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Trinity 5-6_TB_195x260_NI0072 04/03/11 09:53 Pagina 1

Laura Clyde Roz Varuzza

NEW

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Trinity
Teachers Book

Trinity Grades
ISE I

5-6

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Internet: www.blackcat-cideb.com
email: info@blackcat-cideb.com
Editors: Joanna Burgess, Maria Grazia Donati
Book design: Veronica Paganin
Cover design: Maura Santini
Page layout: Maura Santini
Design coordinator: Simona Corniola
Art Director: Nadia Maestri

2011 Black Cat Publishing, Genoa, London


First edition: March 2011
Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to
insert the appropriate acknowledgement in any subsequent edition of this publication.
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Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, Turin
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Contents
grade 5

Procedures file

UNIT 1 Festivals & special occasions

10

UNIT 2 Means of transport

14

UNIT 3 Entertainment & music

18

UNIT 4 Recent personal experiences

22

Review units 1-4

grade 6

25

UNIT 5 Fashion & money

26

UNIT 6 Travel

30

UNIT 7 Learning a language; Rules and regulations

34

UNIT 8 Health & fitness

38

Review units 5-8

41

Writing file
Recording scripts

42
43

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Procedures file
Listening tasks
Stage 1
If theres a picture to illustrate the topic, elicit
information from your students which will help
prepare them for what theyre going to listen to, e.g. in
Unit 4, page 32, the photos can be used as prompts to
ask students what they know about the subject area.
Stage 2
Tell students what kind of conversation theyre going
to be listening to, e.g. a candidate and examiner
talking about the candidates topic, or a radio
presenter giving answers to a quiz.
Stage 3
Before students listen, go through the task/s they have
to do while listening, using the following procedure:
1 Get students to read the instructions.
2 Ask students to volunteer to tell you what they have
to do; this could be in the students first language
(L1) if you are teaching in a mono-lingual
environment and you speak the L1 yourself.
3 Select a student who you are reasonably sure will
have understood what to do, and ask her/him to
explain to the class.
4 Check that she/he gives the correct instructions!
Give further clarification yourself, if necessary.
5 Give students a further chance to ask questions
about what they have to do, or the meaning of
vocabulary items in the task/s.
Stage 4
Play the recording a first time. If you judge that most
students have managed to hear a good proportion of
the answers, get them to compare their answers in
pairs, then play the recording again and get them to
check with their partner a second time. However, if
you think that, after the first time, a lot of students
havent managed to hear most of the answers (look
out for blank faces!), then play it a second time before
they check answers in pairs, then play it a third time,
and let them compare again in pairs after this.
Stage 5
Now elicit answers from students. If all students agree
on an answer to a question, and it is the correct
answer, confirm that its correct. However, where this is
disagreement on the correct answer, write all the
possible answers that students give you for that
question on the board, put a big question mark next
to them, and tell students that, in a minute, youll
replay that part of the recording so that they can listen
again. Finish eliciting answers for all the questions in

the task, then go back to the answers that are in doubt


and, one at a time, replay the relevant parts of the
recording, repeatedly if necessary, until all students
agree on the correct answer. At this point, you can rub
out the other possible answers on the board, leaving
only the correct one for that question.
Stage 6
You could play the recording one last time, now that
students have all the answers, so that they can listen
with a new level of understanding. You will have to
decide whether its appropriate to do this, or not; it
could be that, if students have had to listen repeatedly
to various parts of the recording in Stage 5 in order to
agree on answers, they wont be very enthusiastic
about listening yet another time.

Brainstorming vocabulary
Stage 1
Give students a specified time limit to think together
(in pairs or small groups) and to make a list of all the
vocabulary they can connected with the subject in
hand. Make it clear that they should also be prepared
to provide an explanation about what the word/phrase
means.
Stage 2
Now ask students to tell you their words/phrases from
Stage 1. Write them up on the board as they do so. Its
important, here, that, if students are not familiar with a
word/phrase that another student gives, they ask
about the meaning; when this arises, the student who
gives the word/phrase in question should also try and
explain it obviously, if she/he has difficulty doing
this, you will need to help.
Stage 3
If there are target vocabulary items that need to be
introduced, e.g. because later tasks depend on them,
and they didnt come up in Stage 2, introduce them
now yourself. How you do this will depend on the
vocabulary itself, e.g. some items will be best
introduced through pictures, others by explaining the
meaning and eliciting from students the word/phrase.

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Procedures file
Speaking tasks
This guidance is to help teachers organise, monitor
and give feedback for roleplays and speaking activities
to practise fluency, not for more controlled speaking
tasks that are designed primarily to practise specific
functions or grammatical structures.
Stage 1
Roleplays details about individual roles are provided
in the instructions for students for these type of tasks.
Get students to read their roles before going on to
Stage 2.
Fluency-type speaking tasks start off by giving a
model yourself of what students have to do, for
example, where they have to tell one another about
their own personal experiences in relation to the
subject, tell them about a relevant experience that you
have had.
Stage 2
Give students the chance to prepare for what theyre
going to talk about. For roleplays, students are usually
asked to prepare roles together. For fluency-type
speaking tasks, students will usually be preparing
alone. Set a time limit, e.g., five minutes, and
encourage them to make notes to organise their
thoughts and to help them with what theyre going to
say, but not to write a script. Make it clear that, during
this preparation phase, they can consult you about
vocabulary they need, etc., but that during the
speaking phase that will follow, they cant. While they
are preparing, you should circulate, helping and
answering questions as necessary.

Stage 4
When students have finished Stage 3, ask them if they
noticed anything that they themselves or their partner
did particularly well and get them to tell the class (in
this way, they are reflecting on their own performance
and that of their peers). After this, go through the
points for praise that you wrote on the board, followed
by the points for improvement. Dont mention which
student/s made the individual mistakes; instead, elicit
the correct version from all the students and correct it
on the board.
Stage 5
Now give students an opportunity to ask you about
things they may have realised they didnt know how
to say when they were doing the speaking phase.
Answer these queries and write the words/phrases
they want to know on the board.
Stage 6
Now get students to repeat the speaking phase (Stage
3 above) with a different partner/s. The aim of
repeating this phase is that, after the correction and
query phases (Stages 4 and 5 above), they have a
chance to improve their performance in the task.

Stage 3
Students now perform the speaking phase. Explain
that you will be listening to them during this phase,
but you will not be answering questions. Emphasise
that the aim here is for them to practise speaking
fluently, without interrupting their flow to ask about
how to say something. While they are speaking,
monitor and make notes about any aspects that you
think they do particularly well, and also any aspects
that could be improved, including grammar and
vocabulary mistakes that you hear. If students try and
ask you for help while you are monitoring, tell them
that you will help them afterwards, but, for the
moment, they should try and say it in a different way.
When they are approaching the end of this phase,
start writing the points you have noted up on the
board. Put them in two columns, perhaps headed by a
smiling face for the points for praise and an unsmiling/
frowning face for the points for improvement.

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Procedures file
Writing tasks

In most units of the Students Book, there is a section


which practises the Reading into Writing component
of the Controlled Written exam, i.e. where candidates
read a text, then write either a report or an article (this
varies from one exam to another) based on
information or ideas from the text. These sections do
not include an explicit focus on how to write articles
or reports. With this in mind, you will probably want to
use the material in the Writing file, page 91.

Trinity helps with this by providing a special form for


the teacher (the Student Portfolio Feedback Form,
photocopiable from the ISE Syllabus, downloadable
from the Trinity College website) to point out to
candidates areas for improvement in their written
work; this would most usefully be used before
candidates write the final version of each task for their
portfolio.
Before candidates give a draft of their task to the
teacher, however, they can also gain from critically
assessing their own work, and help other students by
critically assessing one anothers work. See page 7 of
the Teachers Book for a Self/Peer Assessment
Checklist you could use, and an activity to help
students with comprehension of, and familiarisation
with, the Student Portfolio Feedback Form.
In the month or so before candidates begin preparing
portfolio tasks, you could start getting them used to
receiving a less directed form of feedback by adopting a
system of correction symbols when marking their
written work, so that mistakes are categorised, e.g. as
a grammar, or spelling mistake, but not corrected
explicitly. In this way, the student has to think about
what the mistake could be and try and correct it
her/himself.
Samples from the Portfolio section and from the
Controlled Written exam are available at the Trinity
College website.

Assessing Portfolio work the teachers role

Procedure for drafting and improving writing tasks

Trinity has very clear guidelines as to the extent of the


help that you, as the teacher, can give your students
with written work for their portfolios. Please see the
ISE Syllabus (available online at the Trinity College
website) for these guidelines. Looking at what
teachers must not do, you will see that the traditional
way of marking students work, where each mistake is
corrected by the teacher, is not allowed for candidates
portfolio tasks. This means that we need to introduce
an alternative approach for helping students improve
their written work, where teachers guide learners in
working out their own mistakes and discovering by
themselves how they can improve their writing.

For portfolio writing tasks to be an example of


candidates best work, they will need to go through
the process of drafting and redrafting, making
improvements each time.

Guidance for ISE I writing tasks


Writing genre guidance in New Pass Trinity
In most units of the Students Book, there is a focus on
how to write one of the specific type of texts which
feature in ISE I, i.e. letters, e-mails, reports, articles,
reviews, narratives, descriptions. This focus involves a
series of tasks to help students prepare for writing a
genre of text independently. There is also information
in the Writing file about characteristics of the various
text types, which students are referred to before they
start a writing task. Writing tasks in the units follow on
from other tasks where students have worked with
vocabulary and/or grammatical forms that will be
useful for the writing.
Controlled Written exam Reading into Writing
tasks

Stage 1
Students help one another with ideas for the writing
task instructions for the content of individual tasks
are given in the Students Book.
Stage 2
Students write the first draft of the task. This stage
would usually be done at home.
Stage 3
In class, students use the Self/Peer Assessment
Checklist on page 7, first to assess their own work,
then to assess another students work.

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Procedures file
Stage 4
Students now write a second draft of the task,
improving their writing by taking into account the
points mentioned in Stage 3.

Stage 6
Students look at the advice you have given them on
the Feedback Form and, taking it into account, write
the third and final draft of the task.

Stage 5
Students not give their second draft to you. You
suggest ways to improve it by completing the Student
Portfolio Feedback Form, which can be photocopied
from the ISE Syllabus, available online at the Trinity
College website.

Stage 7
If students decide to use the task for their portfolio,
they must attach the Feedback Form from Stage 6 to
their final version.

Self/Peer Assessment Checklist


1 Part of the task is missing check the instructions again.
2 I/You need to add some more ideas/reasons/opinions/more description. *
3 The handwriting is too difficult to read.
4 The style of language is too informal/formal* for the task.
5 The writing isnt organised logically.
6 The sentences arent organised in logical paragraphs.
7 The introduction/conclusion is missing. *
8 Ive/Youve repeated points unnecessarily.
9 There are mistakes in the grammar: word order; prepositions; tenses; singular/plural;
subject agreement. *
10 Some vocabulary items are used wrongly.
11 I/You should vary the vocabulary more.
12 There are spelling mistakes.
13 There are punctuation mistakes.
* circle as appropriate

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Diagnostic test
Guidance for teachers
The test should be done in class. Any number of students can take the test at the same time. Photocopy the
Diagnostic test answer sheet and give one to each student. Students select their answers from the options given on
pages 6-7 of their coursebooks. The CD should be played without interruption.
It is important to understand that the Diagnostic test is not a precision instrument. It will help you in deciding
whether particular students are in a position to start preparing for a Grade 5, Grade 6 or ISE I examination. It will help
you in the sense that it tests listening comprehension and receptive knowledge of appropriate responses to
questions. However, to this information you must add your own knowledge of students speaking skills, and
additionally for ISE I, their productive writing skills and their reading skills. The test is design to determine whether
students are ready to start preparing for a specific examination not whether they are ready to take it. When
assessing students readiness, you, as the teacher, must also add your knowledge of the individual student in terms
of her/his application, motivation and normal rate of progress.
The questions are distributed as follows:
Questions 1 4 relate to the Grade 1 syllabus.
Questions 5 10 relate to the Grade 2 syllabus.
Questions 11 18 relate to the Grade 3 syllabus.
Questions 19 29 relate to the Grade 4 syllabus.
Questions 30 40 relate to the Grade 5 syllabus.
ANSWERS
1
2
3
4
5
6
7
8

B
B
C
A
C
B
A
B

9
10
11
12
13
14
15
16

C
B
A
A
A
A
B
C

17
18
19
20
21
22
23
24

C
A
A
B
B
A
C
C

25
26
27
28
29
30
31
32

A
C
A
C
A
A
A
A

33
34
35
36
37
38
39
40

C
C
C
C
C
A
A
B

When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the following:
Speaking skills
Application
Writing skills
Motivation
Reading skills
General learning rate
Interpretation of scores
24 or less
A score of 24 or less indicates that a student is probably not yet ready to start preparing for a Grade 5
examination.
25-32
A score of between 25 and 32 indicates that a student is probably ready to start preparing for a Grade
5 examination but probably not yet ready to start preparing for Grade 6 or ISE I.
Over 33
A score of 33 or over may indicate that a student is ready to start preparing for a Grade 6 examination
or ISE I.

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Diagnostic test answer sheet


Diagnostic test answer sheet
As you listen to the examiner on the recording, choose the best answer from A, B and C in your coursebook. Put a
circle around your choices on this sheet.
Question

Question

21

22

23

24

25

26

27

28

29

10

30

11

31

12

32

13

33

14

34

15

35

16

36

17

37

18

38

19

39

20

40

PHOTOCOPIABLE
2011 Black Cat Publishing

grade 5

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UNIT 1

Festivals & special occasions


Trinity subject areas
Grammar
Phonology
Conversation phase
Topic phase

Festivals; Special occasions


The Present Perfect
Have in the Present Perfect
Dos and donts
Preparing for the Topic Phase

Vocabulary, page 8
1a Focus students on the photos and elicit the special occasions that they show. Then get students to look at the
list of activities 1-8 and to match them with the photos.
ANSWERS
A4 B1 C6 D3 E8 F2 G7 H5

1b
ANSWERS

10

BRITISH

NATIONAL

INTERNATIONAL

- May Day
- Pancake Day (held the day
before lent starts ie: 40 days
before Easter)
- St Patricks Day (celebrated in
Ireland)
- Guy Fawkes Night (Bonfire Night,
which is a celebration with
firework displays and big fires, is
held in Britain on 5th November.)

This will change depending on


countries

- Christmas
- St Valentines Day
- Graduations
- Weddings
- Halloween
- New Year
- Carnival
- Birthdays
- Easter
- Thanksgiving (Thanksgiving is a
traditional harvest festival
celebrated in the USA in
November and Canada in
October. Its traditional to eat
turkey with family and friends.)
- Divali (Divali is celebrated mainly
in India between mid-October
and mid-November and is
sometimes called the festival of
lights.)
- Music festivals

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UNIT 1 Festivals & special occasions


2a Ask students to look at the pictures and elicit any
vocabulary they know connected to the
celebrations. Students then look at the words in
the box and match them to the pictures. Students
either use a dictionary or you could pre-teach any
vocabulary which you feel most students will not
know.

Suggested example:
CHRISTMAS
List of things
we do
Decorate home

ANSWERS
1 Christmas carols, cards, decorations, presents,
Boxing Day
2 Halloween pumpkin, ghosts, witches,
3 New Years Eve fireworks, resolutions, midnight
4 Wedding rings, bride and groom, cards,
decorations, presents, the best man
5 St Valentines Day lovers, chocolates, cards,
presents, roses

Give presents

See our family

Have a big
special meal

2b
ANSWERS
Across
1 midnight 3 cards 5 fireworks 6 chocolates
7 pumpkin
Down
2 decorations 4 roses

2c

Follow the suggested procedure for listening


tasks in the Procedures file on page 4.
Give students a few moments to decide in pairs
which festival each person is describing. You
could help them by eliciting what they think the
first one is, then writing up the following on the
board:
A I think that the person in number 1 is describing
New Years Eve. What do you think?
B Yes, I agree./No, I dont agree. I think shes/hes
describing...

ANSWERS
1 New Years Eve
2 Valentines Day
3 Halloween
4 Christmas
After giving answers, you might want to explain that,
in some countries such as Britain, people send
Valentines Day cards without signing their names
and people have to guess who the mysterious sender
is.

Go through the instructions with the class. You


might want to do an example with the class and
write the information on the board first.

Sentences
We put decorations all round our
home and usually have a tree.
We give each other presents and
put them around the tree. We
dont open them until the day
itself.
Traditionally the whole family get
together in one place for this
celebration.
We eat too much! We have a lot of
very rich food. In Britain they have
roast turkey and a very heavy
pudding.

If the class is large, you might want to put the


students in smaller groups for this activity. To avoid
students picking the same festival, you could prepare
the names of festivals on cards and give them to each
group. Students pick a card and make notes on that
festival.

Grammar Focus,

page 10

Go through the example sentences in the Grammar


focus with the class, emphasizing the fact that when
there is a specific time reference, students have to
use the Past Simple.
You could write an example on the board
highlighting the difference between the two tenses:
A Ive been to Venice twice.
B Really? Ive never been. Did you like it?
A Well, the first time I went I was only a child but I had a
fantastic time when I went last year.
You might take this opportunity to check that
students remember the past participles of irregular
verbs, and highlight that been in the Present Perfect
is pronounced /bn/ not /bin/.

4
ANSWERS
1B 2A 3A 4A 5B 6A

11

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grade 5

UNIT 1 Festivals & special occasions


5a

7b Students read the article again. You might want

ANSWERS
1 for 4 never 2 since 5 ever 3 just

5b
ANSWERS
1 ever 4 just 2 since 5 never/just 3 for 6 ever

5c

Before students do this task, you might want to


drill each of the questions and check that
students know the meaning of raw. In larger
groups, you might want to allow students to write
more than one name for each of the sentences. To
make this activity more competitive, you could
set a time limit and see how many students found
a person for each of the sentences within the
time set.

5d For this part of the task, students can either


return to two students who answered
affirmatively to one of the experiences on the list
and ask her/him further questions about it, as in
the example box, Students Book, page 11. Or you
can put students directly into pairs. Have
students repeat the previous exercise to see
which of the activities their partners have done.
Go over the sample conversation in the example
box, Students Book, page 11 and then have
students practise similar conversations with their
partners. It will help if you get an example
exchange from two students before they begin
the pairwork.

Phonology, page 11
6a
ANSWERS
We use contractions in positive and negative
statements and not in questions (and short answers).
You might want to drill these sentences and make
sure that students are using the contractions and
pronouncing been /bn/ correctly.

6b and c Students practice saying the sentences with


their partners. Students then listen to the text
and repeat the sentences.

Reading, page 12
7a Pre teach any vocabulary students might not
know.
ANSWERS
Pamplona, Spain

12

to set a time limit for this stage.


ANSWERS
1 The run is 825 metres long.
2 The average time of the run is about 3 minutes
from start to finish.
3 Six fighting bulls run the route each day.
4 The bull run first took place in 1591.
5 Over 200 people have been seriously injured
since 1924 during the run.

7c
ANSWERS
... has happened nearly every year since 1591.
... it has become a big tourist attraction.
... the gate has just opened at the Santo Domingo
corral.
... the bulls have left.
Over 200 people have been injured since 1924...
Have you ever seen a spectacle...
The Present Perfect is used because it is describing an
event which still happens.

7d Students work in pairs to describe the bull run


and try to incorporate the phrases.
ANSWERS
1 The Pamplona bull run has happened nearly
every year since 1591.
2 In recent years it has become a big tourist
attraction.
3 They fire a rocket to confirm that the gate has just
opened.
4 Have you ever seen a spectacle like this?

Writing, page 12
8 Go through the instructions for the task with the
class, emphasising that they have to describe
what they saw at the Pamplona bull run and say
what they liked and did not like about it. Refer
them to the Writing file on page 84-85 for
guidance on writing reviews.

Topic phase, page 13


These tasks aim to familiarise students with the Topic
phase of the Speaking exam and to show them how
to prepare a mind map, which they can take into the
exam with them. Describe the format of the Speaking
exam with the students (refer to page 4 for
information) and discuss what the Topic phase entails
(refer to the box on page 13).

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UNIT 1 Festivals & special occasions


9
ANSWERS
1 interests 2 learn 3 remember 4 prepare 5 Add
Go over the points in these sentences with the
students, and stress how important it is that students
be prepared on their topic and that they must not
memorise the information.

10a

Before students listen to the text, elicit from the


students which points they think Peter will talk
about and tick the points in column A.

10b Students then listen and tick the points Peter


discusses in column B. Conduct class feedback
to see how many points they guessed correctly.
You might want to explain to students that
Christmas pudding is dark brown and is a very
sweet, cooked dessert with lots of candied fruit
in it.
ANSWERS
2, 4, 5, 7, 8 (1, 3 and 6 are not mentioned.)

10c
ANSWERS
1F 2T 3F 4F 5T 6T

10d Describe what a mind map is and how useful it


is in the Topic phase of the exam. Students listen
to the presentation again and make notes.
ANSWERS
2 Preparation for Christmas: spend lots of time
preparing; send family and friends cards; put
cards up around house; decorate the house
3 Christmas tree: real or artificial; decorate the tree
4 What we eat: turkey, potatoes and vegetables;
Christmas pudding
5 Christmas shopping: presents for family and close
friends; buy special foods and drinks

10e

Conversation phase, page 14


11 This task aims to give the students some advice
about what they should and shouldnt do
during the exam. Students could work in pairs
to do this exercise. Give them five minutes to
complete the sentences with do or dont, before
checking the answers together as a class.
ANSWERS
1 Do 2 Dont 3 Do 4 Do 5 Do 6 Do

Writing, page 15
12 Go through stages A-H with students,
emphasising the importance of planning their
work before they start writing.
ANSWERS
A4 B6 C3 D7 E8 F5 G2 H1

13 Explain to the students that there is a Writing file


at the end of the Students Book and refer them
to the relevant Writing file for each of the text
types correspondence (informal emails) on
page 78, factual writing (a review) on page 84 and
creative/descriptive writing (an entry in a diary)
on page 89.
Go through the three tasks with the class,
explaining that they should choose one, or more,
of the tasks to do for homework.

Trinity Takeaway, page 15


Practise the examiner/candidate exchange in pairs
and then get students to answer the examiners
question themselves.

Students choose an important festival which


they celebrate and they plan a mind map using
Peters headings. Monitor students closely and
give help as needed.

13

grade 5

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UNIT 2

Means of transport
Trinity Subject area

Means of transport

Grammar

Will referring to the future; Expressions of quantity

Phonology

Intonation of basic question forms


Planning a topic; dos and donts

Topic phase

Vocabulary, page 16
1a Ask students to look at the pictures and elicit any
vocabulary they know connected to them. Then
students look at the vocabulary in the box and
see if any of the words they have come up with
are there. If theyve mentioned extra and useful
vocabulary, write it on the board and get
students to add these extra words to the pictures,
too.

that questions can have a rising or falling


intonation.

2b

ANSWERS
A runway/airport D airport/terminal B cruise ship
E minibus C underground F train

ANSWERS
1 How often do you travel by bike? t
2 Can you drive? s
3 How much did the ticket cost? t
4 Have you ever flown on a helicopter? s
5 Where is the airport? t
6 Do you like travelling by train? s

You might want to mention that we use the term


underground in Britain, but that they use the term
subway in America.

Vocabulary, page 17
3a Monitor students as they practice to make sure

1b Students put the words into the correct column.


Remind students that some words can go into
more than one column. You might want the
students to use a dictionary, or you could pre
teach the vocabulary or you could set a time limit
and discuss unknown words during the feedback
session.
ANSWERS
Air

helicopter, runway, airport, terminal

Sea

port, cruise ship, lighthouse, ferry, terminal

Land car, train, minibus, tram, bicycle, bus, coach,


underground, taxi

14

Phonology, page 17
2a Play the recording and explain to the students

students they are using the falling and rising


intonation patterns. You might want to review the
structure it takes about to describe a length of
time.

3b Suggested procedure: Put the students in groups


of 7-10. Refer them to the survey sheet at the
bottom of the page. Elicit from them what they
have to do, then get some example exchanges
between students with the whole class listening,
before they start the group work.

3c For this stage, you could reform the groups, so


that each student is now in a different group and
reports their results to the new group. Before
doing this, however, check that students know
the expressions of quantity and encourage them
to use them while reporting to the group.

Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 15

UNIT 2 Means of transport


Reading, page 18
4a Before you get students to read the introductory
text, introduce the subject of no-frills airlines by
asking your class if anyones ever travelled with an
airline you know will be familiar to them (e.g., one
that flies to your local airport) and getting
students to describe what the journey and service
were like. Alternatively, or in addition, tell them
about your own experiences (good or bad) with a
no-frills airline. Students then discuss questions
1-3 in pairs.

4b Pre teach any vocabulary students might not


know.
ANSWERS
A3 B1 C2

4c
1 boarding gate 4 queue 2 book 5 fare(s) 3 aisle
seat 6 travel agent

4d
SUGGESTED ANSWERS
Advantages: cheap; simple procedures; allow people
without much money to travel; small airports (not as
busy as larger ones).
Disadvantages: airports small, far from town; no
choice of class; cant book ticket through a travel
agent; no free meals or drinks; no choice of seat; no
in-flight entertainment; long queue at check-in desk.

Writing, page 19
5 Go through the instructions for the task with the
class, emphasising that they discuss both
advantages and disadvantages with reference to
both types of airlines. They must also include a
conclusion stating which airline they prefer and
why. Refer them to the Writing file on page 82-83
for guidance on writing reports.

Grammar Focus,

page 20

Before looking at the Grammar focus box, you could


put the following sentences from the reading text on
the board and elicit why will for the future is used.
The airport will probably be small and some way from
the city.
- will is used to make a prediction
You wont get any free snack, drinks or meals with a
low cost airline.
- will is used to give information.
(You might want to focus on the pronunciation of
wont - /wnt/ rather than /wnt/.

6a
ANSWERS
1C 2F 3B 4D 5E

6b
ANSWERS
1 will leave 2 will be 3 will take 4 will include

6c
POSSIBLE ANSWERS
1 I think that the traffic problems will get worse.
2 I imagine that it will be difficult to persuade
people to use public transport instead of their
cars.
3 Im sure that town planners will try and do
something to improve the situation.
4 Levels of air pollution will probably increase.
If students find this topic interesting, you could either
extend the discussion or have them do a minipresentation the next lesson where students
describe what they think will happen in the next
decade and present some solutions for the problems.

15

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grade 5

UNIT 2 Means of transport


Topic phase, page 21
7a Direct the students to the picture of Turin and ask
them if they know what country / town it is. Then
elicit the names of the forms of transport.
Students then compare Turin to their home town.

7b Look at Emilios Topic form at the bottom of the


page and read the headings together before they
listen to the recording.
ANSWERS
Types of transport in Turin
My dads job in transport
My future job in transport
Turin, my home town
Transport and the environment

2
3
5
1
4

7c
ANSWERS
1T 2F 3F 4T 5T

7d If Turin is your students home town, then ask


them to choose another city to talk about.
If students find this topic interesting you could
extend the discussion, either as a class or in pairs,
to include any towns theyve visited that they
think had an impressive public transport system.

8a Remind students that in the Topic stage of the


Speaking exam they will have to speak for up to 5
minutes and will need to be able to extend their
discussion. A useful way of doing this is through
mind maps and smaller, detailed mind maps. In
this stage, the students are looking at the
detailed mind maps. Go over the example
together.

16

8b Follow the suggested procedure for listening


tasks in the Procedures file on page 4.
Students do mind maps number 2-5. Pause the
recording after every mind map to give the
students time to write and conduct feedback
after each section.
ANSWERS
1 complicated transport system
2 buses, trams and taxis
3 private vehicles
4 a bus driver in Turin
5 likes his job
6 its difficult, a lot of heavy traffic
7 modern, electronic system of traffic control
8 trams run on electricity
9 other public service vehicles run on electricity
10 more buses use gas instead of petrol
11 study town planning at university
12 join my father in Transport Department
13 as a manager/planner
14 wont be a bus driver

8c Remind students that they mustnt memorise their


presentations, and that if they do the examiner
will interrupt them. Listen to the example of a
memorised presentation and discuss the
differences between the two versions.
Ask the class which version they think is better
(the first one).
ANSWERS
- The second presentation doesnt include any
pauses nor any hesitation devices (well;
erm, ; I mean), which are normal in every day
speech.
- The intonation is flatter in the second presentation.

Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 17

UNIT 2 Means of transport


9 This task aims to give the students some advice
about what they should and shouldnt do in
preparation for and during the exam. Students
could work in pairs to do this exercise. Give them
five minutes to complete the sentences with do
or dont, before checking the answers together as
a class.

Trinity Takeaway, page 23


Practise the examiner/candidate exchange in pairs
and then get students to answer the examiners
question themselves.

ANSWERS
1 Dont 2 Do 3 Do 4 Do 5 Dont

Writing, page 23
10 Go through the three tasks with the class,
explaining that they should choose one, or more,
of the tasks to do for homework. Refer students to
the relevant Writing file for each of the text types
correspondence (a letter) on page 78, factual
writing (an article) on page 85 and
creative/descriptive writing (a story) on page 87.

17

grade 5

Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 18

UNIT 3

Entertainment & music


Trinity Subject areas
Grammar
Phonology
Conversation phase
Topic phase

Entertainment; Music
Expressions of preference
Intonation patterns of more complex question forms
Exam practice
Responding to the examiner

Vocabulary, page 24
1a Before doing this activity, you could ask your
students what musical instruments they
play/would like to play. You could also brainstorm
different types of instruments. Refer to
brainstorming vocabulary in Procedure file on
page 4.
ANSWERS
A3 B6 C4 D2 E1 F7 G10 H5 I9 J10

1b Students can do this activity in pairs or directly


with the teacher as a class activity.
ANSWERS
-ist
accordionist
violinist
pianist
organist
trombonist
guitarist
saxophonist

-er
trumpeter
drummer

-player
keyboard-player

Note the shifting stress in the pronunciation


/ saksfn/ versus /sak sf()nist/.
(It is possible to use -player with most instruments.)

1c and d Encourage students to extend their


discussion in this section as they normally have
something to say on this subject. Monitor and
conduct a short class feedback with some of the
information you heard (eg: Marco said he plays
the trombone and Yoko said shed like to play the
drums).

18

2a Before you do this section you could elicit singers


and bands that the students like, or bring in some
music and elicit the music genres.
ANSWERS
1H 2E 3A 4B 5G 6C 7F 8D
(Answers 1,4 and 8 can be open to interpretation as
Shakira could also be defined as a pop singer, and has
some songs with hip hop singers in them and Lady
Gagas music could also be considered dance. The
Black Eyed Peas could comfortably fit in all 3 categories).

2b Students get the opportunity to talk about all


aspects of music. If students are interested in the
subject, you could do a class survey to find out
who the most popular musicians in the class are or
students could prepare a presentation for homework
and then present their favourite musician to the
class or their groups the following lesson.

3a The introduce the topic, ask students which films


they like and if they like any film which they know
is British.
If you think the students might not know that the
films are British and you want to play a game with
the students, you could do the following:
- Write the letters of the names of Hugh Grant,
Gwyneth Paltrow, Julia Roberts, Brad Pitt and
Renee Zellwegger in a mixed up order on the
board, e.g.: aujli trorbes (Julia Roberts).
- Give students a few moments to try to figure
out the name of the actors.
- Elicit the actors names.
- Elicit the name of any film the students know
theyve been in.
- Do the quiz.

Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 19

UNIT 3 Entertainment & music


3b

5a

ANSWERS
1B 2A 3B 4C 5C 6B 7C 8A

ANSWERS
1 Theyd rather read a book than see a film.
2 Hed rather meet his friends than do his
homework.
3 Id rather play football than watch it.
4 My father would rather stay at home than go to a
party.
5 Shed rather travel for a year than go straight to
University.

3c
ANSWERS
Positive: exciting, entertaining, funny, moving,
fascinating, beautiful, interesting, romantic, great.
Negative: boring, dull, predictable, slow, silly.

3d Draw students attention to the use of really.


Explain that we use really when we want to
express strong opinions. Again, if this topic
interests your students, you could conduct some
kind of feedback where you see which film is the
most popular in the class, or which actors are.

Grammar Focus,

page 27

Go through the grammar in the Grammar focus box.


If you want to personalise the examples, you could
use your own opinions in the sentences and see if the
students agree with you.
E.g.:
I prefer Johnny Depp to Brad Pitt.
I prefer watching films at the cinema to watching films
at home.

5b Warn students that they will need to changes


verbs in numbers 2, 3 and 4 (see answers below).
ANSWERS
1 What would you rather go to a classical concert
or a rock concert?
2 What would you rather do watch TV or listen to
music?
3 What would you rather do see a film or go to a
restaurant?
4 What would you rather do go for a walk or
watch a DVD?

Phonology, page 28
6a Students sometimes find it quite hard to use a
falling intonation in question forms. Draw
students attention to this feature before they
listen to the recording.

4a
ANSWERS
1 Giuseppe prefers playing music to listening to it.
2 She prefers Scarlett Johansson to Halle Berry.
3 We prefer action films to romantic films.
4 My mother prefers romantic novels to
science-fiction novels.
5 They prefer going to the cinema to watching
DVDs.

4b

6c
ANSWERS

1 Do you prefer pop music or classical music?

2 Do your prefer adventure films or romantic films?

3 Do you prefer Christmas or New Year?

4 Do you prefer cars or motorbikes?

5 Do you prefer studying or shopping?

ANSWERS
1 What do you prefer classical concerts or rock
concerts?
2 Who do you prefer Robert Pattinson or Daniel
Radcliffe?
3 What do you prefer visiting art galleries or
museums?
4 Who do you prefer Rihanna or Lilly Allen?

19

Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 20

grade 5

UNIT 3 Entertainment & music


Listening, page 28
7a
ANSWERS
Follow the suggested procedure for listening tasks in
the Procedures file on page 4.
Peter
1
2
3
4
5
6
7
8

Maria

3
3
3
3

class, emphasising that they can write anything


they like both positive or negative.

9b Read the task together carefully and ensure


students understand they have to talk about the
concert first and then explain which music they
liked best. Refer students to the Writing file on
page 78-79 for extra guidance on writing emails.

Topic phase, page 30


3
3

3
3

7b
ANSWERS
A6 B1 C2 D3 E5 F4

7c
ANSWERS
3A C D E

7d Give students enough time to think about what


entertainment they like or dislike. You could,
otherwise, elicit some of the ideas in this unit
(pop music, classical music, watch TV, go for a
walk, romantic novels, science fiction etc.) and
write them on the board. Students then make
questions based on these prompts for their
partners, who in turn answer using the language
from 7b).

Reading, page 29
8a Conduct a class feedback after the discussion in
pairs to see what type of concerts are popular
with students in the class.

8b Pre teach any vocabulary students might not


know.
ANSWERS
Bach
Elvis Presley
the Beatles

8c
ANSWERS
1 All Saints Church
2 It started at 8 p.m. and finished at 10.
3 Yes

20

Writing, page 29
9a Go through the instructions for the task with the

Rather than reading through the boxed plan of the


interview together, you could elicit what the
interview includes and write this up on the board.

10a
ANSWERS
1F 2A 3C 4B 5E 6D
Students practise the conversations together in pairs
or, to provide more practice, you could have students
go round the class asking different students the same
questions. Set a time limit for this. Review the
alphabet before the task if you think your students
might have problems remembering- and
pronouncing - some of the more difficult letters.

11a

Remind students that they have to ask the


examiner at least one question in the Topic
phase (and one in the Conversation phase, too),
so they need to prepare some questions they
could ask the examiner in the Topic phase.
Students write two questions per presentation
title. Encourage students to write questions that
elicit a longer response. Try to have students
working alone, and remind them that their
questions will probably vary from their partners.

POSSIBLE ANSWERS
1 Do you like living in your home town?
Does your town have lots of places to visit?
2 What did you do in London?
What was the best thing you did in London?
3 Which places did you go to with the scouts?
What was the best experience youve ever had
with the scouts?
4 Whats the most difficult thing youve ever done
in a canoe?
Do you go canoeing all year?
5 Does your town have a good public transport
service?
How do you travel around town?

Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 21

UNIT 3 Entertainment & music


11b Have students write at least two questions that
they could ask the examiner on their topic.
Students should write the questions somewhere
that will be easy for them to find and review
before the exam.

Trinity Takeaway, page 31


Practise the examiner/candidate exchange in pairs
and then get students to answer the examiners
question themselves.

Conversation phase, page 31


12a
ANSWERS
1B 2E 3A 4C 5H 6F 7G 8I

12b Encourage the students to not only ask the


questions but also to extend their discussions
by asking follow up questions and exchanging
views.

12c
Answers will vary.

Writing, page 31
13 Go through the three tasks with the class,
explaining that they should choose one,
or more, of the tasks to do for homework.
Refer students to the relevant Writing file
for each of the text types correspondence
(an informal email) on page 78, factual writing
(a review) on page 84 and creative/descriptive
writing (a story) on page 87.

21

grade 5

Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 22

UNIT 4

Recent personal experiences


Trinity subject area
Grade
Vocabulary
Phonology
Grammar
Conversation phase

Recent personal experiences


5
Weekend activities; Past time expressions
-ed past tense endings
Connecting clauses
Showing understanding of the examiner

Vocabulary, page 32
1a Focus students on the photos and elicit the

ANSWERS
A4 B8 C2 D6 E7 F5 G3 H1

for two months


the past two weeks
Shirins post
two hours ago
Lucas post
last night
for ages

1b Give students a minute or two to tick the

2c

activities that they show. Then get students to


look at the list of activities 1-8 and to match them
with the photos.

activities in exercise 1a), then go through the


example with the class. Students then compare
with a partner the activities they like and dont
like doing. Encourage them to use the example as
a model for their conversations.

ANSWERS
1 last 2 past/last 3 last 4 yesterday 5 ago

2d Elicit the answers to the two questions from the


class. Note that for ages is another way to say for a
long time.
for + time period (two months, a year, etc.) can
also be used to talk about the past, e.g. I lived in
the UK for two months when I was in my 20s.
for ages could also be used to refer to the present
and future, e.g.
I wait for ages every morning for the school bus to
arrive.
Im not going to see him again for ages, because hes
going to university abroad.

2a After students have read the blog posts and


matched them to an activity from exercise 1a), get
them to compare their answers with a partner,
before checking the answers together as a class.

2b Elicit from the class the two time expressions in


the first blog post (yesterday afternoon and the
weekend before last in Alexs post). Give students
two minutes to find and underline the time
expressions in the other posts, before checking
the answers together as a class.
Note that gig is an informal way of saying concert.
ANSWERS
Alexs post
yesterday afternoon
the weekend before last
Anas post
last Saturday
Jies post
yesterday

22

Give students a minute or two to complete the


table, then check the answers together as a class.

ANSWERS
...no school for two months. Jie is referring to the
future.
It was the best gig Ive been to for ages. Luca is referring
to the past.

Give students a minute or two to think of five


questions to ask a partner about activities they
have done recently. Go through the example with
the class, then give students a few minutes to ask

Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 23

UNIT 4 Recent personal experiences


and answer their questions. Encourage them to
use the example as a model for their conversations.
Monitor while they are talking, noting what they
do well and what they could improve on. When
they have finished, give feedback on their
performance. For more practice, you could get
students to change partners and repeat the activity.

Phonology, page 34
4a Start by writing up the phonemic symbols from
the table on the board, before students look at
the exercise in their books. Elicit the sounds the
symbols represent from the class and then the
sound represented by the -ed ending of the word
played (from the first sentence). Students then
look at the exercise in their books and write in the
correct column the words finished and recorded.

4b Play the recording for students to listen and


check their answers. Explain that the -ed ending is
pronounced as /d/ only when the last sound of
the verb in the infinitive is /t/ or /d/. Play the
recording again for students to listen and repeat
the sentences together as a class.

4c

Students can do this exercise in pairs, trying out


the pronunciation of the words to help them
decide which column to put them in. Play the
recording for students to check their answers.
Play the recording again, stopping after each
sentence for students to repeat it.

Reading, pages 34-35


6a After students have compared their answers in
pairs, you could go through the list of things and
experiences, asking the class to put up their
hands if they ticked the things/activities.

6b After students have discussed the questions, ask


students to share their opinions with the whole
class.

7a Give students five minutes to read the text and


answer the questions, then go through the
answers with the class.
ANSWERS
1B 2C

7b Students could compare their answers with a


partner, before you check them with the class.
ANSWERS
1F it took place in the USA 2F it lasted for several
years 3T 4T 5T

Grammar focus, page 36


9a Go through the example sentences from the
reading text with the class, eliciting from the
students the explanations about the use of the
connecting words (1-4) to match them to the four
words (A-D).

ANSWERS
1 /t/
finished
missed
danced
watched
talked
relaxed
worked

2 /d/
played
arrived
enjoyed
loved
wanted
waited

3 /d/
recorded
visited
celebrated
decided

5a Give the pairs ten minutes to invent the story.


Monitor, giving help as necessary. Make sure that
they practise telling the story at this stage.

5b Divide each pair into Student A and Student B.


Then ask all the Students Bs to stand up and form
a new pair with the student to their left (or right).
Give them ten minutes to tell each other their
stories. Monitor, noting pronunciation of the -ed
endings, as well as content of the stories. When
they have finished, give feedback to the class on
their performance.

Start the exercise by giving some examples


yourself. Then give students five minutes to talk
to each other, before asking one or two students
to tell the class what their partner said.

ANSWERS
1 because 2 also 3 but 4 so

9b Give students a minute or two to match the


beginnings and endings, before checking the
answers with the class.
ANSWERS
1D 2B 3A 4C

9c

Give students two minutes to complete the


sentences, before checking answers with the
class.

ANSWERS
1 because 2 also 3 so 4 but 5 so

9d After students have compared their answers with


a partner, go through the sentences with the
class, getting an example for each sentence from
four different students.

23

Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 24

grade 5

UNIT 4 Recent personal experiences


Writing, page 36
10 Go through the instructions for the task with the
class, emphasising that their article should be
based on information from the reading text on
page 35 as well as their own personal
experience. Refer them to the Writing file on
pages 85-86 of the Students Book for guidance
on writing articles.

Conversation phase, pages 37-38


11a Focus students on the question, then play the
recording. Elicit the answer to the question.
ANSWERS
The conversation is about a weekend away.

11b Play the recording again for students to listen


for specific information. Get them to compare
their answers in pairs, before checking the
answers with the class.
ANSWERS
1, 3, 6, 8

11c

Point out that some of the things in exercise


11b) match with more than one question, and
that some of the things dont have any
matching questions. Give students a few
minutes to match the questions to the items,
before checking the answers with the class.

ANSWERS
B1 C3 D6 E8 F0 G0 H0 I6

11d Give students a few minutes to match the


questions to the items, then play the recording
again for them to check their answers.
ANSWERS
1I 2A 3B 4D 5G 6H 7E 8F

11e

Play the end of the recording again for students


to complete the question that the candidate
asks the examiner. You may need to play it more
than once. Get students to compare their
answers in pairs, then elicit the answers from
the class, writing the whole question up on the
board.

ANSWERS
And what about you have you been away for the
weekend recently?

24

11f

Give students a few minutes to write the


questions in pairs, then check the answers with
the class.

ANSWERS
Have you done anything special recently?
Have you lived in another country?
Do you like driving?
Do you like going to the beach?
Whats the weather like where you live?
Whats the traffic like where you live?
Where do you live exactly?

12a

Give students a few minutes to write the


questions, then get some examples from the
class and write them on the board.

POSSIBLE ANSWERS
2 Where did you go exactly?
Whats it like?
Did you like it?
What was the weather like?
3 What did you buy?
Who did you go with?
Where did you go?
4 What exams did you have?
Were they difficult?
Did you revise for them?
Did you pass them?
5 Whats the friends name?
How do you know her/him?
Where does s/he live?
6 Where did you celebrate it?
How did you celebrate it?
How old was she?

12b Go through the example with the class, then


give students five minutes to ask and answer
their questions. Monitor while they are talking,
then give feedback to the class on their
performance when they have finished.

Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 25

UNIT 4 Recent personal experiences


Conversation phase, page 38
13 Divide the class into Student A and Student B pairs.
Go through the instructions on the rolecards with
the class. Give them set times for each stage of the
activity, e.g. five minutes for stages 1 and 2.
Monitor while they are having the conversations,
noting things they do well and things they could
improve, in preparation for the feedback in stage 3.
After they have self-evaluated their performance in
stage 3, give your feedback to the class, before
they change roles and repeat stages 1-3.

Writing, page 39
14 Go through the three tasks with the class,
explaining that they should choose one, or more,
of the tasks to do for homework. Go through
stages A-H with them, emphasising the
importance of planning their work before they
start writing. Refer them to the relevant Writing
file in the Students Book for each of the text
types emails on pages 78-81, reports on pages
82-83 and diary entries on pages 89-90.

Trinity Takeaway, page 39


Get students to practise the exchange in pairs and
then to think of some other possible answers to the
examiners question.

REVIEW UNITS 1-4


1
1 graduation 2 resolutions 3 bicycle 4 runway
5 Boxing Day 6 bride
A1 B6 C4 D0 E2 F5 G3

2
1
2
3
4
5

They have been in Paris since last weekend.


OK
I saw him at the wedding last Saturday.
OK
When I finish my studies Ill probably become a
teacher.
6 OK

3
1 The Bull Run in Pamplona has happened every
year since 1951.
2 The rocket announces that its time for the bulls
to leave.
3 Have you ever eaten octopus?
4 Do you often travel by train?
5 She has just finished her homework.
6 Ill probably become a doctor when Im older.
7 Im certain theyll arrive here in an hour.
8 I went to Tokyo in 1999 but I havent been there
again.

4
Jazz

Pop

Classical

Folk

saxophone
trombone
trumpet
keyboard
drums
guitar
violin
piano
organ
accordion
piano

5
POSSIBLE ANSWERS
1 boring 2 exciting 3 romantic 4 predictable

6
1 Ive finished 2 swimming to skiing 3 go 4 visited
5 Have you done

7
1T 2TC 3TC 4T 5T 6C

25

grade 6

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UNIT 5

Fashion & Money


Trinity Subject areas
Grammar
Phonology
Conversation phase

Fashion; Money
Past Continuous
Sentence stress to clarify meaning
Preparing questions for the interview

Vocabulary, page 42
1a You will probably need to help students with the
meaning of some of these adjectives. You could
elicit descriptions of the five groups of people
with the whole class, feeding in and explaining
the adjectives as you do so. You might want to
write any extra vocabulary that comes up on the
board.
ANSWERS
First picture
Second picture
Third picture
Fourth picture
Fifth picture

extreme fashion
unfashionable
high fashion
old fashioned
street fashion

Suggested definitions of vocabulary connected with


fashion
trendy following a new fashion, linked with youth
fashion.
fashionable styles that are popular at a particular
time.
old-fashioned styles from a previous time, that
are no longer popular with most people.
casual a relaxed way of dressing, in clothes that
arent formal.
smart more formally dressed, in clothes that are
clean and well-cared for.
scruffy dressed in clothes that arent well-cared
for, e.g. perhaps theyre dirty, or torn.
sporty dressed in clothes and shoes that can be
used for doing sport.
well-dressed wearing well-made clothes, which
go well together, and which are suitable for the
occasion when theyre being worn.

Examples of use
to dress/to wear:
Hurry up and get dressed, then we can go out.
She always dresses well.
I couldnt believe it. He was dressed in a suit and tie!
What are you going to wear to the party tonight?
Thats a nice dress youre wearing. Where did you buy
it?
I wear trainers when I do sport, but I never wear them
at any other time.

1b Students discuss the questions, trying to


incorporate all the vocabulary introduced so far.

1c
SUGGESTED ANSWERS
1 cool, scruffy, casual, fashionable casual
2 cool, smart, well-dressed, fashionable
3 sporty, casual, fashionable
4 cool, sporty, scruffy, casual, fashionable

1d Remind students that they might need to change


the form of the verbs.
ANSWERS
1 suits 2 fit 3 match/go with 4 go with

Listening, page 43
2a Ask the class who has been to a wedding and did
they enjoy it. Extend the discussion to include
what the students and the other guests wore.
Then students discuss the two questions in pairs.

2b Follow the suggested procedure for listening


tasks in the Procedures file on page 4. Before
playing the recording ask students to guess who
they think knows more about what to wear. Then
students listen to see if they are correct.
ANSWER Patricia

26

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UNIT 5 Fashion & Money


2c
ANSWERS
1 M 2 yes 3 no 4 no 5 yes

Phonology, page 43
3a
1 Would you like to try the jacket with a matching
skirt or a dress?
2 Would you like to try the jacket with a matching
skirt or a dress?
If students find it difficult to understand the
difference, explain that in recording number 1, the
words jacket with a matching skirt are stressed
because the jacket only matches the skirt (but not
the dress). In recording number 2, there is a jacket
with a matching skirt and also a jacket with a
matching dress, so therefore, both skirt and dress
need to be stresssed.

3b
1 Would you like to try the shirt with a tie, or a smart
pullover?
ANSWERS
A and B

Vocabulary, page 44
4a Follow the suggested procedure for
brainstorming vocabulary in the Procedures File
on page 4.
ANSWERS
A2 B1 C4 D3

4b Students discuss the questions in pairs. If you


have younger students in your class, they might
not be all that familiar with different forms of
money, so you could ask them to talk about what
they see their parents or people in shops use, or
put them into larger groups for this part of the
discussion. If you have older students, you might
want to extend this discussion to include
anecdotes on when people have had
technological problems paying for things (e.g.:
when I was on holiday last year, my credit card
wouldnt work / got stolen / was never accepted
etc.)

5a Conduct a class feedback to collect opinions


before students refer to page 92 for the answers,
and then have another class feedback session
when theyve seen the results to discuss any
surprising facts.

2 Would you like to try the long-sleeved shirt or


T-shirt?
ANSWERS
A and C

27

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grade 6

UNIT 5 Fashion & Money


Grammar Focus,

page 45

Go through the grammar focus box. Highlight how


the pronunciation of was /wz/ and were /wr/
change to /wz/ and /w/ in the Past Continuous
tense as they become weak forms.

6a
ANSWERS
1 She was talking
2 Steve was eating
3 Were you working
4 They were staying
5 Was Tom running
6 Daniels family were looking

6b
ANSWERS
1 They were walking in the park when the dog
escaped.
2 Megan was eating a sweet when her tooth fell
out.
3 Mum was buying a new dress when she saw a
thief.
4 Peter heard the phone ring when/while he was
reading the newspaper.
5 It was raining heavily when the lights went out.
6 We were shopping online when someone stole
our credit card details.

7
ANSWERS
1 went/were
2 were waiting
3 started
4 were talking/were chatting
5 missed
6 found
7 looked for/was looking for
8 saw/found out/discovered

28

Reading, page 46
8a If you think very few students will know the
meaning of tip, you might want to discuss
question 1 as a class and then students do
questions 2 and 3 in pairs.

8b Pre teach any vocabulary, aside from the


vocabulary in the exercise, students might not
know.
ANSWERS
1 rude 2 wages 3 bill 4 elegant (restaurant)

8c
ANSWERS
1F 2F 3T 4F

8d Conduct a class feedback at the end of the


discussion to see if there are differing views in the
class.

Writing, page 47
9 Go through the instructions for the task with the
class, emphasising that they have to not only tell
the reader about tipping in the UK, but they have
to also include their opinion on the subject. Refer
students to the writing file on page 85 for extra
guidance on writing articles.

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UNIT 5 Fashion & Money


Conversation phase, page 47
These tasks aim to highlight to the students how
important it is for them to take an active part in the
exam and ask the examiner questions, and to show
the students some techniques to use.

10
ANSWERS
1 two 4 one 2 examiner 5 portfolio 3 all

11a

Go through the examples with the class. You


might want to practise this conversation with a
student playing the part of the candidate,
before students do the exercise.

SUGGESTED ANSWERS
1 Do you like fashion?
2 Have you seen anything interesting?

11b Get students to look at the questions first, and


give them a few moments to come up with
possible echo questions. Students practise,
taking it in turns to be both examiner and
candidate. Monitor closely, giving help when
needed. If you feel that your students are weak
in this area, you could give them further practice
based on other topics in the exam. E.g.:
Grade 5
Have you been to any exciting festivals recently?
Do you enjoy listening to music?

Writing, page 49
12 Go through stages A-H with students,
reminding students of the importance of
planning their work before they start writing.
ANSWERS
A8 B7 C3 D7 E1 F6 G5 H2

13

Go through the three tasks with the class,


explaining that they should choose one, or
more, of the tasks to do for homework. Refer
students to the relevant Writing file for each of
the text types correspondence (an informal
email) on page 78, factual writing (an article) on
page 85 and creative/descriptive writing (a
story) on page 87.

Trinity Takeaway, page 49


Practise the examiner/candidate exchange in pairs
and then get students to answer the examiners
question themselves.

Grade 6
When you go shopping do you like to go alone or
with your friends?
Do you do any kind of sport?

29

grade 6

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UNIT 6

Travel
Trinity subject area
Grade
Grammar
Conversation phase
Topic phase

Travel
6
Present Continuous for future use
Examiner & candidate role play
Topic structure; Dos and donts

Vocabulary, page 50
1a Focus students on the map in the centre of the
photos and elicit the names of the continents.
ANSWERS
1D 2G 3E 4F 5C 6A 7B

1b

confuse these four words to do with travel. Give


them a minute or two to match the words and
the definitions, then check the answers together
as a class.

ANSWERS

ANSWERS
1A 2D 3B 4C

1 Africa 2 Antarctica 3 Asia 4 Australia

3b Give students two minutes to complete the

5 Europe 6 North America 7 South America

Focus students on the first photo and elicit the


continent that they think it could depict,
encouraging students to use the language in the
Focus box for expressing an opinion. Then ask
students to work in pairs and to request and
express opinions about where the places in
photos 2-6 are.

POSSIBLE ANSWERS
2 Europe, South America
3 Europe
4 Africa, Asia, Australia, Europe, South America
5 South America, Europe, Asia
6 Asia, Africa

30

3a Explain to the class that learners of English often

sentences, then check the answers together as a


class.
ANSWERS
1 travelling 2 travel 3 travelling 4 journey 5 trip
6 journey

4a Give the pairs five minutes to decide where the


words and phrases go in the table and to write
them in. Point out that some can go in more than
one category. While they are doing this, write the
table with the headings on the board. Go through
eliciting the answers from the class, category by
category, and write the words and phrase up in
the table on the board. You could do some
pronunciation practice of the items with the class
after you have written each one on the board.

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UNIT 6 Travel
holiday types
a cruise
backpacking
camping
walking
a package holiday
a beach holiday
an activity holiday

places
the mountains
a lake
the countryside
a city
the seaside
the desert

accommodation
a hotel
self-catering
(apartment, villa)
a tent
bed and
breakfast (B&B)
a youth hostel

4b Focus students on the first photo in exercise 1


again and elicit answers to the questions, giving
examples yourself as necessary. Point out the
structure for expressing purpose in the Focus box
and give students an example of an answer to the
last question in the list in relation to the first
photo, using the infinitive of purpose structure,
e.g. People go to a city to go sightseeing. Give
students a few minutes to answer the questions
in relation to photos 2-6, then get some examples
answers from the pairs.

Conversation phase, page 52


5a Divide the class into Student A and Student B
pairs. Go through the instructions on the
rolecards with the class. Give them set times for
each stage of the activity, e.g. five minutes for
stages 1 and 2. Monitor while they are having the
conversations, noting things they do well and
things they could improve, in preparation for the
feedback in stage 3. After they have selfevaluated their performance in stage 3, give your
feedback to the class.

5b Give more feedback to the class after students


have repeated the activity in a different role.

6a After students have read the blog posts and


matched them to a holiday type from exercise
4a), get them to compare their answers with a
partner, before checking the answers together as
a class.
ANSWERS
1 a beach holiday 2 an activity holiday 3 an activity
holiday/Its not a holiday! 4 backpacking

6b Start the activity by telling the class which of the


trips you would prefer to take and why. Give them
two or three minutes to then tell each other in
their pairs, before asking students to volunteer to
share their preferences with the class.

6c

activities
going sightseeing
backpacking
camping
sunbathing
walking
relaxing
doing sport

transport
by train
by plane
by boat/ferry
by car

Elicit from the class the phrases for the Present


Continuous for future use and the expression
relating to future time in the first blog post (At the
end of July, Im going on holiday.., Were staying
in Louises post). Give students three minutes to
find and underline the phrases for the Present
Continuous and the future time expressions in
the other posts. While they are doing this, write
the target language from the first post on the
board. Check the answers together as a class.

ANSWERS
Louises post
At the end of July, Im going on holiday
Were staying in an apartment at the seaside.
Pierres post
Im not really having a holiday this summer.
Im spending all of August studying English
Im leaving on 31st July and coming back to France
on 1st September.
Jims post
Im going on a really cool trip in June.
Im going with my parents and my brother..
Marinas post
Im not really going on holiday this summer, but I am
going away.
Im leaving at the beginning of August and coming
back in a years time!
Im going with a friend...
Were travelling around North and South America
for a year

Grammar focus, page 53


Go through the explanation in the Grammar focus,
using the phrases you wrote on the board in exercise
6c) as examples.

31

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grade 6

UNIT 6 Travel
7a Give students a few minutes to complete the

9c

sentences, before checking the answers together


as a class.
ANSWERS
1 Louise is going on holiday for two weeks at the
end of July. She is staying in an apartment on the
Costa Brava.
2 Pierre isnt having a real holiday this summer.
He is spending all of August studying English.
He is going to France on 31st July.
3 Jim is going on a trip to Africa with his parents, in
Tanzania.
4 Marina is leaving at the beginning of August. She
is travelling with a friend around North and South
America for a year.

7b Go through the examples in the table of


questions and answers about future plans, then
give students a few minutes to ask and answer
the questions.

7c

Put students with a different partner for this


activity. After they have told their new partner
three of their previous partners plans, ask two or
three students to tell you their new partners
previous partners plans and ask the original
partner to confirm whether the plans have been
reported correctly or not.

Reading, page 54
8a Give the pairs a minute or two to discuss the

Students work with their partner from exercise 8b)


and compare their lists with the money-saving
tips in the article. They then go on to discuss
whether they agree or not with all the advice in the
article. Emphasise that they should give reasons
for why they agree or dont agree. When they
have finished, find out from the pairs how many
of the same points as the article they had on their
lists, then ask two or three students to volunteer
to share their opinions from the second question.

Writing, page 55
10 Go through the instructions for the task with the
class. Refer them to the Writing file on pages 7881 of the Students Book for guidance on writing
emails.

11

Topic phase, page 56


12a Explain to the class that they are going to listen
to a candidate called Beatriz talking about her
topic with the examiner. Play the recording
while students number the points on the topic
form at the bottom of page 56 in the order that
Beatriz talks about them. Give students a minute
or two to compare their answers in pairs, then
check the answers with the class.

questions, then get opinions from the whole


class.
ANSWERS
1 a backpacking holiday
2 Students own answers.

8b Give the pairs five minutes to make their lists.


9a Give students two minutes to read the article and
to do the matching task.
ANSWERS
A456 B23 C1

ANSWERS
1 How often I go there 2 Transport there
3 What its like 4 Why I like it 5 Things I dont like

12b Play the recording again for students to tick the


questions. They can then compare their answers
in pairs, before you check the answers with the
class.

9b Give students three minutes to read the article


again and to complete it with the verbs.
ANSWERS
1 Check 2 Walk 3 check 4 Buy 5 eat 6 eat
7 drink 8 take 9 waste 10 Take 11 keep

32

Go through the three tasks with the class,


explaining that they should choose one, or
more, of the tasks to do for homework. Go
through stage A-H with them, emphasising the
importance of planning their work before they
start writing. Refer them to the relevant Writing
file in the Students Book for each of the text
types letters on page 78-81, articles on pages
85-86 and descriptions on pages 87-88.

ANSWERS
1, 4, 5

12c

Give students some time to underline the


correct word or phrase from what they
remember. Then play the recording again,
pausing it after each answer is given and
eliciting it from the class.

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UNIT 6 Travel
ANSWERS
1 name 2 quite often 3 sometimes 4 doesnt
always 5 more 6 cant (theres a ski station about 8
kilometres away) 7 rain 8 this

Trinity Takeaway, page 57


Get students to practise saying the dialogue in pairs.
Then ask them to answer the examiners question
themselves.

12d Play the last part of the recording again for


students to complete the examiners question.
Elicit the questions from the class and write
them up on the board.
ANSWERS
And what about you? Wheres your favourite place?

13

Students could work in pairs to do this exercise.


Give them five minutes to complete the
sentences with do or dont, before checking the
answers together as a class.

ANSWERS
2 Dont 3 Dont 4 Do 5 Do 6 Do 7 Do 8 Dont

14a

Divide the class into Student A and Student B


pairs. Go through the instructions on the
rolecards with the class. Give them set times for
each stage of the activity, e.g. ten minutes for
stage 1 and five minutes for stage 2. Monitor
while they are preparing their topic points and
questions in stage 1, helping as necessary, then
monitor while they are having the
conversations, noting things they do well and
things they could improve, in preparation for
the feedback in stage 3. After they have selfevaluated their performance in stage 3, give
your feedback to the class.

14b Students change roles and repeat stages 1-3.


Before they start, emphasise that they should
try and put into practice the suggestions for
improvement from stage 3 in exercise 14a).

33

grade 6

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UNIT 7

Learning a language; Rules & regulations


Trinity subject areas
Grade
Phonology
Grammar
Conversation phase

Learning a language; Rules and regulations


6
Connected speech at sentence level; Stress and weak forms
Expressing obligation, necessity and uncertainty
Talking about your portfolio

Vocabulary, page 58
1a Get students to work in pairs and discuss what
they can see in the photos and to match each one
to the different ways of learning a foreign
language (1-8).

sentences, then go through the answers with the


class.

ANSWERS
1H 2C 3E 4D 5A 6G 7B 8F

POSSIBLE ANSWERS
1 have to 2 must/need to 3 might, has to
4 mustnt 5 doesnt have to 6 do you have to
7 might not 8 Do you have to

1b Go through the examples with the class, then

4b Go through the examples with the class, then

give the pairs a few minutes to discuss the


questions, before discussing them together as a
class.

Reading, page 59
2a Give students two minutes to read the article and
match the headings with the paragraphs, before
checking the answers with the whole class.
ANSWERS
1D 2A 3B 4C

2b Go through the example with the class, then give


pairs two minutes to discuss the questions, before
discussing them together as a class.

Focus the class on phrase 1 in bold in the text


(What do I have to do to really learn a language?)
and elicit from them its matching function (Its
necessary to do). Give them a minute or two to
match the other phrases with their functions,
then go through the answers together with the
class.

Grammar focus, page 60


Go through the explanation in the Grammar focus
box with the class, pointing out that they have already
seen the example phrases in the article on page 59.

34

4a Give students five minutes to complete the

give the pairs about ten minutes to discuss


questions 1-3 and make the list in 4.

4c

Put students with a different partner for them to


compare their lists from b). After they have
finished, ask students to volunteer to report to
the class their answers to the questions in b).

Phonology, page 61
5a Students have their books closed. Start the
exercise by writing the example sentence on the
board and eliciting from the class which words
the stress is on in the sentence. Play the
recording, pausing after this first sentence for
them to listen and check. Students now open
their books. Play the rest of the recording while
students listen and mark the stress in sentences
1-5. Play the recording again, stopping after each
sentence to check the answers with the class.
ANSWERS
1 You dont have to understand everything.
2 You mustnt get demotivated.
3 You need to hear other people speaking.
4 You must choose things that youre interested in.
5 What do I have to do to really learn a language?

Trinity 5-6_TB_195x260_NI0072 04/03/11 09:54 Pagina 35

UNIT 7 Learning a language; Rules & regulations


5b Play the recording again, stopping after each
sentence for students to repeat it together as a
class.

5c

Play the first sentence and elicit from the class


how many words it has. Write the sentence on the
board as they give it to you. Explain that
contractions count as two words.

ANSWERS
1 9 2 8 3 9 4 7 5 10

5d Play the recording again for students to write the


sentences.
ANSWERS
1 You dont have to learn lots of grammar.
2 You must get lots of practice at listening.
3 When do you have to go back to school?
4 You mustnt talk during the exam.
5 You need to work hard to learn a foreign language.

7 Go through instructions 1 and 2 with the class, then


start the activity off by telling them about the
rules and regulations in your schooldays. You
could exaggerate these for dramatic effect, e.g. I
had to start school at 7am. I had to do three hours
of homework every day. I had to go to school on
Saturdays. (With this, you will be using have to in
the Past Simple tense if you have young
students who are still at school, this can stay at a
receptive level, but if you have older students,
whose schooldays are over, you will need to
briefly go through this past tense form, as they
will need to use it themselves.) Tell students how
you would have liked things to have been
different in your schooldays.
Now put students into groups of three or four
and ask them to follow instructions 1 and 2. Give
them about fifteen minutes for this.
For stage 3, give each group a name and write it
on the board. Then get students to nominate one
person in the group to present their rules for the
perfect school to the class. Tell students to write
down the name of each group, leaving space
between each one, and to note what they like
and what they dont like about the rules that each
speaker mentions on behalf of their group.

5e Play the recording again, stopping after each


sentence for students to repeat it together as a
class.

Vocabulary, pages 61-62


6a Start the exercise by eliciting from the class what
two or three of the signs show that you mustnt
do. Then go through questions 1-3 and the
example answers with the class. Give students a
few minutes to answer the questions in pairs,
then go through the rest of the signs with the
whole class, eliciting from them what is
prohibited and whether they think this is a good
idea or not.

6b Introduce the subject of rules and regulations in


everyday life, e.g. by talking about things they
have to do connected with school life (I have to do
homework every evening, I have to get to school on
time). Then give them a few minutes to make
their lists.

6c

Elicit from students how to form a question with


have to (see point 5 in Grammar focus, page 60),
write this up on the board and practise the
pronunciation together as a class. Go through the
example question and answer with the class, then
give them a few minutes to ask and answer
questions about their lists in b and how they feel
about the rules and regulations. When they have
finished, round the activity off in a whole class
activity by getting students to volunteer to ask
and answer some questions about their lists.

For the final stage, go through each of the group


names on the board, asking students to raise their
hands if they want to vote for that group they
can only vote once! Write on the board the
number of votes that each group gets, to see at
the end which group is the winner.

Reading, page 62
8a Give students five minutes to read the text and to
see if they can match the countries with the laws.

8b Students can check their own answers on page


92, or you can go through them together with the
class.
ANSWERS
1 Miami, USA 2 Singapore 3 Britain 4 Britain
5 France 6 Florida, USA 7 Vermont, USA 8 Britain
9 Athens, Greece 10 Arkansas, USA 11 Britain

8c

Go through the example, then give students a


few minutes to discuss the questions, before
discussing them together as a class.

35

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grade 6

UNIT 7 Learning a language; Rules & regulations


Writing, page 63
9 Go through the instructions for the task with the
class. Refer them to the Writing file on page 85-86
for guidance on writing articles.

Conversation phase, page 63


10a Play the recording while students answer
questions 1 and 2.
ANSWERS
1 The examiner asks Rosa five questions about the
content of her portfolio:
Why did you choose this question?
Is this really the job that you want to do?
Why did you choose to write a description of the
perfect school for the future?
Which task did you enjoy doing the most?
Why?
2 The examiner asks Rosa three questions about
how she wrote the tasks:
How many drafts did you do for the tasks, before the
final version?
Did anyone help you improve the first two drafts?
So how long did it take you to do the tasks?

10b Play the recording again for students to listen


for the specific information in statements 1-5.
ANSWERS
1F she wants to be a travel writer 2T 3F she did
two drafts and then the final version 4F some
other students made suggestions for improvements
too 5T

10c

Give students a few minutes to complete Rosas


sentences from the recording. To check the
exercise, you could play the recording again,
stopping after each of Rosas answers and
eliciting the correct phrase/s.

ANSWERS
1 I thought that
2 Well, mainly because
3 Id say
4 for each task.
5 my teacher gave me advice
6 Its difficult to say
7 Maybe about
8 Im not really sure.

10d Students should do this individually, then


compare with a partner. After they have
finished, elicit from the class the language that
they have chosen.

36

SUGGESTED ANSWERS
The following phrases and sentences from Rosas
answers would be useful for students at a productive
level during the portfolio discussion, i.e. they could
use this language themselves:
I thought that I may really want to write...
Well, mainly because...
Id say...
I did... drafts for each task.
...some other students in my class suggested ways to
improve the first draft...
...my teacher gave me advice about...
Im not really sure...
Its difficult to say...
Maybe about... hours in total for each task.
The following phrases and questions from Rosas
answers could be useful for students at a receptive
level during the portfolio discussion, i.e. they need to
understand the language, but they dont have to
produce it:
Why did you choose this question/to write a description
of?
Which task did you enjoy doing the most?
Tell me, how many drafts did you do for the tasks, before
the final version?
Did anyone help you improve the first two drafts?
How long did it take you to do the tasks?

11

Give students two or three minutes to complete


the exam advice, then go through the answers
with the class.

ANSWERS
1 why 2 content 3 many 4 long 5 who 6 difficult
7 enjoyed 8 question

12a

Divide the class into Student A and Student B


pairs. Go through the instructions on the
rolecards with the class. Give them set times for
each stage of the activity, e.g. ten minutes for
stage 2 and five minutes for stage 3. Monitor
while they are preparing their topic points and
questions in stage 1, helping as necessary, then
monitor while they are having the
conversations, noting things they do well and
things they could improve, in preparation for
the feedback in stage 4. After they have selfevaluated their performance in stage 4, give
your feedback to the class.

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UNIT 7 Learning a language; Rules & regulations


12b Students change roles and repeat stages 1-4.
Before they start, emphasise that they should
try and put into practice the suggestions for
improvement from stage 4 in exercise 12a).

Trinity Takeaway, page 65


Get students to practise the dialogue in pairs. Then
ask them to answer the examiners question
differently.

Writing, page 65
13 Go through the three tasks with the class,
explaining that they should choose one, or
more, of the tasks to do for homework. Go
through the different stages of the writing
process A-H, emphasising the importance of
planning their work before they start writing.
Refer them to the relevant Writing file in the
Students Book for each of the text types
emails on pages 78-81, articles on pages 85-86
and stories on pages 87-88.

37

grade 6

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UNIT 8

Health & fitness


Trinity subject area
Grade
Phonology
Grammar
Conversation phase
Topic phase

Health and fitness


6
Intonation at sentence level; Subject-area vocabulary; Intonation patterns
of more complex question forms
Zero conditional; First conditional
Health and fitness
Choosing a topic

Vocabulary, page 66
1a Give students a few minutes to decide on their
answers to the quiz and to compare their answers
with a partner.

1b Play the recording for students to check their


answers to the quiz with the answers given by the
radio presenter. You could stop the recording
after the presenter gives each answer and elicit it
from the class.
ANSWERS
1B 2A 3B 4C 5C 6B 7C 8A

1c

Play the recording again for students to match


the phrases with the quiz questions. Explain to
the class that some of the phrases relate to more
than one question, even though there is only one
answer box for each item.

ANSWERS
A 8 B 2 C 1 D 7 E 1 and 5 F 1 and 6 G 4
H 3 and 5

1d Start the activity by giving the class some


example answers to the second two questions.
Use the phrases for expressing surprise in the
focus box for the question about surprising facts
and statistics, and encourage students to do the
same. Give them two minutes to discuss the
questions, then ask one or two students to share
their answers with the class.

38

1e Give students some time to try and complete the


conditional sentences from the recording and to
compare their answers with a partner. While they
are doing this, write the gapped sentences on the
board. Replay the relevant parts of the recording,
eliciting the missing words for each sentence
from the class and writing them in to your
sentences on the board.
ANSWERS
1 If you want to be healthy, you need to drink at
least two litres of water per day...
2 If you drink more water, youll have less chance of
getting heart disease...
3 ...if you have caffeine in the afternoon, it may stop
you sleeping at night.
4 ...when you talk about the problem to someone,
you feel better...

Grammar focus, page 68


Go through the explanation in the Grammar focus,
using the sentences you wrote on the board in
exercise 1e) as examples.

2a Give students five minutes to complete the


conditional sentences, before checking the
answers together as a class.
ANSWERS
1 talks, ll feel 2 wont sleep, have 3 drink, ll have
4 eats, ll put on 5 eat, do, lose 6 use, ll be 7 wont
go, dont find 8 comes, ll phone

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UNIT 8 Health & fitness


2b Give the pairs about ten minutes to write their

4c

lists. Remind them to use the conditional


structures from the Grammar focus.

2c

Give the pairs five minutes to compare their lists,


then ask the pairs to tell you how many of their
points were the same. You could round the
activity off by getting an example sentence from
each pair.

Phonology, page 69
3a Play the recording two or three times for students
to complete the sentences, then go through the
answers with the class, writing up the first two
sentences on the board.
ANSWERS
1 It helps if you talk about problems.
2 If you dont have a good diet, you wont be
healthy.
3 If you do some exercise, you may lose some
weight.
4 When you exercise, you need to warm up first.
5 Youll have less chance of getting heart disease if
you drink more water.
6 If you exercise twice a week, youll be fitter.
7 Itll be more fun if you exercise with someone.
8 If you want to stay healthy, eat lots of fruit.

3b Play the first sentence again, eliciting from


students what happens with the instructors
intonation at the end of each sentence and
marking this with an arrow on the sentence on
the board. Repeat this with the second sentence.
ANSWERS
The instructors voice goes down at the end of the
sentence.

3c

Play the recording again, stopping after each


sentence for students to repeat it together as a
class.

Vocabulary, page 69
4a Explain that the photos all show people and
places to do with healthcare, then ask students to
match the photos with the words. Check the
answers together as a class.
ANSWERS
1A 2B 3D 4C 5F 6E

4b Play the recording, stopping after each word for

Explain to the class that they need to use the


words from exercise 4a) to complete the
sentences. Give them five minutes to do this, then
check the answers together as a class.

ANSWERS
1 optician
2 dentist
3 patient
4 physiotherapist
5 surgery
6 nurse
7 chemists/pharmacy
8 pharmacist

Reading, pages 70-71


5a Give students a minute or two to make a list with
their partner, then ask the class to tell you what
they have on their lists and write these up in two
columns on the board, with the headings free
and you pay.

5b Give students five minutes to read the text, then


elicit from them whether the list on the board
from exercise 5a includes the same free services
as the ones in the article.

5c

Give students a minute or two to do the matching


task, then check the answers together with the
class.

ANSWERS
1C 2D 3B 4A

5d Give students a few minutes to look back through


the text and decide whether the statements are
true or false, then check the answers together
with the class.
ANSWERS
1F they provide routine and urgent care 2F they
are also open outside office hours 3T 4T 5T 6F
you can see a nurse 7T 8T

Writing, page 71
6 Go through the instructions for the task with the
class, emphasising that their report should be
based on information about Britain from the
reading text on page 70 as well as their own
country. Refer them to the Writing file on pages
82-83 of the Students Book for guidance on
writing reports.

students to repeat it.

39

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grade 6

UNIT 8 Health & fitness


Phonology, page 71
7a Start the exercise by writing example sentence 0
on the board with the intonation arrows. Play the
first sentence on the recording and explain how
the intonation goes up and down on the words
marked with the arrows. Elicit from students that
these words are where the main stress is in the
question, because these are the main content
words, i.e. the words that carry the meaning. Play
sentences 1-4 for students to mark where the
intonation goes up and down in these questions.

preparation for the feedback after stage 2. After


they have self-evaluated their performance in
stage 2, give your feedback to the class. If there is
time, you could get them to change roles and
repeat stages 1-2.

Topic phase, pages 72-73


10a Give the pairs five minutes to make their topic
lists.

10b Put pairs of students together so that they form


groups of four. Give them five minutes to
compare and add to their lists.

ANSWERS
1 Have you ever been to a hospital? If so, was it to
visit someone or because you were ill?
2 When did you last visit your GP? What was wrong
with you?

10c

10d Put students back with their partner from

3 What are the opening times of your local surgery?


What happens if youre ill when its closed?
4 How often do you go to the dentists? How do
you feel about going?

exercise 10a). Give them five minutes to ask and


answer the questions about their choice of
topic.

10e

Ask the class to put up their hands if they


answered yes to questions 2-8 in 10d). Ask
those who didnt to think again about their
choice of topic.

10f

Give students a few minutes to work on their


own to plan what they are going to say. Help
them with vocabulary as necessary.

7b Play the recording again, pausing after each


question for students to repeat it together as a
class.

7c

Give students a few minutes to ask and answer


the questions from exercise 7a). When they have
finished, go through the questions together with
the class, for each one asking students to
volunteer to answer.

Conversation phase, page 72


9a
1 Give the pairs two minutes to make their lists,
reminding them to look back at exercises 1, 4 and
5 for ideas. When they have finished, elicit ideas
from them, building up a list on the board.
2 Go through the example questions and answers
with the class, then give the pairs five minutes to
write the questions and think about how they
could answer them.
3 Give the pairs a minute or two to prepare their
questions for the examiner.

9b Divide the pairs into Student A and Student B. Go


through the instructions on the rolecards with
the class. Give them five minutes for the
conversation in stage 1. Monitor while they are
having the conversations, noting things they do
well and things they could improve, in

40

Ask students to work individually to choose the


topic that they think is the most interesting
from their list in exercise 10b).

10g Give students a few minutes to present the


points about their chosen topic to each other
and to ask each other questions about their
topics. Monitor while they are doing this, noting
things they do well and things that could be
improved. When they have finished, give
feedback to the class on their performance.

Writing, page 73
11 Go through the three tasks with the class,
explaining that they should choose one, or
more, of the tasks to do for homework. Remind
students of the different stages of the writing
process, emphasising the importance of
planning their work before they start writing.
Refer them to the relevant Writing file in the
Students Book for each of the text types
emails on pages 78-81, reports on pages 82-83
and diary entries on pages 89-90.

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UNIT 8 Health & fitness


Trinity Takeaway, page 73

REVIEW UNITS 5-8

Practise the examiner/candidate exchange in pairs


and then get students to substitute the language
using some of their own ideas.

1
1 scruffy 2 cool 3 fit 4 suits 5 by cheque
6 on package holidays 7 youth hostels 8 hotels

2
1 was backpacking, met 2 was raining, decided
3 was doing, arrived 4 were shopping, did not find
5 got, exercised, ate

3
On Monday Im starting university at 8 a.m. and at 6
p.m. that evening Im studying English.
On Tuesday Im not doing anything.
On Wednesday morning Im starting university at 8
a.m. again.
On Thursday Im doing yoga at 11 a.m. and Im going
to my English class at 6 oclock.
On Friday Im going to university at 11 a.m.
On Saturday Im going shopping with my mum at 5
oclock and at 8 p.m. Im seeing a film with Fabio at
the cinema.
On Sunday Im visiting my grandparents.

4
1 doesnt have to 2 has to 3 mustnt, have to
4 might 5 mustnt 6 have to

5
1 surgery 2 nurse 3 optician 4 pharmacist
5 chemists, pharmacy

6
1B 2D 3C 4A 5E 6F

7
1A 2B 3C 4F 5D 6E

41

grade 6

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WRITING FILE
Correspondence informal emails &
letters, pages 78-79
2
1 invite 2 future 3 friend 4 subject 5 logically
6 dont 7 full forms 8 closing 9 first name 10 after

Correspondence formal letters &


emails, pages 80-81
1
Esthr wants to practise her listening and speaking
skills.

Factual writing articles, pages 85-86


1
Hao thinks that there are advantages and
disadvantages of both individual and team sports.

2
1 information 2 opinion 3 website 4 paragraphs
5 attention 6 neutral 7 introducing 8 different

3
Introducing a point of view: On the one hand,
Firstly
Adding more points: also, Secondly
Making contrasting points: On the other hand,
However

1 ask for 2 dont know 3 senders address


4 recipients address 5 date 6 first 7 finish
8 contraction 9 greeting 10 full name

Creative writing a story or description,

Factual writing reports, pages 82-83


2

1 past 2 imagine 3 like 4 familiar 5 paragraphs


6 plan 7 adjectives 8 title 9 style 10 punctuation

1 factual 2 suggestions 3 specialist 4 group


5 continuous 6 headings 7 title 8 signposting
9 going 10 back

Creative writing a story or description,

Factual writing reviews, pages 84-85


1

1D 2A 3C 4D

Hes probably thinking about the teenage age group.

2
1 personal 2 factual 3 performance 4 start
5 finish 6 informal 7 formal 8 feelings

pages 87-88

pages 89-90

2
3
In the diary entry, there are all the features in the
column.

4
1
2
3
4
5

I was so nervous!
I could hear the audience.
It felt absolutely great.
It was a dream come true.
I must remember...

Controlled Written exam Reading into


Writing task, page 91
2
B, C, A

42

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Recording scripts
2

Diagnostic test
1 Whats your name?
2 How old are you?
3 What colour is my shirt?
4 How many days are there in a week?
5 Where do you come from?
6 Have you got any pets?
7 Whats your sisters name?
8 How old is your dog?
9 Where is the bank?
10 What day is it today?
11 Where do you live?
12 Whats the weather like today?
13 What was the weather like yesterday?
14 Whens your birthday?
15 Can you play the guitar?
16 What time do you get up in the morning?
17 What do you do in the evenings?
18 What are the teachers doing?
19 Can you help me with this exercise?
20 Do you know his sister?
21 Did you go on holiday last year?
22 What do you like to do at the beach?
23 What did you do last night?
24 Who is the best student in the class?
25 Tell me the difference between London and your
home town.
26 When did you buy those trousers?
27 How often do you play football?
28 What are you going to do next weekend?
29 Do you go to the cinema often?
30 Have you ever been to Britain?
31 Why did you decide to take this exam?
32 When did you last have something to eat?
33 Is there much traffic in town?
34 How long have you been at this university?
35 Which kind of music do you prefer?
36 Do you prefer riding a bicycle or driving a car?
37 What will you do after the examination?
38 Have you ever eaten English food?
39 How long have you been interested in this?
40 When did you see the film?
3

1 We go to a big party and stay there until midnight .


We celebrate with fireworks.
2 The postman delivers special cards on this day. Its
fun trying to guess who sent them.

3 My favourite festival is really popular in America,


where people make faces using pumpkins.
4 We usually have a tree with lights and we put up
decorations around the house.
4

1 Ive been to Venice.


2 I havent been to Venice.
3 Have you been to Venice?
Yes, I have./No, I havent.
5

1
2
3
4
5
6
7
8

Theyve finished their studies.


Hes been to Paris.
Peters gone shopping.
Yes, she has.
No, she hasnt.
Have you ever eaten roast beef?
Ive been in the queue for hours!
Shes just finished her shower.
6

Hello! Im going to tell you about Christmas in Britain.


Ive always enjoyed spending Christmas at home with
my family.
We spend lots of time preparing for this festival. Its
probably the most important festival of the year for
British people. Before Christmas we send our friends
and family Christmas cards and most of us collect
these up and display them somewhere in the house.
We prepare the house by decorating the rooms with
paper decorations, candles etc.
Then we buy a Christmas tree either a real one or an
artificial one and, of course, we decorate the tree as
well with ornaments and lights.
But most important of all, we go shopping! We have
to buy presents for everyone in the family and for our
closest friends and we need to buy all the special
foods and drinks that we will have during the holiday.
As you can imagine, this is a very expensive time of
the year!
On Christmas Day itself the children of the family
usually get up early because they are so excited
about opening their presents. By mid-morning, when
all the adults are also out of bed, we all gather round
the tree and open the presents. This is the most
exciting part of the day!
I think everyone likes giving and getting presents.
How about you? Do you prefer to give presents or
receive them?

43

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Recording scripts
A little later we all sit round the table and eat the
Christmas meal. We always have roast turkey, roast
potatoes and lots of vegetables. After that, if we are
still feeling hungry enough we eat Christmas
pudding but its very heavy and often weve already
eaten enough by then!
7

1 Whats your name?


2 Do you speak any other languages?
8

1
2
3
4
5
6

How often do you travel by bike?


Can you drive?
How much did the ticket cost?
Have you ever flown on a helicopter?
Where is the airport?
Do you like travelling by train?
9

I come from Turin and Ive lived in Turin all my life.


Turin is a big modern city in the North of Italy with
a population of well, around 1 million people.
You know, like all large cities, Turin needs a
complicated public transport system. In Turin we
have buses, trams, taxis and erm of course, a lot
of private vehicles as well.
My father is a bus driver in Turin. He likes his job but, I
mean it is difficult because there is so much heavy
traffic in the centre of the city.
Turin has a modern electronic system of traffic
control. Since it was introduced journey times have
improved by erm about 20%.
I hope that one day Turin will also have an
underground railway. You know, Turin also has a good
ecological record. Well, trams, for example, run on
electricity and quite a number of other public service
vehicles also run on electricity. More and more buses
are using gas instead of petrol or diesel.
In a few years I will study town planning at University.
Then I will join my father in the Transport
Department as a manager I mean or planner. I
wont be a bus driver!
10

I come from Turin and Ive lived in Turin all my life.


Turin is a big, modern city in the North of Italy with a
population of around 1 million people.
Like all large cities, Turin needs a complicated public
transport system. In Turin we have buses, trams, taxis
and, of course, a lot of private vehicles as well.

44

My father is a bus driver in Turin. He likes his job but it


is difficult because there is so much heavy traffic in
the centre of the city.
Turin has a modern electronic system of traffic
control. Since it was introduced journey times have
improved by about 20%.
I hope that one day Turin will also have an
underground railway. Turin also has a good
ecological record. Trams, for example, run on
electricity and quite a number of other public service
vehicles also run on electricity. More and more buses
are using gas instead of petrol or diesel.
In a few years I will study town planning at University.
Then I will join my father in the Transport
Department as a manager or planner. I wont be a bus
driver.
11

1 Would you like tea or coffee?


2 Do you prefer Rihanna or Lilly Allen?
3 Would you rather go to the cinema or to the theatre?
12

Peter: I must admit Im quite fond of staying in and


watching television.
Maria: Really? I dont. I prefer going out to staying in.
Peter: Interesting. What sort of entertainment do you
go out to see?
Maria: Well, I really love live music and weve got a
couple of great local bands that play regularly in
clubs in the city.
Peter: What sort of music do they play?
Maria: Well ones reggae and the others heavy metal.
Theyre very different! But I love them both. What
kind of music do you like?
Peter: Personally, I prefer classical music to pop
music, but, in fact, when I go out I prefer going to the
cinema or to the theatre rather than to concerts or
clubs. Do you like the cinema?
Maria: Oh yes! I go at least once a week usually at
the weekend. My favourite films are romantic dramas
and comedies what about you?
Peter: I like most types of film but especially science
fiction. To be honest though, I cant stand romantic
films!
Maria: Oh dear! Science fiction leaves me cold! We do
have different tastes! It sounds as if I go out every
night but actually sometimes Id rather rent a DVD
and stay at home.
Peter: Oh really? I prefer going to the cinema my TV
is very small!

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Recording scripts
13

I played in a match for the school team yesterday


afternoon and we lost, 5-nil!
Theyre over! Ive finally finished.
I think they played every song they have recorded.
14

1
2
3
4
5
6
7
8
9
10
11
12
13
14

I missed the train this morning.


We visited my grandmother last weekend.
We danced for hours at the party.
I watched TV yesterday evening.
My parents celebrated their twentieth wedding
anniversary last month.
He arrived on Tuesday night.
They decided not to come this afternoon.
She wanted to go to the cinema last night.
We talked for ages.
She relaxed by sitting on the sofa and reading a
book.
They really enjoyed the party.
I loved the film.
She worked all day yesterday.
We waited for ages for him to arrive.

15

Examiner: So, have you done anything special


recently?
Candidate: Let me think. Oh yes, the weekend before
last, I went away with my family to the seaside, to our
house there.
Examiner: That sounds nice. Where is the house
exactly?
Candidate: Its on the south-west coast, in a small
village, about 200 kilometres from here.
Examiner: OK, so, how did you get there by car,
train...?
Candidate: By car and it took ages because the
traffic was so bad. Its always bad on Friday evenings.
Examiner: Im sorry to hear that. What time did you
get there?
Candidate: Really late I think it was about
midnight, so we went straight to bed. But the next
morning we got up quite early and had breakfast out
on the terrace.
Examiner: So was the weather good?
Candidate: Oh yes, it was beautiful really hot and
sunny all weekend.
Examiner: How nice! Did you go the beach?
Candidate: Yes, we spent most of Saturday and
Sunday on the beach. But I didnt swim very much

because the sea was so cold.


Examiner: Oh, that was a pity. So what did you do?
Candidate: Well, I played beach ball with my
brother Um, what else? I lay in the sun and read a
book oh, yes, and I ate lots of ice cream!
Examiner: And did you do anything on the Saturday
night?
Candidate: Yeah, I went out for dinner with my
family, then I met some friends and we went to a caf
for more ice cream!
Examiner: I can see you really like ice cream! So, did
you go back home on Sunday evening?
Candidate: Yeah, we left at about 5 oclock and the
traffic was terrible again! It took us hours to get
home. And what about you, have you been away for
the weekend recently?
16

Patricia: So, Peter, I must talk to you about the


wedding on Saturday.
Peter: Whats the problem?
Patricia: What are you going to wear?
Peter: I dont know. I hadnt thought about it.
Patricia: Its the day after tomorrow, Peter! Now listen
carefully. Obviously you must wear your suit you
know that nice navy blue one.
Peter: Well, Ive only got one suit so that wasnt a
difficult decision!
Patricia: But dont wear trainers or brown shoes with
it.
Peter: Oh... OK.
Patricia: Why dont you wear that tie I gave you for
Christmas but only if youve got a shirt that goes
with it. If not, buy a new shirt tomorrow.
Peter: OK, I can manage that I might go shopping
during my lunch hour.
Patricia: Oh and get your hair cut long hair is so
old-fashioned!
Peter: Is this a wedding or a fashion show?
17

1 Would you like to try the jacket with a matching


skirt or a dress?
2 Would you like to try the jacket with a matching
skirt or a dress?
18

1 Would you like to try the shirt with a tie, or a smart


pullover?
2 Would you like to try the long-sleeved shirt or Tshirt?

45

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Recording scripts
19

1 Africa 2 Antarctica 3 Asia 4 Australia 5 Europe


6 North America 7 South America
20

Examiner: So where exactly is your favourite place?


Beatriz: Its in the mountains near Madrid, in Spain,
about 50 km to the North-West of the city. Its the
village where my grandparents live and its called
Cercedilla.
Examiner: Sorry, I didnt catch that. Whats it called
again?
Beatriz: Cer-ce-di-lla its hard to say!
Examiner: Yes, I dont think Ill try! So, how often do
you go there?
Beatriz: Usually about one weekend a month, then at
Christmas and in the summer.
Examiner: And who do you go with?
Beatriz: Well, usually with my parents and my sister,
but sometimes I go on my own, or with a friend.
Examiner: And how do you get there?
Beatriz: If I go with my parents, then we go by car. It
takes about an hour from Madrid, if the traffics not
too bad. If I go without my parents then I go by train.
Theres a really good train service it takes just over
an hour to get there by train.
Examiner: So tell me what this place is like?
Beatriz: Well, its in the mountains, as I said, and its
quite small there are about 6,000 people living
there, I think, but more in the summer and at
weekends. People go there in summer especially to
get away from the heat in the city. In the winter, it
gets very cold there theres often snow, so people
go there then to see the snow and to go skiing
Theres a ski station higher up in the mountains not
far away about 8 kilometres, I think it is.
Examiner: And what do you like about this place? I
mean, why is it your favourite place?
Beatriz: Well, first of all, I think its a really beautiful
place. I like being able to see the mountains all
around me. And, for a small place, theres actually
quite a lot to do there there are cafs and
restaurants, and theres even a cinema! I also love
seeing my grandparents, so thats another reason
why I like going there.
Examiner: And what dont you like about it?
Beatriz: I actually like most things about Cercedilla,
but theres just one thing I dont like. In the autumn
and in the spring it can rain a lot. Sometimes, I go
there for the weekend and it just rains all the time
and I cant do anything.

46

Examiner: Yes, I can understand not liking the rain!


So, when are you next going there?
Beatriz: At the end of this month, I hope. And what
about you? Wheres your favourite place?
21

Example: You might not understand much at all.


1 You dont have to understand everything.
2 You mustnt get demotivated.
3 You need to hear other people speaking.
4 You must choose things that youre interested in.
5 What do I have to do to really learn a language?
22

1
2
3
4
5

You dont have to learn lots of grammar.


You must get lots of practice at listening.
When do you have to go back to school?
You mustnt talk during the exam.
You need to work hard to learn a foreign language.

23

Examiner: Okay, now, lets move on to your portfolio


tasks. In Section 1, you chose number five, an email to
an English-speaking friend about music. Why did you
choose this question?
Rosa: Well, Im very interested in all kinds of music, so
I thought that I may really want to write to an
English-speaking friend about this one day. The other
ones on the list didnt seem so useful to me.
Examiner: I see, and in Section 2, youve written an
article about your ideal job as a travel writer. Is this
really the job that you want to do?
Rosa: Oh yes, Ive wanted to be travel writer for a
long time. I love travelling and writing, so I think its a
good idea to try and do both for my job.
Examiner: Okay, and in Section 3, why did you
choose to write a description of the perfect school for
the future?
Rosa: Well, mainly because Ive got strong opinions
about how Id like school to be. Ive finished school,
now Im going to start university soon but I think
there are a lot of things wrong with the school
system today and I want to change them.
Examiner: Yes, it was interesting reading your ideas.
Now, which task did you enjoy doing the most?
Rosa: Id say the description of the perfect school.
Examiner: Why?
Rosa: Because, as I said before, I feel really strongly
about this subject, so it was easy to know what to
write how to write it was the difficult part!
Examiner: Tell me, how many drafts did you do for

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Recording scripts
the tasks, before the final version?
Rosa: I did two drafts for each task. The texts in my
portfolio are the third draft of each one.
Examiner: Did anyone help you improve the first two
drafts?
Rosa: Yes, some other students in my class suggested
ways to improve the first draft, then my teacher gave
me advice about the second draft, using the special
Feedback form.
Examiner: So how long did it take you to do the
tasks?
Rosa: Its difficult to say exactly, but it was quite a
long time. We did work in class on preparing for the
tasks, then I wrote the drafts at home. Maybe about
five hours in total for each task Im not really sure.
Examiner: Okay, now, moving on to the general
conversation...
24

Okay, the results of todays quiz on health are coming


up next. Number one, if you want to be healthy, you
need to drink at least two litres of water per day, so
the answer is B. Thats a lot of water, isnt it? But it will
do you a lot of good. If you drink more water, youll
have less chance of getting heart disease and some
cancers. And youll have more energy every extra
half litre of water can give you 20% more energy.
Now, for question number two, if you think you need
to do an hour of exercise two or three times a week
to get fitter youre wrong! You dont need to do that
much just 20 minutes is enough, so the answers A.
And leave at least 24 hours between exercise
sessions.
Okay, moving on to question three, to have a healthy
diet, you need to eat a lot of fruit and vegetables. All
those vitamins and minerals are just what your body
needs. So, the answer is B thats five portions of fruit
and vegetables every day.
Are you having a coffee at the moment? Well, if you
are, stop! Because its already after midday! And if you
have caffeine in the afternoon, it may stop you
sleeping at night. So, for question four, the answer is
C. This was a surprise to me so no more espressos
after lunch.
Question number five has given me something to
think about. Im not a big fan of fish, but it looks like I
need to eat it a lot more than I do two or three times
a week more than I do, actually! because in some
fish, like salmon and sardines, there are some special
acids, called Omega three, that help keep our hearts
healthy. And in all fish there are lots of proteins and

vitamins and minerals that your body needs. So, the


experts say that we need to eat it two or three times
a week. The answer to question five, then, is C.
Did you think that all fat was bad for you? A lot of
people do, but the fat in things like extra virgin olive
oil is actually healthy. This kind of fat can stop you
getting lots of illnesses, like heart disease, some
cancers and even depression. The fat in margarine
and chips isnt good fat, though, so dont eat things
like that! For question six, then, the answer is B.
Now, for question seven, we dont need doctors to
tell us the answer to this, do we? If youre feeling
down or depressed about something, when you talk
about the problem to someone, you feel better,
right? So, yes, C is the right answer. A problem shared
really can be a problem halved.
And, finally, number eight. I was surprised about this
one, too. Did you know that about 4 million people
around the world die every year from smoking? And
by 2030, it will be 10 million! I thought that AIDS was
the biggest killer... So the answer to question eight is
A.
25

Number one, if you want to be healthy, you need to


drink at least two litres of water per day, so the
answer is B. Thats a lot of water, isnt it? But it will do
you a lot of good. If you drink more water. youll have
less chance of getting heart disease and some
cancers. And youll have more energy...
Are you having a coffee at the moment? Well, if you
are, stop! Because its already after midday! And if you
have caffeine in the afternoon, it may stop you
sleeping at night. So, for question four, the answer is
C...
If youre feeling down or depressed about something,
when you talk about the problem to someone, you
feel better, right? So, yes, C is the right answer...
26

1 It helps if you talk about problems.


2 If you dont have a good diet, you wont be healthy.
3 If you do some exercise, you may lose some
weight.
4 When you exercise, you need to warm up first.
5 Youll have less chance of getting heart disease if
you drink more water.
6 If you exercise twice a week, youll be fitter.
7 Itll be more fun if you exercise with someone.
8 If you want to stay healthy, eat lots of fruit.

47

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27

1 chemists/ pharmacy 2 dentist 3 nurse 4 optician


5 physiotherapist 6 surgery
28

Example: What do you think about getting


healthcare advice on the Internet?
1 Have you ever been to a hospital? If so, was it to
visit someone or because you were ill?
2 When did you last visit your GP? What was wrong
with you?
3 What are the opening times of your local surgery?
What happens if youre ill when its closed?
4 How often do you go to the dentists? how do you
fell about going?
29

Examiner: Hello, my names Simon. Whats your name?


Candidate: My names Xavier Fernandez.
Examiner: Nice to meet you, Xavier. Can I have your
Topic form, please?
Candidate: Yes, here you are. Ive chosen Transport in
Madrid for my topic.
30

Grade 5

Examiner: Which festivals are popular in your country?


Candidate: We celebrate many festivals, but I think
the most important one is carnival, in February.
Examiner: Which is the best way to travel around
your city?
Candidate: Well, the fastest means of transport is the
underground, but the cheapest is the bus.
Examiner: Will you spend Christmas with your family
this year?
Candidate: Yes, definitely. We always eat lunch with
my aunt and uncle on 25th December.
Examiner: What was the last film you saw at the cinema?
Candidate: I saw the new Harry Potter film two
weeks ago it was excellent!
Examiner: Which do you prefer, hip hop or pop music?
Candidate: I prefer hip hop. What about you, do you
like pop music?
Examiner: Yes, I do, but I prefer classical music!
Examiner: Have you done anything special recently?
Candidate: Yes, I went to Bilbao two weeks ago,
because my cousin lives there.
31

Grade 6

Examiner: What were the tourists doing when the


tour guide was speaking?

48

Candidate: Some were looking at the Eiffel Tower


and others were taking photographs.
Examiner: Do you have to help your parents in the
house?
Candidate: No, but if I dont, they dont give me any
pocket money.
Examiner: If you go to the party on Saturday, what
will you wear?
Candidate: I think Ill go shopping on Saturday to
buy something new.
Examiner: What time does school start?
Candidate: Well, lessons start at 9 oclock, but we
have to be there at 8.50 for registration.
Examiner: Do you prefer playing sport or watching it?
Candidate: I prefer playing sport, but this weekend
Im watching Arsenal play against Liverpool.
Examiner: What is the best way to remember new
vocabulary in English?
Candidate: If I write an example sentence using each
word, it helps me to remember the vocabulary.
32

ISE I

Examiner: Why did you choose question number


three in Section 1 an email explaining why you
have chosen to run a marathon?
Candidate: Well, I often go running so I knew what to
write about.
Examiner: Why did you choose to write a description
of your favourite film star in Section 3?
Candidate: Because I love going to the cinema and I
think Daniel Radcliffe is great!
Examiner: Now, which task did you enjoy doing the
most?
Candidate: Probably the report about teenagers and
money.
Examiner: Why?
Candidate: Because I feel really strongly about this
subject.
Examiner: How many drafts did you do for the tasks,
before the final version?
Candidate: I did two drafts for each task.
Examiner: Did anyone help you improve the first two
drafts?
Candidate: Yes, some other students in my class
suggested ways to improve the first draft, then my
teacher gave me advice about the second draft...
Examiner: How long did it take you to do the tasks?
Candidate: Its difficult to say exactly. Maybe about
five hours in total for each task.