2 –2 s e d a r GESE G Book s ’ r e h c Tea ock c n a H l Pau GRADE GRADE © Oxford University Press Trinity GESE TB 1-2 4P.indb 29/11/2012 15:10 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2013 The moral rights of the author have been asserted First published in 2013 2018 2017 2016 2015 2014 10 9 8 7 6 5 4 No unauthorized photocopying 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, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work isbn: 978 19 439740 Printed in China This book is printed on paper from certified and well-managed sources © Oxford University Press 01 Trinity GESE TB Cover&Contents.indd 11/04/2014 09:43 Contents © Oxford University Press 01 Trinity GESE TB Cover&Contents.indd Introduction page Grading tool page Unit page 10 Unit page 14 Unit page 18 Unit page 22 Unit page 25 Unit page 29 Unit page 32 Unit page 35 Unit page 39 Unit 10 page 43 Word list and Picture dictionary page 47 Contents 3 23/07/2013 08:05 Introduction Trinity GESE Grades – is designed to prepare students for Grades & of the Trinity exam It is aimed at the typical age range of students taking these exams, i.e 7–9-year-olds It is a stand-alone course, with its own grammar reference, but would ideally be used as supplementary exam practice material alongside a beginner’s general English course The course covers everything on the Trinity GESE syllabus for these grades, and more besides, in order to give the material more variety The result is that students who have worked through all this material should be more than prepared for the demands of the actual exam In order to make the practice genuinely relevant to the Trinity exams, the material is quite different from general English course material This difference is most clearly seen in the fact that the students almost no written work, as the focus of the exam is exclusively oral communication In the exam, candidates have to respond to verbal or visual prompts only, and are not required to read texts or produce written answers, so it is logical that reading and writing is kept to an absolute minimum in the practice activities This makes for lively and stimulating practice, which should be particularly enjoyable for those students who struggle with the written word Audio Because of the focus on oral communication, audio is used as prompts for many of the exercises and activities One of the most typical exercise procedures is: • Students listen to and repeat a prompt and answer, which is reproduced on the page • Students then listen to further prompts and produce their own answers, often based on visual prompts • Students repeat the answer they hear on the audio, which confirms whether their answer was correct or not, and corrects any pronunciation problems by providing a model to imitate If you not wish to use the audio so frequently, you could sometimes read out the prompts yourself, using the transcripts in the Teacher’s Book However, it is worth remembering that listening to different voices on the audio is a good way to prepare students for the fact that they will be hearing a new and different voice in the actual exam The audio has been recorded so that students have just enough time to think of an answer to a prompt and say it before the answer is given, and then repeat the answer quickly when they hear it This quick repetition is a good way to get students to say phrases fluently, and with correct linking, as this is the only way they will be able to repeat the answers quickly enough before the audio moves on to the next prompt The prompts can be directed at individual students around the class, whereas the repetition of the answer is a good opportunity for whole class to respond together This procedure will keep students alert and on the ball! If you feel that your students need more time to provide the answers, you could pause the audio for longer, but it would be a good idea to this less as the course progresses and get the students used to answering quickly An exercise which has caused particular problems can always be repeated – this is the advantage of them not being written exercises Each student is provided with copies of the audio CDs, so that students can also further practice by repeating the exercises on their own Pairwork As well as the constant use of audio input, this material also focuses on oral communication through frequent use of pairwork Pairwork has always been used as a way to maximise students’ oral production in the classroom, and this is particularly important when preparing for these exams Some teachers, and some students, feel uncomfortable using pairwork often, because they feel that there is no guarantee that correct English is being used when the teacher cannot monitor what each student is saying This should be less of a worry in the context of Trinity preparation, as the focus of these exams is on successful communication rather than absolute accuracy Also, this potential practice of ‘wrong’ language is more common with very free pairwork, when students have to think of what they want to say Free pairwork is also the cause of another concern for some teachers – that their students won’t know what to say and will sit in silence for much of the time In this material, the pairwork is very controlled on the whole It follows a clear model, and is guided by definite prompts on the page, so there is no likelihood that students won’t know what to say, or that they will use very inaccurate language You should of course monitor pairs as closely as possible nevertheless, but will see that students are getting useful practice with the key © Oxford University Press Introduction Trinity GESE TB 1-2 4P.indb 29/11/2012 15:10 language, and should try not to interfere to make corrections unless absolutely necessary Most of the pairwork activities are relatively short breaks from a teacher-centred lesson This avoids the feeling which some teachers get when doing extended pairwork, that they are ‘losing control’ of the lesson, and that students are going off at a tangent You can help to keep the pairwork short and effective by selecting two able students to give a quick model of how the activity works, before getting the whole class to it The speech bubble examples in the Student’s Book provide such a model as a rule, but it always helps if students see and hear a clear example of what is expected of them Whole class activities Audio CDs Copies of these are included with each Student’s Book to give students the option of listening again at home if they wish Enjoy! Above all, this material, like the exam it prepares for, aims to make the idea of being tested in a foreign language both practical and fun! Success in the exam should be a natural byproduct of engaging and genuinely communicative practice, rather than something to strive towards stressfully! For more information about GESE, including syllabus information and extra support materials, go to www.trinitycollege.co.uk There are a few activities where students are encouraged to get up and move around the class If this is too difficult because of the restrictions of your classroom, you could skip these activities or them in a more teacher-centred way, but if you can them as suggested, it will obviously help to bring some variety into the lessons Spotlights These are very brief aids to key grammar and vocabulary points If the grammar has been studied in other general English classes, they will serve as a quick reminder of key points If it hasn’t, they can serve as focus for explanations which you could give in the students’ own language There is also a Grammar Reference at the back of the book if you want to go through more of the details of a grammar point with the class Aim at the Exam These sections come at the end of each unit, and as longer reviews at the end of each grade They are very closely based on the actual format of the Trinity exams, though you should point out to students that this does not mean that the exams follow a set script These sections cover the most typical questions that are asked on the topic of the unit, and bring together the language that has been practised throughout it Students should always be ready to answer any questions that might be asked of them, and not expect certain questions to always come their way in the exam Nevertheless, practising these sections will greatly help to give students an idea of what to expect in the exam, and provide plenty of practice in responding to the most typical questions The Teacher’s Book The Teacher’s Book provides detailed notes and guidance on lesson procedure It includes all the transcripts of the audio, and answers where relevant The transcripts for the Aim at the Exam sections contain suggested responses to the questions, but of course, alternative responses which are communicatively valid should also be encouraged The teaching notes include suggestions for preparatory work in setting up some of the activities, and also ideas for Optional activities, which provide extra practice for when students finish an activity sooner than expected, and are particularly useful for classes which need to be stretched further © Oxford University Press Trinity GESE TB 1-2 4P.indb Introduction 5 29/11/2012 15:10 Grading tool THE GRADING TOOL Here’s a quick checklist to ask yourself: When deciding which Trinity GESE Grade your students should take, you need to consider a few points first First of all, is the role of the native speaker in the examination Remember that all Trinity exams are conversations and interactions between one candidate and one native speaker examiner only There are no other candidates in the room and no other examiners This means that the candidate must understand the native speaker and must be able to respond appropriately The native speaker examiner can be from anywhere in the English speaking world, from Canada to New Zealand Even British native speakers will have variations in their accents, so it’s important to think about giving lots of examples of native speaker voices to your students in their preparation classes in order to improve their listening skills Be assured, however, that all native speaker examiners will speak slowly and clearly for Grade candidates, moderating their delivery and content to match the Grade of the candidate Students can also ask for clarification or repetition, but this must be in English! Of course, the advantage of talking to a native speaker in your examination is that when a student passes a Trinity exam, they can say they held a real conversation with a native speaker – this boosts their confidence hugely! A crucial point is to focus on what the students can actually understand and say, not what they have studied in books Remember – this is a speaking and listening exam, not just a grammar and vocabulary test There have been many examples in the past of students who have studied language in a book but have never practised hearing or saying these words The result is that they go into the exam and not understand what’s happening The best approach is to ask yourself, ‘What have my students heard? What can they actually say?’ How much of the English in the Grade Grading Tool you think each student can understand when you are speaking or when they hear a native speaker? Can they respond appropriately to Grade English being spoken either by making the appropriate gesture or by giving an appropriate oral response, using Grade English? Which Grade language items have you heard them say in or out of class in English? Can they orally produce all of the language of Grade when required? If you think your students can comfortably meet all of the requirements on the list, then look at the Grade Grading tool and consider the points in the checklist against the requirements provided there (see page 6) An additional point to consider in the Grade examination is that your students will need to ask the examiner a simple question Trinity introduces two-way interaction at A1 (because real life is interactive!) and so it’s important to get your students to practise asking each other simple questions This is important for exam success, but there are other benefits: if your students practise asking questions, they will have a much better chance of also anticipating and understanding the examiner’s questions, as they will have already used them themselves They will also have a much better understanding of what the examiner is expecting them to Finally, get the balance right! You want your students to enjoy the experience and not have a difficult exam, so you don’t want to overgrade them; but you also want your students to fulfil their potential Of course, a difficult exam can be demotivating for students, but also, an exam that is too easy is not always a motivating one, so try to choose a Grade that matches each student’s level and what they individually can To download a copy of the most recent GESE syllabus, go to www.trinitycollege.co.uk Mark Griffiths Trinity Consultant HOW TO USE THE GRADING TOOL Look at the list of language and the example examiner questions/statements, and the example candidate responses in the Grade Grading Tool Can your students understand and use all of these items spontaneously? © Oxford University Press Grading tool Trinity GESE TB 1-2 4P.indb 29/11/2012 15:10 Is the student ready for Grade 1? Candidates at this grade are expected to demonstrate the following … His/her/its/your/my Demonstrate understanding of his/her/its/your/my when said by the examiner Correctly and appropriately say his/her/its/your/my as required For example: Examiner: Point to my chair Point to his pen Show me her pen What’s this? Is this your pen? Student: No, it’s your pen Understand and respond to basic greetings and introductions ✔ For example: Examiner: Hello! Student: Hello! Examiner: What’s your name? Student: My name is Sara Examiner: Hello Sara How are you? Student: I’m fine thank you, and you? Examiner: I’m fine thank you Parts of the body Understand the parts of the body when said by the examiner Say the parts of the body, in no particular sequence For example: Examiner: Point to his nose Show me her hands Touch your head Point to my foot Student: This is her nose These are her hands That is her foot Examiner: What colour are my eyes? What colour are your eyes? What colour are her eyes? Student: Your eyes are green My eyes are blue Her eyes are grey Understand imperatives ✔ Understand imperatives when said by the examiner Respond appropriately to the examiner imperatives For example: Look at … Point to … Show me … Give me … Touch … Stand up … Go to … Come to … Sit down … Understand and use simple adjectives correctly Understand the adjective+noun English word order used by the examiner Use simple adjectives with the correct word order For example: Examiner: Give me the pink pen Show me the small pen Touch the big pen Student: This is the pink pen I have a green T-shirt, red trousers and brown shoes Numbers 1–20 ✔ Understand the numbers 1–20 when said by the examiner Say the numbers 1–20, in no particular sequence, when requested by the examiner For example: Examiner: What number is this? And that? Examiner: Point to 15 Touch 12 Show me 11 Give me pens Examiner: How many? Examiner: How old are you? Student: I’m Clothes Understand items of clothing when said by the examiner Say the names of different clothes appropriately For example: Examiner: This is a red T-shirt What’s that? Student: This is a white T-shirt, these are blue jeans and these are white and black trainers Colours ✔ Understand common colours when said by the examiner Say common colours when requested by the examiner For example: Examiner: Point to the green Show me the yellow Touch the orange Give me the brown Examiner: What colour is this? And that? And these? And those? Student: It’s green That is red These are yellow and brown Those are grey and purple and black Classroom objects ✔ Understand classroom objects when said by the examiner Say classroom objects as required For example: Examiner: Point to the table Show me the chair Go to the window Touch the television Point to the ceiling Point to the floor Point to the white/black board What’s this? What’s that? Student: This is a table That is a chair That is the window This is the door © Oxford University Press Trinity GESE TB 1-2 4P.indb Animals Understand common animals, domestic, farm and wild Use common animals, domestic, farm and wild For example: Examiner: What’s this? What are these? Point to the big lion Student: It’s a dog They are cows This is the big lion Irregular plurals Understand common irregular plural nouns when said by the examiner Say the common irregular plural nouns For example: Examiner: What’s this? And what are these? What are those? Student: This is a foot These are feet They are sheep Grading tool 7 29/11/2012 15:10 Pronunciation Understand and use the correct pronunciation of all of the above Grade Is the student ready for Grade 2? Candidates at this grade are expected to demonstrate the following … All of the language of Grade Questions using who, when, any Understand and respond appropriately to questions using who, when, any For example: Examiner: Who lives in your house? Examiner: When is your birthday? Examiner: Have you got any brothers or sisters? Contractions Understand contractions when said by the examiner Use contractions as appropriate For example: Examiner: What’s your name? Where’s the pen? How old’s your sister? Student: My name’s Davide It’s on the box She’s 13 There is/there are Understand questions using … are there?/… is there? Respond to questions using ‘there are/there is’ appropriately For example: Examiner: How many TVs are there in your house? Student: There are TVs in my house Examiner: Is there a TV in your bedroom? Student: Yes, there’s a TV on my desk Have/have got and possessions Understand questions using … have you got/do you have …? Respond to questions using I have/I’ve got/I don’t have/I haven’t got Understand and respond appropriately to questions on possessions For example: Examiner: Do you have a dog? Student: No I don’t Examiner: Have you got a computer? Student: Yes, I’ve got a computer Numbers 1–50 Understand the numbers 1–50 when said by the examiner Say the numbers 1–50, in no particular sequence, when requested by the examiner For example: Examiner: How many people are there in your class? Student: There are about 30 people in my class Examiner: How old are your parents? Student: My mum’s 35 and my dad’s 37 Examiner: Point to 43 Show me 34 Examiner: How old are you? Student: I’m Family Understand questions about the people in the student’s family Respond appropriately to the examiner ‘s questions on the student’s family For example: Examiner: How many people are there in your family? Student: There are people in my family: my mum, my dad, my brother and my sister Examiner: Tell me about your family Student: I’ve got one sister and two brothers, a mum, a dad and two grandparents Examiner: Have you got any brothers or sisters? Student: Yes I have I’ve got two brothers Examiner: How old are they? Student: They’re 18 and Some/any Understand and respond appropriately to questions using some/any Use some/any appropriately For example: Examiner: Have you got any pets? Student: Yes, I’ve got some fish Student: No, I haven’t got any pets Days of the week Understand and respond appropriately to questions on the days of the week Use the appropriate preposition for days of the week For example: Examiner: What day is it today? Student: It’s Wednesday Examiner: And tomorrow? Student: It’s Thursday Examiner: And yesterday? Student: Tuesday Examiner: When you go shopping? Student: On Saturday Months of the year Understand and respond appropriately to questions on the months Use the appropriate preposition for months © Oxford University Press Grading tool Trinity GESE TB 1-2 4P.indb 29/11/2012 15:10 The home Understand and respond appropriately to questions about the home and rooms in the home For example: Examiner: Do you live in a house or a flat? Student: I live in a house Examiner: How many rooms are there in your house? Student: There’s a living room, two bathrooms, a kitchen and three bedrooms For example: Examiner: What month is it? Student: It’s June Examiner: And next month? Student: It’s July Examiner: And last month? Student: May Examiner: Which month is Christmas in? Student: In December Examiner: When is your birthday? Student: In September Possessive pronouns Understand and use possessive pronouns mine, yours, his, hers For example: Examiner: Look at the pen Is it yours? Student: No, it’s yours Examiner: And this hand Is it mine? Student: No, it’s mine Present continuous Understand present continuous questions Respond with appropriate yes/no answers to present continuous questions Examiner: Look at the picture Are they talking? Student: No, they’re not Examiner: Are they dancing? Student: Yes, they are Pets Understand and respond appropriately to questions on pets For example: Examiner: Have you got any pets? Student: Yes, I’ve got two dogs and a cat Parts of the body Understand their/its when said by the examiner Reply appropriately using their/its For example: Examiner: What are their names? Student: Their names are Sergio and Laura Examiner: What’s its name? Student: Its name is Lupo Household objects Understand and respond appropriately to questions on household objects For example: Examiner: Tell me about your bedroom Student: In my bedroom, there’s a bed, a desk, a chair, some shelves, a cupboard and lots of books and toys Prepositions of place Understand and respond appropriately to questions using prepositions of place in, on, under, between, next to For example: Examiner: What is on the shelves? Student: There are some books on the shelves Examiner: What is in the cupboard? Student: In the cupboard, there are some toys Examiner: What is under the desk? Student: There’s a cat under the desk Examiner: Are there any toys under the desk? Student: No, there aren’t Examiner: What is next to the bed? Student: There’s a table next to the bed Examiner: Put my pen between the box and the book Ask the examiner a basic question Ask the examiner for basic information For example: Student: Where you live? Student: Have you got any pets? Student: Do you have any brothers or sisters? Pronunciation Understand and use the correct pronunciation of all of the above Friends Understand and respond appropriately to questions on friends For example: Examiner: Have you got a best friend? Student: Yes, I have Examiner: What’s she like? Student: She’s tall and slim with blue eyes © Oxford University Press Trinity GESE TB 1-2 4P.indb Grading tool 9 29/11/2012 15:10 GRADE unit 01 In the classroom Lesson objectives Greeting and leave taking Giving personal information Using numbers 1–20 Identifying classroom objects Language Grammar Pronouns: I, you, he/she/it Verb be: am, is Questions: What’s this? What’s your name? How old are you? How many ? Instructions: Show me Point to Vocabulary Numbers 1–20 Classroom objects: pen, pencil, book, bag, table, desk, chair, door, window page 4 Hello! 1 $ 1.1 • Ask students to look at the pictures and listen to the • recording and repeat Make sure that they pronounce Hello! and Goodbye! with the stress on the second syllable Ask them which greetings you use with good friends (Hi! and Bye!) Transcript ‘Hello!’ ‘Hi!’ ‘Goodbye!’ ‘Bye!’ Hello! Bye! Goodbye! Hi! 2 $ 1.2 • Ask students to listen to the recording Get them to repeat the first two greetings and responses just after they have heard them Play the next two greetings, pausing after each You could ask individual students to answer each one first and ask if everyone agrees with the answers Then play the whole recording again and get them to respond as a class Transcript (and correct responses) ‘Hi! How are you?’ ‘I’m OK, thanks.’ ‘Hello! How are you?’ ‘I’m fine, thanks.’ ‘Hi! How are you?’ [‘I’m OK, thanks.’] ‘Hello! How are you? [‘I’m fine, thanks.’] 3 $ 1.3 • Ask students to listen to the recording • Before asking them to practise the dialogue in pairs, you • • could model it again with one of the students, using your own name Get them to practise the dialogue in pairs, taking it in turns to start They have to imagine that they have just met for the first time If the classroom allows it, you could ask all the students to stand up and walk around, and have the dialogue with other students If it’s not possible for them to walk around, you could get individual students to have the dialogue with another student somewhere in the class Transcript J: Hello! My name’s Jo What’s your name? A: Hello! My name is Anna J: How are you? A: I’m fine, thanks How are you? J: I’m OK, thanks page 5 Numbers 1–20 1 $ 1.4 • Ask students to listen and repeat the numbers 1–20 © Oxford University Press 10 Unit 01 Trinity GESE TB 1-2 4P.indb 10 29/11/2012 15:10 • Get students to work in pairs and have the dialogue about their own pets • Get students to practise in pairs, taking it in turns to ask questions about each picture Encourage them to ask some questions that will produce Yes, and some that will produce No, spotlight • Establish that Have you got ? and the answer I’ve got are ways to ask about things that belong to someone You could point out that any is used before plural nouns in questions Optional activity • You could practise Have you got ? further by getting page 32 It’s a crazy dog! students to ask each other about the classroom objects they have learnt, e.g ‘Have you got a rubber?’ ‘Yes, I have. / No, I haven’t.’ They should keep it to the singular for now, and could include colours to ask a wider range of questions, e.g Have you got a green pencil? 1 $ 7.5 • Get students to look at the pictures of the dogs, A, B, C and D, and explain that they are going to listen to their four owners, Anna, Greg, Marta, and Jack Students have to write the letter of each dog next to its owner $ 7.3 spotlight • Get students to look at the pictures, listen to the recording, and repeat the different forms of have got It’s important that students get used to using the contracted forms, as it’s not usual to say the full forms in natural speech • Focus on the use of the possessive adjective its You can clarify its meaning by pointing out that some pet owners would not use its to describe something belonging to their animal, but his or hers It is also worth pointing out that although the two words its and it’s sound exactly the same, they have completely different meanings Transcript He’s got a pet turtle She’s got a pet hamster They’ve got a pet guinea pig Transcript (and answers) 1 Anna [D] I’ve got a dog It’s light brown and white It’s got short legs and long hair, and its tail is long. Greg [A] I’ve got a big dog It’s black and white It’s got long legs and its tail is long Marta [C] My dog is small and brown It’s got short hair and short legs Jack [B] I’ve got a small dog It’s got short legs and its ears are big It’s dark brown and white spotlight • Establish that ‘s got (has got) is for he, she, and it, and that ‘ve got (have got) is used for they, as well as I, you, and we Optional activity • Again, if you want to some more practice with the different forms of have got at this point, you could refer to the classroom objects they have learnt, asking students about other students in the class as you point to them or hold up objects belonging to them, e.g ‘Has he got a rubber?’ ‘Yes, he has / No, he hasn’t.’ ‘Has she got a red pen?’ ‘Yes, she has / No, she hasn’t.’ ‘Have they got a brown desk?’ ‘Yes, they have / No, they haven’t’ 2 $ 7.6 • Get students to look at the pictures and listen to the recording, and repeat the adjectives 3 $ 7.4 • Get students to look at the pictures and listen to the recording, and answer the questions You can ask an individual student to provide an answer, and then get the whole class to repeat the answer after they hear it on the recording 1 Has she got a hamster? No, she hasn’t She’s got a rabbit 2 Have they got a horse? Yes, they have 3 Has he got a parrot? Yes, he has 4 Have they got a guinea pig? No, they haven’t They’ve got a dog 5 Has he got a dog? No, he hasn’t He’s got a cat 6 Has she got a fish? Yes, she has © Oxford University Press Trinity GESE TB 1-2 4P.indb 33 Transcript friendly unfriendly crazy beautiful ugly noisy • Get students to work in pairs and take it in turns to ask each other questions about the pictures, using one of the adjectives from exercise in their answers Class survey This survey will provide extended speaking practice and could take about fifteen minutes to prepare and complete If you have less time, you could ask the students to talk to three or four other students rather than five The students have to talk about their pets If they don’t have a pet, they can choose one of the Unit 07 33 29/11/2012 15:10 pets from p.30, think of a name and age for it, and describe that as their pet • Look at the prompts for the questions the students have to ask and get them to make full questions from them Get students to produce the questions and some more work on linking, practising Have you got_a_pet?, What’s_its name? and What colour / How old is_it? Students will ask these questions several times during the activity, so it’s worth getting them to say them naturally ANSWERs What’s your name? Have you got a pet? What’s its name? What colour is it? How old is it? Tell me about your cat / dog / horse, etc • Explain that students have to ask their questions to five different students Get them to walk around and choose different people to ask Although they will know each other’s names, they can still practise asking the question before they write the name down next to one of the numbers Tell them to write down only one or two words as answers, as in the examples • Get some of the students to tell the class about two of the people they talked to Read out the example as a model of how to this The students who are talked about could hold up and pass around a photograph of their pet if they have brought one to the lesson page 33 Aim at the Exam 1 $ 7.7 • Ask students to listen to the examiner’s questions and answer • them Play the recording and point to individual students to provide an answer Pause the recording for longer if necessary, or if you want to point to more than one student for an answer When the students are asked if they have a pet, you can tell them that they can say No, I haven’t in the actual exam if this is the case, but for practice now, they should pick one of the pets from p.30 again, and describe it, as they did in the class survey in exercise They could also describe an imaginary pet in the exam if they wish to, as long as they have thought of its name, age, appearance and character! The final question is one that is introduced at Grade 2, Have you got a question for me? Students can ask any question of the examiner, but the most obvious choice will be something that is connected to the topics discussed earlier, e.g here, Have you got a pet / cat / dog? Obviously it’s impossible to provide a response from the examiner here, so you could this yourself • For further practice, students can work in pairs and take it in • turns to take the role of the examiner and ask the questions You can encourage them to choose different things in the picture to show each other, and use real objects instead of the pictures Encourage the students to practise this section on their own, using the audio and without looking at the questions Transcript (and suggested answers) Hello! Hello! My name’s Barbara What’s your name? My name’s Nice to meet you Nice to meet you, too How are you? I’m OK, thanks And you? I’m fine, thanks How old are you? I’m Good! Do you live in a house or a flat? I live in a Have you got a big bedroom? Yes, I have / No, I haven’t Is there a television in your bedroom? Yes, there is / No, there isn’t Have you got a shower in your bedroom? Yes, I have / No, I haven’t It’s on the chest of Where’s the television in this bedroom? drawers Where’s the mirror? It’s above the bed Is the dog under the bed? No, it’s on the bed Where’s the table? It’s next to the bed It’s between the bed and the chest of drawers Have you got a garden? Yes, I have / No, I haven’t Look at this garden What’s this? It’s a cat Where is it? It’s on the table What colour is it? It’s brown and white And where is this cat? It’s next to a/the rabbit Thank you Have you got any pets? Yes, I’ve got a Tell me about it! Its name is It’s old It’s Thank you Tell me about my pet dog It’s brown and white It’s got big ears It’s got long hair It’s very friendly Thank you Look What’s this? It’s / That’s a horse Is it small? No, [it isn’t.] It’s big Has it got short hair? No, [it hasn’t] It’s got long hair Have you got a question for me? Have you got a cat? [Yes, I have.] OK Thank you Goodbye! Goodbye! © Oxford University Press 34 Unit 07 Trinity GESE TB 1-2 4P.indb 34 29/11/2012 15:10 GRADE unit 08 Family and friends that the following noun belongs to that person or thing Get students to say Bob’s grandmother and check that they are pronouncing the possessive ‘s correctly, i.e as a /z/ sound Lesson objectives Talking about family members Describing people Transcript (and answers) Diana is Bob’s grandmother Harry is Bob’s grandfather Susan is Bob’s mother Mark is Bob’s father Pat is Bob’s wife Chris is Bob’s brother Mary and Anna are Bob’s sisters Kate is Bob’s daughter Tim is Bob’s son 10 Rob is Kate’s boyfriend 11 Vicky is Tim’s girlfriend Language Grammar Present continuous (including short answers) Possessive adjectives: their Possessive ’s Vocabulary Families: grandfather, grandmother, father, mother, husband, wife, brother, sister, son, daughter, boyfriend, girlfriend Verbs: eat, drink, read, write, stand, sit, walk, run Note: In exercises and 10 on page 35, students are asked to talk about photographs of their family and friends Ask students if they can bring in some photographs for that lesson page 35 Who is it? 1 $ 8.2 page 34 • Ask students to look at the pictures in the family tree Get them to read the sentences while listening to the recording You could ask individual students to give the answers, and see if the rest of the class agrees Make sure they use It’s and They’re in their answers Vocabulary • Ask students to look at the pictures in the family tree Ask them to find Bob and explain that this is his family Establish that Pat is his wife, and that he is her husband Focus on the words in the boxes and get them to work in pairs and write in the other relationships in the family tree 2 $ 8.1 • Ask a student first to say what they think the relationship is, by asking e.g Who is Diana? Then play the recording to check, and get the class to repeat the answer before pausing the recording and asking a student again, e.g Who is Harry? Check that they are pronouncing the possessive ‘s correctly, i.e as a /z/ sound spotlight Transcript A: She’s got short brown hair Her eyes are brown She’s tall B: It’s Bob’s mother A: He’s got short grey hair His eyes are blue He’s tall B: It’s Bob’s grandfather A: They’ve got long brown hair Their eyes are brown They’re short B: They’re Bob’s sisters spotlight • Focus on their and contrast it with his and her in the sentences in exercise 1, and establish that it is the equivalent form for they Look at the examples in the spotlight • Students who have done the Grade material will remember this from Unit Establish that ‘s after a name or noun means © Oxford University Press Trinity GESE TB 1-2 4P.indb 35 Unit 08 35 29/11/2012 15:10 Optional activity • You could look at some contrasting sentences if you feel that looking at the difference between they’re and their would be helpful (though weaker students might find this too confusing) You could write gapped sentences on the board such as happy _ shoes are black and ask students whether the word in the gap should be They’re or Their Or you could dictate the whole sentences and see if they can write them correctly They’re can be pronounced slightly differently from their /ðeә/, as /ðeɪә/ but usually it sounds exactly the same $ 8.3 • Get students to work in pairs and take it in turns to describe one of the people in the family to their partner, who has to say which member of Bob’s family is being described Focus on the speech bubbles as a model spotlight Students will be familiar with contractions by now, but this is an opportunity to focus on them, and their pronunciation • Get students to repeat the long forms followed by the contractions, firstly as a class and then individually Optional activity • For students who need a challenge, you could focus on the difference in meaning between you’re and your, it’s and its, and they’re and their (which you may have done earlier) You could write gapped sentences on the board such as: • Get students to look at the family tree again, listen to the recording, and answer the questions themselves Pause the recording for longer if necessary and ask an individual student to answer, then play the recording and get the class to repeat the answer 1 tall / hair is black 2 name is Lucky / beautiful Transcript 3 friendly / house is small A: Her hair is long and grey Her eyes are green She’s tall B: It’s Bob’s grandmother A: His hair is short and blonde His eyes are brown He’s short B: It’s Bob’s son A: His hair is short and red His eyes are green He’s tall B: It’s Bob’s brother 3 $ 8.4 • Ask students to look at the pictures in the family tree once more Get them to read the sentences while listening to the recording Ask different students to give their answers and ask students whether the word in the gaps should be You’re or Your, It’s or Its, They’re or Their Or you could dictate the sentences in full and see if they can write them correctly 6 $ 8.6 • Get students to look at the sentences and then listen to the recording, and put a tick next to the sentence they hear • Play the recording again and check their answers Transcript Transcript (and answers) A: His hair is short and red His eyes are green He’s tall Is it Bob’s father?’ B: No, it’s Bob’s brother A: Her hair is short and blonde Her eyes are blue She’s short Is it Tim’s girlfriend? B: Yes, it is 1 2 3 4 5 6 4 $ 8.5 7 $ 8.7 • Get students to look at the pictures again, listen to the recording, and answer the questions themselves Pause the recording for longer if necessary and ask an individual student to answer, then play the recording and get the class to repeat the answer • Get students to look at the photo and explain that this is Kate • Transcript A: Her hair is long and brown Her eyes are brown She’s short Is it Bob’s wife? B: No, it’s Bob’s sister A: Her hair is short and blonde Her eyes are blue She’s short Is it Tim’s sister? B: No, it’s Tim’s girlfriend A: His hair is short and red His eyes are blue He’s short Is it Bob’s father? B: Yes, it is 36 We’re sad She’s blonde They’re old It’s cold They’re good He’s happy • and her family Ask them to listen to Kate describing her family and to complete the relationship information in the boxes Play the recording This is quite a challenging listening comprehension, so you could pause it after the relevant information Students could compare answers and help each other in pairs, and then listen to the recording again to check and complete their answers You could then ask them to listen again for the names of the people Transcript Hi, I’m Kate I’m in the blue jumper I’ve got long blonde hair and blue eyes, and I’m short Mike is my husband He’s got short brown hair and he’s tall He’s got an orange shirt © Oxford University Press Unit 08 Trinity GESE TB 1-2 4P.indb 36 29/11/2012 15:10 Sue is my sister She’s got short blonde hair and her eyes are blue She’s very tall – she sits in photos! Her husband, Bob, has got short brown hair His shirt is blue I’m with my son, Paul He’s got short, very blonde hair He’s The two other boys are Sue’s sons, Peter and David Peter’s got a white T-shirt Answers Kate Kate’s husband Kate’s sister 4 Sue’s husband Kate’s son 6 Sue’s son 8a • Put students into new pairs Students take it in turns to describe their picture A to their partner, who draws it in B, without looking at their partner’s picture A Focus on the examples in the speech bubble When students have finished, they can look at each other’s picture A to check they have understood the description Exercises and 10 depend on whether students have brought in photos of their families and friends If they haven’t, you could still ask students to give simple physical descriptions of members of their family or their friends, or even draw them and describe them! • Get students to work in small groups and show the rest of their group their photos and describe them 10 students then describe the people in the photos to their owners, but saying two things which are true, and two which are not true Read through the speech bubbles as a model 1 $ 8.8 • Get students to look at the pictures and listen to the words Transcript eat drink read write stand sit walk run Optional activity • You could practise the verbs in their simple base form by giving orders to the students to these things, using the imperative, i.e Stand! Read! Students can carry out the orders for read, write, stand, sit, walk and run, and a mime of the actions for eat and drink © Oxford University Press Trinity GESE TB 1-2 4P.indb 37 1 A: Is he standing? B: No, he isn’t A: Is he sitting? B: Yes, he is 2 A: Are they eating? B: No, they aren’t A: Are they drinking? B: Yes, they are A: Are you walking? B: No, I’m not A: Are you running? B: Yes, I am 3 $ 8.10 Is he eating? Transcript 2, Trinity candidates are required to recognise the forms and be able to respond to them with short answers They aren’t expected to produce the present continuous themselves The forms included here are the ones they may be asked in questions, so you could practise them by supplying a verb yourself and getting different students to answer with positive and negative short answers, e.g ‘Are you sitting?’ ‘Yes, I am.’ ‘Are you standing?’ ‘No, I’m not.’ 8b page 36 and get students to repeat the short answers • This focuses on the forms of the present continuous In Grade instructions, which you could read out • Get students to work in pairs and swap their photos The • Get students to look at the pictures, then play the recording spotlight • Get students to draw on the face in A following the • 2 $ 8.9 • Get students to look at the pictures, then play the recording and get students to answer the questions with short answers Pause the recording for longer if necessary and ask an individual student to answer, then play the recording and get the class to repeat the answer Transcript 1 A: Is it eating? B: No, it isn’t A: Is it drinking? B: Yes, it is 2 A: Is she reading? B: No, she isn’t A: Is she writing? B: Yes, she is A: Is he wearing a blue jumper? B: No, he isn’t A: Is he wearing black trousers? B: Yes, he is A: Are they walking? B: No, they aren’t A: Are they running? B: Yes, they are A: Are you writing? B: No, I’m not A: Are you reading? B: Yes, I am 6 A: Are you eating? B: No, I’m not A: Are you drinking? B: Yes, I am 4 $ 8.11 • Get students to look at the picture, then play the recording and get students to answer the questions with short answers Pause the recording for longer if necessary and ask an individual student to answer, then play the recording and get the class to repeat the answer Transcript A: Who is reading? B: The man is A: Who is sitting? B: The man and the girl are A: Who is standing? B: The woman is A: Who is writing? B: The girl is A: Who is eating? B: The woman and the horse are Unit 08 37 29/11/2012 15:10 A: Who is running? B: The boys and the dog are A: Who is wearing a T-shirt? B: The boys are page 37 Aim at the Exam 1 $ 8.12 • Ask students to listen to the examiner’s questions and answer • • them Play the recording and point to individual students to provide an answer Pause the recording for longer if necessary, or if you want to point to more than one student for an answer For further practice, students can work in pairs and take it in turns to take the role of the examiner and ask the questions Encourage the students to practise this section on their own, using the audio and without looking at the questions Transcript (and suggested answers) Hello! Hello! My name’s Bob What’s your name? My name’s Nice to meet you! Nice to meet you, too How are you? I’m fine, thanks How are you? I’m OK, thanks How old are you? I’m OK This is John Tell me about him He’s got blonde hair and blue eyes This is John’s family Who is Maria? She’s John’s daughter Who is Sara? She’s John’s wife Who is Hannah? She’s John’s mother Thank you Is Tom John’s son? No, he isn’t He’s John’s father Who is John’s son? Mark is [John’s son] Thank you Is John eating? Yes, he is Is he sitting? No , he isn’t Are Mark and Maria running? No, they aren’t Are they wearing jeans? Yes, they are What colour are their T-shirts? They’re yellow Are you drinking? No, I’m not Am I wearing a hat? No, you aren’t OK Finished Thank you very much Bye! Bye bye! © Oxford University Press 38 Unit 08 Trinity GESE TB 1-2 4P.indb 38 29/11/2012 15:10 GRADE unit 09 My life Transcript Lesson objectives A: Where you live? B: I live in Rome A: Where you sleep? B: I sleep in my bedroom Talking about your daily life Language Grammar Present simple (positive and negative) Present simple questions with Where ?, When ?, What ? Vocabulary Days of the week Everyday activities: live, sleep, have a shower, eat breakfast, listen to music, play computer games / football, watch TV, have a shower, have a lesson, homework, go shopping, visit grandparents Where you live? Where you sleep? Where you have a shower? Where you eat breakfast? Where you your homework? 3 $ 9.3 • Examples of a question with Where ? are now followed up with a question with What ? Play the recording and get students to repeat the questions and answers As for exercise 2, play the examples and get students to repeat them Then play the rest of the recording, pausing after each question to allow individual students to give their answers page 38 Transcript What you do? 1 $ 9.1 • Ask students to write the activities under the correct pictures • Ask students for the answers, then play the recording to check, and get the whole class to repeat the correct activity Transcript (and answers) 1 sleep have a shower eat breakfast your homework watch TV listen to music play computer games 4 $ 9.4 • Ask students to write the activities under the correct pictures • Ask students for the answers, then play the recording to check, and get the whole class to repeat the correct activity 2 $ 9.2 • Ask students to listen to the examples and repeat them Then play the rest of the recording and pause after each question Ask different students to provide different answers © Oxford University Press Trinity GESE TB 1-2 4P.indb 39 A: Where you watch TV? B: I watch TV in the living room A: What you watch? B: I watch football and The Simpsons Where you watch TV? What you watch? Where you listen to music? What you listen to? Where you play computer games? What you play? Transcript (and answers) have English lessons visit grandparents play football eat fish have a swimming lesson go shopping Unit 09 39 29/11/2012 15:10 5 $ 9.5 This is a collocations exercise, where students have to associate with the verb they hear the noun that usually collocates with it in everyday activities • Explain that students will hear verbs on the recording and that they have to say the noun that usually comes after it in the daily activities that they have learned Play the first example and either let students shout out the answers, or point to students and see if they can provide it You can pause the recording for longer the first time, to give students time to respond, but you can then play it again, and even a third time, and get the class to shout the answer in the pause allowed This is a good way to fix these collocations in their minds Transcript When you have English lessons? When you play football? When you visit your grandparents? When you go shopping? When you eat fish? When you have a swimming lesson? spotlight The first forms of the present simple looked at are the ones they will hear and use most in the exam, the question form with you, and responses with I This spotlight also looks at the negative first person form that students may need to use in exercise • Read through the examples You could nod your head when you read the positive sentence, and shake it when you read the negative Transcript visit grandparents listen to music go shopping your homework have a shower watch TV 6 $ 9.6 page 39 They don’t drink coffee 1 $ 9.8 • Get students to look at the pictures of Marc and Jackie and the pictures which represent things they and don’t Ask them to listen to the recording and put a tick for the things they do, and a cross for the things they don’t Look at the examples to establish that I live = tick and I don’t drink coffee = cross • Get students to look at the days of the week You could go • through them in their mixed up order and get students to say them, checking their pronunciation, especially of difficult ones such as Tuesday /ˈtjuːzdeɪ/ Wednesday /ˈwenzdeɪ/ and Thursday /ˈθɜːzdeɪ/ Then get them to work in pairs and say a day at a time in the correct order, starting with Monday Play the recording to check, and get them to repeat in order to check their pronunciation again Transcript Monday Tuesday Wednesday Thursday Friday Saturday Sunday spotlight • Before exercise 7, look at the example and establish that on is used to say which day things happen Transcript (and answers) Hi, I’m Marc I live in a house ✔ I eat a big breakfast, ✔ but I don’t drink coffee ✘ I play football in the park on Sundays ✔ I don’t watch TV ✘ I play computer games in my bedroom ✔ Hi, I’m Jackie I don’t live in a house, ✘ I live in a flat ✔ I don’t eat breakfast ✘ I don’t play computer games ✘ I play with my dog in the garden ✔ I go shopping on Saturdays ✔ • Play the recording again, pausing it before each sentence to ask a student to say tick or cross (or yes or no), and then playing the sentence to check whether they are correct 7 $ 9.7 • Play the recording and pause it after the first question Ask students to look at the example and then ask a student to give their own answer Do the same with the next example, and get different students to provide an answer Play the rest of the recording and get students to give different answers, pausing the recording You can then play the recording again and point to a student to give an answer quickly in the pause on the recording • Get students to look at the pictures and talk about themselves in relation to the areas they show Focus on the speech bubbles, and establish that Me too is an easy way to say that what the other person said is also true for you It is normally used to agree with a positive statement 3 $ 9.9 This listening exercise focuses on the we and they forms of the Present simple, showing that they don’t differ from the I and you © Oxford University Press 40 Unit 09 Trinity GESE TB 1-2 4P.indb 40 29/11/2012 15:10 forms The students listen to information given in the we form and relay it in the they form • Get students to look at the pictures of David and Lara and explain that they are brother and sister, and that as before with Marc and Jackie, the pictures represent things they and don’t Ask them to listen to the recording and as before, put a tick for the things they do, and a cross for the things they don’t • spotlight Transcript (and answers) • Focus on the examples and get students to repeat after you D: Hi, I’m David L: And I’m Lara D: We live in London L: We don’t live in a house, we live in a flat D: We eat a big breakfast on Sundays L: We have swimming lessons on Fridays D: We don’t play computer games the sentences with watches, does, and has, making sure they get the pronunciation correct (/ˈwɒtʃɪz/, /dʌz/, and /hæz/) You can point out that they’ve used the third person of have before with has got and hasn’t got Transcript • Ask students to tell you about them using the they form, and play the recording again to confirm that their answers are correct spotlight • Focus on the examples to make clear that the we and they forms of the present simple are no different from the I and we forms You could point out how easy this makes using verbs in English compared with most other languages, and probably the students own! page 40 4 $ 9.10 The focus now turns to the all-important third person • Get students to look at the pictures and listen to and repeat the sentences about Marc and Jackie, referred to now in the third person spotlight • Focus on the examples and emphasise that he/she/it are the forms that they need to be careful with in the present simple, as they are the only ones that are different The S-shaped snake is a nice reminder of the all-important -s and the danger of forgetting it! It appears on the end of the verb, and in the auxiliary does and doesn’t Transcript He plays football on Sundays He doesn’t watch TV She lives in a flat She doesn’t play computer games 5 $ 9.11 • This is a spoken drill that will get students to associate the -s on the Present simple with the third person You should look at the examples in the next spotlight first, so that students are familiar with the forms watches, does and has For each verb, students will hear a variety of subjects, and they have to say the verb for that subject as quickly as possible You © Oxford University Press Trinity GESE TB 1-2 4P.indb 41 could pause the recording the first time you play it, and get students to produce the correct form You can then play it again and get students to produce the forms in the short pause allowed, by pointing to different students, or getting them to it in order around the class The more you this, the more likely students are to make this connection, and you should encourage students to this on their own a few times using the recording 1 play I play They play She plays We play My brother plays You play 2 live She lives I live My sister lives We live You live He lives 3 eat We eat They eat Marco eats She eats I eat Suzanna eats 4 watch We watch He watches You watch I watch My grandmother watches They watch 5 have I have They have My father has She has We have He has • Get students to work in pairs and decide who is doing which of the pictures, A or B Get them to put a tick or cross next to the pictures showing the things that A or B does or doesn’t – they can put any mixture of ticks and crosses Students Unit 09 41 29/11/2012 15:10 • take it in turns to talk about their pictures to their partner, who puts a tick or cross next to them without looking at their partner’s pictures Focus on the examples in the speech bubbles, but explain that they can change those examples if they want When students have finished, they can look at each other’s pictures to check they have understood the positive and negative statements correctly • Get students to work in pairs and ask each other the questions They only need to make a note of the answer, not write full sentences • Get different students to give one or two examples of what Thank you Tell me about Anna Has she got short hair? Has she got blue eyes? Have I got grey hair? Am I wearing a white shirt? Am I standing? OK Finished Thank you Goodbye! They don’t drink coffee They have swimming lessons / They go swimming She doesn’t live in a flat She lives in a house She plays computer games She doesn’t eat fish No, she hasn’t She’s got long hair Yes, she has No, you haven’t You’ve got black hair No, you aren’t You’re wearing a light blue shirt No, you aren’t You’re sitting Goodbye! they learned about their partner, so that they transfer the verbs into the third person, as in the examples Alternatively, for fuller practice, you could put students into groups of four, where pairs of students tell the other two students what they learned about their partner page 41 Aim at the Exam 1 $ 9.12 • Ask students to listen to the examiner’s questions and answer • • them Play the recording and point to individual students to provide an answer Pause the recording for longer if necessary, or if you want to, point to more than one student for an answer For further practice, students can work in pairs and take it in turns to take the role of the examiner and ask the questions Encourage the students to practise this section on their own, using the audio and without looking at the questions Transcript (and suggested answers) Hello! Hello! What’s your name? My name’s My name’s Alan Nice to meet you Nice to meet you, too! How are you? I’m fine, thanks How are you? I’m OK, thank you What day is it today? It’s Where you live? I live in Do you live in a house or a flat? I live in a house/flat Have you got a big bedroom? Yes, I have./No, I haven’t Where you watch TV? [I watch TV] in And where you your homework? [I my homework] in When you have English lessons? [I have English lessons] on Where you go shopping? [I go shopping] in Thank you Tell me about Mary They live in a flat They and Peter don’t play computer games 42 © Oxford University Press Unit 09 Trinity GESE TB 1-2 4P.indb 42 29/11/2012 15:10 GRADE unit 10 Talk about things • Explain that they can point to students who have already said Lesson objectives a number, so that nobody can relax and not pay attention They could also this in groups if you want more students to have to say the numbers Asking about daily life Asking about things and their contents Language 3 $ 10.2 • One of the main problems with understanding numbers is Grammar Present simple Yes / No questions, including short answers have / have got some / any Possessive pronouns: mine / yours, his / hers Adjectives: new / old, coloured (pencils), best friend Vocabulary Numbers to 50 Months of the year Everyday activities: swim in the sea, go skiing, eat ice cream / pizza, go on holiday, wear gloves Objects: car, bicycle, dictionary, diary, backpack, calculator, pencil case, alarm clock • Transcript thirteen thirty fourteen forty fifteen fifty 4 $ 10.3 page 42 • Get students to listen to the recording and circle the number they think they hear from each pair Then play the recording again and check their answers Numbers 21–50 Transcript (and answers) 1 $ 10.1 • Ask students to listen to and repeat the -0 and -1 forms of the numbers Transcript (and answers) • Get students to work in pairs Student A thinks of a number begin by saying ‘20’, and explain that the student must then point to someone else in the class to say the next number, ‘21’ That student then points to someone else, who says ‘22’, etc until 50 is reached This activity will become fun if you try to get them to it at a very fast pace, so they all really have to pay attention and be ready to say the next number as quickly as possible © Oxford University Press Trinity GESE TB 1-2 4P.indb 43 A: thirty B: fourteen C: fifteen twenty, twenty-one, thirty, thirty-one, forty, forty-one, fifty • To practise all the numbers from 20 to 50, ask a student to hearing the difference between 13 / 30, 14 / 40, 15 / 50, etc The common method of distinguishing them is to put the stress on the -teen in the numbers 13–19, and the stress on the first syllable in 30–90 In truth, this is only necessary when there is a need to emphasise and contrast the difference, as you wouldn’t necessarily put the stress on the -teen in the numbers 13–19 in normal usage, but it is a useful way to get the difference clear here Play the recording and get students to repeat the numbers with the correct stress between and 50, but doesn’t say it Student B has to guess which number they have thought of, and (unless they are right first time!) then make another guess according to whether student A points up or down, meaning that the number is higher or lower than the one student B guessed The students keep going until the right number is guessed or reached Student B then takes their turn at thinking of a number This activity could also be done in small groups Unit 10 43 29/11/2012 15:10 Months 1 $ 10.4 • Get students to listen to and repeat the months of the year, and check that they understand how they correspond to the months in their own language They are arranged not in their order in the year, but according to the pattern of word stress they share, and this should help them to get the pattern right as they repeat them Transcript January, February, March, May, June, April, August, July, September, October, November, December • Get students to work in pairs and now say the months of the year in the correct order, taking it in turns to say a month, and helping each other if necessary Transcript Do you eat ice cream in July? Do you swim in the sea in December? Do you go on holiday in February? Do you wear gloves in January? Do you swim in the sea in August? Do you wear shorts in November? Do you go skiing in September? Do you wear a T-shirt in June? page 43 Does he play football? • Get students to work in pairs and decide who is doing which of • Get students to work in pairs, and if you think that some pairs might know each other’s birthday, put them with someone they know less well Students ask different months of the year until they find each other’s birthday month • 4 $ 10.5 • Get students to look at the pictures and listen to and repeat the activities Check that they are getting the stress right in go skiing, and go on holiday, as shown in the bold syllables 2 $ 10.7 • Get students to look at the pictures and listen to and repeat the objects Check that they are getting the stress right in them, as shown in the bold syllables: bicycle, backpack, dictionary, diary, pencil case, calculator Transcript swim in the sea go skiing eat ice cream go on holiday wear gloves 5 $ 10.6 • Get students to repeat the questions and short answers, then pause the recording Transcript A: Do you eat ice cream in July? B: Yes, I A: Do you swim in the sea in December? B: No, I don’t spotlight • Focus attention on the questions and short answers that use • you, they, and he/she Point out that, as usual, it is the he/she forms which are different Play the rest of the recording Get students to listen to the questions and answer with short answers You can pause the recording for longer and get different students to answer the same question You could then play it again and point to students to provide and answer in the pause on the recording the pictures, A or B Get them to put ticks and crosses next to the pictures showing the things that A or B does or doesn’t Get students to take it in turns to ask about their picture, and to put a tick or cross next to the picture after hearing their partner’s reply Focus on the examples in the speech bubbles, but explain that they can change those examples if they want When students have finished they can look at each other’s pictures to check they have understood the positive and negative statements correctly Transcript bicycle backpack dictionary diary pencil case calculator • Explain that students are going to ask each other if they possess these different objects, and that as well as the form they have already practised, Have you / Has he/she got ?, there is also the form Do you / Does he/she have ? spotlight • The spotlight shows the equivalent forms of Do you have ? • and Have you got ? Go through them and get students to repeat them after you Now get students to ask each other about the objects in the pictures Get them to use Do you have ? most of the time, to practise it, though they can use Have you got ?, too Look at the speech bubbles as examples, and focus on the extra question they should ask each other: Is it new? Establish the meaning of new and old using the pictures © Oxford University Press 44 Unit 10 Trinity GESE TB 1-2 4P.indb 44 29/11/2012 15:10 spotlight • Focus on the examples with mine and yours and establish • Get students to work in pairs and ask each other questions that they are possessive pronouns, which means that they are used without repeating the thing that they refer to Then look again at how these are used in the speech bubbles in exercise 2, where yours = your wardrobe, and mine = my wardrobe about members of their family and their possessions This is an opportunity to use the third person form of either Has he/ she got ? or Does he/she have ? Look at the speech bubbles as examples page 44 ANSWERS In the wardrobes there are [A] blue shirts / [B] pink shirts, white shirts, [A] a brown shirt / [B] a grey shirt, a green shirt, brown trousers, black trousers, [A] two blue dresses / [B] two green dresses, a red dress, [A] a black dress / [B] a white dress, a green skirt, [A] brown shoes / [B] black shoes, and trainers Are there any books in your bag? 1 $ 10.8 • Get students to look at the picture and listen to and repeat the questions and answers Pause the recording Check that students understand the meaning of coloured pencils 3 $ 10.9 Transcript • Get students to work in pairs and look at the pictures, and A: Are there any pencils in the backpack? B: Yes, there are some coloured pencils A: Is there are a ruler? B: Yes, there’s a big ruler spotlight spotlight • Focus on the examples of his and hers, establishing that these explain that with each pair of items alongside the boy and girl, one of them belongs to the boy, and one to the girl They have to decide which one they think is his and which one is hers • Focus on the examples of some and any, and establish that • both come before plural nouns, that some is used in positive statements, and any is used in questions and negative statements (There are exceptions to this rule, but they need only be dealt with at a much higher level than this, as the rules become very subtle.) If you already mentioned to students in Unit that any is used in questions, you could remind them of that here Get students to listen and answer these and other questions themselves, looking at the picture Try and get them to supply an adjective before each object Transcript (and suggested answers) Are there any pencils in the backpack? [Yes, there are some coloured pencils.] Is there a ruler? [Yes, there’s a big ruler.] Are there any books? [Yes, there are some English books.] Is there a calculator? [Yes, there is.] Are there any pens? [Yes, there are some coloured pens.] Is there a dictionary? [Yes, there’s a blue dictionary.] Are there any rubbers? [No, there aren’t any rubbers.] Is there a diary? [Yes, there is.] • Get students to work in pairs and decide who is student A • and who is student B Tell students A to look at the picture of a wardrobe on p.49 and students B to look at p.51 Students have to ask each other questions about their pictures to find five differences They should draw a circle around the things which are different in their pictures Get pairs of students to read out the speech bubbles as examples of how they can ask and answer questions Focus on the question forms and short answers for Is there ? and Are there ?, establishing that the first is for singular and the second for plural © Oxford University Press Trinity GESE TB 1-2 4P.indb 45 • • are the possessive pronouns for he and she, which means that they are used without repeating the thing they refer to Look at the speech bubbles under the pictures to focus on the examples of his and hers which will be needed in the activity Students take it in turns to say which objects are his or hers, and the other student agrees or give reasons why they disagree When students have finished discussing the objects, ask them for their opinions, and then play the recording This takes the form of the boy and girl saying which object is theirs Transcript (and answers) [boy] A is my bedroom [girl] B is mine [girl] A is my backpack [boy] B is mine [girl] A is my pencil case [boy] B is mine [boy] A is my T-shirt [girl] B is mine [girl] A are my trainers [boy] B are mine [boy] A is my dog [girl] B is mine • Get students to work in pairs and take it in turns to point to things in the classroom, saying who they belong to Explain that they have to point to six things each, and that they should think of three examples which are true, when the other student should answer Yes, it is / Yes, they are, and three which are false, when the other student should answer Yes, it isn’t / No, they aren’t, it’s/they’re This will give them Unit 10 45 29/11/2012 15:10 practice in using possessive adjectives, i.e That’s your book in immediate contrast with possessive pronouns, i.e No, it isn’t, it’s yours Look at the examples in the speech bubbles and give some more examples yourself by making statements to different students, e.g Those are my shoes (No, they aren’t They’re mine.) The board game (page 53) revises language from units 6–10, and gives students more practice in recognising the instructions used in the exam You will need a dice for each pair or group playing the game, and some different coloured small counters or buttons, one for each student to move along the board As with all such games that need to be played in groups, there is a potential problem with students not being able to agree on the correct answer by themselves Argument about what is correct is good! There is usually someone who is sure of the correct answer, especially if the game is played in groups, but you will need to move around all the groups and respond to requests for you to referee You could introduce a rule that any player who has been challenged wrongly gets another turn if you think that this will limit the number of challenges helpfully • Get students to work in pairs or groups of three or four, and use the board in their books If you want to work with larger groups, you could enlarge the board on a photocopy to make this possible • Ask them to put their counters on the ‘GO!’ circle, and take it in turns to throw the dice to decide who goes first, the highest number winning They should then take it in turns to throw the dice, or work clockwise in groups • The first player throws the dice and moves that number of squares If the square reached is an arrow square, they move forwards or backwards the number of squares indicated When they land on a square with a question / statement / instruction, the person whose turn it is next reads it aloud The player then answers or follows the instruction It is then up to the other players to decide if this has been done correctly, asking your decision only if absolutely necessary • If the player has answered correctly, he/she stays on that square and will begin from there on their next turn If they have answered wrongly, they must go back to the square they started their turn from, and throw again from that square on their next turn • The person who is the first to reach ‘FINISH!’ wins, but if the other pairs or groups haven’t finished yet, the game can continue to see who comes second, third or fourth, until all the groups have a winner and you think it is time to stop • Make a note of which squares caused the most problems as you are going round You can then ask these questions to the class when the game is over, and make sure that everyone understands the correct answers page 45 Aim at the Exam 10 1 $ 10.10 • Ask students to listen to the examiner’s questions and answer • • them Play the recording and point to individual students to provide an answer Pause the recording for longer if necessary, or if you want to point to more than one student for an answer For further practice, students can work in pairs and take it in turns to take the role of the examiner and ask the questions Encourage the students to practise this section on their own, using the audio and without looking at the questions Transcript (and suggested answers) Hello! Hello! My name’s Jane What’s your name? My name’s Nice to meet you Nice to meet you, too How are you today? I’m OK / fine, thanks How are you? I’m fine, thank you What day is it today? It’s And what month is it? It’s Thank you Show me twenty-three Thank you Show me fifteen And nineteen? What number is this? It’s / That’s twenty- three And this? It’s / That’s forty And? It’s / That’s thirty-eight Thank you This is fifteen No, [it isn’t], that’s fifty Thank you Do you live in London? No, I don’t I live in Do you live in a flat? Yes, I / No, I don’t I live in a house Do you have a bicycle? Yes, I / No, I don’t Look Does Eva have a dog? Yes, she does Does she eat pizza? No, she doesn’t Does she go skiing? No, she doesn’t Does she cycle to school? Yes, she does Thank you Is this my chair? No, it’s hers Look at Adam and Jo Is the rabbit hers? No, it’s his Are the trousers his? Yes, they are Is the pencil case hers? Yes, it is Are the books his? No, they’re hers Have you got a question for me? Yes ? OK, thank you Finished Goodbye! Bye! / Goodbye © Oxford University Press 46 Unit 10 Trinity GESE TB 1-2 4P.indb 46 29/11/2012 15:10 page 46 Grade Review This review follows the ‘Aim at the Exam’ structure but is longer and aims to give students an idea of just how long the real exam will be $ 10.11 • Ask students to listen to the examiner’s questions and answer • • them Play the recording and point to individual students to provide an answer Pause the recording for longer if necessary, or if you want to point to more than one student for an answer Check that the students are pointing to the correct picture for the instructions Point to, Show me and Touch For further practice, students can work in pairs and take it in turns to take the role of the examiner and ask the questions Encourage the students to practise this section on their own, using the audio and without looking at the questions Transcript (and suggested answers) Hello! Hello! My name’s Susan What’s your name? My name’s How are you? I’m OK / fine, thanks What day is it today? It’s How old are you? I’m Where you live? I live in Do you live in a flat or a house? I live in a flat Tell me about your bedroom What’s in your bedroom? There’s a bed, a wardrobe and a desk Thank you Here is a house This is the kitchen? No, it isn’t It’s / That’s the bedroom Thank you And this room? It’s / That’s the bathroom Thank you And this room? It’s / That’s the dining room And this room here? It’s / That’s the hall OK Who lives in your house with you? My mother, father and two brothers Right And how old is your mother? She’s 35 Show me Thank you This is 41 No, it isn’t, It’s / That’s thirty-one What number is this please? [It’s / That’s] thirteen And? Eighteen And? Fifty Thank you very much Tell me about your best friend! He’s / She’s tall He’s / She’s got brown hair and green eyes OK Have you got any pets? Yes, I have I’ve got a cat Tell me about it! She’s small and black She’s got blue eyes and a short tail I have a pet dog This is my dog He’s small He’s black, Tell me about him! brown and white © Oxford University Press Trinity GESE TB 1-2 4P.indb 47 Thank you Is he sleeping? No, he isn’t OK This is your pen No, it isn’t It’s / That’s your pen Thank you This is my clock Yes, it is Where is my pen? [It’s] behind the clock Thank you Where is it now? [It’s] next to the clock Thank you Look Is the man swimming? No, he isn’t He’s running Is she reading? Yes, she is Thank you Is the boy listening to music? Yes, he is Are the boy and girl sitting? Yes, they are OK, thank you very much And here are some animals Touch a big animal Touch a small animal And touch a beautiful animal Thank you And, is this a cat? No, it isn’t It’s / That’s a dog Thank you Do you have a question for me? ? Thank you very much Goodbye Bye! / Goodbye! page 57 Word list and Picture dictionary The word list brings together all the lexical items from the course and groups them according to topic This can be used for reference or review purposes The topics included are: Activities Adjectives Animals and pets Clothes Colours Family and friends Home Objects Parts of the body Prepositions Verbs The picture dictionary provides a visual example of some high frequency lexical items, and these are also grouped according to topic This can be used to introduce any new lexical items or for review purposes prior to students taking the GESE The topics included are: Activities Animals Clothes Colours Home Objects Parts of the body Prepositions Unit 10 47 29/11/2012 15:10 ... thanks page 5 Numbers 1? ? ?20 1? ?? $? ?1. 4 • Ask students to listen and repeat the numbers 1? ? ?20 © Oxford University Press 10 Unit 01 Trinity GESE TB 1- 2 4P.indb 10 29 /11 /2 0 12 15 :10 Transcript to answer... 3, 2, Lift-off! [2] , 11 [ 12 ], [9], 16 [17 ], [10 ], 18 [19 ], [7], 13 [14 ], [5], 12 [13 ], 19 [20 ], [8] How old are you? Optional activity • If you think the students need more of a challenge, 1? ??... the number of each of the objects in their classroom © Oxford University Press 12 Unit 01 Trinity GESE TB 1- 2 4P.indb 12 29 /11 /2 0 12 15 :10 Transcript In your classroom, how many windows? How many