording and to compare their answers with a partner While they are doing this, write the gapped sentences on the board Replay the relevant parts of the recording, eliciting the missing words for each sentence from the class and writing them in to your sentences on the board ANSWERS If you want to be healthy, you need to drink at least two litres of water per day If you drink more water, you’ll have less chance of getting heart disease if you have caffeine in the afternoon, it may stop you sleeping at night when you talk about the problem to someone, you feel better Grammar focus, page 68 Go through the explanation in the Grammar focus, using the sentences you wrote on the board in exercise 1e) as examples 2a Give students five minutes to complete the conditional sentences, before checking the answers together as a class ANSWERS talks, ’ll feel won’t sleep, have drink, ’ll have eats, ’ll put on eat, do, lose use, ’ll be won’t go, don’t find comes, ’ll phone Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 39 UNIT Health & fitness 2b Give the pairs about ten minutes to write their 4c lists Remind them to use the conditional structures from the Grammar focus 2c Give the pairs five minutes to compare their lists, then ask the pairs to tell you how many of their points were the same You could round the activity off by getting an example sentence from each pair Phonology, page 69 3a Play the recording two or three times for students to complete the sentences, then go through the answers with the class, writing up the first two sentences on the board ANSWERS It helps if you talk about problems If you don’t have a good diet, you won’t be healthy If you some exercise, you may lose some weight When you exercise, you need to warm up first You’ll have less chance of getting heart disease if you drink more water If you exercise twice a week, you’ll be fitter It’ll be more fun if you exercise with someone If you want to stay healthy, eat lots of fruit 3b Play the first sentence again, eliciting from students what happens with the instructor’s intonation at the end of each sentence and marking this with an arrow on the sentence on the board Repeat this with the second sentence ANSWERS The instructor’s voice goes down at the end of the sentence 3c Play the recording again, stopping after each sentence for students to repeat it together as a class Vocabulary, page 69 4a Explain that the photos all show people and places to with healthcare, then ask students to match the photos with the words Check the answers together as a class ANSWERS 1A 2B 3D 4C 5F 6E 4b Play the recording, stopping after each word for Explain to the class that they need to use the words from exercise 4a) to complete the sentences Give them five minutes to this, then check the answers together as a class ANSWERS optician dentist patient physiotherapist surgery nurse chemist’s/pharmacy pharmacist Reading, pages 70-71 5a Give students a minute or two to make a list with their partner, then ask the class to tell you what they have on their lists and write these up in two columns on the board, with the headings ‘free’ and ‘you pay’ 5b Give students five minutes to read the text, then elicit from them whether the list on the board from exercise 5a includes the same free services as the ones in the article 5c Give students a minute or two to the matching task, then check the answers together with the class ANSWERS 1C 2D 3B 4A 5d Give students a few minutes to look back through the text and decide whether the statements are true or false, then check the answers together with the class ANSWERS 1F – they provide routine and urgent care 2F – they are also open outside office hours 3T 4T 5T 6F – you can see a nurse 7T 8T Writing, page 71 Go through the instructions for the task with the class, emphasising that their report should be based on information about Britain from the reading text on page 70 as well as their own country Refer them to the Writing file on pages 82-83 of the Student’s Book for guidance on writing reports students to repeat it 39 Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 40 grade UNIT Health & fitness Phonology, page 71 7a Start the exercise by writing example sentence on the board with the intonation arrows Play the first sentence on the recording and explain how the intonation goes up and down on the words marked with the arrows Elicit from students that these words are where the main stress is in the question, because these are the main ‘content’ words, i.e the words that carry the meaning Play sentences 1-4 for students to mark where the intonation goes up and down in these questions preparation for the feedback after stage After they have self-evaluated their performance in stage 2, give your feedback to the class If there is time, you could get them to change roles and repeat stages 1-2 Topic phase, pages 72-73 10a Give the pairs five minutes to make their topic lists 10b Put pairs of students together so that they form groups of four Give them five minutes to compare and add to their lists ANSWERS Have you ever been to a hospital? If so, was it to visit someone or because you were ill? When did you last visit your GP? What was wrong with you? 10c 10d Put students back with their partner from What are the opening times of your local surgery? What happens if you’re ill when it’s closed? How often you go to the dentist’s? How you feel about going? exercise 10a) Give them five minutes to ask and answer the questions about their choice of topic 10e Ask the class to put up their hands if they answered ‘yes’ to questions 2-8 in 10d) Ask those who didn’t to think again about their choice of topic 10f Give students a few minutes to work on their own to plan what they are going to say Help them with vocabulary as necessary 7b Play the recording again, pausing after each question for students to repeat it together as a class 7c Give students a few minutes to ask and answer the questions from exercise 7a) When they have finished, go through the questions together with the class, for each one asking students to volunteer to answer Conversation phase, page 72 9a Give the pairs two minutes to make their lists, reminding them to look back at exercises 1, and for ideas When they have finished, elicit ideas from them, building up a list on the board Go through the example questions and answers with the class, then give the pairs five minutes to write the questions and think about how they could answer them Give the pairs a minute or two to prepare their questions for the examiner 9b Divide the pairs into Student A and Student B Go through the instructions on the rolecards with the class Give them five minutes for the conversation in stage Monitor while they are having the conversations, noting things they well and things they could improve, in 40 Ask students to work individually to choose the topic that they think is the most interesting from their list in exercise 10b) 10g Give students a few minutes to present the points about their chosen topic to each other and to ask each other questions about their topics Monitor while they are doing this, noting things they well and things that could be improved When they have finished, give feedback to the class on their performance Writing, page 73 11 Go through the three tasks with the class, explaining that they should choose one, or more, of the tasks to for homework Remind students of the different stages of the writing process, emphasising the importance of planning their work before they start writing Refer them to the relevant Writing file in the Student’s Book for each of the text types – emails on pages 78-81, reports on pages 82-83 and diary entries on pages 89-90 Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 41 UNIT Health & fitness Trinity Takeaway, page 73 REVIEW UNITS 5-8 Practise the examiner/candidate exchange in pairs and then get students to substitute the language using some of their own ideas 1 scruffy cool fit suits by cheque on package holidays youth hostels hotels was backpacking, met was raining, decided was doing, arrived were shopping, did not find got, exercised, ate On Monday I’m starting university at a.m and at p.m that evening I’m studying English On Tuesday I’m not doing anything On Wednesday morning I’m starting university at a.m again On Thursday I’m doing yoga at 11 a.m and I’m going to my English class at o’clock On Friday I’m going to university at 11 a.m On Saturday I’m going shopping with my mum at o’clock and at p.m I’m seeing a film with Fabio at the cinema On Sunday I’m visiting my grandparents doesn’t have to has to mustn’t, have to might mustn’t have to surgery nurse optician pharmacist chemist’s, pharmacy 1B 2D 3C 4A 5E 6F 1A 2B 3C 4F 5D 6E 41 grade Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 42 WRITING FILE Correspondence – informal emails & letters, pages 78-79 invite future friend subject logically don’t full forms closing first name 10 after Correspondence – formal letters & emails, pages 80-81 Esthér wants to practise her listening and speaking skills Factual writing – articles, pages 85-86 Hao thinks that there are advantages and disadvantages of both individual and team sports information opinion website paragraphs attention neutral introducing different Introducing a point of view: On the one hand, Firstly Adding more points: also, Secondly Making contrasting points: On the other hand, However ask for don’t know sender’s address recipient’s address date first finish contraction greeting 10 full name Creative writing – a story or description, Factual writing – reports, pages 82-83 past imagine like familiar paragraphs plan adjectives title style 10 punctuation factual suggestions specialist group continuous headings title ‘signposting’ going 10 back Creative writing – a story or description, Factual writing – reviews, pages 84-85 1D 2A 3C 4D He’s probably thinking about the teenage age group personal factual performance start finish informal formal feelings pages 87-88 pages 89-90 In the diary entry, there are all the features in the column 4 I was so nervous! I could hear the audience It felt absolutely great It was a dream come true I must remember Controlled Written exam – Reading into Writing task, page 91 B, C, A 42 Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 43 Recording scripts Diagnostic test What’s your name? How old are you? What colour is my shirt? How many days are there in a week? Where you come from? Have you got any pets? What’s your sister’s name? How old is your dog? Where is the bank? 10 What day is it today? 11 Where you live? 12 What’s the weather like today? 13 What was the weather like yesterday? 14 When’s your birthday? 15 Can you play the guitar? 16 What time you get up in the morning? 17 What you in the evenings? 18 What are the teachers doing? 19 Can you help me with this exercise? 20 Do you know his sister? 21 Did you go on holiday last year? 22 What you like to at the beach? 23 What did you last night? 24 Who is the best student in the class? 25 Tell me the difference between London and your home town 26 When did you buy those trousers? 27 How often you play football? 28 What are you going to next weekend? 29 Do you go to the cinema often? 30 Have you ever been to Britain? 31 Why did you decide to take this exam? 32 When did you last have something to eat? 33 Is there much traffic in town? 34 How long have you been at this university? 35 Which kind of music you prefer? 36 Do you prefer riding a bicycle or driving a car? 37 What will you after the examination? 38 Have you ever eaten English food? 39 How long have you been interested in this? 40 When did you see the film? We go to a big party and stay there until midnight We celebrate with fireworks The postman delivers special cards on this day It’s fun trying to guess who sent them My favourite festival is really popular in America, where people make faces using pumpkins We usually have a tree with lights and we put up decorations around the house I’ve been to Venice I haven’t been to Venice Have you been to Venice? Yes, I have./No, I haven’t 5 They’ve finished their studies He’s been to Paris Peter’s gone shopping Yes, she has No, she hasn’t Have you ever eaten roast beef? I’ve been in the queue for hours! She’s just finished her shower Hello! I’m going to tell you about Christmas in Britain I’ve always enjoyed spending Christmas at home with my family We spend lots of time preparing for this festival It’s probably the most important festival of the year for British people Before Christmas we send our friends and family Christmas cards and most of us collect these up and display them somewhere in the house We prepare the house by decorating the rooms with paper decorations, candles etc Then we buy a Christmas tree – either a real one or an artificial one and, of course, we decorate the tree as well with ornaments and lights But most important of all, we go shopping! We have to buy presents for everyone in the family and for our closest friends and we need to buy all the special foods and drinks that we will have during the holiday As you can imagine, this is a very expensive time of the year! On Christmas Day itself the children of the family usually get up early because they are so excited about opening their presents By mid-morning, when all the adults are also out of bed, we all gather round the tree and open the presents This is the most exciting part of the day! I think everyone likes giving and getting presents How about you? Do you prefer to give presents or receive them? 43 Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 44 Recording scripts A little later we all sit round the table and eat the Christmas meal We always have roast turkey, roast potatoes and lots of vegetables After that, if we are still feeling hungry enough we eat Christmas pudding but it’s very heavy and often we’ve already eaten enough by then! What’s your name? Do you speak any other languages? How often you travel by bike? Can you drive? How much did the ticket cost? Have you ever flown on a helicopter? Where is the airport? Do you like travelling by train? I come from Turin and I’ve lived in Turin all my life Turin is a big… modern city in the North of Italy with a population of… well, around million people You know, like all large cities, Turin needs a complicated public transport system In Turin we have buses, trams, taxis and… erm… of course, a lot of private vehicles as well My father is a bus driver in Turin He likes his job but, I mean… it is difficult because there is so much heavy traffic in the centre of the city Turin has a modern electronic system of traffic control Since it was introduced journey times have improved by… erm… about 20% I hope that one day Turin will also have an underground railway You know, Turin also has a good ecological record Well, trams, for example, run on electricity and quite a number of other public service vehicles also run on electricity More and more buses are using gas instead of petrol… or diesel In a few years I will study town planning at University Then I will join my father in the Transport Department as a manager … I mean… or planner I won’t be a bus driver! 10 I come from Turin and I’ve lived in Turin all my life Turin is a big, modern city in the North of Italy with a population of around million people Like all large cities, Turin needs a complicated public transport system In Turin we have buses, trams, taxis and, of course, a lot of private vehicles as well 44 My father is a bus driver in Turin He likes his job but it is difficult because there is so much heavy traffic in the centre of the city Turin has a modern electronic system of traffic control Since it was introduced journey times have improved by about 20% I hope that one day Turin will also have an underground railway Turin also has a good ecological record Trams, for example, run on electricity and quite a number of other public service vehicles also run on electricity More and more buses are using gas instead of petrol or diesel In a few years I will study town planning at University Then I will join my father in the Transport Department as a manager or planner I won’t be a bus driver 11 Would you like tea or coffee? Do you prefer Rihanna or Lilly Allen? Would you rather go to the cinema or to the theatre? 12 Peter: I must admit I’m quite fond of staying in and watching television Maria: Really? I don’t I prefer going out to staying in Peter: Interesting What sort of entertainment you go out to see? Maria: Well, I really love live music and we’ve got a couple of great local bands that play regularly in clubs in the city Peter: What sort of music they play? Maria: Well one’s reggae and the other’s heavy metal They’re very different! But I love them both What kind of music you like? Peter: Personally, I prefer classical music to pop music, but, in fact, when I go out I prefer going to the cinema or to the theatre rather than to concerts or clubs Do you like the cinema? Maria: Oh yes! I go at least once a week – usually at the weekend My favourite films are romantic dramas and comedies – what about you? Peter: I like most types of film but especially science fiction To be honest though, I can’t stand romantic films! Maria: Oh dear! Science fiction leaves me cold! We have different tastes! It sounds as if I go out every night but actually sometimes I’d rather rent a DVD and stay at home Peter: Oh really? I prefer going to the cinema – my TV is very small! Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 45 Recording scripts 13 I played in a match for the school team yesterday afternoon and we lost, 5-nil! They’re over! I’ve finally finished I think they played every song they have recorded 14 10 11 12 13 14 I missed the train this morning We visited my grandmother last weekend We danced for hours at the party I watched TV yesterday evening My parents celebrated their twentieth wedding anniversary last month He arrived on Tuesday night They decided not to come this afternoon She wanted to go to the cinema last night We talked for ages She relaxed by sitting on the sofa and reading a book They really enjoyed the party I loved the film She worked all day yesterday We waited for ages for him to arrive 15 Examiner: So, have you done anything special recently? Candidate: Let me think Oh yes, the weekend before last, I went away with my family to the seaside, to our house there Examiner: That sounds nice Where is the house exactly? Candidate: It’s on the south-west coast, in a small village, about 200 kilometres from here Examiner: OK, so, how did you get there – by car, train ? Candidate: By car – and it took ages because the traffic was so bad It’s always bad on Friday evenings Examiner: I’m sorry to hear that What time did you get there? Candidate: Really late – I think it was about midnight, so we went straight to bed But the next morning we got up quite early and had breakfast out on the terrace Examiner: So was the weather good? Candidate: Oh yes, it was beautiful – really hot and sunny all weekend Examiner: How nice! Did you go the beach? Candidate: Yes, we spent most of Saturday and Sunday on the beach But I didn’t swim very much because the sea was so cold Examiner: Oh, that was a pity So what did you do? Candidate: Well, I played beach ball with my brother… Um, what else? I lay in the sun and read a book – oh, yes, and I ate lots of ice cream! Examiner: And did you anything on the Saturday night? Candidate: Yeah, I went out for dinner with my family, then I met some friends and we went to a café – for more ice cream! Examiner: I can see you really like ice cream! So, did you go back home on Sunday evening? Candidate: Yeah, we left at about o’clock and the traffic was terrible again! It took us hours to get home And what about you, have you been away for the weekend recently? 16 Patricia: So, Peter, I must talk to you about the wedding on Saturday Peter: What’s the problem? Patricia: What are you going to wear? Peter: I don’t know I hadn’t thought about it Patricia: It’s the day after tomorrow, Peter! Now listen carefully Obviously you must wear your suit – you know – that nice navy blue one Peter: Well, I’ve only got one suit so that wasn’t a difficult decision! Patricia: But don’t wear trainers or brown shoes with it Peter: Oh OK Patricia: Why don’t you wear that tie I gave you for Christmas – but only if you’ve got a shirt that goes with it If not, buy a new shirt tomorrow Peter: OK, I can manage that – I might go shopping during my lunch hour Patricia: Oh and get your hair cut – long hair is so old-fashioned! Peter: Is this a wedding or a fashion show? 17 Would you like to try the jacket with a matching skirt or a dress? Would you like to try the jacket with a matching skirt or a dress? 18 Would you like to try the shirt with a tie, or a smart pullover? Would you like to try the long-sleeved shirt or Tshirt? 45 Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 46 Recording scripts 19 Africa Antarctica Asia Australia Europe North America South America 20 Examiner: So where exactly is your favourite place? Beatriz: It’s in the mountains near Madrid, in Spain, about 50 km to the North-West of the city It’s the village where my grandparents live and it’s called Cercedilla Examiner: Sorry, I didn’t catch that What’s it called again? Beatriz: Cer-ce-di-lla – it’s hard to say! Examiner: Yes, I don’t think I’ll try! So, how often you go there? Beatriz: Usually about one weekend a month, then at Christmas and in the summer Examiner: And who you go with? Beatriz: Well, usually with my parents and my sister, but sometimes I go on my own, or with a friend Examiner: And how you get there? Beatriz: If I go with my parents, then we go by car It takes about an hour from Madrid, if the traffic’s not too bad If I go without my parents then I go by train There’s a really good train service – it takes just over an hour to get there by train Examiner: So tell me what this place is like? Beatriz: Well, it’s in the mountains, as I said, and it’s quite small – there are about 6,000 people living there, I think, but more in the summer and at weekends People go there in summer especially to get away from the heat in the city In the winter, it gets very cold there – there’s often snow, so people go there then to see the snow and to go skiing There’s a ski station higher up in the mountains not far away – about kilometres, I think it is Examiner: And what you like about this place? I mean, why is it your favourite place? Beatriz: Well, first of all, I think it’s a really beautiful place I like being able to see the mountains all around me And, for a small place, there’s actually quite a lot to there – there are cafés and restaurants, and there’s even a cinema! I also love seeing my grandparents, so that’s another reason why I like going there Examiner: And what don’t you like about it? Beatriz: I actually like most things about Cercedilla, but there’s just one thing I don’t like In the autumn and in the spring it can rain a lot Sometimes, I go there for the weekend and it just rains all the time and I can’t anything 46 Examiner: Yes, I can understand not liking the rain! So, when are you next going there? Beatriz: At the end of this month, I hope And what about you? Where’s your favourite place? 21 Example: You might not understand much at all You don’t have to understand everything You mustn’t get demotivated You need to hear other people speaking You must choose things that you’re interested in What I have to to really learn a language? 22 You don’t have to learn lots of grammar You must get lots of practice at listening When you have to go back to school? You mustn’t talk during the exam You need to work hard to learn a foreign language 23 Examiner: Okay, now, let’s move on to your portfolio tasks In Section 1, you chose number five, an email to an English-speaking friend about music Why did you choose this question? Rosa: Well, I’m very interested in all kinds of music, so I thought that I may really want to write to an English-speaking friend about this one day The other ones on the list didn’t seem so useful to me Examiner: I see, and in Section 2, you’ve written an article about your ideal job as a travel writer Is this really the job that you want to do? Rosa: Oh yes, I’ve wanted to be travel writer for a long time I love travelling and writing, so I think it’s a good idea to try and both for my job Examiner: Okay, and in Section 3, why did you choose to write a description of the perfect school for the future? Rosa: Well, mainly because I’ve got strong opinions about how I’d like school to be I’ve finished school, now – I’m going to start university soon – but I think there are a lot of things wrong with the school system today and I want to change them Examiner: Yes, it was interesting reading your ideas Now, which task did you enjoy doing the most? Rosa: I’d say the description of the perfect school Examiner: Why? Rosa: Because, as I said before, I feel really strongly about this subject, so it was easy to know what to write – how to write it was the difficult part! Examiner: Tell me, how many drafts did you for Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 47 Recording scripts the tasks, before the final version? Rosa: I did two drafts for each task The texts in my portfolio are the third draft of each one Examiner: Did anyone help you improve the first two drafts? Rosa: Yes, some other students in my class suggested ways to improve the first draft, then my teacher gave me advice about the second draft, using the special Feedback form Examiner: So how long did it take you to the tasks? Rosa: It’s difficult to say exactly, but it was quite a long time We did work in class on preparing for the tasks, then I wrote the drafts at home Maybe about five hours in total for each task – I’m not really sure Examiner: Okay, now, moving on to the general conversation 24 Okay, the results of today’s quiz on health are coming up next Number one, if you want to be healthy, you need to drink at least two litres of water per day, so the answer is B That’s a lot of water, isn’t it? But it will you a lot of good If you drink more water, you’ll have less chance of getting heart disease and some cancers And you’ll have more energy – every extra half litre of water can give you 20% more energy Now, for question number two, if you think you need to an hour of exercise two or three times a week to get fitter – you’re wrong! You don’t need to that much – just 20 minutes is enough, so the answer’s A And leave at least 24 hours between exercise sessions Okay, moving on to question three, to have a healthy diet, you need to eat a lot of fruit and vegetables All those vitamins and minerals are just what your body needs So, the answer is B – that’s five portions of fruit and vegetables every day Are you having a coffee at the moment? Well, if you are, stop! Because it’s already after midday! And if you have caffeine in the afternoon, it may stop you sleeping at night So, for question four, the answer is C This was a surprise to me – so no more espressos after lunch Question number five has given me something to think about I’m not a big fan of fish, but it looks like I need to eat it a lot more than I – two or three times a week more than I do, actually! – because in some fish, like salmon and sardines, there are some special acids, called Omega three, that help keep our hearts healthy And in all fish there are lots of proteins and vitamins and minerals that your body needs So, the experts say that we need to eat it two or three times a week The answer to question five, then, is C Did you think that all fat was bad for you? A lot of people do, but the fat in things like extra virgin olive oil is actually healthy This kind of fat can stop you getting lots of illnesses, like heart disease, some cancers – and even depression The fat in margarine and chips isn’t ‘good’ fat, though, so don’t eat things like that! For question six, then, the answer is B Now, for question seven, we don’t need doctors to tell us the answer to this, we? If you’re feeling down or depressed about something, when you talk about the problem to someone, you feel better, right? So, yes, C is the right answer A problem shared really can be a problem halved And, finally, number eight I was surprised about this one, too Did you know that about million people around the world die every year from smoking? And by 2030, it will be 10 million! I thought that AIDS was the biggest killer So the answer to question eight is A 25 Number one, if you want to be healthy, you need to drink at least two litres of water per day, so the answer is B That’s a lot of water, isn’t it? But it will you a lot of good If you drink more water you’ll have less chance of getting heart disease and some cancers And you’ll have more energy Are you having a coffee at the moment? Well, if you are, stop! Because it’s already after midday! And if you have caffeine in the afternoon, it may stop you sleeping at night So, for question four, the answer is C If you’re feeling down or depressed about something, when you talk about the problem to someone, you feel better, right? So, yes, C is the right answer 26 It helps if you talk about problems If you don’t have a good diet, you won’t be healthy If you some exercise, you may lose some weight When you exercise, you need to warm up first You’ll have less chance of getting heart disease if you drink more water If you exercise twice a week, you’ll be fitter It’ll be more fun if you exercise with someone If you want to stay healthy, eat lots of fruit 47 Trinity 5-6_TB_195x260_NI0072 04/03/11 10:05 Pagina 48 Recording scripts 27 chemist’s/ pharmacy dentist nurse optician physiotherapist surgery 28 Example: What you think about getting healthcare advice on the Internet? Have you ever been to a hospital? If so, was it to visit someone or because you were ill? When did you last visit your GP? What was wrong with you? What are the opening times of your local surgery? What happens if you’re ill when it’s closed? How often you go to the dentist’s? how you fell about going? 29 Examiner: Hello, my name’s Simon What’s your name? Candidate: My name’s Xavier Fernandez Examiner: Nice to meet you, Xavier Can I have your Topic form, please? Candidate: Yes, here you are I’ve chosen Transport in Madrid for my topic 30 Grade Examiner: Which festivals are popular in your country? Candidate: We celebrate many festivals, but I think the most important one is carnival, in February Examiner: Which is the best way to travel around your city? Candidate: Well, the fastest means of transport is the underground, but the cheapest is the bus Examiner: Will you spend Christmas with your family this year? Candidate: Yes, definitely We always eat lunch with my aunt and uncle on 25th December Examiner: What was the last film you saw at the cinema? Candidate: I saw the new Harry Potter film two weeks ago – it was excellent! Examiner: Which you prefer, hip hop or pop music? Candidate: I prefer hip hop What about you, you like pop music? Examiner: Yes, I do, but I prefer classical music! Examiner: Have you done anything special recently? Candidate: Yes, I went to Bilbao two weeks ago, because my cousin lives there 31 Grade Examiner: What were the tourists doing when the tour guide was speaking? 48 Candidate: Some were looking at the Eiffel Tower and others were taking photographs Examiner: Do you have to help your parents in the house? Candidate: No, but if I don’t, they don’t give me any pocket money Examiner: If you go to the party on Saturday, what will you wear? Candidate: I think I’ll go shopping on Saturday to buy something new Examiner: What time does school start? Candidate: Well, lessons start at o’clock, but we have to be there at 8.50 for registration Examiner: Do you prefer playing sport or watching it? Candidate: I prefer playing sport, but this weekend I’m watching Arsenal play against Liverpool Examiner: What is the best way to remember new vocabulary in English? Candidate: If I write an example sentence using each word, it helps me to remember the vocabulary 32 ISE I Examiner: Why did you choose question number three in Section – an email explaining why you have chosen to run a marathon? Candidate: Well, I often go running so I knew what to write about Examiner: Why did you choose to write a description of your favourite film star in Section 3? Candidate: Because I love going to the cinema and I think Daniel Radcliffe is great! Examiner: Now, which task did you enjoy doing the most? Candidate: Probably the report about teenagers and money Examiner: Why? Candidate: Because I feel really strongly about this subject Examiner: How many drafts did you for the tasks, before the final version? Candidate: I did two drafts for each task Examiner: Did anyone help you improve the first two drafts? Candidate: Yes, some other students in my class suggested ways to improve the first draft, then my teacher gave me advice about the second draft Examiner: How long did it take you to the tasks? Candidate: It’s difficult to say exactly Maybe about five hours in total for each task ... redrafting, making improvements each time Guidance for ISE I writing tasks Writing genre guidance in New Pass Trinity In most units of the Student’s Book, there is a focus on how to write one of the specific... C PHOTOCOPIABLE © 2011 Black Cat Publishing grade Trinity 5-6 _TB_ 195x260_NI0072 04/03/11 09:54 Pagina 10 UNIT Festivals & special occasions Trinity subject areas Grammar Phonology Conversation... Monitor students closely and give help as needed 13 grade Trinity 5-6 _TB_ 195x260_NI0072 04/03/11 09:54 Pagina 14 UNIT Means of transport Trinity Subject area Means of transport Grammar Will referring