Oxford trinity GESE grades 5 6 teachers book

2 des a r G E GES 5–6 Book s ’ r e h c Tea orton t S d r a Rich GRADE GRADE © Oxford University Press 00 Trinity5-6 B1 TB Cover.indd 30/08/2017 11:12 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 2017 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 439742 Printed in China This book is printed on paper from certified and well-managed sources acknowledgements Cover Images: Illustrations by: Dylan Gibson (actors), Gavin Reece (musicians, fashion show, violinist) Photographic images: OUP RF While Trinity College London seeks reasonably to ensure that an approved publication is accurate and suitable for exam preparation, Trinity cannot accept any liability for its content © Oxford University Press 01 Trinity5-6 B1 TB ImprintConts_2P.indd 07/09/2017 15:40 Contents Introduction page Grading tool page Unit page 14 Unit page 18 Unit page 22 Unit page 26 Unit page 30 Unit page 37 Unit page 43 Unit page 49 Unit page 53 Unit 10 page 57 © Oxford University Press Trinity 5to6 TB.indb 3 25/08/2017 16:49 Introduction Trinity GESE Grades 5–6 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 12–14-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 in the Trinity exam specifications 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 students almost no written work, as the focus of the exam is exclusively oral communication In the exam, students have to respond to verbal 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 that listening to different voices on the audio is a good way to prepare the students for 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 caused 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 copies of the audio CDs, so that they can further practise on their own Audio 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 5–6 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 the 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 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; this confirms possible answers, and corrects any pronunciation problems by providing a model to imitate • Students analyse model answers they hear on the audio for natural usage of Grade and language; this highlights relevant language functions and consolidates pronunciation 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 Pairwork © Oxford University Press Introduction Trinity 5to6 TB.indb 25/08/2017 16:49 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 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 Group activities 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 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 naturally be a byproduct of engaging and genuinely communicative practice, rather than something to strive towards stressfully! For more information about GESE, including exam specifications and extra support materials, go to www.trinitycollege.com/GESE Please refer to www.trinitycollege.com/GESEexaminformation for the language requirements and assessment criteria of Trinity GESE exams 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 relevant questions on the subject area of the unit, and bring together the language that has been practised 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 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 CDs Copies of these are included with each Student’s Book to give students the option of listening again at home if they wish © Oxford University Press Trinity 5to6 TB.indb Introduction 5 25/08/2017 16:49 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 examiner Remember that all Trinity exams are conversations and interactions between one candidate and one examiner only There are no other candidates in the room and no other examiners This means that the candidate must understand the examiner and must be able to respond appropriately Examiners will have variations in their accents, so it’s important to think about giving lots of examples of expert speaker voices to your students in their preparation classes in order to improve their listening skills Be assured, however, that all examiners will speak clearly for candidates, moderating their delivery and content to match the Grade of the candidate Of course, the advantage of talking to an examiner is that when a student passes a Trinity exam, they can say they held a real conversation with an expert speaker – this boosts their confidence hugely! A second point to consider in the 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 items 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 an expert 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 10) To download a copy of the most recent GESE exam specifications, go to www.trinitycollege.com/GESE Mark Griffiths Trinity Consultant © Oxford University Press Grading tool Trinity 5to6 TB.indb 25/08/2017 16:49 Grade Express preferences Understand questions and requests for information, facts or details Answer questions about preferences, by providing information, facts, details and reasons Ask the examiner a question related to expressing preferences For example: Examiner: Do you like special occasions? Student: Yes, I love my birthday, and Christmas Examiner: Which you prefer and why? Student: I prefer my birthday, because I get more presents! Which you prefer? Examiner: I probably prefer Christmas, because I can spend more time with my family Is the student ready for Grade 5? Candidates at this grade are expected to demonstrate the following … Use all of the language of Grades to (A1–B2.1) 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 Communication skills Give information on the prepared Topic in a series of linked long turns Answer questions and respond to requests for more information, facts or details on their prepared Topic Respond to requests for clarifications and give reasons for making particular statements Ask the examiner at least one question about their Topic area Respond appropriately to questions on the six Subject Areas for Conversation: festivals, means of transport, special occasions, entertainment, music, and recent personal experiences Ask the examiner at least one question on the Subject Areas for Conversation Talk about the future – informing and predicting using will Understand questions and requests for information, facts or details Answer questions about informing and predicting, by providing information, facts, details and reasons Discuss both positive and negative predictions in the future Ask the examiner a question related to informing and predicting For example: Examiner: Which festivals you think you’ll go to this year? Student: I think I’ll go to the summer music festival in my town Examiner: What you think you’ll there? Student: I think I’ll spend the day with my friends, watching the bands and eating ice cream! Examiner: Do you know who’s playing at the festival? Will there be anyone famous? Student: There won’t be anyone famous, but one of my friend’s bands will be there They’re playing their first concert Do you think you’ll go to a festival this year? Examiner: Yes, I probably will Talk about events in the indefinite and recent past, using the present perfect tense and stating the duration of events using for, since, ever, never and just Understand questions and requests for information, facts or details Answer questions about the indefinite and recent past, and the duration of events, by providing information, facts, details and reasons Discuss both positive and negative events in the indefinite and recent past, and the duration of events Ask the examiner a question related to the indefinite and recent past, and the duration of events For example: Examiner: Have you got a bicycle? Student: Yes, I’ve got a bike Examiner: Have you ever cycled anywhere interesting? Student: Yes, I’ve cycled up in the mountains Examiner: And how about at the beach? Student: No, I’ve never cycled at the beach Examiner: How many bikes have you had? Student: I’ve had three bikes in my life Examiner: And how long have you had this bike for? Student: Since I was eleven, so for four years Have you ever cycled anywhere interesting? Examiner: Yes, I went on a cycling holiday in Germany It was great! Give reasons using because Understand questions and requests for reasons Give reasons for facts and details Discuss both positive and negative reasons Ask the examiner a question related to giving reasons For example: Examiner: What sort of music you like? Student: I like dance music, but I prefer rock Examiner: Why? Student: Rock music has more character It has more passion, and the lyrics in the songs are better Examiner: And what about classical music? Student: I really don’t like classical music © Oxford University Press Trinity 5to6 TB.indb Grading tool 7 25/08/2017 16:49 Examiner: No? Why? Student: Because there are no words so it’s difficult to sing What about you? Do you like classical music? Examiner: Yes, I Student: Why? Examiner: Because I find it’s very relaxing Quantify using adjectives and adverbials of quantity, e.g a lot (of), very, not very much, many … Understand questions and requests to quantify information, facts or details Answer questions about quantity Quantify both positively and negatively Ask the examiner a question related to quantifying For example: Examiner: Have you got an MP3 player? Student: Yes, I have Examiner: How many songs have you downloaded to it? Student: Lots! I’ve got loads of tracks on my computer, and I’ve put a lot of them on my MP3 player Examiner: And have you got many CDs? Student: Not many What about you? Have you got many CDs? Examiner: Oh yes, I’ve got lots of them Expressions related to past and future time, e.g two days ago, in the future Understand questions and requests for information, facts or details related to past and future time Answer questions about and discuss past and future time Ask the examiner a question related to past and future time For example: Examiner: Have you been to England? Student: Yes, I have I went to London two years ago and to Manchester last month Examiner: And you think you’ll go again? Student: Yes, I’ll be in London next week! Do you think you’ll visit London this year? Examiner: I don’t know Student: Do you think you’ll go next year? Examiner: Yes, I’ll go next year Discuss ‘festivals’ using the language items and functions at Grade Show knowledge of vocabulary relevant to festivals Respond appropriately to examiner questions and requests for more information, facts or details on festivals Respond to requests for clarification, and give reasons Answer using appropriate language and functions as listed above Ask the examiner at least one question about festivals For example: Examiner: Let’s talk about festivals What festivals are there in this region? Student: My city has a festival every summer It takes place in July and it’s the best festival of the year Examiner: Is it an important festival in this region? Student: In this region and nationally Lots of people come to visit Examiner: How many times have you been to it? Student: A lot of times I’ve been nearly every year Examiner: Have you ever been part of a parade in the festival? Student: I have I was in the parade last year and I think I’ll be in it again this year Examiner: Do you prefer winter or summer festivals? Student: I like Christmas, but I think I prefer summer festivals Examiner: Why? Student: Because you can sit in the sun and enjoy the warm weather I think it’s more relaxing What about you? Which you prefer? Examiner: I think I prefer summer festivals I love the sunny weather Discuss ‘means of transport’ using the language items and functions at Grade Show knowledge of vocabulary relevant to means of transport Respond appropriately to examiner questions and requests for more information, facts or details on means of transport Respond to requests for clarification, and give reasons Answer using appropriate language and functions as listed above Ask the examiner at least one question about means of transport For example: Examiner: Let’s talk about means of transport What’s the best means for transport for getting around your region? Student: I think the best is to take the train There are lots of train routes here and you can go to lots of villages and towns by train Examiner: Which you prefer using? Train, bus, car, or bike? Student: I prefer going by car, because you can go whenever you want and you can drive right to your destination Examiner: Have you got a car? Student: No, I haven’t, but my parents have Examiner: Do you think you’ll learn to drive a car one day? Student: Yes, I think I will Last year, my mum showed me how the car works and I’ll take driving lessons when I’m 18 Examiner: And have you got a bike? Student: Yes, I have I’ve just got a new bike It was a birthday present Have you ever had a bike? Examiner: Yes, I’ve got a bike Student: How long have you had your bike for? Examiner: I’ve had my bike for five years Discuss ‘special occasions’ using the language items and functions at Grade Show knowledge of vocabulary relevant to special occasions Respond appropriately to examiner questions and requests for more information, facts or details on special occasions Respond to requests for clarifications and give reasons Answer using appropriate language and functions as listed above Ask the examiner at least one question about special occasions © Oxford University Press Grading tool Trinity 5to6 TB.indb 25/08/2017 16:49 For example: Examiner: Let’s talk about special occasions How important is your birthday for you? Student: Oh, it’s very important I love my birthday! Examiner: Have you had your birthday yet this year? Student: No, not yet It’s in December Examiner: And how old will you be this year? Student: I’ll be 15 Examiner: What you think you’ll for your next birthday? Student: I think I’ll go to a restaurant with my friends Examiner: You don’t think you’ll spend it with your family? Student: I will spend time with them, but in the evening, I prefer to have fun with my friends! Examiner: What’s the best birthday present you’ve ever received? Student: The best present I’ve ever received was my MP3 player I love it Examiner: Why? Student: It’s got loads of songs on it and it looks really cool What about you? What’s the best present you’ve ever received? Examiner: I think it was my computer Discuss ‘entertainment’ using the language items and functions at Grade Show knowledge of vocabulary relevant to entertainment Respond appropriately to examiner questions and requests for more information, facts or details on entertainment Respond to requests for clarifications and give reasons Answer using appropriate language items and functions as listed above Ask the examiner at least one question about entertainment For example: Examiner: Let’s talk about entertainment What type of entertainment you like? Student: I like watching films and reading books Examiner: Do you prefer reading books or watching films? Student: I think I prefer reading books Examiner: Have you ever read a book and then watched the film? Student: Yes, I have I read the book of Twilight last year and then saw the film Examiner: And which one did you prefer? Student: I preferred the book Examiner: Why? Student: Because there’s more detail about the characters and their emotions in the book Examiner: Which book you think you’ll read next? Student: I think I’ll read another Twilight book Examiner: How many Twilight books have you read? Student: I’ve read three of them so far Examiner: And how many of the films have you seen? Student: I’ve only seen two of the films Examiner: Have you read many other books? Student: Yes, lots! How about you? What you prefer? Films or books? Examiner: I think I prefer books as well Discuss ‘music’ using the language items and functions at Grade Show knowledge of vocabulary relevant to music Respond appropriately to examiner questions and requests for more information, facts or details on music Respond to requests for clarifications and give reasons Answer using appropriate language and functions as listed above Ask the examiner at least one question about music For example: Examiner: Let’s talk about music What types of music you like? Student: I like rock music and pop music Examiner: And which you prefer? Student: I prefer pop music Examiner: Why? Student: It’s more fun What about you? What sort of music you prefer? Examiner: I like pop music, but I prefer dance music What about music in English? Do you ever listen to English language songs? Student: Yes, I I’ve got lots of music by British and American singers Examiner: And can you play a musical instrument? Student: Yes, I can play guitar Examiner: How long have you played guitar for? Student: I’ve had my guitar since I was ten So for six years Examiner: Do you prefer playing or listening to music? Student: I prefer playing music Examiner: Why? Student: Because it’s more creative, and more fun Examiner: Have you played in any concerts this year? Student: Not yet, but I will next month I’ll be in a school concert with my new band Discuss ‘recent personal experiences’ using the language items and functions at Grade Show knowledge of vocabulary relevant to recent personal experiences Respond appropriately to examiner questions and requests for more information, facts or details on recent personal experiences Respond to requests for clarifications and give reasons Answer using appropriate language and functions as listed above Ask the examiner at least one question about recent personal experiences For example: Examiner: What have you done in the last seven days? Student: I’ve been to school I’ve been to my grandparents’ house and I’ve also been to the new big shopping centre near my house Examiner: And which of those activities was the best? Student: I prefer visiting my grandparents to going to school or going shopping! Examiner: Why? Student: Because at school, we just study When we go shopping, we have to go to supermarkets, and I think they’re boring But with © Oxford University Press Trinity 5to6 TB.indb Grading tool 9 25/08/2017 16:49 my grandparents, we play games, laugh, and eat fantastic food And my grandmother is a great cook Examiner: Does she cook good things for when you visit? Student: Yes When we went there last week, she baked lots of cakes and biscuits for us They were really delicious What about you? Have you done anything interesting recently? Examiner: Yes, on Saturday, I went to visit Pompeii Student: Have you ever been there before? Examiner: No, I haven’t It was fantastic Pronunciation Understand and use the correct pronunciation of all of the above Use sentence stress to clarify meaning Use intonation patterns of sentences and questions Avoid speech patterns of recitation Grade Is the student ready for Grade 6? Candidates at this grade are expected to demonstrate the following … Use all of the language of Grades to (A1–B2.1) 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 Communication skills Give information on the prepared Topic in a series of sustained turns Start to initiate and maintain the conversation Answer questions and respond to requests for more information, facts or details on their prepared Topic Make the sequence of events clear by referring back to previous events and forward to forthcoming events Ask the examiner at least one question about their Topic area Respond appropriately to questions on the six Subject Areas for Conversation: travel, fashion, money, rules and regulations, health and fitness, learning a foreign language Ask the examiner at least two questions on the Subject Areas for Conversation Express and request opinions and impressions Understand questions and requests for information about opinions and impressions Answer providing examples of their opinions and impressions Discuss both positive and negative opinions and impressions Ask the examiner a question related to opinions and impressions 10 For example: Examiner: In your opinion, how important is it to be rich? Student: For me, I don’t think you need to be rich Money’s not that important Examiner: In some people’s opinion, money is the most important thing in the world Student: That’s not what I think In my opinion, you don’t need to be rich to be happy And many happy people are not rich What you think? Examiner: For me, money is important, because we need to pay for things in life, but I have a similar view to you: being rich doesn’t always make you happy Express intention and purpose, using the present continuous tense and infinitive of purpose Understand questions and requests for information about intentions and purpose Answer using the present continuous and infinitive of purpose appropriately Use the negative forms of the present continuous and infinitive of purpose as appropriate Ask the examiner a question related to intention and purpose For example: Examiner: Do you have any travel plans this summer? Student: Yes, we’re going to the UK Examiner: And why are you visiting the UK? Student: Well, to visit London and to go shopping, and also to see some of the famous sights Examiner: When are you going? Student: We’re going in July and staying for two weeks Examiner: So you’re not visiting any other cities in the UK? Student: No, we’re not going anywhere else, we’re just staying in London What about you? Have you got any plans for the summer? Examiner: Yes, I’m going to Japan for a summer holiday and staying for two weeks Express obligation, necessity, prohibition, and absence of obligation Understand questions and requests for information about obligation and necessity Answer questions using obligation and necessity appropriately Use appropriate negative forms to express prohibition and absence of necessity, e.g mustn’t, don’t have to Ask the examiner a question related to obligation and necessity For example: Examiner: What rules you have to follow at school? Student: In my school, we have lots of rules: We have to our homework and we have to arrive on time We mustn’t run in the corridors and we mustn’t use our mobile phones in class Examiner: Do you have to turn your mobile phones off? Student: Yes, we have to turn off the phones when we arrive in school, and we mustn’t turn them on again until we go home Examiner: Do you have to wear a school uniform? © Oxford University Press Grading tool Trinity 5to6 TB.indb 10 25/08/2017 16:49 GRADE unit 08 Rules and regulations 4  $ 8.1 Lesson objectives • Play the recording, giving students a chance to check their Discussing rules Discussing regulations ideas in pairs Then open up to a whole-class discussion Transcript Language Paul  Yesterday was a bit of a nightmare When I was riding my moped to school, I heard a funny sound The engine didn’t seem to be working right It’s pretty old I really want to drive When I’ve passed my driving test, I’ll save for a car … Anyway, classes start at 9.15, so we have to be there at If you get there late, you get into trouble When I arrived, I couldn’t find anywhere to park You need to park in a special area for students, but there was no space I just left the moped beside the bins Because I was late, I ran across the garden in front of the school You mustn’t that There’s a sign that says you have to stay off the grass The janitor saw me when I was crossing the garden, and shouted at me Before you go into class, you have to turn off your mobile phone I suppose it might ring in class and disturb the teacher They always say you need to concentrate in class, because you might learn something important In the afternoon, I felt a bit tired, and started to listen to some music You mustn’t listen to music in class The teacher took my headphones I have to write an essay to explain why what I did was wrong Then he’ll give them back to me After school we went to the park to play football But we got told you mustn’t play there We need to find a new place to play In the evening, I wanted to buy some food at the shops, but you need to pay in cash, and I only had a bank card So I didn’t get anything … I usually go home when it gets dark, but I was having a good time with my friends, and didn’t look at my watch I have to be home by ten Mum says if I’m going to be late, I need to call her I just forgot … She was quite angry when I got back She might not let me go out again this week Grammar Expressing obligation and necessity with must, need to, and have to Expressing uncertainty with might Expressing purpose with the to-infinitive Zero and first conditional Functions Expressing and requesting opinions and impressions Expressing certainty and uncertainty Describing past actions over a period of time Vocabulary Rules     page 38  Everyday rules • Ask students to work in pairs, noting down as many rules as they can for where they are studying Ask them to put the rules into lists of things they must and mustn’t • Explain that students are going to listen to the audio again, • Ask students to form small groups of between four and six, • and to ask and answer the questions, giving their opinions, and agreeing or disagreeing with their partners As a follow-up stage, ask students what kind of language they use when discussing rules Elicit modal verbs such as must, need to, have to, and mustn’t, and conditional expressions such as if … , then … • Direct students to illustrations a–h Ask students to work in • focussing on the grammar and lexis used to express rules pairs discussing the questions Monitor to ensure that they are expressing and requesting opinions, and are using modal verbs connected to the language function of expressing obligation and necessity â Oxford University Press ã Draw attention to the six categories, and the example sentence given for Getting to school Remind students that many rules are expressed using modal verbs, so they can listen for these to help them identify useful phrases ANSWERS (4 AND 5) Getting to school – Classes start at 9.15, so we have to be there at If you get there late, you get into trouble The school grounds – You mustn’t run across the garden, you have to stay off the grass In class – you have to turn off your mobile phones, you need to concentrate, you mustn’t listen to music, I have to write an essay to explain why what I did was wrong In the park – you mustn’t play football there At the store – you need to pay in cash Getting home – I have to be home by ten If I’m going to be late, I need to call her (my mum) Trinity 5to6 TB.indb 49 Unit 08 49 25/08/2017 16:49 • Draw attention to the exam tip Check that they have • • • understood by writing up on the board the following sentence: You need to speak a lot of English in class Ask students to generate other ways of expressing similar ideas using Grade language Refer students to question 1, and ask them to work in pairs, discussing the different rules they follow each day Ask students to work in groups of between four and six, asking and answering questions 2–4 Monitor these stages and note interesting examples or common errors for a whole-class follow-up stage     page 39  Different rules, different places • Direct students’ attention to the four categories Ask them if • • they regularly these things, or for the category of applying for a passport, if they have done this recently Ask students to work in pairs, discussing their experiences Explain that during the exam they will engage in a conversation to provide a context for discussing rules and regulations, so discussing background is a useful skill Ask students to note down as many different rules as they can for each situation Draw attention to the exam tip, and point out that common phrasal verbs are a key area of lexis • Ask students to now work in small groups, sharing their ideas from exercise Ensure that all students are expressing and requesting opinions and impressions • Divide the class into groups 1–4 Ask each group to choose a situation, and rank the rules that they have generated • Ask students to form new groups, with at least one member • • from groups 1–4 in each This means that there will be a genuine information gap (as in the exam), and an increased likelihood of students having to request clarification, or practise using follow-up questions Direct students’ attention to the example given on the page, and explain that you would like each person to report their discussion to their new group members Monitor and note any interesting examples or common errors for a whole-class follow-up stage Transcript Speaker 1  Well, in my opinion the rules are quite clear, and pretty useful I mean, they stop you from doing anything stupid that might be a problem in the future You mustn’t post photos of yourself that you might not be happy about when you are older Anyone might see them Also, you need to show people respect, and only write something that you would feel happy saying to them face-to-face Erm, you … oh yeah, you need to accept friend invitations only from people you know I think that’s a good rule, too I mean, you can’t just trust everyone online Speaker 2  The most important rules are about the speed you can go on different roads – you know, like only 20 miles per hour near schools And where you can park For me, the rules are all quite sensible They stop people from getting into trouble, you know, having accidents and stuff There are a lot to learn though, you know what I mean? I’ll be happy when I’ve passed my test Speaker 3  I think there are too many rules It’s difficult to remember what you can and can’t take on board When I travel for business, I need to know what to pack Sometimes the rules change and you have to take things out of your bag when you are checking in! I think they need fewer rules But I suppose it makes it safer And I’m glad we can’t use mobile phones on flights That’s good Speaker 4  Well, actually the best rule is probably to speak as much as possible And I suppose listen to as much as you can – on the radio, or DVDs, and movies … I think if you want to be successful, you need to practise every day You might not feel that you are making progress, but if you don’t try, you won’t succeed ANSWERS Speaker – d social networking Speaker – c driving Speaker – b flying Speaker – a learning a language 6  $ 8.2 • Explain to students that they are going to listen to the audio • ANSWERS Speaker – In my opinion; I think that’s; I mean … Speaker – you know; you know what I mean? Speaker – I think; I definitely think; On the other hand … Speaker – Well; actually … • This stage gives students the opportunity to prepare ideas • • 5  $ 8.2 • Explain to students that they are going to listen to four exam • candidates discussing rules that they have to follow Explain that the initial stage is a gist listening, with the focus on the Topic that is being discussed Ask students to match speakers 1–4 with situations a–d again, this time focussing on the phrases used to express or check opinions Play the recording and allow students to discuss their answers in pairs, before opening it up to the whole class • and opinions about important rules and regulations The questions are similar to those used by examiners Draw students’ attention to each of the four questions, and check any vocabulary issues Set a reasonable time limit, and allow students to prepare their ideas Explain that these notes should be prompts only, as they can’t read from a script in the exam Prior to the discussion stage, draw attention to the pronunciation box, and drill the sentences © Oxford University Press 50 Unit 08 Trinity 5to6 TB.indb 50 25/08/2017 16:49 ANSWERS • Ask students to form small groups of between four and six, and discuss the questions • Monitor to ensure use of full sentences, correct intonation and pronunciation, and appropriate Grade language Optional activity To vary the dynamic, you may wish to set this task as a debate Each question could be discussed for and against by groups, or by individual students, role-playing in front of the class As this is a more challenging approach, students may require more preparation time, and assistance with ordering their ideas and providing examples     page 40  You need to be careful what colour of flowers you give someone You need to wear different shoes or slippers indoors You have to dress well if someone invites you to dinner You need to leave a little food on your plate to show you are finished, and if you would like another helping and are offered more, you have to say ‘yes, please.’ • Ask students to work in groups of between four and six, • Rules for exam success Cultural rules • Explain to students that they will hear a teacher and student 1  $ 8.3 • Explain to students that they are going to listen to a British • • woman talking about cultural rules in Russia First, ask them to work in pairs and discuss the different areas where cultural rules might vary between countries, for example meal times, greeting people, and visiting houses Ask students to speculate how cultural rules might be different between Britain and Russia Ask students to speculate on what happened when Jane visited Russia Play the recording so students can check their ideas Jane  The first time I ever went to Russia I got into a few problems The language was difficult enough, but perhaps even more difficult were all the cultural rules I was studying at the university in St Petersburg when I first met Alexei He invited me to his house to have dinner with his parents I didn’t realise then what you have to when you go to dinner in Russia, so I made a few mistakes First, I took some flowers Russians often give each other flowers But you need to know that yellow flowers mean ‘the end of a relationship.’ Alexei didn’t look very happy when I gave his mother a bunch of yellow roses The next thing I did wrong was keep my outdoor shoes on You really need to wear different shoes, or slippers indoors Also, because I thought it was just a normal family dinner, I wore normal clothes You really have to dress well when someone invites you to dinner, because this shows you think the invitation is important I didn’t wear anything special The food was fantastic I ate everything on my plate, but was very full When Alexei’s mother offered me more, I said ‘No, thank you.’ She looked a bit upset Later Alexei explained that you need to leave a little food on your plate to show you are finished Also, if you refuse more, your host might think you didn’t enjoy your meal Luckily they invited me back again • Explain to students that during this stage they have to focus on language used for expressing rules Play the recording again, then give students time to discuss their ideas in pairs • • discussing the Grade exam Explain that the focus is on rules and regulations, but that the information is useful as it describes what students are expected to in the exam Ask students to work in pairs and discuss which rules and regulations they know about the exam Ask students to read through the rules, completing the gaps ANSWERS five minutes; ask; one question; two Subject; offer opinions; don’t need to take 2  $ 8.4 • Now play the dialogue so students can confirm their answers Transcript 2  $ 8.3 asking and answering questions 1–4 As preparation for the examination, you could ask students to read through each question and decide which language they would use to answer the questions Allow them to check in pairs then play the recording again to check as a whole class Transcript Teacher  So, you feel ready for your exam? Do you know what you have to do? Student  I think so … I’m a bit nervous, though Can I ask you a few questions? Teacher  Of course What you need to know? Student  How long is the whole exam? Teacher  The total exam time is 10 minutes Student  Right OK And it’s the Topic phase first Teacher  Yes, you need to speak about your Topic with the examiner for up to minutes Student  And I need to ask the examiner at least one question about the Topic area? Teacher  That’s right Student  And then it’s the Conversation phase At Grade 6, how many Subject areas we discuss? Teacher  You need to speak about two Subject areas from the list The examiner will choose the subjects Student  And I must give my opinions? Teacher  Yes, you have to offer your opinions when it’s appropriate Student  I heard that some people take photos, or other things into the exam, to talk about them Is that OK? © Oxford University Press Trinity 5to6 TB.indb 51 Unit 08 51 25/08/2017 16:49 Teacher  Well, you don’t need to take anything into the exam, but you can if you think it will help you explain something in the Topic phase Oh, and remember, you need to ask the examiner at least two questions about the Subject area Lots of people forget to that Or use language from the wrong Grade, so it’s worth practising Student  Thanks That’s helped to make things a bit clearer Rules of the game Examiner  Tell me about the rules at school or work Examiner  Explain the rules of a sport that you play Examiner  What might you in a year’s time? • Play the recording again, and point to individual students to • • Ask several students which games they like to play – either • board games or sports Write these on the board Now ask students to work in pairs, discussing the rules for these games Remind students to use appropriate modal verbs Explain that students are going to play a conversational game that practises a range of Grade language requirements and Subject areas Direct them to the rules, and ask them to circle the best option in each sentence ANSWERS You need to toss a coin If you get ‘heads’ move one place If you get ‘tails’ move two places You need to ask questions using the prompts You have to use Grade language where possible • Direct students towards the collage of images relating to • • Ask students to work in pairs Ask them to share their lists of • The board game provides an opportunity for students to generate, and answer, Grade exam-style questions • You will need a coin and some different coloured small • • • • counters or buttons, one for each student Ask students to put their counters on START, and decide who goes first They should then take it in turns to toss the coin When players land on a square, they should provide a question, which their partner should answer The player who finishes first is the winner, but the game can continue until all the players have a finished Monitor, making a note of any squares that cause problems Ask for suitable questions in a whole-class feedback stage     page 41  rules and regulations Ask them to work in pairs, and first identify what they can see in each picture Once students have identified a broad range of subjects, ask them to work individually writing as many questions as they can about Rules and regulations, based on the images • provide an answer that is true for them, using the relevant Grade language and functions Ask students to work in pairs, and practise the exam using the examiner cues that they noted down in Encourage students to think of interesting questions to ask questions, and work together, deciding which of them might be suitable for a Grade exam If necessary, write up an overview of Grade language requirements After completing this first stage, ask them how they would then answer their questions using Grade language • Ask students to form new pairs, and practise the exam using the examiner cues, and the questions that they generated in • Draw attention to the exam tip Remind students that asking relevant questions is a key exam requirement • When students have completed the dialogue, ask them to change roles and practise the exam again • Encourage students to vary the questions they ask, and the • order they ask them, to ensure that their partner can’t provide memorised responses As an extension, you may wish to have students role-play the exam in front of the class Aim at the Exam • Ask students to work in pairs, and predict what Grade language could be used to complete the questions and answers 2  $ 8.5 • Play the recording, and have students listen to the examiner questions to check their predictions Transcript Examiner  What you need to when you go home? Examiner  What you need to tomorrow? Examiner  What you have to to learn a foreign language? © Oxford University Press 52 Unit 08 Trinity 5to6 TB.indb 52 25/08/2017 16:49 GRADE unit 09 Health and fitness Lesson objectives • This task requires students to speculate on what has Discussing common ailments and how to treat them Discussing healthy and unhealthy habits Discussing ways to keep fit Language Grammar Past continuous Expressing intention with present continuous Expressing obligation and necessity with have to Expressing purpose with the to-infinitive, so as to and in Functions Expressing and requesting opinions and impressions Expressing intention and purpose Describing past actions Vocabulary Common ailments, Keeping fit • • •     page 42  Common ailments • Ask students to form pairs, and discuss possible solutions • As a warmer, ask students to think about the illnesses that • • • • six, comparing their lists Ask them to compile a list of the illnesses or ailments that come up the most Ask students to feed back to the whole class, and write a list of the most common ailments on the board Select various ailments from the list on the board, and ask students to form sentences using the items Ask students if there is a pattern to when they get these ailments, e.g they get them in summer or winter, or when under stress? Draw students’ attention to images a–l Ask them to work individually, labelling the pictures with words from the box Have students check their answers in pairs, before opening up to whole-class feedback 4  $ 9.1 • Explain that students are going to listen to five people talking • ANSWERS a b c d for the health problems in Again, draw attention to the Grade 6 language used in the example sentences Drill the sentences then ask students to complete the task they occasionally get, for example a sore throat, a cold • Now ask students to work in groups of between four and • happened to the people depicted in a–l Direct students towards the example, and ask them which Grade language requirements are being used here (past continuous) Draw attention to the spotlight box, and give students time to read it If necessary, direct students to the Grammar reference section on page 62 Remind students that during the exam they are responsible for maintaining a conversation Ask them how they could this, noting students’ answers on the board Ensure that by using a follow-up question is on the list Ask students to provide a suitable follow-up question that could be used with the example, e.g What about you, what you think happened? Remind students that they can use a range of Grade language as well as past continuous, e.g modals to express certainty / uncertainty: She might … , and suitable language for expressing and requesting opinions Ask students to work in small groups, set the task, and monitor to ensure students are using full sentences, correct intonation, accurate pronunciation, and appropriate Grade language Note down any interesting examples or common errors for a whole-class follow-up stage headache stomach ache sprained ankle back ache e f g h sore throat tooth ache cough bruise i j k l sneeze fever chickenpox strained eyes • • about recent health problems Draw attention to the table, and ask students to define symptoms (a change in your body that shows you are unwell) Explain that for the final column students have to infer which health problem is being discussed This may not be stated in the recording, but should be clear from context Explain that inferring meaning is an important strategy during a speaking exam, as students may not always catch what an examiner has said However, remind students that it is better to ask a question to clarify, rather than guessing and responding inappropriately Play the recording, and give students time to check their answers in pairs Play the recording again, pausing after each speaker, to confirm answers as a whole class © Oxford University Press Trinity 5to6 TB.indb 53 Unit 09 53 25/08/2017 16:49 Transcript Linda  I ate four or five bars of chocolate while I was studying that evening, so when I went to bed at night, I started feeling ill I thought I was going to be sick but I finally fell asleep The next morning, I woke up feeling full and really unwell, so I just had a cup of tea for breakfast, and a chicken salad for lunch Luckily, I was feeling much better by then John  I moved house last month After carrying a very heavy cupboard, I couldn’t move at all! My muscles were stiff I was in real pain After a couple of days, I decided to get a massage and some sessions of acupuncture It took a week for the pain to disappear Samuel  I was playing football with some friends when it happened I thought the bone was broken, but fortunately it wasn’t that bad The doctor told me to apply ice so that the swelling didn’t get worse and to take some painkillers It’s been a while now, and it still hurts a bit in damp weather Chris  I was very tired at work There was a lot of stress because of some important work that I had to finish I couldn’t even open my eyes The only thing that made me feel a bit better was to lie in bed in complete darkness, trying to relax and forget about everything Elizabeth  I was very wet when I arrived home after school, and the symptoms appeared really quickly; I started coughing and sneezing non-stop, and after a while I had a temperature as well … I felt miserable My mum immediately called the doctor, who prescribed some tablets, which I took for 48 hours before getting any better ANSWERS Symptoms Linda John felt sick, full, unwell muscles were stiff Samuel swelling Chris very tired, couldn’t open eyes coughing, sneezing, high temperature Elizabeth What they did ate and drank a little the next day got a massage, took some acupuncture sessions applied ice, took painkillers lay in bed in darkness, tried to relax took some tablets Health problems? stomach ache backache sprained ankle headache fever • Ask students to work in groups of between four and six Draw attention to the sayings, checking any lexical issues • Ask students to discuss the sayings, offering and expressing • • opinions Explain that in the next stage each group will have to feed back to the class Nominate one person in each group to note down the main ideas Set a time limit of ten minutes and monitor this stage to ensure students are using full sentences, correct intonation, and appropriate Grade language When the time limit is up, ask students to check the notes, and decide if there is anything that should be added Pronunciation • Draw attention to the use of the vowel sound in the example sentences, and practise drilling with the /r/ and schwa /ə/ • Ask individual students from each group to report back Encourage them to use Grade language requirements • Ask other students to listen carefully to the opinions being put forward, and encourage follow-up questions to maximise the opportunity for student interaction • Book page, then make their own list of ways to stay healthy Set a time limit of four to five minutes, and monitor, assisting with vocabulary where required • Ask students to work in pairs, comparing and contrasting • their ideas Monitor and note good examples for whole-class feedback • Ask students to work in groups of between four and six, asking and answering the questions 1–6 • As preparation for the examination, you could ask students • Ask students to work in groups of between four and six, • Leading a healthy life • Ask students to look at the prompts given on the Student’s •     page 43  asking and answering the questions 1–6 As preparation for the examination, you could ask students to read through each question and decide what language structures they would use to answer the questions Monitor and note good examples for whole-class feedback to read through each question and decide what language structures they would use to answer the questions 6  $ 9.2 • Explain that students are going to listen to three teenagers giving their opinions and impressions about health and lifestyle in their countries Before listening, explain that Liam is American, Diego is Spanish, and Alexandra is English Ask students to work in pairs, discussing issues that they think they will hear in the audio Ask them to note down some probable bad habits then consider solutions to these As a prompt, offer the following example – People in all three © Oxford University Press 54 Unit 09 Trinity 5to6 TB.indb 54 25/08/2017 16:49 • • countries might have too much sugar in their diet They need to switch to low-sugar alternatives Illustrate how a range of Grade language can be used by transforming the sentence using a conditional structure, e.g If people consume too much sugar, they’ll get fat They could choose low-sugar alternatives Monitor this stage to ensure students are using full sentences, and are offering and requesting opinions After conducting a brief whole-class feedback session, play the recording so students can compare their ideas Transcript Liam  I think obesity is one of the biggest issues where I come from People just eat too much fast food these days But I sometimes eat a hamburger or a hot dog when I don’t have much time I believe governments have to help people to eat healthy food They must make employers give at least an hour for lunch Then people will have time to eat a good meal Diego  Most people I know smoke, which is terrible I don’t think they understand how bad it is for their health There isn’t an easy solution to this I have a friend who lives in another country where you can’t smoke in closed spaces, so people can only smoke outdoors He told me that this began to help a lot of people give up smoking And, of course, they became happy non-smokers Alexandra  I think the combination of a poor diet and sitting around too much is a major problem these days Most of the population don’t have enough free time to go to a gym or cook their own food They buy ready-meals at the supermarket, without looking at the ingredients and the amount of fat or sugar One solution is to reduce the cost of joining a sports club That way more people would join Most clubs are expensive and if you want to take up a sport, you also have to buy all the equipment You need a lot of money, which makes it difficult for people ANSWERS Liam Common bad habits people eat too much fast food Diego most people smoke Alexandra poor diet and sitting around too much – people buy ready meals reflect strong opinions, and which are weaker ANSWERS Strong – I believe    Weaker – I guess • Drill the phrases chorally, then individually, with students providing a phrase to complete the sentence, e.g A  I have to admit … B  I have to admit I don’t exercise enough • Ask students to work in groups, writing sentences about the healthy or unhealthy habits of the class Optional activity If you wish to change the dynamic here, you could have students develop a brief questionnaire about healthy and unhealthy habits, and interview one another Allow a stage where students can generate questions as a group, and then allow time for students to mingle After a time limit of eight minutes, ask the groups to re-form, and write up their findings These could then be reported back to the class Encourage follow-up questions during this whole-class session, to maximise the opportunity for student interaction     page 44  Keeping fit • Draw students’ attention to pictures 1–4 Ask the students what they think they represent Possible solutions government has to help people eat healthy food, and make sure people have longer lunch breaks so they can eat a good meal banning smoking in closed spaces reduce the cost of joining a sports club so more people join ANSWERS doing yoga playing football doing ballet carrying heavy shopping • Ask students to work in pairs, asking and answering questions about the pictures You could brainstorm suitable questions e.g Have you ever … ? When did you it? Can you describe how it felt? Do you need to be fit to it? • Monitor this stage to ensure students are using full sentences, are offering and requesting opinions, and using follow-up questions to maintain the conversation • Ask students to work individually, ranking the activities in the pictures from the most to the least physically demanding • Ask students to work in pairs, comparing their ideas • Monitor and note good examples for whole-class feedback • Explain to students that the focus here is on expressing • • As a whole class, elicit which options for giving opinions opinions, and offering solutions Draw attention to the useful language box, which offers a list of sentence stems Ask students to put the phrases in the categories Responding to an opinion, Giving an opinion, Offering a solution ANSWERS Responding to an opinion – I have to admit … ; I’m not sure Giving an opinion – I believe; most people; I don’t think; I guess; the majority of Offering a solution – As for a possible solution, … ; so as to … • Ask students to remain in the same pair, and share their • • opinions on the question given Monitor to ensure students are using full sentences, correct intonation, and appropriate Grade language Conduct a whole-class feedback session, eliciting answers from selected pairs Encourage students to offer their opinions on what they have heard during this stage © Oxford University Press Trinity 5to6 TB.indb 55 Unit 09 55 25/08/2017 16:49 4  $ 9.3 • Explain that students are going to hear three teenagers • • discussing the best ways to keep fit and healthy Before playing the audio, ask students to work in pairs and discuss their predictions Ask students to match the speakers 1–3 to options a–c Play the recording again, pausing after each speaker, so students can confirm their answers Transcript Speaker 1  All of these are important if you want to be fit and healthy It’s really important, in my opinion, not to eat junk food and soft drinks But, because smoking is a major cause of health problems around the world, that’s the one I’d put at the top of the list Speaker 2  I’ve lost a lot of weight in the past few months and I feel much healthier and fitter now Of course, I had to a lot of exercise to achieve that But I think having a healthy diet is the most important thing Speaker 3  Eating healthily is very important of course, but the best thing in the world is the energy you get after going jogging or even going for a walk You feel great and ready to things with a smile on your face ANSWERS Speaker – a    Speaker – c    Speaker – b • Draw attention to the spotlight box, and ask students to read • • through the explanation Write the following phrase on the board – I’m taking up running … Select individual students and elicit different ways of completing this sentence, e.g in order to get fit, so as to lose weight, to train for a marathon, etc Ask students to work in pairs, writing sentences about healthy lifestyles, using the structures from the spotlight box Explain that these will serve as prompts in the following discussion section Monitor, assisting with grammar and lexis as required • Ask students to work in groups of between four and six, • • asking and answering the questions 1–5 As preparation for the examination, you could ask students to read through each question and decide what language structures they would use to answer the questions Monitor and note good examples for whole-class feedback     page 45  2  $ 9.4 • Play the recording, and have students listen to the examiner questions to check their predictions Transcript Examiner  What you need to to be healthy? Examiner  Are you doing any exercise tomorrow? Examiner  What are the most common bad habits in your country? • Play the recording again, and point to individual students to • provide an answer that is true for them, using the relevant Grade language and functions to answer the questions Ask students to work in pairs, and practise the exam using the examiner cues that they noted down in Encourage students to think of interesting questions to ask • Direct students towards the collage of images relating to • Health and fitness Ask them to work in pairs, and first identify what they can see in each picture Once students have identified a broad range of subjects, ask them to work individually, writing as many questions as they can about Health and fitness, based on the images • Ask students to work in pairs Ask them to share their lists of • questions, and work together, deciding which of them might be suitable for a Grade exam If necessary, write up an overview of Grade language requirements After completing this first stage, ask students how they would then answer their questions using Grade language • Ask students to form new pairs, and practise the exam using the examiner cues, and the questions that they generated in • When students have completed the dialogue, ask them to • • change roles and practise the exam again Encourage students to vary the questions they ask, and the order they ask them, to ensure that their partner can’t provide memorised responses As an extension, you may wish to have students role-play the exam in front of the class Aim at the Exam • Draw attention to the questions, and drill for pronunciation • • • Ask students to work in pairs, and predict what Grade language could be used to complete the questions and answers and intonation Ask students to work in pairs, generating more questions Ask them to compare their lists with another pair, and to practise asking and answering the questions © Oxford University Press 56 Unit 09 Trinity 5to6 TB.indb 56 25/08/2017 16:49 GRADE unit 10 Grade Topic unit • Ask students to compare their ideas in pairs, then check as a Lesson objectives whole class Reviewing, revising, and practising Grade Topic phase Identifying a Topic Using appropriate Grade language Generating questions for the examiner Evaluating a Topic phase ANSWERS Consists Greeting and of … checking ID Examiner asking questions about the Topic Useful tips … Don’t worry if they interrupt you     page 46  What is the Topic phase? • Ask students to work in pairs, discussing what they know • about the Topic phase of the exam Monitor to ensure students are using full sentences 2  $ 10.1 • Explain to students that they are going to listen to a young • man talking about taking the Trinity exam in the past The focus of this stage is on confirming their ideas in Play the recording, then ask students to work in pairs, discussing how similar or different their ideas were • Explain that the focus here is on generating ideas for the Transcript Speaker  I took Trinity Grade some years ago It was a great experience I was very nervous before the exam, but when I got into the room and I started speaking, I forgot it was an exam and felt really comfortable The examiner was polite and friendly, and made me feel relaxed First, he said hello and checked my ID After that, he asked me questions about my Topic You have to remember that the examiner may ask you about the discussion points on your form in any order Don’t memorize information, but choose a Topic and discussion points you know and feel confident with The examiner let me speak a little about each discussion point, but interrupted me in order to ask questions on what I was saying Don’t worry if they interrupt you Then I asked the examiner a question I remembered my teacher told me it was very important to this After that, we started talking about different subjects I think these were rules and regulations, and health and fitness In this last part, you have to ask the examiner at least one question 3  $ 10.1 • Explain that during this stage students should note down key • Don’t memorize information, but choose a Topic and discussion points you know and feel confident with Examiner asking questions about discussion points Ask the examiner a question phrases used by the speaker The focus is on how the exam is organised, and useful tips for doing well Play the recording again, pausing regularly to allow students time to note down key information • • • • • Topic phase Remind students that they can 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 Conversation phase cover many of the areas that they feel they can confidently talk about Explain that while students can’t talk about, for example, travel in general in the Topic phase, they could talk about a country they have been to Ask students if they can think of useful categories for brainstorming potential Topics Begin this process by writing up People, and ensure that the following categories are also present – Activities, Objects, Organizations, Places Don’t give examples, as students will soon create their own Elicit from students what discussion point means Write the following Topic on the board: My sports shoe collection Ask students to work in pairs, generating potential discussion points that draw on Grade language Feed back as a whole class, writing up students’ ideas Then ask students to provide appropriate examples of Grade language to express the ideas in each discussion point, e.g If you are interested in sports or pop culture, you’ll understand the importance of Nike Air-Max trainers © Oxford University Press Trinity 5to6 TB.indb 57 Unit 10 57 25/08/2017 16:49 • Direct students to the three diagrams on page 46 Ask them to work individually, thinking of a suitable Topic, and six discussion points for each Monitor, assisting with any queries • Ask students to work in pairs, asking and answering questions • • • 1–5 Draw students’ attention to the exam tip, and remind them that the best way to decide on a relevant and practical Topic is to check these criteria Ask students to work in pairs and discuss their Topic choices Encourage students to ask follow-up questions to extend this discussion Explain that this will help them to decide which Topic choice they can speak about best Ask several students to present their ideas to the class Have the class decide if these are suitable Grade Topics in terms of language requirements     page 47  • Ask students to work in pairs and discuss Topic choices This •     page 48  Questions for the examiner • Remind students that it is important to ask the examiner at • Using the right language • Direct students to the table on page 47 Explain that • • • • • organising useful Grade language in a table is a good way to decide on their Topic 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 Explain that although completing this table is a good way of preparing for the Topic, it should not be memorised Ask the students to 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 Ask students to look at the table; this contains an example of a candidate’s Topic (The Twilight Saga) Before they read the candidate notes, ask students if they can give you any sentences about The Twilight Saga, using Grade language When you have been given a short selection, instruct students to read through the student notes Ask students to work in pairs and generate more examples about The Twilight Saga, using relevant Grade language Ask students to think about the Topic ideas they chose in exercise on page 46 Ask them to complete the second column heading with their own idea Ask students to complete the table with Grade language for each language function 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 provides an element of critical thinking and reflection that should assist students further in their choice of Topic Draw attention to the useful language box, and ask students to think of examiner questions for each other’s Topics • • least one question about the Topic area Explain that asking relevant questions demonstrates good communicative skills – and this is what is being assessed during the exam Draw attention to the questions provided for each Topic, and drill for pronunciation and intonation Direct students to the useful language box, and ensure that they are all familiar with the specific question focus Select individual students and elicit an example of a complete sentence to check full sentence intonation, e.g A  How long … B  How long have you been here? Ask students to work in groups of three, generating as many questions as they can on the five Topics Ask students to compare their lists with another group, and practise asking and answering the questions • Ask students to work individually, generating questions on their own Topic Monitor, assisting with any queries • Ask students to work in pairs, asking and answering the questions they have generated     page 49  Evaluating a Topic phase 1  $ 10.2 • Explain to students that they are going to listen to a • candidate, Matías, discussing his Topic in an exam situation Direct students to column three of the table on page 47 Ask students to listen to the recording, at this stage noting down the Topic and discussion points Transcript Candidate  Hello Examiner  Hello My name’s Sarah Candidate  My name’s Matías Nice to meet you Examiner  Hi Matías … Nice to meet you too How are you? Candidate  I’m fine, thanks Examiner  Good Can I have your Identity Card? © Oxford University Press 58 Unit 10 Trinity 5to6 TB.indb 58 25/08/2017 16:49 Candidate  Of course Examiner  Thank you Now, we’re going to start with your Topic What have you chosen to talk about? Candidate  I’ve chosen to talk about Facebook Examiner  Oh … I see … Well, tell me first about the origins of Facebook Candidate  OK Mark Zuckerberg created Facebook in 2004 At first, only Harvard students could use the website, but it quickly grew and other universities in the area started using it By 2006, anybody older than 13 could use the website They only needed an email address … just like now Examiner  So it started very small Did Mark Zuckerberg develop it on his own? Candidate  No, three other people helped him But he had the idea and developed the software Eduardo Severin was his roommate and gave him money to start the company Examiner  That was lucky! And was it very different from now? Candidate  Yes, in the beginning students could only compare two pictures of other students at the university They chose the best picture – the person they thought was more attractive Examiner  I don’t think I’d like that! Candidate  No, nor me But it was amazing that he designed the software in one night And he hacked Harvard’s database That’s how he used students’ photos without permission Examiner  Did he get into trouble for that? Candidate  Maybe I don’t know Examiner  And what about this point, what you use Facebook for now? Candidate  Well, there are different applications you can choose – it depends on your interests You can look at pictures, play games, chat with friends … Examiner  And what you use it for? Candidate  I use it to communicate with friends Examiner  Do you use it a lot? Candidate  Yes all the time We chat, send messages, play together … online We also upload photos we take and make funny comments Examiner  When was the last time you uploaded photos? Candidate  It was last week We had a party at school and we all took photos with our mobile phones We uploaded them and now everybody has all the pictures Do you use Facebook? Examiner  Yes It’s a good way to keep in contact with my friends and family when I’m away So – what about this point? Do you think Facebook and social networks in general have changed the way people communicate? Candidate  Of course Facebook, Twitter … I don’t remember other names now They’ve changed people’s habits People didn’t have the internet in the past They talked on the phone or they went out with friends Now, we send messages more or chat online Examiner  Do you think this is a good or bad thing? Candidate  It’s good and bad For example, in winter I don’t have to go out to meet friends We go online and see who’s there and just chat and play together My parents say this isn’t good because I’m always online with my friends and never with them Examiner  Yes, my daughter’s like this and it can be difficult when I want to talk to her Do you think it’s a problem? Candidate  Well, it can be a problem I’m on my computer a lot and can use Facebook on my mobile Maybe in the past people went out and saw their friends more But I go out with my friends and spend time with my parents Examiner  It’s good to keep a balance I’m sometimes on Facebook too much ANSWERS Topic: Facebook Discussion points: Origins What I use it for How social networks changed people’s habits Advantages and disadvantages Yes, the Topic is acceptable for Grade 2  $ 10.2 • Explain that students are going to listen to the Topic again • This time the focus is on the language requirements used by the candidate Draw students’ attention to the table on page 47, and go through the list of language functions Play the recording again, pausing occasionally to allow students time to note down structures Give students a few minutes to discuss their answers before checking as a class ANSWERS Express and request opinions and impressions: My parents say this isn’t good because I’m always online with my friends and never with them; Well, it can be a problem; I think it’s best to communicate only with people you know; Probably Express intention and purpose: in the beginning students could only compare two pictures of other students at the university; They chose the best picture Express obligation and necessity: they only needed an email address … ; I don’t have to go out to meet friends Express certainty and uncertainty: only Harvard students could use the website, but it quickly grew and other universities in the area started using it; I’m on my computer a lot and can use Facebook on my mobile; Maybe in the past people went out and saw their friends more … Describe past actions over a period of time: Not mentioned • Explain to students that they are now going to evaluate • Matías’s Topic phase in terms of whether it met the Trinity guidelines for good candidate performance Draw attention to the table, and explain that these stages are important parts of the Topic phase that candidates should follow Ask students to work individually, circling options yes or no When students have finished, feedback as a whole class ANSWERS Matías introduces himself in an appropriate manner.  (Yes) The examiner asks Matías for his ID.  (Yes) The examiner lets Matías say everything he knows about the subject without interrupting.  (No) Matías gives appropriate answers to the examiner’s questions. (Yes) Matías asks the examiner questions only when asked.  (Yes) © Oxford University Press 04 Trinity5-6 B1 TB Units_2P.indd 59 Unit 10 59 07/09/2017 15:44 • Ask students to work in pairs discussing the evaluative • questions, and providing a selection of tips for Matías Explain that there are no right or wrong answers, and the focus is on what makes a strong Grade Topic phase Monitor students’ use of appropriate Grade language for expressing and requesting opinions • Ask students to stay in their pairs, noting down a list of useful tips for the Topic phase Draw attention to the sentence stems provided Provide as an example: You have to speak on at least four of the discussion points • Work as a whole class, and write student tips on the board • After you have exhausted the lists, ask students to form • groups and go through each tip, deciding which are the most important and least important for exam success Ask students to then feed back on their top five tips, explaining why they chose them Encourage students to ask follow-up questions and express or request opinions 7  $ 10.3 • Explain to students that they are going to listen to several • • pieces of advice on exam success Explain that some of these are good, and some not so good Play the recording, then ask students to work in pairs evaluating the suggestions As a whole class, discuss the tips you thought were good or bad, providing reasons for your choices Transcript It’s useful to bring a poster with pictures on the Topic you’ll talk about You must bring your ID with you It’s a good idea to memorize your Topic Your Topic cannot be similar to any of the Subject areas You have to ask the examiner at least one question about your Topic and two questions about the Subject areas he / she chose     page 50  8  $ 10.4 • Explain that students are going to hear a candidate taking the Trinity Grade Draw attention to the categories in the table, and explain that students are to listen for good uses of language, and assess the speaker’s overall performance Transcript Examiner  Good morning Candidate  Good morning Examiner  My name’s John Candidate  My name’s Emma Nice to meet you Examiner  Nice to meet you, too How are you today? Candidate  Good Thank you Examiner  Excellent Candidate  What about you? Examiner  I’m fine, thank you So I’m going to start with your Topic May I have your Topic form? Candidate  Here you are I’m going to talk about Dolce & Gabbana Examiner  Right Thank you very much Let’s see … How did the company start? Candidate  Dolce & Gabbana is an Italian fashion company Italian designers Domenico Dolce and Stefano Gabbana started it They met in Milan in 1980 because they worked for the same fashion house They presented their first women’s collection in 1985 in Milan, and a year later they opened their first store By 2005, they were making 597 million euros a year Examiner  That’s a lot of money! And you wrote ‘range of products’ here What kind of products they sell? Candidate  They specialise in luxury clothes, but they also design accessories … sunglasses and make-up, perfumes and … and watches Did you know that Madonna designed a line of sunglasses for them? Examiner  No I didn’t Are they nice? Candidate  Yes, I’d like to have a pair Examiner  Me too Candidate  Because Madonna designed them, they are very popular Examiner  And why is Dolce and Gabbana your favourite brand? Candidate  Because their collections are stylish I like the colours and patterns they use … the fabrics are good quality I know they’re expensive, but I’d rather spend money on something I really like and pay more than buy something I won’t wear much or is bad quality Examiner  Have you got many of their clothes? Candidate  No not many … what about you? Examiner  No, none, but I’d like to have some And what about this point … ‘Stores’ Tell me about them Candidate  Well Dolce & Gabbana has stores in all important shopping centres around the world, and also in expensive shopping areas in different cities All the stores are beautiful and offer all the company’s products Examiner  Oh, and I see you work as a shop assistant in one of these stores Candidate  Yes, I I’ve worked there for four years and I really enjoy it, because I love the products And I also get discounts, which is great The other shop assistants are very nice too We sometimes go out together after work I really like my job Do you enjoy your job? Examiner  Yes I I meet so many interesting people And you’ve written here … ‘Career prospects’ Tell me about this Candidate  Yes, I hope to get promoted and start a career in fashion one day I’m studying to become a fashion designer, so I think my job is just perfect It gives me the opportunity to be in contact with fashion and maybe … maybe in the future I can work as a designer for a company That’s my dream Examiner  Well, I really hope you achieve that! OK, Emma Thank you very much for talking to me about Dolce & Gabbana … Now , let’s talk about something different ANSWERS Topic: Dolce & Gabbanna Discussion points: How the company started, Range of products, Why it’s my favourite brand, Stores, Where I work, Career prospects Examples of Grade language: By 2005, they were making 597 million euros a year Because Madonna designed them, they are very popular I hope to get promoted and start a career in fashion one day © Oxford University Press 60 Unit 10 Trinity 5to6 TB.indb 60 25/08/2017 16:49 Optional activity • Ask students to compare ideas with their partner Remind • them to use appropriate Grade language as they this Explain that there are no right and wrong answers here – the focus is on students being able to evaluate, and then justify the opinions and impressions they have expressed Monitor to ensure students are using full sentences, correct intonation, accurate pronunciation, and appropriate Grade language 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 Emphasize that student feedback should be as supportive as possible     page 51      page 52  Aim at the Exam 10 Grade Review: Topic phase • Explain to students that in this Aim at the Exam section they • Initially, the best way to address this may be as a whole class, are going to practise the Topic phase • Explain that students will work in pairs role-playing the Topic • • phase Explain that before they this they need to choose a Topic Remind students to decide on a Topic that will allow them to use a broad range of Grade language Once students have chosen a Topic, set a time limit of around three minutes as they complete their Topic form Ask students to begin planning the Grade language that they would use to talk about each main discussion point Remind students that notes are not allowed in the exam, so these are prompts for planning only 2  • Ask students to work in A and B pairs • Tell A students to look at B students’ Topic forms Ask B • • • • • 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) • Set a time limit of three to four minutes while students students to note down examiner questions that work for the Topic form Also, tell Student B to look at their Topic form and decide on questions that they could ask the examiner When Student A has at least eight questions, tell students to begin the role-play Monitor to check that a range of Grade language is used, and that intonation is natural Also ensure that students are not using notes when speaking After five minutes, bring the role-play to an end Ask examiners to look at the checklist, and allow a few minutes for them to evaluate their partners, using the criteria 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? • Ask students to repeat the process, swapping roles so choose their Topics and note down the title of their chosen Topic     page 53  • After students have chosen their Topics, direct them to the five main discussion point boxes Set a brief time limit so students can note down a short sentence in each box • Ask students to work in pairs Explain that they are going to • • Student A is the candidate, and Student B is the examiner Follow the same procedure as before be role-playing the Topic phase, with their own content, and questions Ask students to check that their partner has completed the necessary information on the Topic form Explain that an accurately completed Topic form is an important document in the exam as it helps the examiner to organise the discussion in the Topic phase • Ask students to read through their partner’s Topic form, and to begin thinking about suitable examiner questions to ask on each of the main discussion points © Oxford University Press Trinity 5to6 TB.indb 61 Unit 10 61 25/08/2017 16:49 • Draw attention to the sentence prompts As a class, read • through the prompts To check accuracy of pronunciation, select individual students to provide complete questions based on the prompts, e.g Teacher – How long have you … ? Student – How long have you played the guitar? Ask students to choose around eight questions to ask their partner • Play the recording again, and ask students to repeat the questions for pronunciation and intonation practice • 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 • Ask students to think about what they will say about each of Money • 3  $ 10.6 the main discussion points Draw attention to the sentence prompts As a class, read through the prompts, and where necessary, drill chorally, and individually gaps in the examiner’s questions Transcript • Divide the class into Student A and Student B pairs When • • • Play the recording and instruct students to complete the students are prepared, tell them to begin the role-play Monitor 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 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? 1 Examiner  In the future, if you ever win a lot of money, what will you do? 2 Examiner  Are you saving up for anything at the moment? Tell me about it 3 Examiner  What’s the most expensive thing you’ve ever bought? 4 Examiner  Have you ever lost any money? Tell me what happened 5 Examiner  Do you think it’s important for rich people to give money to charity? Why? 6 Examiner  How will you earn money in the future? Which is more important, the job, or the money it brings? • Ask students to work in their pairs, asking and answering the questions • 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     page 54  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 Draw attention to the exam tip on page 55 Travel 1  $ 10.5 • Play the recording and instruct students to complete the gaps in the examiner’s questions Transcript 1 Examiner  If you travel by plane, what you take with you? 2 Examiner  How you travel to school each day? 3 Examiner  Where’s the best place to travel to in your country? 4 Examiner  Where you plan to travel when you are older? What will you there? Fashion $ 10.7 • Play the recording and instruct students to complete the gaps in the examiner’s questions Transcript 1 Examiner  What you think about today’s fashions? 2 Examiner  How you think fashion will change over the next ten years? 3 Examiner  Tell me about the most fashionable thing that you own 4 Examiner  Which fashions did you wear when you were younger? 5 Examiner  What did you buy when you last went shopping for clothes? 6 Examiner  Is there anything you mustn’t wear at school? Tell me about it 7 Examiner  Have you ever worn anything that you really didn’t like? Tell me about it 8 Examiner  If you get money for your next birthday, will you buy clothes? What clothes will you buy? 9 Examiner  What kind of things are fashionable with people in your country? • Ask students to work in their pairs, asking and answering the questions • Check the answers as a class © Oxford University Press 62 Trinity 5to6 TB.indb 62 25/08/2017 16:49     page 55  7 Examiner  Are there any other foreign languages you want to study in the future? Which ones? Why? 8 Examiner  How will you use foreign languages in the future? 9 Examiner  Have you ever had any language problems while you were travelling? What happened? Rules and regulations 7  $ 10.8 • Play the recording and instruct students to complete the 12 • Ask students to work in their pairs, asking and answering the gaps in the examiner’s questions questions Transcript 1 Examiner  Tell me about the rules at school What you need to do? 2 Examiner  Tell me about the rules of a sport or game that you play 3 Examiner  Are there any rules that you disagree with? Why? 4 Examiner  Do you think that there are too many rules in your country? Why? 5 Examiner  What happens if people don’t follow rules? 6 Examiner  Are there any important cultural rules in your country? What are they? 7 Examiner  Have you ever broken any rules? What happened? • Ask students to work in their pairs, asking and answering the questions Health and fitness 9  $ 10.9 • Play the recording and instruct students to complete the gaps in the examiner’s questions Transcript 1 Examiner  Do you think people in your country are healthy? Why? 2 Examiner  If you want to get fit, what must you do? 3 Examiner  When was the last time you did any sports? Tell me about it 4 Examiner  Are you planning to any sports this week? 5 Examiner  Do you have any unhealthy habits you need to change? What are they? 6 Examiner  Do you think people in ten years’ time will be as healthy as they are today? Why? 10 • Ask students to work in their pairs, asking and answering the questions Learning a foreign language 11  $ 10.10 • Play the recording and instruct students to complete the gaps in the examiner’s questions Transcript 1 Examiner  What’s the best way to learn a foreign language? 2 Examiner  Do you need to go to university to become a confident speaker of a foreign language? 3 Examiner  Have you ever spoken another language to a person outside your class? What happened? 4 Examiner  What you think is the hardest thing about learning a foreign language? 5 Examiner  Is it important for people to study foreign languages? Why? 6 Examiner  In the future, you think people will study foreign languages? © Oxford University Press Trinity 5to6 TB.indb 63 Unit 10 63 25/08/2017 16:49 ... Unit page 53 Unit 10 page 57 © Oxford University Press Trinity 5to6 TB.indb 3 25/ 08/2017 16: 49 Introduction Trinity GESE Grades 5? ? ?6 is designed to prepare students for Grades & of the Trinity. .. most recent GESE exam specifications, go to www.trinitycollege.com /GESE Mark Griffiths Trinity Consultant © Oxford University Press Grading tool Trinity 5to6 TB.indb 25/ 08/2017 16: 49 Grade Express... in their pairs, asking and answering the questions © Oxford University Press 36 Unit 05 Trinity 5to6 TB.indb 36 25/ 08/2017 16: 49 GRADE unit 06 Travel and learning • Monitor this stage to ensure