Oxford trinity GESE grades 3 4 teachers book

2 des a r G E GES 3– Book s ’ r e h c Tea orton t S d r a Rich GRADE GRADE © Oxford University Press Trinity GESE3to4 SP.indb 23/04/2013 08:55 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 3 2 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 439741 Printed in China This book is printed on paper from certified and well-managed sources © Oxford University Press 01 Trinity GESE3&4 TB Cover&Contents_3P.indd 4/3/14 2:02 PM Contents Introduction page Grading tool page Unit page 13 Unit page 18 Unit page 22 Unit page 26 Unit page 29 Unit page 33 Unit page 37 Unit page 41 Unit page 45 Unit 10 page 49 Word list and Picture dictionary page 53 © Oxford University Press Trinity GESE3to4 SP.indb Contents 3 23/04/2013 08:55 Introduction Trinity GESE Grades 3–4 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 10–14-year-olds It is a stand-alone course, with its own grammar reference, but would be ideally used as supplementary exam practice material alongside an elementary general English course The course covers everything on the Trinity GESE syllabus for these grades, and more besides, in order to give the course more variety Students who work through all the material in the book should be more than prepared to meet the demands of both exams In order to make the practice genuinely relevant to the Trinity exams, the material is quite different from general English course material The difference is most clearly seen in the fact that in the GESE sections, the students almost no written work, as the focus of the exam is exclusively oral communication In the exam, students have to respond to verbal or visual prompts only, and are not required to read texts or produce written answers Therefore, reading and writing is kept to an absolute minimum in the practice activities The focus is very much on responding to audio models, prompts, and discussion questions closely designed to follow the GESE model This makes for lively and stimulating practice, ensuring that there are plenty of opportunities for meaningful interaction throughout each lesson Audio Due to the focus on oral communication, audio is used as a prompt for many 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 model answers they hear on the audio, which confirm possible answers, and correct 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 provided in the Teacher’s Book However, it is worth noting that listening to different voices on the audio is a good way to prepare the students for the fact that they will be hearing a different voice in the actual exam Where the audio provides models that have prompts to respond to, a short pause has been included so that students have enough time to think of a response Short pauses are also included when new or useful phrases are modelled for the students By listening and repeating in this way, students get plenty of practice saying phrases fluently, with correct stress and linking Prompts can be directed at individual students around the class, whereas repetition of answers provides a good opportunity for whole-class response Varying the dynamic in this way should keep students attentive and motivated If you feel that your students need more time to provide the answers to prompts, you could pause the audio for longer As the course progresses, it would be a good idea to reduce this time, to more accurately model exam conditions An exercise which has provided particular problems – with pronunciation, fluency, or an appropriate response – can be repeated Again, this is an advantage of the material being a series of oral, rather than written, exercises Each student is provided with a copy of the audio CD, so that they can further practise on their own Pairwork As well as the constant use of audio input, the material also focuses on oral communication through frequent use of pairwork Pairwork has always been used as a way to maximise student’s oral production in the classroom, and this is particularly important for exam preparation By providing considerable opportunities for students to exchange ideas, Trinity GESE Grades 3–4 prepares candidates for the successful communication required in the exam Through carefully staged and scaffolded tasks, students are encouraged to build on both fluency and accuracy This controlled approach to pairwork, with the provision of prompts on page, and clear models, offers students guidance on what to say, and how to say it Monitoring these pairwork exercises will help you to assess whether students are on-track, and how much correction or additional guidance is required The pairwork activities provide a break from teacher-centred lessons, and focus students on the language requirements of the level, and how to convey them An effective way of providing even more support in pairwork, or learner-generated content, is to select two able students to give a quick model of how the activity works before getting the whole class to do it © Oxford University Press Introduction Trinity GESE3to4 SP.indb 23/04/2013 08:55 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 practical and fun! Success in the exam should naturally be a byproduct of engaging and genuinely communicative practice, rather than something to strive towards stressfully! Group activities For more information about GESE, including syllabus information and extra support materials, go to www.trinitycollege.co.uk There are several activities where students are encouraged to work independently in a group These activities are designed for sharing ideas, and asking follow-up questions to naturally extend the conversation In this way, they offer a supportive model of interaction that is similar to the exam, but allows for peers to work on question formation and fluent answering in a more relaxed manner As students work in groups, it is important to monitor their contributions, and assist where necessary with vocabulary, grammar, and functions that are relevant to the Trinity Grade Spotlight These are very brief aids to key vocabulary and grammar points If the grammar has been studied in other general English classes, they will serve as a quick reminder If it has not, they can serve as a focus for explanations which can be supplemented by turning attention to the Grammar reference at the back of the Student’s Book Aim at the Exam These sections come at the end of each unit, and as 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 come up 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 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 These are particularly useful for classes which need to be stretched further Audio CD A copy of this is 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 © Oxford University Press Trinity GESE3to4 SP.indb Introduction 5 23/04/2013 08:55 Grading tool THE GRADING TOOL HOW TO USE THE GRADING TOOL When deciding which Trinity 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 Of course, the advantage of talking to a native speaker in the 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 second 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 from 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 A third and 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? And then prepare for the exam by continuing to practise using this language orally 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? Here’s a quick checklist to ask yourself: • 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 by giving appropriate short answers? • 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 9) To download a copy of the most recent GESE syllabus, go to www.trinitycollege.co.uk Mark Griffiths Trinity Consultant © Oxford University Press Grading tool Trinity GESE3to4 SP.indb 23/04/2013 08:55 Is the student ready for Grade 3? Candidates at this grade are expected to demonstrate the following … Use of all the language of Grades and 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 Simple questions and requests Understand simple questions and requests Respond appropriately to simple questions and requests For example: Examiner: What was the weather like yesterday? Examiner: Look at this picture What are they doing? Examiner: Give me directions to your classroom Contractions Understand contractions when said by the examiner Use contractions as appropriate For example: Examiner: What’s the date today? Where’s the girl? What are they doing? Student: It’s the 8th May She’s on the sofa They’re eating Dates, including the correct preposition of time Understand questions about dates Respond to questions using ordinal numbers and prepositions of time correctly (on, in, at) For example: Examiner: What’s the date today? Student: It’s April 1st Examiner: When’s your birthday? Student: It’s on the 21st of June Times, including the correct preposition of time Understand questions about time Respond to questions using correct time structures and prepositions of time correctly (on, in, at) For example: Examiner: What time you go to bed? Student: At about o’clock Examiner: And at the weekends? Student: On Friday and Saturday, I go to bed at about 11 o’clock Examiner: And in the summer holidays? Student: In the summer holidays, I go to bed at midnight! Describe daily routines and times Understand questions and requests for information about routines and times Respond appropriately to questions and requests for information about routines and times For example: Examiner: What time you get up, have breakfast and go to school? Student: In the mornings, I get up at o’clock, have breakfast at 7.30 and go to school at o’clock Examiner: Tell me about your daily routine Student: In the mornings, I get up at o’clock I have a shower and get dressed I have breakfast at about 7.30 and go to school at about o’clock Express ability and inability Understand questions about ability Respond appropriately to questions about ability, using can / can’t structures For example: Examiner: Can you cook? Student: No I can’t Examiner: What can you at the beach? Student: I can swim, I can play beach volleyball and I can eat ice creams Present continuous Understand questions using the present continuous Understand contractions in the present continuous Respond to the examiner’s questions using the present continuous when appropriate Use contractions in the present continuous, as appropriate For example: Examiner: What’s he doing? Student: He’s playing football Examiner: What are they doing? Student: She’s listening to music and he’s playing on his computer Examiner: Are they drinking? Student: No, they’re eating Examiner: What’s the weather like? Student: It’s raining Examiner: What are your mother and father doing now? Student: They’re working Describe places in the local area Understand examiner questions and requests for information on places in the local area Name common places in a town/city For example: Examiner: Are there any shops near your house? Student: Yes, there’s a supermarket behind my house Examiner: What else is there near your house? A park? Student: Yes, there’s a park, and my school, a cinema and some houses © Oxford University Press Trinity GESE3to4 SP.indb Grading tool 7 23/04/2013 08:55 Prepositions of place Understand examiner questions and requests for information on prepositions of place near, in front of, behind, opposite Respond using the appropriate preposition of place For example: Examiner: Look at this map Where is the cinema? Student: It’s opposite the park Examiner: What’s behind the café? Student: Behind the café, there’s a school Examiner: Where’s the bus? Student: It’s in front of the castle Examiner: Where is the station? Student: It’s near the park Prepositions of movement Understand examiner questions and requests for information about prepositions of movement Respond using the appropriate preposition of movement from, to, up, down, along, across For example: Examiner: Look at this picture Where are they going? Student: Up the stairs Examiner: Where’s she going? Student: Down the stairs Examiner: Where are they going? Student: Across the bridge Directions Understand the examiner’s request for directions Give simple, appropriate directions from the student’s current location or using a map For example: Examiner: Give me directions from this room to your classroom Student: Go out, turn left, walk along the corridor and it’s on your right Examiner: Look at this map Give me directions from the cinema to the train station Student: Go out of the cinema and turn left Go along the street and take the third street on your right Go along the street, across the bridge and the train station is on your right, opposite the park Link words and and then Understand and and then when used by the examiner Use and and then appropriately in the discourse For example: Examiner: Give me directions from this room to your classroom Student: Go out and turn left Then walk along the corridor and go up the stairs Examiner: Tell me about your daily routine Student: I get up at 6.30 Then I have a shower, and then I have breakfast at 7.30 Past tense of be Understand and respond appropriately to questions and requests for information using the past tense of be Respond using the past tense of be where appropriate For example: Examiner: What’s the weather like today? Student: It’s sunny Examiner: And what was the weather like yesterday? Student: It was raining Examiner: Yesterday, I was London What about you? Student: Yesterday, I was in Rome Examiner: What day was it yesterday? Examiner: It was Tuesday Place of study Describe the student’s place of study, subjects of study and school routine For example: Examiner: Where is your classroom? Student: It’s along the corridor Examiner: What subjects you study at school? Student: I study English, maths, science, geography, history, Spanish and physical education Examiner: What you study on Fridays? Student: On Fridays, I study English, religion, Italian, PE, music and theatre Jobs Understand questions and requests for information about jobs Respond appropriately to questions and requests for information about jobs, including the use of the appropriate article (a/an) For example: Examiner: Look at these pictures What jobs can you see? Student: She’s a teacher, he’s a bus driver, she’s a doctor, he’s a dentist, he’s a pilot, they’re police officers, he’s a postman, she’s a shop assistant, he’s a waiter and she’s a chef Free time Understand questions and requests for information about free time Respond appropriately to questions and requests for information about free time For example: Examiner: What you in your free time? Student: I play the guitar, I go shopping and I go to the park Examiner: Tell me about your free time activities What you after school? Student: In my free time, I play football, I watch television and then I play computer games © Oxford University Press Grading tool Trinity GESE3to4 SP.indb 23/04/2013 08:55 Home life Understand questions and requests for information about home life Respond appropriately to questions and requests for information about home life For example: Examiner: What you with your brother? Student: We play video games together and we ride our bicycles Examiner: Tell me about your mother and father What are their jobs? Student: My mother is a teacher and my father is an office worker Examiner: What you at the weekends with your family? Student: On Saturdays, we go shopping and then we go to a restaurant And on Sundays, we visit my grandmother Weather Understand questions and requests for information about the weather Respond appropriately to questions and requests for information about weather For example: Examiner: What’s the weather like today? Student: It’s sunny and hot Examiner: And what was the weather like yesterday? Student: It was raining and cold Examiner: Look at these pictures What’s the weather like? Student: It’s snowing and cold It’s windy It’s stormy Ask the examiner a simple question about everyday life Ask the examiner a simple question using the language of Grade For example: Student: What you in your free time? Student: Can you cook? Student: Where were you yesterday? Student: What’s the weather like today? Pronunciation Understand and use the correct pronunciation of all of the above Use contractions where appropriate Use appropriate basic stress patterns for words, phrases, short sentences and simple questions Is the student ready for Grade 4? Candidates at this grade are expected to demonstrate the following … Use of all the language of Grades 1, and 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: Oxford University I’m fine,Press thank you Communication skills Give information about the prepared Topic in a series of limited turns Understand questions and requests for information on their prepared Topic Ask the examiner at least one question about their Topic area Participate in simple exchanges of information and short discussions Discuss the six Subject Areas for Conversation: holidays, shopping, school, hobbies and sports, food, weekends and seasonal activities It is not a requirement of the examination to ask the examiner a question about the six Subject Areas for Conversation, however, it is good training to practise asking questions as part of communication skills development and to anticipate examiner questions and prompts Discuss past events using the past simple Understand questions and requests for information about the past Answer using the appropriate forms of regular and common irregular past simple verbs Use negative forms of the past simple as appropriate Ask the examiner a question using the past tense For example: Examiner: Where did you go last weekend and what did you do? Student: Last weekend we went to the beach and swam in the sea We played beach volleyball and I played with my friends Examiner: Did you have an ice cream? Student: No, we didn’t, but we had some cakes Examiner: Tell me about your last holiday Student: We didn’t go abroad, but we visited my cousins They live in Barcelona We stayed with them for two weeks and went shopping, played games, went to the park and spent the weekend at the beach Examiner: How did you get there? By car? Student: No, we didn’t go by car, we took the train Where did you go on your last holiday? Examiner: I went to France and stayed with my friends Discuss future plans and intentions using going to Understand questions and requests for information about future plans and intentions Answer using going to appropriately Use the negative forms of going to as appropriate Ask the examiner a question using going to For example: Examiner: What are you going to this weekend? Student: I’m going to go to the restaurant with my friends Examiner: And what are you going to have? Student: I’m going to have a pizza and then ice cream Examiner: What about a cake? Student: No, I’m not going to have any cake – I don’t like it! What are you going to this weekend? Examiner: I’m going to visit Pompeii and after that, I’m going to climb Mount Vesuvius Trinity GESE3to4 SP.indb Grading tool 9 23/04/2013 08:55 Make simple comparisons, using comparative and superlative adjectives Understand questions about and requests for comparisons Answer using comparative and superlative forms appropriately Use the appropriate negative comparative forms, e.g not as … as … Ask the examiner a question related to comparisons For example: Examiner: What’s the difference between the shops in your town and the shops in Milan? Student: The shops in Milan are bigger and more expensive But the shops in my town are not as interesting as in Milan Examiner: Tell me about the best food in winter and the best food in summer Student: In summer, the best food is ice cream and in winter, the best is soup Examiner: And what’s the worst food in summer? Student: The worst is lasagne Examiner: And what’s the most delicious food in the world? Student: The most delicious food is sushi! What’s the best food in your country? Examiner: The best food in my country is chicken curry Discuss likes and dislikes Understand questions and requests for information about likes and dislikes Answer using like / dislike / don’t like appropriately Use the like + gerund / infinitive appropriately Ask the examiner a question related to likes and dislikes For example: Examiner: What you like doing at the weekend? Student: At the weekend, I like playing with my friends and going to the shops Examiner: And what don’t you like doing at the weekend? Student: I don’t like going shopping with my mother! Examiner: What shops you like and what don’t you like? Student: I like clothes shops and shoe shops, but I don’t like supermarkets I also dislike department stores What types of shops you like? Examiner: I like clothes shops as well Describe manner and frequency Understand questions and requests for information about manner and frequency Answer using appropriate adverbs of manner and frequency appropriately Ask the examiner a question related to manner and frequency For example: Examiner: How often you go shopping? Student: I go every weekend Examiner: And how often you go shopping in Madrid? Student: I never go shopping in Madrid I usually go to Barcelona Examiner: And how often you go to Barcelona? Student: I go there once a month How often you go shopping? Examiner: I go shopping once a month 10 Make contrasts using but Understand the use of but in examiner questions and discussion Answer using but to make contrasts For example: Examiner: I like shopping, but I don’t like shoe shops What about you? Student: I like shoe shops, but I don’t like supermarkets Discuss ‘holidays’ using the language items and functions at Grade Understand questions and requests for information about holidays Answer using appropriate language and functions listed above Show knowledge of vocabulary relevant to holidays Participate in a simple discussion on the subject of holidays For example: Examiner: Let’s talk about holidays How often you go on holiday? Student: We usually go on holiday every summer Sometimes, we go skiing in the winter, but it’s expensive! Examiner: Tell me about your last holiday Where did you go and what did you do? Student: We went to the coast and stayed in a hotel Every day, we played on the beach and swam in the sea I learnt to build big sandcastles Examiner: What did you eat? Student: I had an ice cream every day! And in the evenings, we went to different restaurants – fish, Italian, Japanese, Indian Examiner: Which restaurant was the best? Student: The best was the Indian I love curry! Examiner: And the worst? Student: The Italian restaurant I love pasta and pizza, but the food in this restaurant was bad Examiner: And what’s the difference between the weather in your village and in your holiday city? Student: My village is colder and it rains more often My village is in the mountains But the city on the coast was warm and sunny every day Examiner: What about your next holiday? Student: For my next holiday, we’re going to London! We’re going to stay near Trafalgar Square and we’re going to visit the city, go sightseeing and go shopping! Discuss ‘shopping’ using the language items and functions at Grade Understand questions and requests for information about shopping Answer using appropriate language and functions listed above Show knowledge of vocabulary relevant to shopping Participate in a simple discussion on the subject of shopping For example: Examiner: Let’s talk about shopping I like shopping, but I don’t like shoe shops What about you? © Oxford University Press Grading tool Trinity GESE3to4 SP.indb 10 23/04/2013 08:55 Answers • expect the candidate to answer with a food, and then follow up and give more information about why they like it, or describe it in some way Remind students that they can talk about when and where they first had the food, who they ate it with, what it compares to (e.g it’s better than … because …) and when they will eat it again in the future Italian Chinese Tapas bar/Spanish A barbecue restaurant Fast food restaurant Play the recording once     page 32  Transcript Man  So, which restaurant are we going to go to tonight? Woman  Well, there’s an Italian restaurant, a Chinese, a Spanish, a Barbecue restaurant, or we can go to the fast food restaurant Man  Mmm … I don’t like fast food And I hate burgers and chips Woman  OK, so we’re not going to go to the fast food place Man  What about the barbecue restaurant? Woman  Well, I’m vegetarian and I hate meat, so a barbecue restaurant with only meat is not going to be good for me! Man  OK, so we’re not going to try the barbecue restaurant Woman  No What about the Spanish restaurant? Man  Well, I like Spanish food, but I ate in a Spanish restaurant yesterday I don’t want to eat in a Spanish restaurant twice in a week! Woman  OK, so we’re not going to have Spanish food Man  So then we have the Italian or the Chinese restaurants Woman  Oh, I love both! I like Italian food, I like pizza, I like pasta But I also love Chinese food I like the Chinese sauces, and I love fried rice Man  I also like Italian, but I usually go to an Italian restaurant twice a month I occasionally eat Chinese food Woman  You go to an Italian restaurant more often than a Chinese restaurant? Man  Yes Woman  OK, then we can try something different How about the Chinese? I can tell you which Chinese dishes I love and you can try them Man  So, we’re going to the Chinese restaurant! Woman  Yeah, not the Italian! Shopping • Ask students to work in pairs, and think of different kinds of shops, and their names As an extension, and to reinforce Grade language requirements, ask them to talk about where these shops are, and how to get to them from either the school, their home, or another location within the town Encourage students to use prepositions of movement and location, and remind them that showing that they know Grade language well is a useful way of proving communicative ability to the examiner • Ask students to work in pairs, and complete the mind map • Once students have completed the mind map, ask them to work with another pair and compare mind maps Ask students to discuss any differences, and the reasons for these differences Monitor this stage to ensure students are using full sentences, and appropriate Grade language • Ask students to work with a new partner, and go through the • • Ask students to discuss what they heard in pairs Ask them to • decide on an answer Play the recording again to confirm the answer • • Ask students to work in pairs Tell them to imagine they are going to one of the restaurants together Ask them to work through questions 1–4, and come to an agreement on where they will go • Ask students to work with new partners, and discuss what they had for different meals yesterday Encourage follow-up questions, and any additional description to extend the conversation Monitor during this stage to ensure students are using full sentences, and the correct form of past simple verbs • Explain to students that this personalised question is very sequence of questions 1–10 Tell students to take turns asking the questions, but remind the students who answer to ask a follow-up – How about you? As these questions are very similar to those asked in the exam, it is important that students are closely monitored here to ensure they are using full sentences, as instructed Note down any particularly good examples of language, or common errors, and deal with these after students have finished talking To change the classroom dynamic, you might want to have students work in pairs in front of the class, asking and answering the questions As they this, have the listeners note down good examples of Grade language, and any new or interesting vocabulary choices • Ask students to look at the pictures of Pedro’s shopping day Ask them to discuss answers to questions 1–4 Answers He went to a street market, a clothes shop, a shoes shop, a shopping centre, a café, a video games shop, and a bookshop He went with his Mum and Dad common in the Grade exam Explain that examiners will © Oxford University Press Trinity GESE3to4 SP.indb 39 Unit 07 39 23/04/2013 08:55 He liked the clothes shop, the shopping centre, the café, and the video games shop He didn’t like the shoe shop or the bookshop Pedro bought a new T-shirt His Mum and Dad bought some books Optional warmer • Ask students to work in A and B pairs, and look at the • pictures again Ask A students to talk about pictures 1, 3, 5, and B students to talk about pictures 2, 4, 6, 8 Encourage students to think about what they can see in each picture, but also to think about questions to ask their partner, e.g picture 1: Do you like going to the market? Do you like to buy things at markets? When did you last go? What did you buy? How you get there from here? Monitor throughout this stage to ensure students are using appropriate language, and having a conversation as well as describing what they see Examiner  Thank you Now we’re going to talk about something different Let’s talk about shopping How often you go shopping? Examiner  Tell me about the best and worst shops in your town Which you like and which don’t you like? Candidate  What about you? What kind of shops you like? Examiner  I like clothes shops and bookshops Examiner  How often you go shopping with your parents and how often you go shopping with your friends? What’s the difference? Examiner  Tell me about your last shopping trip Where did you go and what did you buy? What was the most expensive thing you bought? Examiner  And what about your next shopping trip? Where are you going to go and what are you going to buy? • Play the recording again, and point to individual students to provide an answer that is true for them Pause the recording between questions if you want to point to more than one student for an answer When you are satisfied that students are correctly using the relevant Grade language and functions to answer the questions, move on to the next stage • Ask students to work in pairs, asking and answering the questions Again, monitor this stage to ensure students are using full sentences and Grade language To vary the class dynamic, you could have some students role-play this exam exchange in front of the class • Ask students to work in pairs, and practise the exam using the     page 33  • Aim at the Exam • 1  $ 7.4 examiner cues that they noted down in Remind students that they can vary the answers so that the content is true for them Encourage students to think of interesting questions to ask the examiner Draw students’ attention to the exam tip box As a class, discuss why it this tip is useful When students have completed the dialogue, ask them to change roles As an extension you may wish to have students role-play the exam in front of the class • Ask students to work in pairs, and predict what language • could be used to complete the examiner and candidate questions and answers Play the recording, and have students listen to the examiner and candidate questions to check their predictions Transcript Examiner  Hello! Let’s talk about food Tell me about the foods that you like and the foods that you don’t like Examiner  And how often you eat your favourite food? Do you ever eat it in a restaurant? Examiner  Who does the cooking in your house? What’s the difference between eating at home and eating in a restaurant? Examiner  For you, what’s the best food in the summer and the best food in the winter? Examiner  Tell me about yesterday What did you have for breakfast, lunch and dinner? Examiner  And what are you going to have for lunch and dinner today? Candidate  What about you? What’s your favourite food? Examiner  Oh, I like all international food, but I love Japanese food © Oxford University Press 40 Unit 07 Trinity GESE3to4 SP.indb 40 23/04/2013 08:55 GRADE t i n u School, hobbies & sports ask them to complete the sentence If required, assist them with the pronunciation of the school subject, and encourage the class to repeat this too Then move on to the next student Lesson objectives Discussing school and school subjects Discussing hobbies Discussing sports • Ask students to work in pairs, asking and answering the Language questions Monitor this stage to ensure students are using full sentences and Grade language Grammar Past simple going to for future plans Adverbs and adverbials of frequency Comparatives and superlatives Questions: When … ? How often … ? Functions Expressing likes and dislikes Expressing simple comparisons Vocabulary School Hobbies Sports 2  $ 8.1 • Explain to students that they are going to hear a student, Maria, talking about her school day Ask them to complete her timetable Transcript Maria  On Monday, at o’clock I have geography, and then at 10 o’clock I have maths On Tuesday, at 12 o’clock I have history And then on Wednesday, at o’clock I have information technology, followed at o’clock by English At o’clock I have physical education On Thursday, at o’clock I have physical education and at 12 o’clock on Thursday, I have English And on Friday, at o’clock I have English and at 12 o’clock I have science • Ask students to give answers, then play the audio again to check     page 34  • Ask students to work individually to complete the boxes, School subjects and timetables • Ask students to work in groups, and write up a list of all the • • • • school subjects they can think of Set a time limit of three minutes When the time limit is up, ask students to form new groups, with a person from each of the original groups Have students compare their lists, and see if they can add anything else Ask students to think about different ways they could categorise their lists, e.g Arts, Sciences, Social Sciences Ask students to form one large group, and compare their categories This could be done on the board, with either the teacher, or a student noting down vocabulary Once the subjects and categories are on the board, clarify any choices, and pronunciation Introduce this by saying the sentence stem On Monday, I have … Point to a student and • then to check the answers in pairs Once they have checked the answers, ask students to practise using this Grade language by asking and answering the following question: How often does Maria have [science]? etc Answers Once a week – cooking Four times a week – English, PE Twice a week – IT Five times a week – maths Three times a week – French, geography, history, science • Ask students to work with a new partner, and go through the sequence of questions 1–9 Tell students to take turns asking © Oxford University Press Trinity GESE3to4 SP.indb 41 Unit 08 41 23/04/2013 08:55 • the questions, but remind the students who answer to ask a follow-up – How about you? As these questions are very similar to those asked in the exam, it is important that students are closely monitored here to ensure they are using full sentences, as instructed Note down any particularly good examples of language, or common errors, and deal with these after students have finished talking • Ask students to look at the sentence frames Give an example • of your own to model the intonation pattern of the sentence Point to various school subjects on the board, and ask particular students to give an answer that is true for them When you are satisfied that all students can produce the form accurately, ask them to work in pairs Remind students that they can also ask follow-up questions, such as Why you think that? to extend the conversation more naturally This is useful practice for the exam, where communicative interaction is a principle outcome     page 35  Candidate  After my homework, I’m going to watch TV Examiner  Who’s the best at English in your class? Candidate  The best person at English in my class is my friend Lucia! Examiner  What’s your favourite subject? Candidate  My favourite subject’s maths Examiner  Is Lucia better at maths than you? Candidate  No! I’m better at maths than Lucia Examiner  What’s the most difficult subject at school? Candidate  The most difficult subject at school is science • Play the recording again This time pause after each question – you could this so students have a chance to repeat the question (point to a student and say repeat) or answer the question (point to a student and say answer) • Ask students to work in pairs Instruct them to ask and answer the questions so they are true for themselves Monitor during this stage to ensure students use full sentences, and appropriate Grade language • Ask students to work with a new partner Before they discuss what they are going to study in their next lesson, encourage them to think about follow-up questions they could ask in this exchange, e.g Do you like geography? How often you have it each week? Talking about school • Inform the students that questions 1–10 are all exam questions • • that have been used in Grade Conversation stages when discussing school Explain that the focus here is on identifying question focus, and responding accurately Explain that students have been given the candidate’s answers, and need to work out the examiner question Go through the first answer together Instruct students to underline the key information that the candidate is providing – last English lesson, past tense Elicit the probable question here Set a time limit (around four minutes) and ask students to work in pairs completing the remaining questions together Hobbies and sports • As a whole class, ask students what are the most popular hobbies and sports for boys, girls, young people and older people Ask the class if they still the same hobbies and sports they did when they were younger, and why they new ones now • Ask students to work in pairs Direct them to the illustration 2  $ 8.2 • Play the recording, so students can check their predictions Transcript Examiner  What did you in your last English lesson? Candidate  In my last English lesson, I studied the past tenses Examiner  What was your last English homework? Candidate  For my last English homework, I wrote a story Examiner  What are you going to for your next English homework? Candidate  For my next English homework, I’m going to practise my vocabulary Examiner  When are you going to your English homework? Candidate  I’m going to my English homework after dinner this evening Examiner  Where are you going to your English homework? Candidate  I’m going to my homework in my bedroom Examiner  What are you going to after your homework? • of Roberto’s room Ask them to name the different objects that are in there Assist with any new vocabulary, and pronunciation Drill this using listen and repeat where necessary Ask students to decide upon Roberto’s hobbies 2  $ 8.3 • Play the recording once Check as a class that everyone noted down all of Roberto’s hobbies Transcript Roberto  Well I love playing football and play it every day I’m very good at it I also sometimes play basketball I like it, but I’m not very good at it I like playing the piano and I practise three times a week I love listening to music, and I especially love rock music, but I hate dance music I love playing video games and I play them every day I’m not very good at playing guitar, but I’m going to learn how to play it © Oxford University Press 42 Unit 08 Trinity GESE3to4 SP.indb 42 23/04/2013 08:55 3  $ 8.3 swimming And on Sunday, I did some drawing and then I watched TV with my family • Play the recording again, this time directing students to • To confirm the answers, ask students what Roberto did complete column one of the table on specific days When students give answers, encourage them to provide a full sentence After they have answered for Roberto, as the student How about you? What hobbies or sports did you on Monday?, etc This will ensure that students practise the form in a personalised manner, and provides a model for the following activity • Ask students to complete the second column of the table with their own hobbies and sports • Ask students to work in pairs Instruct them to ask and answer • • • questions to complete the third column of the table Before beginning, ask them to think about the questions they will need to ask to get the information As a whole class decide on the first question – What sports or hobbies you love doing? This should act as frame for students to drop other phrases into If necessary, drill the question form to ensure students can accurately and fluently produce them As an alternative, or with weaker students, you may wish to go through the table row by row, deciding as a class what question to ask, and the intonation for this Appropriate questions are as follows: What sports or hobbies you love doing? What sports or hobbies you like doing? What sports or hobbies you hate doing? What sports or hobbies are you good at doing? What sports or hobbies are you not very good at doing? What sports or hobbies are you going to learn to do? Monitor the speaking stage to ensure students are using full sentences Note down any good examples, or common errors, to deal with during feedback Once students have asked the questions, you could ask them to make sentences that compare themselves, their partners, and Roberto Optional activity • As an extension, you could ask students in pairs, to take turns describing the pictures As they this, encourage them to use a range of Grade language, and any other language requirements from earlier levels that they would be expected to know in an exam situation Before students describe the pictures, it would be useful to revise key language for the task e.g prepositions of place, simple adjectives, etc • Ask students to work in pairs, and ask and answer the question Encourage full sentences • Ask students to work in pairs, and ask and answer the question Again, monitor, and encourage full sentences 10 • Write up on the board Summer and Winter Ask students • •     page 36  • Direct students to the story Explain that this shows the different hobbies that Roberto did last week Ask students to look at the pictures, and decide what Roberto did 7  $ 8.4 • Explain to students that you are now going to listen to Roberto speaking about what he did Ask them to listen and check for the answers Transcript Roberto  Well, on Monday, I listened to some music on my mp3 player, and then I played football in the park with my friends On Tuesday, I practised the piano and then I played basketball On Wednesday, I made pizza with my dad and then played video games On Thursday, I read my book and then went cycling with my friend On Friday, I practised the guitar and then I spoke to my friend on the internet I used my webcam On Saturday, I went shopping with my dad and then I went â Oxford University Press ã which they like / dislike, and why Also ask them to compare the two seasons Elicit as many differences as you can Ask students about sports and hobbies – which are common in the winter, and which in the summer Direct them to the table in the Student’s Book, and explain that they are going to ask their partner the relevant question to answer each section You may wish to brainstorm question forms as a class, and practise intonation patterns and pronunciation of key vocabulary through choral drilling If you are confident that your students will be able to produce questions accurately, direct them to begin Monitor this stage to ensure students are using full sentences, correct intonation, and appropriate Grade language Appropriate questions are as follows: What’s your favourite sport in summer / winter? What’s your favourite hobby in summer / winter? What’s the most physical sport you in summer / winter? What’s the most expensive sport you in summer / winter? What’s the most expensive hobby you in summer / winter? What’s the most creative hobby you in summer / winter? 11 • Draw students’ attention to the spotlight box Elicit any other ways they know to give opinions Note these on the board, and practise the intonation, alongside the intonation of I think … and For me … Trinity GESE3to4 SP.indb 43 Unit 08 43 23/04/2013 08:55 • Tell students to ask and answer questions and giving • • • • their own opinions Encourage them to think of follow-up questions they can ask their partner Monitor this stage carefully to ensure students are using full sentences and appropriate Grade language As an alternative, to change the class dynamic, you could open this out to group discussions Ask students to form two groups, and allocate a question to each Set a time limit of five minutes When students have finished speaking, ask them to find a partner from the other group to report back to Monitor during the discussion, noting down good examples, or common errors Assist with vocabulary when and where necessary     page 37  Aim at the Exam • Play the recording again, and point to individual students to provide an answer that is true for them Pause the recording between questions if you want to point to more than one student for an answer When you are satisfied that students are correctly using the relevant Grade language and functions to answer the questions, move on to the next stage • Ask students to work in pairs, and practise the exam using the • • examiner cues that they noted down in Remind students that they can vary the answers so that the content is true for them Encourage students to think of interesting questions to ask the examiner Draw students’ attention to the exam tip box As a class, discuss why this tip is useful When students have completed the dialogue, ask them to change roles As an extension you may wish to have students role-play the exam in front of the class 1  $ 8.5 • Ask students to work in pairs, and predict what language • could be used to complete the examiner and candidate questions and answers Play the recording, and have students listen to the examiner and candidate questions to check their predictions Transcript Examiner  Hello! Let’s talk about school Tell me about the subjects that you like and the subjects that you don’t like Examiner  How often you study your favourite subject? And how often you study the subject you don’t like? Examiner  And what’s the difference between the subject that you like most and the subject that you like least? Candidate  What about you? What’s your favourite subject? Examiner  Oh, I love studying English, and foreign languages Examiner  Tell me about last week What did you study and what was the best class? Examiner  What about homework? Are you good at doing homework? Examiner  And what are you going to study next year? Are you going to start any new subjects? Examiner  Thank you Now we’re going to talk about something different Let’s talk about hobbies and sports What hobbies or sports you like and which ones don’t you like? Candidate  What about you? What hobbies or sports you like? Examiner  I like music and reading Examiner  How often you your hobbies or practise your sports? Examiner  What sports and hobbies you in winter and in summer? What’s the difference? Examiner  Tell me about your funniest hobby and your most physical sport Examiner  What hobbies and sports did you last week? Examiner  And what hobbies and sports are you going to in future? © Oxford University Press 44 Unit 08 Trinity GESE3to4 SP.indb 44 23/04/2013 08:55 GRADE unit 09 The Topic Conversation phase cover many of the areas that they feel they can confidently speak about Explain that while students can’t talk about, for example, holidays in general in the Topic phase, they could talk about a school trip, or a particular city they have visited Explain that there will be more guidance on how to choose a suitable Topic phase later in the lesson Lesson objectives Familiarisation with the Topic phase Reviewing Grade structures for the Topic phase Organising ideas for the Topic phase Practising the Topic phase 1  $ 9.1 Language • Explain to students that they are going to listen to a student Grammar like + gerund / infinitive Past simple going to for future plans Adverbs and adverbials of frequency Comparatives and superlatives Vocabulary Likes and dislikes     page 38  • Before beginning this unit, it is worthwhile orienting students • • • to the examination format Students may be very familiar with the exam, but as Grade is the first grade in which the exam has two distinct sections, it is worth reviewing this information to ensure all students are aware of what is required of them Initially, the best way to address this may be as a whole class, with correct responses being noted down on the board This will provide a written record for students Ask the students how long the Grade exam lasts (10 minutes in total) Ask them how many parts there are to the exam (two) Ask them to tell you what the two parts are called (the Topic phase and the Conversation phase) Ask students which part comes first (the Topic phase) Ask students how long each phase lasts (up to minutes) Ask students what the difference is between the two phases (in the Topic phase the candidate prepares a topic, in the Conversation phase the examiner selects two Grade subject areas) Ask students which topics they can prepare to speak about (any topic, as long as it isn’t the same as a subject area for the Conversation phase) Note that this last point may cause some concern among students, as they might feel that the subject areas in the and teacher discussing the Grade exam Explain that there are gaps in the dialogue with key information that will help them prepare for the Topic phase • Ask students to work in pairs, and read through the dialogue together – first for sense, and to see if there any words that they not know Encourage students to ask about the meaning of any unknown words, and note these on the board, with phonetic transcription to aid pronunciation Drill any new words or phrases using listen and repeat • When you are satisfied that there are no vocabulary issues surrounding the dialogue, ask students to work in pairs again, and discuss possible answers to the gaps Draw attention to some of the clues that help students complete gaps like this e.g gap has an indefinite article preceding it, so is probably a noun, it is also something two people together – indicated by the word between Set a time limit of five minutes, and ask students to work through the text together • Once students have finished discussing the text, play the recording once Ask students to write down what they hear As this is a long dialogue, the level of challenge may be greater You may wish to pause after the following points: After gap Teacher  For example, objects, people, places, activities, organisations, etc After gap 13 Teacher  No! The Topic is a discussion If you recite, the examiner is going to interrupt you and ask more questions Transcript (and answers) Student  What’s the Topic? Teacher  The Topic is a presentation and discussion between you and the examiner Student  Who chooses the Topic? Teacher  You! It’s completely your choice © Oxford University Press Trinity GESE3to4 SP.indb 45 Unit 09 45 23/04/2013 08:55 Student  What can I talk about? Teacher  You choose! It’s easier to talk about things that you are interested in Student  Can you give me some example ideas? Teacher  For example, objects, people, places, activities, organisations, etc Student  How long is the Topic? Teacher  It’s the first five minutes of the exam Student  Can I just prepare a script and read it? Teacher  No! The Topic is a discussion You cannot bring a script with you Student  Can I memorise a script and recite it? Teacher  No! The Topic is a discussion If you recite, the examiner is going to interrupt you and ask more questions Student  What is the aim of the Topic? Teacher  The examiner wants you to have a conversation using the language of Grade in your conversation Student  Is the examiner looking for mistakes? Teacher  No! The examiner is looking for examples of Grade language Student  What questions is the examiner going to ask? Teacher  The examiner is going to ask you questions which help you to use Grade language Student  Can I bring photos or objects with me into the exam? Teacher  Yes! You can bring photos and objects connected to your Topic But don’t bring too many You only have 4–5 minutes so four objects or photos is the maximum • Check answers around the class, then play the recording • Explain to students that they are going to start generating • • • Ask students to work individually and decide on a possible • • again, to confirm • Ask students to give you a list of the possible topic ideas the teacher gave the student This leads on to the following tasks • Ask students to work in pairs and discuss their Topic choices, objects, people, places, activities, organisations     page 39  • • Direct the students to pictures 1–5 Explain that the students in each picture are thinking about the Topic phase, and the ideas they could use Explain that each person in picture 1–5 has a group of ideas Draw attention to the list of titles, and ask students to match these to each group of ideas in pictures 1–5 Answers providing reasons for this Encourage students to ask followup questions to extend this into a longer discussion Explain that this will help them to decide which Topic choice they can speak about most confidently, and with the most appropriate Grade language Monitor this stage to ensure full sentences are being used After students have finished discussing their choices, ask a selection to present their ideas to the class, again giving reasons Have the class decide if these are suitable Grade Topics in terms of language requirements     pages 40 and 41  Choosing a Topic • Explain to the students that organising useful Grade Picture 1: places Picture 2: people Picture 3: activities Picture 4: objects Picture 5: organisations • Check answers as a whole class Topic for each of the following groups: objects, people, places, activities, organisations Ask students to think about why they have chosen these topics, and how they could talk about them using Grade language Draw attention to the exam tip box, to ensure students are clear on areas that are not good to choose Answers Possible ideas for a Topic ideas for the Topic phase, using the ideas in pictures 1–5 to help them Direct students to the example, and explain that they need to think of three examples for each idea, e.g for picture 5: three clubs, three groups, three companies, etc Explain that this just a brainstorming stage, where they are to think of different ideas They not have to prepare a Topic on all the examples By thinking about lots of examples, students should have a broad selection that they can then narrow down In this brainstorming stage, it may be useful for students to work in pairs, to ensure that they can come up with as many ideas as possible However, at later stages, when choosing a Topic, encourage students to work on their own This should ensure that a class has different topics, and the ideas for discussion are personalised This is very important in the exam situation • language in a table is a good way to decide on their topic for the Topic phase By having a record of what they can talk about for each Grade language requirement, students should be confident that they will be able to speak to an examiner for up to five minutes, and demonstrate their communicative skills Explain that this exercise is a good way of preparing for the Topic, and deciding which topic ideas are the most suitable, but that it should not be memorised Ask the students to © Oxford University Press 46 Unit 09 Trinity GESE3to4 SP.indb 46 23/04/2013 08:55 work in pairs and think about the reason for this Have a whole class feedback session Accept any of the following answers: The Topic phase is an informal discussion, not a presentation; reciting a script doesn’t show you have communicative ability, and will mean that you aren’t graded as highly; if the examiner thinks you have memorised a script they will interrupt you and ask more questions – which you may not have prepared for; the examiner is assessing you on pronunciation and intonation and recited scripts don’t sound natural clearly to show their communicative ability Explain that the students have to give the Topic form to the examiner at the beginning of the exam, and that the examiner will use this form as way of organising the discussion Explain that students should only put their general ideas onto a Topic form, and not examples of Grade language The Topic form is a prompt for discussion, and not a script • Direct students to look at a candidate’s notes on their chosen • Ask students to look at the table, this contains an example of • • a candidate’s Topic (Rihanna) Before they read the candidate notes, ask students to give you sentences about Rihanna using Grade language When you have been given a short selection, instruct students to read through the student notes Ask students to think about the Topic ideas they chose on page 39 Ask them to complete the top of the table with one idea for each section Draw attention to the exam tip, and remind students of other Topic ideas that can be problematic for Grade exams Set a realistic timetable for your class, and ask students to complete the table with Grade language for each of the Topic ideas At this point, monitor the class’s input, assisting with vocabulary and structures where required Encourage students to refer to the example column for models of how to prepare their ideas Remind students to use like + gerund / infinitive where appropriate • After the time limit is up, ask students to work in pairs and • discuss the questions This stage provides an element of critical thinking and reflection that should assist students further in making their choice of Topic Tell students that they will soon be practising their Topic phase, so they should choose a Topic that they are happy to discuss for up to five minutes, and one which covers as wide a range of Grade language as possible • Possible answers My first visit to London My future plans in London My opinion of London When I visit London • Again, explain that these are the ideas that the candidate would write on their Topic form • Ask students to work in pairs and decide which Grade language is being used in each section of the Topic form After a few minutes, check this as a whole class Answers My first visit to London – simple past tense My future plans in London – going to future My opinion of London – likes and dislikes, comparatives and superlatives When I visit London – adverbs and adverbials of frequency • Ask students to refer to the Topic that they chose in 2, and instruct them to organise their ideas as described Set a time limit of six minutes, and monitor, assisting where necessary • Ask students to work in pairs Instruct students to read each     page 42  • Ask students what they are allowed to take into the exam, • • topic, London Explain that these are notes only, and that the Topic form for the exam would have Topic form ideas around the main Topic box Ask students to work in pairs, and decide on a suitable title for each group of ideas Ask them to give reason for their choices and what they have to take into the exam Write these up as two lists on the board: can take pictures, photos, diagrams, useful objects (maximum of four) must take Report form, Topic form Ask students if they know what a Topic form looks like Elicit that it is a mind map with four sections for students to write in If possible, show students a print out of the official Trinity Topic form Explain to the students that the Topic form is a very useful way of organising ideas and prompts for Grade language • other’s Topic forms, and their notes Ask students to add any other ideas or useful Grade language to their partner’s Topic form, where possible Set a time limit of five minutes When the time limit is up, encourage students to discuss any additions they have made, and give reasons for these additions     page 43  Aim at the Exam • Explain to students that in this Aim at the Exam section they are going to practise the Topic phase • Ask students to read through the examiner questions, and match language boxes 1–5 © Oxford University Press Trinity GESE3to4 SP.indb 47 Unit 09 47 23/04/2013 08:55 Answers • • • Differences Past Likes / Dislikes When Future Check answers as a whole class Once students have agreed on the answers, explain that students will work in pairs roleplaying the Topic phase Explain that before the students this, they will need to practise the examiner questions Go through each section, providing a model for each examiner question for students to listen and repeat Drill these chorally, as a whole class, and individually When you are happy that students are asking the questions in a fluent way, move on to the next stage 2–4 • Ask students to work in pairs • Tell A students to look at B students’ Topic form Refer them • Ask students to complete the feedback form by circling the best option Tell them that if possible they need to give examples to justify their feedback • Ask students to repeat the process, swapping roles so Student A is the candidate, and Student B is the examiner Follow the same procedure as before Optional activity • To change the classroom dynamic, you may wish to have students practise the Topic phase with you as the examiner This provides a strong model of the exam situation To ensure that the other students are participating during this stage, distribute the feedback forms as above, and ask them to take notes on what is being said If you follow this procedure, emphasize that student feedback should be as supportive as possible to ensure that confidence is not unduly affected to the questions in boxes 1–5 Ask B students to note down examiner questions that work for the Topic form As this is being done, tell student B to look at their Topic form and decide on questions that they could ask the examiner • When students are prepared, and Student A has at least eight • • • questions ready, tell students to begin the role-play Monitor this stage to ensure full sentences are being used by both the examiner and candidate Ensure that a range of Grade language is being used, and that intonation is natural Also ensure that students are not using notes when speaking, as they will not be able to this during the exam After five minutes, bring the role-play to an end Ask for feedback from the students, e.g how did they think they performed, what was easy / difficult, what they need to work on before the exam? Where possible, ask students’ partners to provide feedback using the following criteria: Range of Grade language functions Very Good Good Average Poor Range of Grade grammar Very Good Good Average Poor Range of Grade vocabulary Very Good Good Average Poor Intonation Very Good Good Average Poor Pronunciation Very Good Good Average Poor © Oxford University Press 48 Unit 09 Trinity GESE3to4 SP.indb 48 23/04/2013 08:55 GRADE unit 10 Exam Time the Conversation The Conversation is up to minutes long In the Conversation, the examiner is going to choose what to talk about In the Conversation, there are possible Subject Areas: holidays, shopping, food, school, hobbies and sports, weekend and seasonal activities In the Conversation, the examiner chooses of the Conversation Subjects to discuss Lesson objectives Review and revision of Grade language and questions Practising the Grade exam     page 44  • Draw attention to the spotlight box Read through as a class, Prepare for exam day • • As a whole class, elicit what the students can tell you about the exam, and what happens on exam day • Explain that they are going to listen to a teacher telling • • her class about the exam Explain that there are gaps in statements 1–9 with key information that will inform them about the exam Ask students to work in pairs, and read through the statements together – first for sense, and to see if there any words that they not know Encourage students to ask about the meaning of any unknown words, and note these on the board, with phonetic transcription to aid pronunciation Drill any new words or phrases using listen and repeat When you are satisfied that there are no vocabulary issues surrounding the statements, ask students to work in pairs again, and discuss possible answers to the gaps Draw attention to some of the clues that help students complete gaps like this e.g gap has the word minutes following, so will be a number Set a time limit of four minutes, and ask students to work through the text together • • • 2  $ 10.1 and explain that asking an examiner to repeat what he/ she has said, and giving yourself more time to think are very important strategies for any form of communicative activity Ask students to think of other ways in which they can ask someone to repeat themselves Note these examples on the board, and supplement with the following phrases if required: Could you repeat that, please? Sorry, I didn’t catch that? Sorry, can you repeat that? Can you say that again? Ask students to decide which of these are the most appropriate to use in the exam – Could you repeat that, please? Sorry, can you repeat that? Sorry, can you say that again? – and drill for accuracy and fluency Remind students to put a stress on Sorry, as well as repeat when they use these phrases You could practise this in context by speaking very quickly, in an exaggerated fashion, and then pointing to students who will respond with an appropriate phrase seeking repetition Now ask students to think of other ways to gain themselves more time Note these examples, and again supplement if required: Hang on a minute, let me think … Hmm, interesting question, well … Well, let me see, I think … Again, ask students to decide which of these are the most appropriate to use in the exam and drill for accuracy and fluency • Once students have finished discussing the text, play the What I take into the exam? Transcript and answers recording once So, what is the Grade exam? Well, it’s a ten-minute discussion between the examiner and the student Only the examiner and the student are in the exam room There are no teachers and no other students The exam has two parts The first part is the Topic and is up to minutes long In the Topic, you can choose what you want to talk about The second part of the exam is • Ask students to look at the pictures in pairs, and identify what each object is • Ask students to work with their partner, and choose the best option for each picture © Oxford University Press Trinity GESE3to4 SP.indb 49 Unit 10 49 23/04/2013 08:55 2  $ 10.2 • Explain to students that they are going to hear a teacher talking about what they can and can’t take into the exam Play the recording, and instruct students to tick the relevant box Transcript What can you bring into the exam? Well, there are two documents, the Report form and the Topic form You always bring the Report form and the Topic form into the exam room Another question is: can you bring photographs? Yes, you can bring photographs, it’s your choice About four photographs is a good idea You can decide But … never bring a big book of photographs You not have enough time to talk about more than four photographs What about objects? Can you bring objects into the exam room? Yes, you can bring small objects into the exam It’s your choice You can choose to bring, for example, a medal, a photo, an electronic gadget, a sports shirt You decide What about pets? Can you bring pets or animals into the exam room? No, you can never bring animals into the exam Now, computers and laptops What about them? We recommend you never bring computers into the exam room Because computers often have problems And if you have a problem with your computer, you not get more time in the exam So we suggest you never bring a computer And finally, can you bring a script into the exam room? No, never You can never bring a written piece of paper into the exam room Remember, the exam is a discussion, not a recitation! • Check answers as class, and play again to confirm these     page 45  Grade Review: Topic phase about What you like and don’t like about your English class And you like speaking English? How often you study English? Do you have classes every day? And you always study grammar? What’s your favourite activity in your English class? OK, thanks Now let’s talk about Your first English classes with your teacher Tell me about that What did you learn first in English? What did you like about English classes? What was the most difficult part of English to learn? What’s the difference between your English then and your English now? Thank you Now you have plans to learn English in the future? In future, are you going to study more grammar or practise more speaking? Are you going to visit an Englishspeaking country? Are you going to watch English films or listen to English music? Thank you And finally, what are the differences between your English class and your other classes? Which is the most difficult? Which is the funniest? Do you study English more often that the other subjects? Which class has the best activities? Thank you very much Answers 3  $ 10.4 • Explain that this time you are going to play the recording again, and ask students to respond to the examiner with their own ideas Play the recording After each question, point to a student to indicate that they should provide a response • Ask students to work in their groups, and write down as • Ask students to work in pairs, and direct them to the Topic • form Set a time limit of eight minutes, and ask students to think of as many things as they can say about each topic idea, using Grade language If necessary, review Grade language as a whole class to check that students are familiar with these structures Once the time limit is up, ask pairs to form groups of four, and compare lists Encourage students to ask follow questions, and give reasons for their choices Monitor during this stage to ensure students are using full sentences, and appropriate Grade language to express their ideas 2  $ 10.3 • Explain to students that they are going to listen to an examiner asking the questions for this topic form Play the recording once, with the focus at this stage on the sequence of Topic points What I like and don’t like about studying English My first English classes with my teacher My plans for learning English in future The difference between my English class and other classes • many examiner questions as they can remember Set a time limit, then check as a whole class At this point you may wish to play 10.3 again, so students can check that they have all the questions This will also provide an audio model stage for accurate pronunciation and intonation Ask students to work together, asking and answering the questions     page 46  Grade Review: Conversation phase • Inform students that in this section they are going to practise asking and answering exam questions for all six Grade subject areas Remind them that as these questions are exam models, they should answer them as if they were in an exam – using full sentences as much as possible Transcript Examiner  Hello! What’s your name? My name’s John, pleased to meet you How are you? I’m very well, thanks And we’re doing Grade 4? Good Now we’re going to start with your Topic What are we going to talk about? Your English class OK, so first tell me 50 © Oxford University Press Unit 10 Trinity GESE3to4 SP.indb 50 23/04/2013 08:55 Holidays Food 1  $ 10.5 5  $ 10.7 • Play the recording and instruct students to complete the • Play the recording and instruct students to complete the gaps in the examiner’s questions gaps in the examiner’s questions Transcript Transcript Tell me about your last holiday – where you went and what you did What was the best moment on your last holiday? What didn’t you like? Tell me some differences between your home town and where you went on holiday How often you go on holiday? Who you usually go on holiday with? Which activities you like doing with your family and friends on holiday? What objects you always take with you on holidays? What’s the difference between summer holidays and winter holidays? 10 Tell me about your next holiday Where are you going to go and what are you going to do? What food you like and what food don’t you like? Is there any food that you hate? Who usually does the cooking in your house? Who’s the best cook? How often you go to fast food restaurants? How often you eat international food? Tell me about your favourite restaurant What you usually eat there? What’s the difference between the food in your house and the food in your favourite restaurant? What you usually eat on your birthday? What’s the best food in summer and the best food in winter? What did you eat yesterday? 10 What are you going to eat today? • Check the answers as a class • Play the recording again, and ask students to repeat the • Ask students to work in their pairs, asking and answering the questions questions for pronunciation and intonation practice • Ask students to work in their pairs, asking and answering the questions Activities Shopping 7  $ 10.8 • Play the recording and instruct students to complete the 3  $ 10.6 gaps in the examiner’s questions • Play the recording and instruct students to complete the Transcript gaps in the examiner’s questions Transcript 10 What types of shops are there near your house? For you, is shopping a hobby? How often you go shopping? Who you usually go shopping with? What’s the difference between shopping with your family and shopping with your friends? What are the most expensive shops in your town? Tell me about the best shops What you like? What kind of shops don’t you like? Tell me about your last shopping trip Where did you go and what did you do? What did you buy? Tell me about your next shopping trip Where are you going to go and what are you going to buy? • Ask students to work in their pairs, asking and answering the questions     page 47  10 What you usually at weekends in the winter? What you like doing at weekends in the summer? What’s your favourite day of the weekend? What you do? What don’t you like doing at weekends? What’s the difference between a weekend with your parents and a weekend with your friends? How often you go travelling at the weekend? Tell me about last summer Where did you go and what did you do? What are you going to this summer? Where are you going to go? Tell me about last weekend Where did you go? What did you do? What are you going to next weekend? • Ask students to work in their pairs, asking and answering the questions © Oxford University Press Trinity GESE3to4 SP.indb 51 Unit 10 51 23/04/2013 08:55 School 9  $ 10.9 • Play the recording and instruct students to complete the gaps in the examiner’s questions Transcript 10 Do you like school? What are your best and worst subjects at school? What’s the most difficult subject? What you usually in your school break time? How often you your homework? What’s the difference between studying at school and studying at home? What subjects did you study last year? When did you have your first English lesson? What are you going to after this exam? What are you going to study in the future? 10 • Ask students to work in their pairs, asking and answering the Student showed a good range of Grade language functions Yes/No Examples: Student showed a good range of Grade grammar Yes/No Examples: Student showed a good range of Grade vocabulary Yes/No Examples: Student showed good intonation Yes/No Examples: Student showed good pronunciation Yes/No Examples: • Encourage students to note down good use of language, and provide constructive feedback questions Hobbies & sports 11  $ 10.10 • Play the recording and instruct students to complete the gaps in the examiner’s questions Transcript 10 Which sports you like and which sports don’t you like? How often you play sport? Is it better to play a sport or watch it? What’s the most difficult sport to play? What’s the difference between playing sport in the summer and sport in the winter? What about your hobbies? What are your hobbies in summer and in winter? What’s your most expensive hobby? What about last weekend? What hobbies or sports did you do? What hobbies are you going to next weekend? What hobby or sport are you going to start in the future? 12 • Ask students to work in their pairs, asking and answering the questions • As students go through these sections, monitor to ensure • they are using full sentences, and appropriate Grade language As an alternative procedure, to change the dynamic of your class, you could have students role-play these sections in front of the rest of the class While doing this, it would be useful to provide a feedback form as follows: © Oxford University Press 52 Unit 10 Trinity GESE3to4 SP.indb 52 23/04/2013 08:55     pages 56–63  Word list and Picture dictionary The word list brings together all the Grade lexical items from the course and groups them according to topic This can be used for reference or review purposes The topics included are: Daily routine Dates Free time Home life Jobs Places in the local area Positions and directions School subjects Time and dates Verbs Weather The picture dictionary provides a visual example of some high frequency lexical items, and these are 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: Daily routine Free time Home life Jobs Places in the local area School subjects Weather © Oxford University Press Trinity GESE3to4 SP.indb 53 Unit 10 53 23/04/2013 08:55 ... Oxford University Press Trinity GESE3 to4 SP.indb Contents 3 23/ 04/ 20 13 08:55 Introduction Trinity GESE Grades 3? ? ?4 is designed to prepare students for Grades & of the Trinity exam It is aimed at the... the adverb of frequency is given a prominent stress Drill © Oxford University Press Trinity GESE3 to4 SP.indb 33 Unit 06 33 23/ 04/ 20 13 08:55 as a whole class, and individually, until you are satisfied... playing guitar, but I’m going to learn how to play it © Oxford University Press 42 Unit 08 Trinity GESE3 to4 SP.indb 42 23/ 04/ 20 13 08:55 3? ?? $ 8 .3 swimming And on Sunday, I did some drawing and then