New Pass Trinity 1 2 Teachers Book

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 14:49 Pagina 1
Stuart Cochrane
NEW
Trinity
Teachers Book
Trinity Grades
s s a P
1-2
Internet: www.blackcat-cideb.com email: info@blackcat-cideb.com Editors: Joanna Burgess, Maria Grazia Donati Book and cover design: Maura Santini Page layout: Veronica Paganin Design coordinator : Simona Corniola Picture research: Alice Graziotin Art Director: Nadia Maestri
Picture Credits Cideb Archive
2011 Black Cat Publishing, Genoa, London First edition: February 2011
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Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, Turin
Reprint Year
I 2011
II 2012
III 2013
IV 2014
V 2015
VI 2016
Contents
Methodology notes
4
GRADE 1
UNIT 1 Nice to meet you Lesson A Lesson B UNIT 2 At school Lesson A Lesson B
Review units 1-2
Hello & goodbye How old is he? In the classroom Is she your teacher?
6 7 9 11 13
UNIT 3 Clothes Lesson A Lesson B UNIT 4 The body Lesson A Lesson B

Review units 3-4
Things to wear My clothes, your clothes Show me your nose Is he tall?
14 15 17 18 19
UNIT 5 Animals Lesson A Lesson B
Furry friends On the farm This is my family Shes got long hair
20 21 23 24 26
GRADE 2
UNIT 6 Family Lesson A Lesson B

Review units 5-6
UNIT 7 At home Lesson A Lesson B UNIT 8 Belongings Lesson A Lesson B

Review units 7-8
Where do you live? My house My things Where is it?
27 28 31 33 34
UNIT 9 Days and months Lesson A Lesson B UNIT 10 Pets Lesson A Lesson B
Review units 9-10
My week Whens your birthday? The pet shop Are they playing?
35 36 38 39 41 42
Recording scripts
Methodology notes
Listening tasks
The Trinity Grades 1 and 2 exams have no formal listening test with recordings and written responses. It is important that you point out to learners that they dont need to worry too much about the listening tasks for this reason. However, success in the interview does depend on listening carefully to the examiner and responding appropriately. Take account of the low level of your learners and: if there is a picture to illustrate the topic, elicit information which will help them prepare for what they will listen to tell students what kind of conversation they will hear, e.g. two children speaking or an examiner speaking to a candidate play each audio several times if necessary, stopping the audio during the task if needed follow up the listening with a drill in order to practise the structures and pronunciation.
Brainstorming vocabulary and ideas

Brainstorming is a good way to introduce an activity, and is suggested in this TB because: it helps to get learners focussed on the topic of the lesson it helps learners revive vocabulary that they know, but havent used recently it gives you a chance to see what your learners know and what knowledge gaps exist. Remember that this book is mainly for revisions of language so: begin each new topic with closed books and try to elicit related vocabulary from learners give them a specified time limit to work in pairs or groups students tell you their words and you put them on the board in columns or mind maps or under specific headings/categories then students open books and do the first vocabulary activity as consolidation.
Use of the board

Board prompts are good at this level to support students during speaking tasks and can lessen the memory load required of students so that they can concentrate on communicating. Prompts can be useful vocabulary items for the task, or reminders of the structures that learners should be using or pronunciation work. As the students master the language the teacher can rub off some of the prompts so that students commit the language to memory. See the shaded boxes for examples of board work.
Games
Games provide some light relief and fun, but also a genuine context in which to practise language. The Teachers Book makes a number of suggestions for games in the units: guessing games, such as I-spy, pictionary, miming memory games, such as Kims game (covering a picture and remembering whats there) team games, such as sorting races (pairs or teams sort vocabulary items into groups as quickly as possible) knock-out games, such as Simon Says.
Methodology notes
Modelling
It is always a good idea to model each task so that everyone understands what they have to do. Choose one of the most able learners in the group to work through a few examples with you. It is recommended that you do this especially for the communication activities that come at the end of each unit.
Drills
Regular language drilling helps students learn the patterns of new structures and is a valuable technique for improving pronunciation. A good drill can also liven up a class whose attention or energy is flagging half way through a long lesson. There are a variety of drills you can use: prompt and response drills (e.g. question and answer) you can give the prompt, or you can divide the class into two groups who respond to each other substitution drills, using flash cards or prompts written on the board choral drills (all class together) or individual drills (teacher points to learners to respond) drills with clapping or chants with a strong rhythm (good for word or sentence stress).
Trinity Takeaway
At the end of each unit, the Trinity Takeaway sections provide the students with useful examiner/candidate language for the exam. Its important that you point out to learners that they mustnt memorise the minidialogues, but use them as examples of the type of conversation they will have with the examiner. There is also a section a the end of the book with further examples of examiner/candidate language, which are recorded. After listening, you can: ask students to read the mini-dialogues out loud to practise question/answer intonation ask students to write similar mini-dialogues using different vocabulary from the unit.
Pronunciation Pal
In the SB a superhero character presents the pronunciation activity which is connected to the grammar and vocabulary in the unit. At this level, it is useful to focus on a few sounds, to establish the basics of good pronunciation. All pronunciation exercises are recorded.
GRADE 1
UNIT 1
Nice to meet you

Lesson A Hello and Goodbye
1a page 6
SUGGESTED PROCEDURE: You could introduce this with a whole class activity to see how many countries learners can name in English. Ask learners simply to call out the ones they know, while you write them on the board. Then let learners do 1 a) in pairs before getting feedback and checking answers with the whole class. As you listen to the students focus on pronunciation and word stress.
ANSWERS
have checked the answers, get learners to practise the dialogue in pairs. You could also drill the dialogue with the whole class, with you playing one role and the whole class playing the other. Or do the same drill, with half the class playing one role and the other half playing the other role.
ANSWERS
1c/2d/3e/4a/5b
d
ANSWERS
Open answers
2a page 7
SUGGESTED PROCEDURE: Again, ask learners to do this task individually at first, then get them to compare their order with a partner. Once they have listened and youve gone through the correct order with everyone, get learners to take a role and practise this dialogue: first with open books, then from memory with closed books.
ANSWERS
1 England / 2 Italy / 3 USA / 4 Spain / 5 Hong Kong / 6 Greece / 7 India / 8 Canada / 9 Australia / 10 Russia
b
ANSWERS
a1/b6/c2/d4/e7/f5/g8/h3
b
ANSWERS
Open answers A C D
3a page 7
SUGGESTED PROCEDURE: Give learners time to match the words and numbers. Then play the audio for them to check. It is a good idea to drill these numbers in one or more of the following ways: from 1 to 10 and back from 10 to 1
E/F G/H B
round the class, each learner saying the next number in teams, team A says the odd numbers (1, 3, 5...), team B the even numbers (2, 4, 6...) clapping and then stopping on a number ask a learner what the next number is.
ANSWERS
c
SUGGESTED PROCEDURE: Ask students to work individually on this task at first, then they can check their order with a partner. Now play the recorded dialogue for learners to check. You may need to pause the dialogue to give learners time to check. Once they
1 one / 2 two / 3 three / 4 four / 5 five / 6 six / 7 seven / 8 eight / 9 nine / 10 ten
UNIT 1 Nice to meet you

b
SUGGESTED PROCEDURE: This is a simple activity to practise the numbers the kind of question likely to be asked in the exam. Start by choosing one or two learners to do this with you while the rest watch, then get everyone to work in pairs for a few minutes.
ANSWERS
Lesson B How old is she?

1a page 8
SUGGESTED PROCEDURE: Begin by asking learners some basic questions just to focus their attention. For example, How many boys/girls are there? Is this a boy/girl? Now ask learners how old they think each of the children are. Ask them to work in pairs to match the ages with the photos. Finally, play the audio so that they can check what they predicted against what they hear.
ANSWERS
Open answers
4a page 7
SUGGESTED PROCEDURE: These are all typical things that the examiner might say or ask. Point out to learners that they can expect to hear these in the first few moments of the interview. Give learners a few minutes to do the matching activity alone, and then ask them to compare with their partner. Finally, play the audio for them to check. Play the audio again, but pause to give learners time to respond. First with open books, then with closed books. You can do this as a whole class drill, or pick out individuals to answer. Follow up by getting pairs to interview each other: Student A plays the interview and reads out the questions from page 7; Student B responds with books closed.
ANSWERS
A 2 / B 10 / C 5 and 7 / D 9 / E 4
b
SUGGESTED PROCEDURE: Use this as an opportunity to revise subject pronouns. You could write them on the board and elicit from learners when we use them e.g. she for when were talking about a girl or woman. Get learners to try and find the missing words working individually, then give them a chance to compare with a partner. Now play the audio again for them to check. Finally, go through the answers together.
ANSWERS
1 he / 2 He / 3 you / 4 I / 5 they / 6 They / 7 you / 8 We / 9 she / 10 She / 11 it / 12 It
1h/2a/3g/4e/5f/6c/7d/8b
c
SUGGESTED PROCEDURE: Remember that the aim of this is to practise the correct use of subject pronouns, so make sure that learners are aware of this. Dont let them simply point at photos and say And this?, for example. Its a good idea to model the task yourself by choosing one of the stronger learners in the class to do it with you. Finish with a whole class activity: get a pair of learners to ask each other about one of the photos while the rest of the class listen. Then ask learners which photo the pair was talking about. You could also ask learners to bring in photos of friends and family and get learners to ask each other about them using the structures just practised.
ANSWERS
b
ANSWERS
Open answers
Open answers
UNIT 1 Nice to meet you GRADE 1

2a page 9
SUGGESTED PROCEDURE: The aim here is to review and practise present simple. The tables are for learners to refer to, but you could ask them to close their books and do a simple Q&A drill to practise the full form: T: I Class: am T: You Class: are or Group A: I Group B: am
c
See the methodology notes on drills at the beginning of the Teachers Book.
3 Communication Task, page 9

SUGGESTED PROCEDURE: Like many of the communication tasks in the book, this takes the form of a simple information gap activity. Its a good idea to model the task yourself by asking as stronger learner to do the first few with you while the rest of the class listen.
ANSWERS
Lia Carlos
Then focus on the contracted short forms by asking, Do we say, I am ten? Then elicit from learners what the short form is that we normally use when speaking. Now practise these short forms with a similar Q&A drill.
ANSWERS
1 shes / 2 you / 3 are / 4 I / 5 is not / 6 arent
b
SUGGESTED PROCEDURE: Ask learners to open their books and complete the gaps individually then to compare with a partner. Finally, go through the answers together. Finish off by drilling the answers make sure that learners really are using the contracted forms.
ANSWERS
England Age: 9
Miranda and Elodie
Spain Age: 11
Alex and Nadia
1 Im nine. / 2 Shes from France. / 3 We arent from Hong Kong. / 4 My name isnt Maria. Its Mary. / 5 My name isnt John. / 6 They arent Italian. / 7 Im fine, thanks. / 8 Hes from India.
Canada Age: 8
Russia Age: 10
UNIT 2
At school
Lesson A In the classroom
1a page 10
SUGGESTED PROCEDURE: The aim here is to revise basic classroom vocabulary of the kind that is often used in the exam. Note that examiners may use these alternatives to the word lists in the exercise: eraser = rubber school bag = bag student = learner / pupil It is a good idea to make learners aware of these alternatives and to learn them as passive vocabulary. Learners can do this activity in pairs. Then check answers with the whole class. You could practise the items by simply pointing them out in the class room and getting learners to shout out the name of what youre pointing to. Also, ask learners to tell you what they have in their school bag / pencil case. Alternatively, play a simple game such as I-spy: Student A: I-spy something beginning with... N. Student B: Notebook? Student A: Right. Student B: I-spy something beginning with...
ANSWERS
time, use the audio to drill the vocabulary items pause after each word for choral or individual repetition. Focus on correct pronunciation, and watch out in particular for misplaced word stress in multisyllable words such as calculator and dictionary. Follow up by asking learners to think of two more categories that could be used to organise these words. For example: Things larger/smaller than a book. Things made from wood / plastic / metal. You could also follow up with pronunciation work: ask learners to group words according to the number of syllables they have. Then ask them where the stressed syllable usually is. Point out that the stress is most often on the first syllable, for example: notebook calculator student dictionary Practise this with suitable pronunciation drills. In a pencil case sharpener pencil ruler eraser pen Furniture desk chair cupboard In a school bag pencil case book dictionary notebook calculator People student teacher
1 teacher / 2 cupboard / 3 desk / 4 book / 5 chair / 6 notebook / 7 student / 8 pencil case / 9 pencil / 10 school bag / 11 dictionary / 12 pen / 13 ruler / 14 eraser / 15 sharpener / 16 calculator
c
SUGGESTED PROCEDURE: This aims to revise usage of the indefinite article a/an and to practise a question and answer format that is very common in the exam: Examiner: Whats this? Candidate: Its a/an... First, bring students attention to the Focus box on page 10. Then do some simple practice of this with a drill: Teacher: Book. Learners: A book. Teacher: Eraser. Learners: An eraser.
b
SUGGESTED PROCEDURE: Vocabulary grouping activities like this one are good ways for learners to process vocabulary which will in turn help them to remember words. Ask learners to do this individually and then check with a partner before playing the audio for learners to check their answers. Give learners time to ask any questions they may have about the grouping before playing the audio again. This
Focus on pronunciation. You need to point out to learners that the article an becomes linked or joined to the noun that follows. An eraser for example becomes aneraser in connected speech.
UNIT 2 At school GRADE 1

Now use a similar drill, but introduce the whole phrase: Teacher: Whats this? Learners: A book. Teacher: Whats this? Learners: An eraser. Once you have done these examples altogether, get learners to do the practice exercise alone and then to compare with a partner. When everyone is ready, play the audio so that learners can check their answers. Play it once again and ask learners to repeat what they hear.
ANSWERS
At this point you dont need to expect fuller answers, such as Its a... . Also, make sure youre pointing out single items, as the focus here is on the article a/an. Now ask learners to work in pairs and practise the same Q&A dialogue based on classroom objects. Monitor and check for errors in use of articles or pronunciation.
ANSWERS
1 thirteen watches / 2 fifteen classes / 3 twelve pencils / 4 sixteen boys / 5 fourteen dictionaries
c
SUGGESTED PROCEDURE: The emphasis here is on the pronunciation of the plural affixes to nouns. You need first to model the three endings for students. Write the phonemic symbols as heading on the board and use the example words you wrote on the board earlier: /s/ cats /z/ stories /z/ foxes
Open answers
2a page 11
SUGGESTED PROCEDURE: This is simply revision of numbers 11 to 20. Students should already be familiar with these, but if not then you may want to write the numbers on the board before playing the audio. Its a good idea to drill these numbers in one or more of the following ways: From 11 to 20 and back from 20 to 11 Round the class, each learner saying the next number In teams, team A says the odd numbers, team B the even numbers.
ANSWERS
1 twelve / 2 thirteen / 3 fourteen / 4 fifteen / 5 sixteen / 6 seventeen / 7 eighteen / 8 nineteen
Ask learners to repeat the words after you, giving special emphasis to the plural ending. Now ask learners how they would pronounce dogs. Show them that, although it has the same plural ending as cats, it is pronounced differently. Now ask learners to do the sorting exercise on their own. Encourage them to say the words to themselves in order to make them more aware of how the endings sound. Finally, play the audio to let them check their answers. Play once again and ask learners to repeat what they hear.
ANSWERS
b
SUGGESTED PROCEDURE: The aim here is to revise the rules for plural nouns. Although spelling is not important for the exam since there is no writing component these spelling rules reflect the pronunciation of the three categories of plural noun. Bring learners attention to the focus box which gives examples and rules for the three main categories of noun. Check learners understanding by writing one example of each category on the board and asking them to give you the plural. Examples could be: fox, church, box, brush, glass story, party (point out that there is a consonant before the y) cat, dog.
1 books
/s/
2 boys
/z/
3 boxes
/z/
teachers pencils erasers dictionaries
watches classes pencil cases
students desks
3a page 11
SUGGESTED PROCEDURE: This short activity provides further practise of the How many... are there? question, which is common in the exam, together with practise of classroom vocabulary and numbers up to 20. Demonstrate the activity yourself by speaking to one of the
10
UNIT 2 At school
stronger learners in the class, then get learners to work in pairs.
ANSWERS
Lesson B Is she your teacher?

1a page 12
SUGGESTED PROCEDURE: The aim of this task is to practise short answers of the kind that candidates are expected to use in the interview. These are answers to present simple questions with the verb be. Give learners a few minutes to look through the questions on their own and make matches before they listen to the audio. For the Listen and repeat, you could split the class into two groups one group repeating the questions and the other group repeating the short answers. The groups then swap roles for a second Listen and repeat.
ANSWERS 1 b / 2 d / 3 a / 4 f / 5 c / 6 e
Open answers
b
As you monitor, make sure students are using the structures and language practised in this lesson.
ANSWERS
Open answers
c
SUGGESTED PROCEDURE: The focus here is revision of the determiners this and these and the pronouns it and they. Again, the example dialogues in the speech bubbles are typical question and answer formats that occur in the interview, and learners need to be familiar with them. Ask learners to look at the example dialogues and then write this on the board: We use this / it for... We use these / they for... Elicit from learners how to complete the rules (this / it for one thing, these / they for many things). Make sure that learners can distinguish between this [short sound //] and these [long sounds / /]. Some learners have difficulties both receptively and productively with these sounds. Tell learners to look at the shape of your mouth as you say the sounds. Now demonstrate the activity yourself with another learner in the class. Then ask learners to do the activity in pairs. As you monitor, make sure that learners are using a variety of singular and plural forms. Listen out for grammatical problems such as subject verb agreement, but also pronunciation problems.
ANSWERS
b
SUGGESTED PROCEDURE: Again, give learners a chance to work alone on this, compare with a partner and then listen and check. If you find that learners are making mistakes with these short answers, then remind them that the verb in their answer should match the verb at the beginning of the question. Do the first one together as an example if necessary.
ANSWERS 1 b / 2 b / 3 a / 4 a / 5 b / 6 b
c
SUGGESTED PROCEDURE: Demonstrate what learners have to do by doing the first two or three questions yourself with a student. Then put learners into pairs to work through the rest of the questions. After a few minutes, ask them to swap roles.
ANSWERS Open answers
Open answers
d
SUGGESTED PROCEDURE: This is a simple exam role play, where learners respond to the examiners 6 questions in the audio. There are a couple of ways you can approach this: 1 get the whole class to respond, like a choral drill 2 pick out individual learners to respond to the questions.
11
UNIT 2 At school GRADE 1

Either way, play the audio a couple of times to give learners plenty of practice at responding to these very simple but common questions.
POSSIBLE ANSWERS
3a page 13
SUGGESTED PROCEDURE: Students need to be able to recognise questions that refer to singular or plural items, which is what this exercise practises.
ANSWERS
Examiner: Hello. Student: Hello. Examiner: Is your name Sam? Student: No, it isnt. Its... Examiner: Are you from Greece? Student: Yes, I am. / No, Im not. Im from... Examiner: Are you eleven? Student: Yes, I am. / No, Im not. Im... Examiner: Is this your classroom? Student: Yes, it is. Examiner: How many students are there in your class? Student: There are...
1A/2B/3A/4A/5B/6B/7B/8A
b
SUGGESTED PROCEDURE: Pause the audio after each question and choose a learner from the class to answer. Play the audio a couple of times to give everyone a chance to answer. Encourage students to use short but full answers, not just Yes and No (in the exam yes and no are acceptable though).
ANSWERS (Spoken) 1 Its a pencil case. / 2 Theyre pens. / 3 Yes, it is. / 4 No, it isnt. / 5 No, they arent. / 6 Yes, they are. / 7 (There are) eight. / 8 No, it isnt.
page 13 SUGGESTED PROCEDURE: The aim here is practice of language from the lesson: numbers, classroom objects, use of the interrogative form of be and short answers. One way to do this is have the class ask you what the objects are, or put learners in pairs. First Student A guesses, then they swap and Student B guesses. You could follow up by having students draw objects or parts of objects on the board in class. The rest of the class must guess what the object is.
ANSWERS
c
SUGGESTED PROCEDURE: Divide the class up into pairs. You could write the following prompts on the board so that learners are making the right kind of questions: Whats...? What are...? Is this...? Are these...? How many...?
11 calculator / 12 chairs / 13 pencil sharpeners / 14 books / 15 door / 16 clock / 17 school bag / 18 computer
Do a few example questions yourself with a learner from the class, then let students do the exercise in pairs. Let them continue for about five minutes while you monitor for problems.
ANSWERS
Open answers
12
REVIEW UNITS 1-2

1a page 14
ANSWERS
b
SUGGESTED PROCEDURE: Go round the class, asking each learner one or two questions from the list below. Ask questions about the children in the class.
Q W E R T E R A S E R Q P N
A S D F G H J K H P O E U O
U C H D R T Q E G W F S E I Q R V W T E E Q Y R A R P T Y U N H J G S E T W E T E B
A O G G K G G G E G L V N O
I N I N E T E E N V B E T O
R E P O I U P O E G G N Y K
A S D F G H J A R U L E R E
Questions:
Is this a boy / girl? How old is he /she?
5a page 15
ANSWERS
1 Is this / 2 Whats / 3 Are these / 4 How many
b
SUGGESTED PROCEDURE: Go round the class, asking each learner one or two questions from the list below. Ask about objects in the class. Questions: Whats this? / Is this...? / How many...? / What are these? / What colour is it?
b
ANSWERS
6a page 15
ANSWERS
1 pen / 2 chair / 3 sharpener / 4 eraser / 5 ruler / 6 notebook / 7 one / 8 five / 9 seven / 10 twelve / 11 nineteen / 12 twelve
1 it isnt / 2 computer / 3 are three / 4 they arent / 5 they are / 6 are twelve
2a page 14
ANSWERS
b
SUGGESTED PROCEDURE: Go round the class, asking each learner one or two questions from the list below. Ask about people and objects in the class. Is this a... Whats this in English? Is he/she a teacher? How many... are there? Are these....?
ANSWERS
1 meet / 2 meet / 3 name / 4 My names Im called / 5 old / 6 years / 7 where / 8 Im
b
ANSWERS
Open answers
3a page 14
ANSWERS
1c/2d/3e/4b/5f/6a
Open answers
b
ANSWERS
Open answers
4a page 15
ANSWERS
1 Is this a girl? / 2 Is this a boy? / 3 How old is he?
13
GRADE 1
UNIT 3
2a page 16
SUGGESTED PROCEDURE: Again, ask learners to close their books and call out any colours in English that they can remember. Then ask them to open their books and do the matching exercise. Play the audio once to check, then again so that learners repeat what they hear. Encourage correct pronunciation. You could follow up by asking learners to find you things in the classroom that match the colours you call out. For example, call out Green! and ask students to point to things on their desk or around the room.
ANSWERS
Clothes
Lesson A Things to wear
1a page 16
SUGGESTED PROCEDURE: Start with a few minutes brainstorming the topic of clothes. With closed books, ask learners to call out as many clothes related words as they can remember, while you write them on the board. Now ask them to open their books and do the part a) task.
ANSWERS
1 glasses / 2 shorts / 3 socks / 4 trainers / 5 T-shirt / 6 skirt / 7 dress / 8 hat / 9 shirt / 10 jacket / 11 belt / 12 jeans / 13 scarf / 14 gloves / 15 coat / 16 jumper / 17 shoes / 18 trousers
1 brown shoes / 2 a green shirt / 3 pink glasses / 4 a yellow skirt / 5 white shorts / 6 a red hat / 7 a blue T-shirt / 8 black trousers / 9 a purple dress / 10 grey socks / 11 a beige coat / 12 a orange scarf
b
SUGGESTED PROCEDURE: This activity combines the two vocabulary sets (clothes and colours) and practises another question format that is very common in the exam: What colour is/are...? As usual, its best if you demonstrate the activity with a learner from the class before asking the rest of the class to do it in pairs. Encourage full answers, for example Its red or Theyre blue instead of single word answers such as Red or Blue.
ANSWERS
b
SUGGESTED PROCEDURE: Some learners may not know what syllable means, so write a word with two syllables on the board and split the syllables up, like this: ja-cket [/'d k.t/]
When you think theyve got the idea of what syllables are, you can let them do this exercise alone and then compare their answers with a partner before listening to the audio to check. Play the audio through once just to let them check, then play it a second time so that they can repeat what they hear. You could follow up with pronunciation work focusing on word stress in two-syllable words. Read out the list of two syllable words, emphasising the stressed syllable, and elicit from learners where the stress lies. They should see that the stress in two syllable words tends to be on the first syllable.
ANSWERS
Open answers
3a page 17
SUGGESTED PROCEDURE: You could begin with closed books. Write the demonstrative pronouns mixed up on the board, like this: thisthosethatthese Ask learners if they can identify four words in the word snake. Then ask them which words refer to one thing (singular) and which words refer to many things (plural). Now ask them to do the exercise on page 17.
ANSWERS
Group 1 one syllable coat / belt / jeans / gloves / dress / socks / shoes / scarf / skirt / shirt / hat / shorts Group 2 two syllables jumper / trousers / T-shirt / jacket / glasses / trainers
1 This That / 2 These Those
14
UNIT 3 Clothes
b
SUGGESTED PROCEDURE: This provides an opportunity to use classroom words and clothes vocabulary whilst practising these determiners. Divide the class into pairs. Get each learner first of all to look around them and write the names of the 6 objects they are going to talk about. There should be a mixture of plural and singular items. Then demonstrate yourself what they have to do before asking pairs to work together.
ANSWERS
Lesson B My clothes, your clothes

1a page 18
SUGGESTED PROCEDURE: Tell learners that they are going to hear part of an interview in which the examiner asks the candidate about some of the photos shown here. Before they listen, however, draw learners attention to the photos and ask them a few simple questions about what each one shows. For example: Is this a girl/boy? How many babies/girls/boys are there? Now play the audio and ask learners to write the number of the dialogue (1, 2, 3) next to the correct picture. You may need to play the audio twice.
ANSWERS
Open answers
4a page 17
Listen and compare.
ANSWERS
Open answers
1C/2D/3F
b
SUGGESTED PROCEDURE: Again, these are all typical questions in the exam. Let learners do the matching alone, then play the audio once to check. Then divide the class into two groups: Group A repeat the examiners questions, Group B the answers. Groups then swap roles for a final play and repeat.
ANSWERS
b
SUGGESTED PROCEDURE: The focus here is on the determiners his, her and their. Write them on the board and elicit from learners when we use them. i.e. his boy / man masculine, singular her girl / woman feminine, singular their plural Now ask learners to read through the sentences and, working with a partner, try to guess the missing word. Then learners work alone to listen to the audio and to check.
ANSWERS
1a/2e/3b/4d/5c/6f
c
SUGGESTED PROCEDURE: Do a few example questions yourself working with a learner from the class and then divide the class into pairs. As you monitor, encourage learners to use a variety of question forms here, and encourage full short answers.
ANSWERS
1 her / 2 her / 3 his / 4 his / 5 their / 6 their
c
SUGGESTED PROCEDURE: You might want to do some drill work practising the question: What colour is/are... (Remember that candidates are not expected to produce questions in the exam, but for the purposes of this exercise they will need to ask their partners the question.) Once learners are comfortable with the question, demonstrate what learners have to do by working
Open answers
15
UNIT 3 Clothes GRADE 1

with one of the stronger learners in the class while the others listen. Then organise the rest of the class into pairs and let them get on with the task while you monitor listen out especially for errors with the determiners.
b
SUGGESTED PROCEDURE: Again, you could drill the question and answer format as suggested for a) before learners go on to this. Group A: What colour does Helen like? Group B: Her favourite colours... Then swap groups as before. When youre happy that the group can manage to form the questions and answers sufficiently well, put them into pairs. They need to swap books so that each learner can talk about the people they spoke to during part a).
2a page 18
SUGGESTED PROCEDURE: The focus here is revision of the rest of the determiners. Get learners to complete the sentences alone and then compare with a partner before checking altogether.
ANSWERS 1 your / 2 his / 3 her / 4 their
b
SUGGESTED PROCEDURE: Again, demonstrate the task yourself by working with a learner and then get learners to work in pairs while you monitor.
5a page 19
SUGGESTED PROCEDURE: Point out to learners that they will NOT have to make questions in the exam, but it is important that they recognise and understand questions. All these are typical things that examiners might ask. Give learners a chance to do this exercise on their own and then to compare with a partner. Finally, play the audio to check.
ANSWERS

SUGGESTED PROCEDURE: This uses the photos of people on page 62. Make sure that, when doing this exercise, learners are using determiners correctly, but at the same time encourage fluency and experimentation.
1 Whats this? / 2 What are these? / 3 Is this a hat? / 4 What colour is it? / 5 What colour are his trousers? / 6 What colour are my shoes?
b
SUGGESTED PROCEDURE: Demonstrate with one learner so that everyone knows what they have to do, then get pairs to interview each other. To make sure that they use a variety of question forms, you could put up question prompts on the board: Whats...? What are...? Is this...? Are these...? What colour is...? What colour are...?
4a page 19
SUGGESTED PROCEDURE: Start with a short drill so that learners get used to the question and answer format for this activity. Divide the class into two groups: Group A: Whats you favourite colour? Group B: My favourite colours... Do this three times, then groups swap roles. By this time learners should be ready to do the activity. If there is space in your class, this works best as a mingling activity where learners move around the class and interview each other while noting down answers. Its important that they get information from at least one boy, one girl and two other learners.
As you monitor, dont worry too much if learners are making errors in question formation. Feedback should focus on the answers learners give. Encourage learners to give short answers but not one word answers.
16
UNIT 4
2a page 21
SUGGESTED PROCEDURE: Give learners a few moments to do this alone and then check with a partner before listening to the audio to check their answers.
ANSWERS
The body
Lesson A Show me your nose!
1a page 20
SUGGESTED PROCEDURE: You could begin with a similar brainstorming activity to those used in earlier units simply ask learners (with closed books) to call out any body related words they can remember while you write them on the board. Then ask them to open their books and do a). Play the audio once to check answers and then a second time so that learners can repeat what they hear.
ANSWERS
1 Give me a pen. / 2 Come here. / 3 Open your book. / 4 Point to the door. / 5 Go to the window. / 6 Touch your nose. / 7 Stand up. / 8 Show me your ears. / 9 Sit down.
b
SUGGESTED PROCEDURE: Explain to learners that the top circle has verbs, the next circle articles and the lower circle nouns. They can combine these to make different orders. Pairs should take turns making and following orders. Again, you may need to demonstrate what learners need to do beforehand. Follow up: Playing the childrens game Simon says... In this game, learners should only follow orders if the speaker begins with Simon says... . If someone follows an order without the speaker saying Simon says... then they are out of the game. The last player remaining wins the game. Learners can take turns at being the speaker.
ANSWERS
1 head / 2 eye / 3 ear / 4 foot / 5 hair / 6 nose / 7 leg / 8 teeth / 9 mouth / 10 finger / 11 hand / 12 arm
b
SUGGESTED PROCEDURE: Demonstrate with one learner from the class and then get pairs to do the same. Make sure that learners arent only giving one word answers. Also, make sure that Student A isnt always asking questions that elicit the answer Yes, it is. Make sure that Student A is using plural forms, too. After two minutes, get pairs to swap roles.
ANSWERS
Open answers
Open answers
c
SUGGESTED PROCEDURE: First draw learners attention to the focus box about irregular plurals. Point to your teeth / feet / hair and ask learners What are these? / Whats this? Then model the questions that learners need to use for this activity. You could do a whole class drill of the questions, emphasising the difference between this // and these / /. Once again, choose a learner from the group and demonstrate the task. Then organise the class into pairs. Make sure they take turns asking and answering.
ANSWERS
Open answers
17
UNIT 4 The body GRADE 1

Lesson B Is he tall?
1a page 22
SUGGESTED PROCEDURE: This practises common adjectives that learners ought to know for the exam. Get learners to do this together with a partner before checking altogether. Be ready to explain why short is listed twice. i.e. that it has two meanings here.
ANSWERS ANSWERS
1 Open / 2 Show / 3 ears / 4 your / 5 long / 6 to / 7 they / 8 Sit
b
SUGGESTED PROCEDURE: Play the audio and pause for learners to respond. Choose one learner at a time to respond.
c
SUGGESTED PROCEDURE: Make sure that learners use a variety of question formats, and that they take turns in asking and answering. As you monitor, dont worry too much about correct question formation, but make sure that answers are correct.
ANSWERS
1 f / 2 c (e) / 3 d / 4 c (e) / 5 b / 6 a
b
SUGGESTED PROCEDURE: Before they listen, ask learners (working in pairs) to match one word from the list of adjectives in a) to each of the pictures. Check to see which words learners have used this will also be a good concept check to see if learners understand these words. Then play the audio twice so that learners can match the descriptions with the pictures.
ANSWERS
Open answers
3a page 23
SUGGESTED PROCEDURE: Students build a dialogue similar to the one they will need to have with a partner in part b). Point out that there are two correct answers for this activity. Once students have finished and checked with the audio, have them memorise the dialogue and act it out in pairs, or do choral drills with the whole class.
ANSWERS
1E/2D/3B/4F/5A/6H/7G/8C
c
SUGGESTED PROCEDURE: Its useful to show the position of the tip of the tongue when making each of these sounds: t /t/ the tip of the tongue is touching the roof of the mouth just behind your front teeth th // the tip is just protruding between the upper and lower teeth Demonstrate and get students to try it out themselves. See the section on drills at the beginning of the Teachers Book for further ideas on how to practise these sounds
a 8 / b 1 / c 7 /d 3 / e 2 / f 6 / g 5 / h 4 OR a8/b1/c7/d5/e2/f4/g3/h6
b
ANSWERS
Open answers
4 Communication task, page 23

SUGGESTED PROCEDURE: The dialogue that learners ordered in the previous task is a model for the kind of dialogue thats required for this task. Explain that Student A will have all the girls/womens names, while Student B will have all the boys/mens names. The aim of the task is to put the names under the correct photos. Choose one of the stronger learners in the class and demonstrate what learners have to do.
2a page 22
SUGGESTED PROCEDURE: These are all questions or orders that could come up during the interview. Remember that they will now be asked to produce questions or imperative forms like this, but must understand them and respond appropriately. Give learners five minutes to do this alone before playing the audio to check.
18
b
ANSWERS
Open answers
2a page 24
ANSWERS
Lia Coco Isobel Maria
1 her / 2 his / 3 their / 4 Her / 5 his / 6 My / 7 Their / 8 his
b
ANSWERS
Open answers
Kim Jennifer Aiden Alex
page 24
ANSWERS
1 Show me your feet. / 2 Go to the door. / 3 Open your book. / 4 Give me a pencil. / 5 Point to your nose. / 6 Touch the pencil case.
4a page 25
ANSWERS
Luke Mathias Max Freddie
1A/2B/3A/4C/5C/6B
b
SUGGESTED PROCEDURE: Go round the class asking individual students the questions 1-6 based on the photos for this exercise. Then extend the activity with similar questions about people in the book or learners in the class.
REVIEW UNITS 3-4

1a page 24
ANSWERS
1
5a page 25 E Y E A R S H O E S O
ANSWERS
2
J 3 H A I C K E 6 T R 7 N 8 S O C K S 9 E M
F O O T I N G 5 T E U S E R S H I R U T H
1 Are these feet? / 2 How many are there? / 3 What are these? / 4 How many fingers are there? / 5 Is this an ear? / 6 What is it?
b
SUGGESTED PROCEDURE: As for 4 b).
6a page 25
ANSWERS
1 Yes, she is. / 2 No, she isnt. / 3 Yes, he is. / 4 No, he isnt. / 5 Yes, she is. / 6 No, they arent.
b
SUGGESTED PROCEDURE: As for 4 b).
19
GRADE 1
UNIT 5
page 27 SUGGESTED PROCEDURE: This is just a fun activity to practise question forms and body language. You could begin by drawing a similar imaginary animal on the board and asking the whole class to guess which animals it is made from dont worry about any lack of artistic skills! After the pair work, get learners to draw their own imaginary beasts and invite them to talk in small groups about what their drawings.
Animals
Lesson A Furry friends
1a page 26
SUGGESTED PROCEDURE: With closed books, ask learners to name as many animals as they can in English. Then with open books, can they name the animals shown? Ask how many of each animal are shown this will lead into the idea of plural forms, then get learners to try the exercise. Point out the focus box information about irregular plurals. Can they remember any other irregular plurals (e.g. foot-feet)?
ANSWERS
4a Communication Task, page 27

SUGGESTED PROCEDURE: Draw learners attention to the photos of the fish and ask them simple focus questions such as How many fish are there? What colour is this fish? Is it blue and yellow? etc. Tell learners that they are going to hear someone talking about the fish and that they must circle the correct information. Give them a minute to read all the information first, and then play the audio. You may need to play the audio two or three times.
ANSWERS
1 a dog / 2 fish / 3 bird / 4 cats / 5 mice / 6 a rabbit
b
SUGGESTED PROCEDURE: These are typical exam style questions. The focus is on plural versus singular forms. Ask learners which words in the word pool show one and which words show more than one. Then get learners to complete and check. Finally, ask learners to try and memorise the dialogue.
ANSWERS
FISH A Name: Bob FISH B Name: Mary FISH C Name: Angela
From: China From: Africa From: Brazil
Age: two Age: seven Age: six Age: twelve
1 this / 2 these / 3 Theyre / 4 isnt / 5 Are / 6 they
c
SUGGESTED PROCEDURE: First model with a stronger learner, then get the rest of the class to do the same. Listen out for correct pronunciation of this / these.
ANSWERS
FISH D Name: Squeak From: Japan
b
SUGGESTED PROCEDURE: Ask learners to read the example dialogue in the bubbles and then demonstrate what they have to do with a good learner from the group. Basically the idea is to use information about the fish to ask questions of the kind that the examiner might ask in the exam. At the end you could ask a good pair of learners to demonstrate the conversation they had to the others.
ANSWERS
Open answers
page 27 SUGGESTED PROCEDURE: This is a revision of questions and answers met earlier in Units 1 to 4 (How many... / What colour... / Is it...) etc. Elicit questions altogether from the class and write them on the board before getting learners in pairs to ask each other. Make sure each partner gets a chance to ask and answer.
Open answers
20
UNIT 5 Animals
Lesson B On the farm
1a page 28
SUGGESTED PROCEDURE: With closed books, ask learners to call out the English words for any animals they can remember (farm or otherwise) while you write them on the board. Now ask learners which of the animals they called out can be found on a farm. Finally, get learners to open their books and do the matching exercise on page 28. Give them 2 or 3 minutes to work alone before going through the answers altogether. You could drill the words so that learners improve their pronunciation. Pronunciation problems often occur with the vowel sounds of the following: goat, chick, sheep. For further practice, ask learners to ask each other what their favourite animal is. Model the question by asking a learner in the class: A: What are your favourite animals? B: My favourite animals are horses and lambs. What are your favourite animals?
ANSWERS
How many... are there? What colour is/are...?

Is there a....? Is the cow....?
d
SUGGESTED PROCEDURE: Demonstrate the sounds and point out the difference in the shape of the lips when producing each: sh lips pursed and pushed forward s lips wide and pulled back It can be useful to get students to exercise the sounds and lip shapes in an exaggerated form, slowly becoming more natural. Another classic tongue twister to practise these sounds is She sells sea shells on the sea shore.
2a page 29
SUGGESTED PROCEDURE: This activity simply provides practice for the language they need to understand and use. First ask learners to look at the photo. Ask simple questions along these lines: Is this a donkey? Is it grey? How many horses are there? Show me its head. Now tell learners that theyll hear someone talking about their pet and they must tick the correct information. Give them a moment to read through list, then play the audio. You may need to play it 2 or 3 times.
ANSWERS
A duck / B goose / C cow / D chick / E donkey / F hen / G goat / H horse / I lamb / J sheep
b
SUGGESTED PROCEDURE: First get learners to work individually and try to match the adjectives in the box with the animals in the pictures. Go through this together. Then divide the class into pairs in order to do the dialogue. Get them first to read the example dialogue in the bubbles, then you demonstrate with a learner from the class and finally give learners five minutes working in pairs.
1/2/3/4/5/6
b
SUGGESTED PROCEDURE: If you prefer, you could set the drawing task as homework, and then ask learners to talk about their pet in the next lesson. Alternatively, you could make this into a communication task by having Student A describe their pet and Student B draw it. If a student doesnt have a pet, they could describe a neighbours or relatives pet, or a pet they would like to have.
ANSWERS
c
SUGGESTED PROCEDURE: This is a simple memory game. Demonstrate by asking all the learners to close their books and then you ask them a few questions about the photos. Remember that learners dont have to produce questions in the exam, so you can write prompts on the board for them to use in this activity:
Open answers
21
UNIT 5 Animals GRADE 1

3a page 29
SUGGESTED PROCEDURE: These are all typical things that learners might hear in the exam. Give them a few minutes to work alone on the gap filling task, then an extra minute to check with their partner. Finally, play the audio for learners to check.
ANSWERS
b
SUGGESTED PROCEDURE: In pairs, one student with open book asks the questions and gives the orders, while the other, with closed book, responds. After five minutes, get pairs to swap roles.
ANSWERS
Open answers
1 Good / 2 Whats / 3 How / 4 Where/ 5 Whats / 6 What / 7 How / 8 What / 9 Is / 10 Are / 11 Show / 12 Point / 13 Stand / 14 Sit / 15 Go / 16 Come
22
GRADE 2
UNIT 6
Family
Lesson A This is my family
1a page 30
SUGGESTED PROCEDURE: If possible the teacher should bring a photo of his/her family or a picture of a famous family into the lesson to set the context of family. Then show learners the family tree on page 30. Show them Li and ask, Whats her name? How old is she? Say that this is her family and ask them to match the words on the left to the photos in relation to Li. Learners can do this in pairs if you prefer. You could follow up by asking learners to bring photos of family members in to talk about, like this: Student A: Whos this? Student B: This is my mum
ANSWERS
there are. Show them that the stressed syllables are marked with the large boxes (at the top of the table) then ask them to organise the numbers into the two groups according to their stress pattern. Learners should do this alone encourage them to say the numbers to themselves so that they hear the pattern before checking altogether with the audio. Follow up with a simple drill to practise these patterns. Simply count from 20 to 100 in steps of five: 20, 25, 30, 35 etc. Get the whole group to call out the numbers together while you mark the rhythm on the whiteboard.
ANSWERS
20 (twenty) 30 (thirty) 40 (forty) 50 (fifty)
22 (twenty-two) 28 (twenty-eight) 37 (thirty-six) 47 (forty-seven)
d
SUGGESTED PROCEDURE: Get learners to read the model dialogue, and then demonstrate yourself what they have to do by choosing a learner and asking him/her questions like the examples given. Put learners into pairs, Student A asking the questions, Student B answering after 2 minutes they should swap roles. Follow up by having everyone close their books and you asking questions to see what they can remember about Lis family.
ANSWERS
1 A and B / 2 B / 3 A / 4 C / 5 E / 6 D / 7 F / 8 G
b
SUGGESTED PROCEDURE: Tell learners that they are going to hear Li talking about her family and that they will make notes under each photo of names and ages. This is simply an activity to practise the kind of language they will need to use in the exam with a native speaker to listen to. Play the audio a couple of times and pause where necessary to give learners time to make notes
ANSWERS
Open answers
A Jimmy, 38 / B Lia, 34 / C Chen, 10 / D Yan Yan (no age given) / E Yul (no age given) / F Jing (no age given) / G Ho (no age given)
2a page 31
SUGGESTED PROCEDURE: Tell learners that these sentences are taken from the audio with Li. Working in pairs, see if they can find the missing words. Then play the audio again so that learners can check.
ANSWERS
c
SUGGESTED PROCEDURE: First of all, revise numbers over 20 by going round the room and asking each learner to say the next number doing this up to 40 should be sufficient. Then model the two numbers in the table twenty and twenty two. Ask learners how many syllables
1 got / 2 ve got / 3 ve got
23
UNIT 6 Family GRADE 2

b
SUGGESTED PROCEDURE: Learners should try to complete the table alone and then compare with a partner. Finally go through the answers together with the whole group. Learners dont need to be able to make questions with have got for the exam, but they do need to understand such questions and be able to respond appropriately. You could do a drill to practise Yes, I have and No, I havent responses: Make two flash cards, one with a and one with a . When learners see the first, they should give a positive answer, when they see the second they should give a negative answer. Ask the class questions with have, they should respond chorally according to the flash card you show. For example: Teacher: Have you got a dog? (show ) Students: No, I havent.
ANSWERS
b
SUGGESTED PROCEDURE: Students need a notebook for this final activity. Learners describe their family to their partner, while the partner tries to draw the correct tree. You could begin this by describing your family to the class and asking them to draw your family tree. Then ask pairs to do the same. While they talk, monitor and pay special attention to their use of have / havent got.
ANSWERS
Open answers
Lesson B Shes got long hair

1a page 32
SUGGESTED PROCEDURE: These are all adjectives that learners should know at this level. Give learners a minute or so to match the opposites together on their own before going through the answers together.
ANSWERS
1 have got (ve got) / 2 have not got (havent got) / 3 hasnt got
c
SUGGESTED PROCEDURE: This simple matching exercise includes different question forms that the examiner might ask. Get learners to do it alone at first, then check it altogether.
ANSWERS
1d/2f/3b/4c/5a/6e
b
SUGGESTED PROCEDURE: Give learners a few minutes to find the photos that match the questions, then go through the possible answers together.
ANSWERS
1b/2c/3d/4a/5e

SUGGESTED PROCEDURE: Introduce this task by asking learners to look at the four family trees. Ask questions like, How many families are there?. Point to the named person and say, Whats his/her name?. Then describe one of the families and ask learner to guess which family you are describing. Then organise the group into pairs. First Student A describes and B guesses, then they reverse roles. Remember that learners dont have to ask each other questions, but they should give detailed descriptions of the families so that it is clear which one they are describing.
ANSWERS
1 long hair A short hair B / 2 fair hair C dark hair A, B / 3 big ears B / 4 old D young A,B,C / 5 pretty A
c
SUGGESTED PROCEDURE: This exercise is a way to practise language that learners should be able to understand and use. Play the audio a couple of times so that learners have a chance to understand what they hear.
ANSWERS
Open answers
1B/2D/3A/4C
24
UNIT 6 Family
d
SUGGESTED PROCEDURE: Point out to learners that they dont have to write in English for the exam, but that they will be expected to use these kinds of sentences during the interview. Give learners about five minutes to do this alone and then compare with a partner.
POSSIBLE ANSWERS
Then ask them to do the matching exercise. Ask questions about famous people: What does Johnny Depp / Angelina Jolie / Robbie Williams / Keira Knightley look like?
ANSWERS
1b/2c/3a
c
SUGGESTED PROCEDURE: Demonstrate by asking a good learner from the class a couple of questions about what people in his/her family look like. Then organise the class into pairs to do the same. Some learners might find this kind of open ended question more difficult. To help them, you could write these prompts up on the board for them to refer to: Hair: blond / dark / long / short Body: tall / short / fat / thin / medium height / average weight Other: ugly / handsome / pretty / strange
ANSWERS
A Hes young / handsome. Hes got short / dark hair. B Hes old / fat. C Shes fair / old. D Shes young / pretty. Hes got short / grey hair. Shes got short / fair hair. Shes got long / dark hair.
e
SUGGESTED PROCEDURE: Learners can open their books again for this activity so that they can refer to the vocabulary list. Also, bring their attention to the Focus box which includes information about two useful words for qualifying adjectives. Demonstrate the task first by describing a member of the class and asking learners to guess who it is. Then divide the group into pairs to do the same.
ANSWERS
Open answers
Open answers
page 33 SUGGESTED PROCEDURE: Remind learners that they dont need to worry too much yet about the grammar of forming questions, but that they should be familiar with these questions as set phrases because they are quite commonly asked in the exam. Give them five minutes to work through this alone before comparing with a partner and finally listening to the audio to check.
2a page 33
SUGGESTED PROCEDURE: Explain to learners that they are going to hear an extract from a typical conversation in the exam. Ask them to read through the dialogue once, ignoring the gaps, and tell you what they are talking about (in general). Then ask them to read through again and make guesses as to what the missing words are. Finally, play the audio and let them complete the gaps. You may have to play the audio a couple of times.
ANSWERS
a
ANSWERS
1 blond / 2 quite / 3 like / 4 very / 5 dark / 6 brown
b
SUGGESTED PROCEDURE: This task focuses on a question type that is quite common in the exam: What does he/she look like?. If learners dont know the expression, explain to them that it refers to someones appearance.
1 How many people are there in your family? / 2 Have you got any aunts or uncles? / 3 What are their names? / 4 How old are they? / 5 Whats your fathers name? / 6 What does he look like? / 7 How old is he? / 8 Tell me about your mother. Play the audio one more time so that learners can answer. The best way to do this is probably to pick out individual learners to respond to each question. Go through this at least twice so that everyone gets a chance to answer.
25
GRADE 2
b
SUGGESTED PROCEDURE: This is similar to the Communication Task on page 31, so its a good idea to mix up the class to make sure that everyone is speaking to someone they havent worked with recently. Tell learners to get as much information as they can about their partners family: names, ages and what they look like.
ANSWERS
REVIEW UNITS 5-6

1a page 34
ANSWERS
Family members (any order) mother / grandma / sister / father / auntie / brother Animals (any order) spider / donkey / mouse / rabbit / duck / goose
Open answers
b
ANSWERS
c
SUGGESTED PROCEDURE: Again, mix up the class so that everyone is working with a new partner. Learners should then describe the family that they have just got information about to their new partner. Finish off by asking one or two learners to report back to the whole class on the family they learned about in part b).
ANSWERS
Open answers
2a page 34
ANSWERS
1 ve got / 2 ve got / 3 ve got / 4 has got / 5 has got / 6 hasnt got / 7 ve got / 8 ve got
b
ANSWERS
Open answers
Open answers
c
ANSWERS
1f/2b/3d/4c/5e/6a
3a page 35
ANSWERS
1 How many children are there? / 2 How many boys are there? / 3 What colour is his shirt? / 4 What colour is his hat? / 5 Has the woman got a hat? / 6 Do they have sheep? / 7 Are there any ducks? / 8 How many cows are there?
b
ANSWERS
Open answers
4a page 35
ANSWERS
1 thirty-two + eighteen = fifty / 2 fifteen + thirtyone = forty-six / 3 twenty-one + thirty-eight = fifty-nine / 4 twelve + thirty-four = forty-six
b
ANSWERS
Open answers
26
UNIT 7
At home
Lesson A Where do you live?
1a page 36
SUGGESTED PROCEDURE: You could ask learners to do this straightforward matching exercise in pairs. Follow up by asking them to close their books. Draw a simple plan of your house on the board and ask them to identify the rooms by asking Whats this? and pointing to the various rooms. You may need to pre-teach the word floor as it will come up again on page 40. Then put learners into pairs and ask them to draw plans of their own houses and to ask each other about them: Student A: Whats this? Student B: Its the bathroom. etc.
ANSWERS
different ways, each time changing the main stress. Elicit from learners what youre doing and how it can change the meaning of a sentence. After playing the audio, you could drill these sentences with the whole group. Divide the class into two groups. Play the audio again.
d
SUGGESTED PROCEDURE: Ask learners to complete the first row of the table for themselves. Then tell them to get information from two other friends in the class. If you have space, this can be done as a mingling activity where learners move around the room and interview each other. At the end, ask one or two learners to report what they noted down. For example Justine lives in a flat. Hes got three bedrooms.
ANSWERS
Open answers
2a page 37
SUGGESTED PROCEDURE: This focuses on the there is/there isnt and there are/there arent structures that learners are expected to know for the exam. Point out to learners that each question has two possible answers (negative and positive). Before moving on to the next part of the task, concept check the two structures by asking learners which refers to singular items (there is/isnt) and which refers to plural items (there are/arent).
ANSWERS
1 bathroom / 2 bedroom / 3 balcony / 4 garden / 5 kitchen / 6 living room / 7 stairs / 8 garage
b
SUGGESTED PROCEDURE: First ask learners to look at the three photos and ask them questions such as: Is this a flat/house? Is this/it a big flat/house? Is there a garden? Are there any trees? How many floors are there? Now tell learners that they are going to hear three people talk about their homes and that they must match the names with the photos. You may have to play the audio a couple of times.
ANSWERS
1a&d/2c&b
b
SUGGESTED PROCEDURE: Learners should do this alone. Point out that this is an extract from the audio they heard in exercise 1 this will help them decide whether to use the negative or positive form. Once they have completed the exercise, ask learners to compare their answers with a partner. Finally, play the audio from exercise 1, part b) again to allow learners to check.
ANSWERS
1C/2B/3A
c
SUGGESTED PROCEDURE: Beforehand, explain the concept of sentence stress with a few simple examples on the board. For example, write This is my room. and say it in
1 There arent / 2 there are / 3 there isnt / 4 There are / 5 Theres / 6 there isnt
27
UNIT 7 At home GRADE 2

SUGGESTED PROCEDURE: Demonstrate the task with one of the stronger learners in the class so that the rest of the class understand what they have to do. As you monitor, listen out for use of there is / there are and the question forms of these.
ANSWERS
Lesson B My house
1a page 38
SUGGESTED PROCEDURE: This listening task is a way to present the language that learners are expected to know, and to provide some listening practice of native speakers for learners. Begin by asking learners to look at the table and explain to them that they will hear a boy called Rob Young talking about his house and his neighbours house. Ask questions to make sure that they understand how the information in the table is organised. For example: How many floors are there in the Shaws house? Is there a dining room in the neighbours house? Once they understand how the table works and what information they need to find out, play the audio. You may need to play the audio a couple of times. You could ask learners to complete the first column on the first listening and the second column on the second listening. After the second listening, go through the answers together
ANSWERS
Open answers
b
SUGGESTED PROCEDURE: This is an information gap activity. In pairs, students draw a plan of their house like the diagram in a). Then students sit opposite each other and talk about their houses. An extension to this could be to get students to draw a plan of their dream/ideal house! Be ready to give extra vocabulary such as swimming pool, gym and Jacuzzi!
ANSWERS
Open answers
The Youngs house Floors Bedrooms Bathrooms Dining room Garden 2

23
The neighbours house

13
5
32
1
4 no
yes
5 small
big
b
SUGGESTED PROCEDURE: Draw learners attention to the focus box which summarises the determiners. Elicit from learners when we use our and their. Point out that this gap fill exercise is an extract from the audio, so it is Rob Young speaking. Ask learners to read through once without filling in the gaps. Then read through a second time, this time filling the gaps with our or their. When everyone is ready, play the audio to check.
ANSWERS
1 Our / 2 Their / 3 our / 4 their / 5 their / 6 our
28
UNIT 7 At home
c
Ask learners to read the dialogue in the bubbles and tell them that they will have a similar conversation with their partner. Write on the board the structures that you want learners to practise during the conversation: There is /isnt Their house has / hasnt got There are / arent Our house has / hasnt got Learners should use the table in part a) for reference. This will help them to organise their thoughts and provide structure to the conversation. Give learners a few minutes on their own to think about how their house compares with the Youngs house. Then demonstrate the task by choosing a learner to speak to while the rest of the class listen. Partners need to take turns in making comparisons, like this: Learner A: Their house has two floors. Our house has one Learner B: There isnt a dining room in their house. There is a dining room in our house. Learner A: There is a... Give learners about three minutes to talk together. As they talk, monitor and listen out for errors, particularly in the target structures.
ANSWERS POSSIBLE ANSWERS
(accept other reasonable possibilities) kitchen bowl, cooker, cupboard, drawers, fork, fridge, knife, sink, spoon, table, glass bedroom poster, bed, drawers, rug, wardrobe living room armchair, lamp, mirror, picture, rug, sofa, tv
bathroom rug, bath, mirror, towel
b
SUGGESTED PROCEDURE: Make sure learners do this with closed books. Demonstrate with a learner and then get pairs to do the same. Each partner should name the contents of a different room. A follow up activity could be to ask learners to bring in photos of rooms in a house cut out from magazines and catalogues or downloaded from a website. Ask learners to see how many objects in the picture they can name or how many objects from the list in this exercise they can find in the photos.
ANSWERS
Open answers
3a page 39
SUGGESTED PROCEDURE: Ask learners to listen again to Rob Young and to complete the first three sentences with some or any.
ANSWERS
Open answers
2a page 38
SUGGESTED PROCEDURE: Ask learners to close books and call out any household objects that they can name in English while you write them up on the board. Then ask them to open their books and do the sorting exercise first alone and then compare with a partner. An alternative approach could be to make this into a game. Ask pairs to organise the words into the four groups as quickly as they can. The first pair to finish is the winner.
1 some / 2 any / 3 some
b
SUGGESTED PROCEDURE: Now elicit from learners the rules of usage for some (positive) and any (negative). Now ask learners to complete the rest of the sentences first alone, then check with a partner then check altogether.
ANSWERS
1 some / 2 any / 3 any / 4 some / 5 any
29
UNIT 7 At home GRADE 2

c
SUGGESTED PROCEDURE: Give learners a few minutes to jot down notes in their notebooks about three rooms in their house. Then ask them to close their notebooks and do the pair work. Demonstrate what they have to do by asking one of the stronger learners in the class to speak to you while everyone listens or you describe a room in your house.
ANSWERS
b
SUGGESTED PROCEDURE: Now ask learners in pairs to ask each other the same questions, but giving their own answers. Finally, play the second audio for this task, which has the examiners questions without the candidates answers. Pause after each question and choose a learner from the group to answer. Play the audio a couple of times so that as many learners as possible from the class get to answer.
ANSWERS
Open answers
4a page 39
SUGGESTED PROCEDURE: The aim of this exercise is to encourage learners to give longer answers to examiners questions rather than simply giving one word yes or no answers. Ask learners to do the matching activity alone before going through the dialogue with the audio.
ANSWERS
Open answers
c
SUGGESTED PROCEDURE: Remind learners that the point of this exercise is to practise giving longer replies to examiners questions. Dont let them say only yes and no. Divide the group up into pairs, with Student A playing the examiner. Then they swap roles.
ANSWERS
1 we live in a flat / 2 our house has got five bedrooms / 3 but theres a balcony / 4 weve got a big kitchen and we eat there
Open answers
30
UNIT 8
c
SUGGESTED PROCEDURE: Explain to learners that two girls share this room: Gwyneth and her sister Emma. Tell them that they will hear Gwyneth talking about some of the things in the room. Learners need to hear the audio twice: First listening: listen once and circle the things Gwyneth mentions. (orange bed / blue bed / CD player / posters / soft toys / mobile phone / watch / electronic game/computer) Second listening: Ask learners to listen to Gwyneth again and write G next to her things and S next to her sisters things.
ANSWERS
Belongings
Lesson A My things
1a page 40
SUGGESTED PROCEDURE: Make a game out of this task by asking learners to do it in pairs and as quickly as they can. The pair who finishes first and all correct is the winner. Alternatively, once learners have gone through the task and youve checked answers altogether, you could play a team game such as pictionary: Divide the class into two teams. Invite a member of the team up to the front of the class. Whisper a word from the list to them. They have one minute to draw or mime the object so that their team mates can guess what the item is.
ANSWERS
Gwyneths things: blue bed CD player soft toys computer Her sisters things: orange bed posters mobile phone watch electronic game
1 poster / 2 bed / 3 electronic game / 4 rug / 5 drawer / 6 books / 7 toys / 8 CD player / 9 desk / 10 chair / 11 watch / 12 wardrobe / 13 mobile phone / 14 computer
b
SUGGESTED PROCEDURE: Demonstrate the task by addressing questions like those listed to the whole class, then divide the class into pairs to do the task. The aim is to revise a variety of language from previous units, so make sure that learners use all the question types listed as they speak to each other. You follow up by asking learners, in pairs or threes, to tell each other about their rooms at home and how they compare with the picture. Write the following prompts up on the board: In my room ... there is/isnt Ive got... / I havent got... Give learners an example by describing your room at home. Then ask pairs to tell each other.
ANSWERS
2a page 40
SUGGESTED PROCEDURE: Learners are expected to understand and use these possessive pronouns in the exam. Give learners a minute or so to go through the exercise before checking altogether. Follow up with a drill to consolidate their understanding of the pronouns. Ask learners to close their books. Do a simple prompt and response drill, using the same pattern used in the exercise theyve just done: Teacher: Its your computer. Learners: Its yours. Teacher: Its their game-boy. Learners: Its theirs.
ANSWERS
Open answers
1b/2f/3a/4c/5d/6e
31
UNIT 8 Belongings GRADE 2

b
ANSWERS
1 mine / 2 yours / 3 his / 4 hers / 5 theirs
belong to. As you monitor, make sure that learners are using the pronouns and not just saying the girl or the boy.
ANSWERS
c
SUGGESTED PROCEDURE: To help learners appreciate the difference between the voiced /z/ sound and the unvoiced /s/ sound, get them to say the sounds with three fingers resting gently on their throat. When they say /z/, they will feel the vibrations.
ANSWERS
CD player pencil case comb pencils watch
brush mobile phone pens posters ruler
radio soft toys hat computer mirror magazines
Listen and repeat
d
SUGGESTED PROCEDURE: Note that learners are not expected to know or use whose for the exam, but it is useful for practising the possessive pronouns here. If they dont know the word yet, ask them to read the dialogue in the bubbles on page 41. Can they work out what it means?
ANSWERS
Open answers

SUGGESTED PROCEDURE: This is a simple information gap activity where learners have to learn from their partner who each of the objects in the box belongs to. In order to do this, learners need to be able to ask simple questions using be and the possessive pronouns. For example: Is the brush hers? If this is new to your learners, explain to them that the question is formed simply by inverting the subject and be. You may want to practise this with a few drills like this: Teacher: The brush is hers. Learners: Is the brush hers? Now show learners the photos of the children and ask them what pronoun matches with each: his, hers or theirs? Divide the class into pairs and ask the As to go to page 63. Each learner now has different information under the photos and they must ask each other about who the remaining objects
32
UNIT 8 Belongings
Lesson B Where is it?
1
page 42 SUGGESTED PROCEDURE: Draw learners attention to the picture on page 42. As revision of the vocabulary from previous units, point to objects in the picture and ask learners exam style questions like the following: 31 Whats this? Is this a...? How many...are there? What colours the...? Are there any...? Is there a...?
b
SUGGESTED PROCEDURE: Demonstrate what learners have to do by choosing a volunteer from the class to work with you on a few examples. Divide the class into pairs, Student A asks five questions and then they swap roles. Remind them that they can ask about the picture and/or their classroom.
ANSWERS
Open answers
3a page 43
SUGGESTED PROCEDURE: You could follow this up with a simple memory game: Have some objects that learners can name in English on the teachers desk. Ask learners to say where things are using prepositions. Then the class to close their eyes while you change the position of things on the desk. When ready, ask learners to open their eyes and tell you whats changed. This can also be played in pairs.
ANSWERS
Now ask learners to do the gap fill task using prepositions from the box. They should do this alone at first, then compare with a partner before listening to the audio to check. You may want to play the audio again and pause for learners to repeat.
ANSWERS
1 next to / 2 between / 3 under / 4 in / 5 in front of / 6 behind
2a page 42
SUGGESTED PROCEDURE: The focus of this task is giving short answers using either the verb be or there is/are. Examiners will be looking for candidates ability to use these forms rather than simply giving yes or no answers. Write the following on the board and ask learners working in pairs to find the correct match: 1 Is there a teacher in the class? A No, there arent. 2 Are there elephants in the class? 3 Is this your house? 4 Is this your school? B Yes, it is. C Yes, there is. D No, there isnt.
1b/2c/3e/4a/5d
b
SUGGESTED PROCEDURE: Demonstrate the task with one of the stronger learners and then let the rest do it in pairs. Monitor for correct use of prepositions.
ANSWERS
Open answers
4a page 43
SUGGESTED PROCEDURE: Students should do this on their own, then check with a partner before going through it together.
ANSWERS
After a minute or so, go through the matches together. Point out that if the question begins with one form, the answer should use the same form. Now tell learners that they are going to read questions about the picture in the previous exercise and that they must write down the correct short answer.
ANSWERS
1b/2a/3a/4b/5b
b
SUGGESTED PROCEDURE: Organise the group into pairs. Give Student A three minutes to ask questions while Student B answers, then get pairs to swap roles.
ANSWERS
1 No, there isnt. / 2 Yes, it is. / 3 No it isnt. / 4 No, there isnt. / 5 Yes, there are.
Open answers
33
GRADE 2
REVIEW UNITS 7-8

1a page 44
ANSWERS
2
W A T C H A 3 C U P B O A R D D 5 4 A R M C H A I R O O B B 7 I D E 6S K L P 8 9 E E F O 10 C O M P U T E R O W H I N W O D W N G W E E 4a page 45
ANSWERS
b
ANSWERS
Open answers
1d/2e/3c/4a/5b
2a page 44
ANSWERS
b
SUGGESTED PROCEDURE: Go round the class asking individual students question like those in part a). Then ask pairs to take turns asking and answering similar questions.
ANSWERS
Open answers
b
ANSWERS
1 arent / 2 between / 3 next to / 4 mine / 5 yours / 6 her
Open answers
3a page 45
ANSWERS
Correct sentences: 1; 3; 6; 7; 8
b
ANSWERS
Open answers
34
UNIT 9
answers with a partner. Play a second time and then check.

ANSWERS
Days and months

Lesson A My week
1a page 46
SUGGESTED PROCEDURE: With closed books, see how many of the days of the week learners can remember. Do various choral drills such as: From Monday to Sunday, From Sunday to Monday (i.e. backwards). Divide the class into two groups each group says an alternate day. Watch out for common pronunciation problems, such as: Monday the first vowel sound should be very short. Wednesday is pronounced /wenzdei/. Then ask them, What day is it today?. Encourage the full answer Its... . You could also drill this by using flash cards. Repeat the question to the class, but each time hold up a new day and their answer should change accordingly. Now ask learners to open their books and complete the diary with days of the week. Give them a minute or so and then use the audio to check and repeat. Follow by asking a student, My favourite day is Saturday but I dont like Monday. What about you?. The learner you choose answers and then turns to the student next to them and asks the same question. Each student in turn answers and asks the next.
ANSWERS
1 Sunday / 2 Tuesday / 3 Saturday / 4 Wednesday / 5 Thursday
c
SUGGESTED PROCEDURE: Now ask learners to see if they can remember what time of day Mike does the various activities. Point out that two answers are possible for the same day for example afternoon and evening. Once they have read through and marked what they think is correct, play the audio to check.
ANSWERS
1 Sunday evening 2 Tuesday afternoon 0 Monday morning 3 Saturday morning 4 Wednesday afternoon 5 Thursday evening
d
SUGGESTED PROCEDURE: Ask learners to look at the activities listed in the box for this exercise. Do they know what they all mean? Can they add any other daily/weekly activities to the list? Give an example by talking about yourself and your week. Point out that we use the preposition on with the days of the week. Then get learners to talk to each other for a minute or so about their week. Ask them to use all the activities listed in the box for this exercise, plus others they know how to say in English.
ANSWERS
1 Tuesday / 2 Wednesday / 3 Thursday / 4 Friday / 5 Sunday
Open answers
b
SUGGESTED PROCEDURE: Give learners a few moments to read through the exercise and look at the pictures. Tell learners that they only have to listen out for the days not the times of day that Mike does things. Point out the that days are not in order from left to right. Play the audio once. Let learners compare their
2a page 47
SUGGESTED PROCEDURE: These are all common activities that learners should be able to mention at this level. Give them a few moments to match the pictures to the activities, then ask them if they know any others to add to the list.
ANSWERS
1F/2B/3C/4A/5E/6D
35
UNIT 9 Days and months GRADE 2

b
SUGGESTED PROCEDURE: Point out the third person forms. Its worth spending time on whole class drills to practise this.
ANSWERS
activities and little tick boxes, then they must find out from their partner what the correct choice is. You may need to drill the question form a couple of times before learners get started: What does...do on....? What do...do on...? Demonstrate what learners have to do by choosing a good learner from the class to work with you on a few examples. Saturday Morning Daniel Adriana Their parents play chess play violin go shopping Afternoon watch tv watch tv watch tv
1 plays / 2 doesnt / 3 Does / 4 play
c
SUGGESTED PROCEDURE: First of all draw learners attention to the grammar table describing present simple. Note that learners are not expected to form questions in the exam, but they are expected to recognise and understand them. The table is simply provided for reference, but if you think its necessary, you could do substitution drills to practise the form. To demonstrate the task, write the following on the board: mum Monday work dad Tuesday read we Wednesday go brother Thursday shopping Ask a learner to come up to the board to help you. Ask the learner to cross off the words from the list as you say them. Now begin to talk about your week: On Monday morning my dad works. On Tuesday... Now divide the class into pairs and ask them to do the same. Student A talks and tries to use all the words in the boxes while Student B crosses them off. Tell learners not to worry about telling the truth just making correct sentences. When all the words have been crossed off the list, the pair swaps roles and it is Student Bs turn to talk while Student A crosses words off the list.
ANSWERS
Sunday Morning Daniel Adriana Their parents sleep play football do gardening Afternoon do homework meet friends listen to music
Lesson B Whens your birthday?

1a page 49
SUGGESTED PROCEDURE: Before they open their books, see how many of the months learners can remember ask them to call the names out to you. Then get them to complete the diary on page 48 with the months. Then play the audio for them to check. Follow up with pronunciation work focusing on word stress. Ask learners to mark where the main stress lies in each month. e.g. JANuary. Ask them to compare with a partner and then play the audio once again for them to check. See Procedures file for speaking drills.
ANSWERS
Open answers

SUGGESTED PROCEDURE: This is another information gap activity where learners have to share information in order to complete the table. Explain to learners that each student has some information about what the family does, but where there is a choice of two
1 April / 2 June / 3 July / 4 September / 5 November / 6 December
36
UNIT 9 Days and months

b
SUGGESTED PROCEDURE: Students should put the notes onto the diary pages from the previous exercise, according to whats true for them and their family. Give them a few minutes to complete this and then show them an example of what to do for exercise c) by asking a few questions to one of the stronger learners in the class. You could help learners form questions by putting these prompts up on the board: When is...? When do...? When does...? can hear the endings. Once theyve completed the table, ask them to compare with a partner. Then play the audio in order to check. Play the audio a second time and pause to allow learners to repeat what they hear get them to exaggerate the endings a little so that they get a feel for the sounds. Group 1 /s/ starts likes eats Group 2 /z/ swims plays opens Group 3 /z/ finishes closes washes
Also, remind learners that we say in for months, not on. As you monitor, dont worry too much about mistakes with question formation because this is not necessary for the exam.
ANSWERS
3a page 49
SUGGESTED PROCEDURE: Remember that candidates for this level dont need to be able to form questions like these, but they should recognise and understand them. Point out to learners that... Is...? Do...? Does...? Are...? When...? Where...? What...? asks for a Yes or No answer
Open answers
c
ANSWERS
Open answers
2a page 49
SUGGESTED PROCEDURE: The focus of this task is the three ways to pronounce third person endings for present simple verbs. Each sentence about Alison is an example of one of the third person endings. First, simply ask learners to make matches so that the sentences make sense. Then play the audio for them to check their answers. Point out to learners that each verb ends in a slightly different sound: /s/ /z/ /z/. Play the audio again and ask them to listen out for these differences and see if they can match the verb with the sound.
ANSWERS
asks for a time asks for a place asks for a thing
Give learners a few minutes to do this alone and then to compare. Finally, play the audio for learners to check their answers.
ANSWERS
1 What / 2 Is / 3 Is / 4 Whens / 5 Whens / 6 When / 7 Do / 8 What / 9 What / 10 What / 11 Do / 12 Does
b
SUGGESTED PROCEDURE: Give learners a few minutes to think about how they might answer each question. Then put learners into pairs to ask each other questions from the list (Student A the odd questions 1,3,5 etc. and Student B the even questions 2,4,6 etc). Now play the audio, pausing after each question and asking one learner each time to answer.
1c/2a/3b
b
SUGGESTED PROCEDURE: Now ask learners to sort the group of words into the three categories according to their pronunciation. They should do this on their own encourage them to say the words to themselves so that they
37
GRADE 2
UNIT 10
2a page 51
SUGGESTED PROCEDURE: Ask learners to close their books. Point to your ears, nose legs etc. and ask learners to call out the correct words. Now ask learners to open their books to page 51 and look at the list of words for part a). Can they find 3 words that were not mentioned when you were asking them to call out? They should find wing, beak and tail. Now ask them to do the labelling activity together with a partner.
ANSWERS
Pets
Lesson A The pet shop
1a page 50
SUGGESTED PROCEDURE: With closed books, see how many animals learners can name in English and write them on the board. Then ask pairs to group the animals into categories: pets / wild / farm / can walk / can fly / can swim etc. Ask learners if they have pets. Now ask them to open their books and look at the picture on page 50 and do exercise a) individually, then check with a partner. The focus is a review of plural forms. Draw learners attention to the focus box which has a reminder of common irregular plurals.
ANSWERS
1 wing / 2 head / 3 beak / 4 eye / 5 ear / 6 nose / 7 tail / 8 mouth / 9 leg / 10 foot
b
SUGGESTED PROCEDURE: This practises imperative forms that examiners often use in the interview. Give a few examples of what learners have to do and then get pairs to work together, taking turns at giving orders. Point out the Focus box information about the determiner its and remind learners about the other determiners they learned in Unit 3, Lesson B. You could follow up by playing the childrens game Simon says. See Unit 4, Lesson A for more details.
ANSWERS
1 eight / 2 two / 3 nine / 4 eleven / 5 five / 6 four / 7 three / 8 six
b
SUGGESTED PROCEDURE: Ask learners to do the matching alone and then compare with a partner before going through the exercise altogether. This is revision of typical question types from the exam.
ANSWERS
Open answers
3a page 51
SUGGESTED PROCEDURE: First ask learners to look at the photos and in pairs make guesses about what animals they are and then feedback to the rest of the class. Then play the audio. Once youve gone through the answers together, ask learners what words they heard that helped them find the correct animal.
ANSWERS
1c/2d/3a/4b
c
SUGGESTED PROCEDURE: Provide an example of what learners have to do by directing a few questions to one of the stronger learners in the class. Then organise the group into pairs. Student A asks four questions, then Student B asks four questions. Dont accept only Yes or No (one word answers).
ANSWERS
1 goldfish (key words tail / hasnt got wings / swims) 2 snake (key words long and thin / hasnt got legs) 3 mouse (key words tail / small / white)
Open answers
38
UNIT 10 Pets
b
SUGGESTED PROCEDURE: Ask learners first to read through the dialogue in the bubbles so that they know what they have to do. Give an example yourself by describing one of the animals and asking learners to guess. Now pairs do the same.
ANSWERS
Lesson B Are they playing?

1a page 52
SUGGESTED PROCEDURE: These are common verbs that learners should know at this level. Learners should match and then compare with their partner before going through the answers together. You could follow up with flashcards showing other verbs and elicit/teach these too: read, write, walk, run, jump, open, close, sing are all appropriate for this level but choose verbs that you can use to talk about animals.
ANSWERS
Open answers
c
SUGGESTED PROCEDURE: This is simply a continuation of the previous exercise. Learners could describe animals from the book, farm animals or any other animals that they know the name of in English.
ANSWERS
A play / B eat / C sleep / D swim
b
SUGGESTED PROCEDURE: Tell learners they are going to hear extracts from a typical interview. Play the audio a couple of times, then ask learners to compare with their partners and tell each other why they chose what they did. When you go through the answers together, ask learners to say what they heard that helped them find the right picture.
ANSWERS
Open answers

SUGGESTED PROCEDURE: This is another information gap style activity. The aim is to find out what animals are in all the boxes in the pet shop. Student A knows what animals are in 4 of the boxes, while Student B knows what animals are in the other 4 boxes. To find out what animal lives where, they need to ask each other questions. Students shouldnt say what the animal is, but describe it using descriptions practised in the previous exercise using adjectives of size, colour and parts of the body. You might need to demonstrate what learners have to do. Do an example with one of the stronger learners in the class.
ANSWERS
1C/2B/3D/4A
c
SUGGESTED PROCEDURE: For this level, candidates are not expected to produce Present Continuous, but they are expected to understand questions in the Present Continuous and to be able to give short answers. For example: Is she reading? Yes, she is. Ask learners to complete the three sentences with the missing words and then play the audio to check.
ANSWERS
1 mice / 2 parrot / 3 rabbit / 4 goldfish / 5 snake / 6 tortoise / 7 puppy / 8 kitten
1 Is / 2 Is / 3 Are
d
SUGGESTED PROCEDURE: This table completion task gets learners to focus on the form of present continuous, but it is just as important that you help learners understand the
39
UNIT 10 Pets GRADE 2

meaning of this verb form at this level the focus is on present continuous for actions happening at the time of speaking, or for describing actions in photographs and pictures.
ANSWERS
3a page 53
SUGGESTED PROCEDURE: You dont need to spend too much time on the grammar of question formation, which can be difficult for young learners. However, make it clear that word order plays and important role in English in signalling questions.
ANSWERS
1 Is / 2 Are / 3 am / 4 is / 5 are / 6 am not (m not) / 7 is not (isnt) / 8 are not (arent)
e
SUGGESTED PROCEDURE: Once learners have done this exercise, follow up with a drill which will help make the short answer forms come more automatically to learners.
ANSWERS
1 What are they? 2 What colour is your puppy? 3 What are they called? 4 Has he got a tail? 5 Is he sleeping now?
1 she isnt. / 2 they are. / 3 he isnt. / 4 they are. / 5 you arent. / 6 I am.
b
SUGGESTED PROCEDURE: The aim of this exercise is to encourage learners to give slightly more extended answers to examiners questions. Once they have completed the exercise, discuss with learners what other ways the candidate could have elaborated on his answers. Ask learners in pairs to look at the dialogue again and add their own extensions to the candidates answers. Get examples from one or two learners by way of feedback at the end.
ANSWERS
2a page 53
SUGGESTED PROCEDURE: Demonstrate what learners have to do by asking the class questions like those in the dialogue bubbles.
ANSWERS
Open answers
b
SUGGESTED PROCEDURE: The focus here is on rising intonation used in closed questions like these. You can ask learners to try and copy the intonation pattern, but at this stage the important thing is mainly to raise awareness that intonation patterns like these exist and are a feature of the language as much as vocabulary and grammar.
1a/2b/3c/4d/5e
c
SUGGESTED PROCEDURE: If learners dont have a pet, they can talk about a pet they would like to have or about a friends, neighbours or relatives pet.
ANSWERS
c
SUGGESTED PROCEDURE: This can be a team game where a member from each team mimes an action to the other members who have to guess what the action is. Team members: Are you running? Student whos miming: No, Im not. etc.
ANSWERS
Open answers
Open ended
40
REVIEW UNITS 9-10

1a page 54
F M R ANSWERS O I 3 4 5 A J W E D N E S D A Y 6 7 T U E S D A Y D A S G N A Y A 8 9 10 U T H U R S D A Y F T S A E E U 11 T R C N O V T T B T R Y E R D M U A B A Y 12 S E P T E M B E R R Y
2
b
ANSWERS
page 55 SUGGESTED PROCEDURE: Go round the class asking individual students questions from the list. Then put learners in small groups and ask them to take turns asking and answering questions.
ANSWERS
Open answers
c
ANSWERS
Open answers
2a page 54
ANSWERS
Open answers
1 B / 2 C, F, B / 3 C, F, B / 4 C, F, B / 5 F / 6 D / 7 D / 8 E / 9 A / 10 A / 11 E / 12 C, F, B / 13 D, F / 14 D, / 15 F / 16 E / 17 A / 18 C, F, B
b
ANSWERS
1 is / 2 not / 3 are / 4 go / 5 never / 6 usually, sometimes, never etc / 7 doesnt / 8 watch
41
Recording scripts
2 6
Boy: Hi! Im Gary. Im from England. Im nine. Girl: Hello! Im Sophie. Im from Australia and Im ten. Boy: Hello! My names Fabio, but Im not from Italy. Im from Canada. Im eight years old. Girl: Hello. My names Olga. Im from Russia. Im nine. Girl: Hi. My names Carmel. Girl: And Im Maria. Were ten and were from Spain. Boy: Hi. Im Win. Boy: And Im Jason. Boys: Were eight and were from Hong Kong. All together: Nice to meet you! Bye!
3
1 2 3 4 5 6 7 8
7
Hello! Good morning. Take a seat. Whats your name? Nice to meet you. Where are you from? How old are you? Goodbye!
1 Examiner: Hello! Boy: Hi! 2 Examiner: Whats your name? Girl: Alice. 3 Examiner: Nice to meet you! Boy: Nice to meet you, too. 4 Examiner: How are you? Girl: Im fine, thanks. 5 Examiner: Goodbye! Boy: Bye!
4
A Boy: This is Kim. Girl: How old is he? Boy: Hes two. B Boy: Hi. My names Abdul. Girl: Hello Abdul. How old are you? Boy: Im ten. C Girl: These are my children Jan and Monika. Boy: How old are they? Girl: Theyre five and seven. D Girl: This is me and my twin sister. Boy: How old are you? Girl: Were nine. E Boy: This is my friend, Anna. Girl: How old is she? Boy: Shes eight. F Boy: This is my cat. Girl: How old is it? Boy: Its four years old.
8
Boy: Hello! Girl: Hi! Boy: Whats your name? Girl: Parveen. Boy: Where are you from, Parveen? Girl: Im from India. Boy: Nice to meet you. Girl: Nice to meet you, too.
5
1 2 3 4 5 6 7 8
9
Im nine. Shes from France. We arent from Hong Kong. My name isnt Maria. Its Mary. My name isnt John. They arent Italian. Im fine, thanks. Hes from India.
One / Two / Three / Four / Five / Six / Seven / Eight / Nine / Ten
1 hes 2 shes 3 its
4 youre 5 were 6 theyre
42
Recording scripts
10
In a pencil case Pen / pencil / ruler / eraser / sharpener In a school bag Book / calculator / dictionary / notebook / pencil case Furniture Cupboard / desk / chair People Student / teacher
11
4 Examiner: What are these in English? Girl: Rulers. 5 Examiner: Whats this in English? Boy: An eraser. 6 Examiner: Are you from Spain? Girl: No, Portugal.
16
Eleven / Twelve / Thirteen / Fourteen / Fifteen / Sixteen / Seventeen / Eighteen / Nineteen

12
Example Eleven pencils 1 Thirteen watches 2 Fifteen classes 3 Twelve pens 4 Sixteen boys 5 Fourteen dictionaries
13
1 Examiner: Is your name Helen? Girl: Yes, it is. 2 Examiner: Are you from Spain? Boy: No, Im not. 3 Examiner: Is this a computer? Girl : No, it isnt. 4 Examiner: Is he eleven? Girl: Yes, he is. 5 Examiner: Are these pencil sharpeners? Boy: Yes, they are. 6 Examiner: Are these rulers? Girl: No, they arent.
17
1 /s/ books 2 /z/ teachers 3 /z/ watches

14
Hello! Is your name Sam? Are you from Greece? Are you eleven? Is this your classroom? How many students are there in your class?
18
1 /s/ Books / Desks / Student / Pencils 2 /z/ Teachers / Erasers / Dictionaries / Boys 3 /z/ Watches / Boxes / Classes / Pencil cases
15
1 2 3 4 5 6 7 8
Whats this? What are these? Is this a pencil case? Is this a pencil sharpener? Are these notebooks? Are these pens? How many are there? Is this your pencil case?
1 Examiner: Are you eleven? Girl: Yes, I am. 2 Examiner: Is she your teacher? Girl: Yes, she is. 3 Examiner: Is this a pen? Girl: No, it isnt.
43
Recording scripts
19
Group 1 one syllable Coat / belt / jeans / gloves / dress / socks / shoes / scarf / skirt / shirt / hat / shorts Group 2 two syllables Jumper / trousers / T-shirt / jacket / glasses / trainers
20
1 2 3 4 5 6 7 8 9 10 11 12
21
brown shoes a green shirt pink glasses a yellow skirt white shorts a red hat a blue t-shirt black trousers a purple dress grey socks a beige coat a orange scarf
Boy: Theyre red and white, too. Examiner: And what colours her scarf? Boy: Her scarf? Um... thats white. 2 Examiner: What colour is his t-shirt? Girl: Um, its red, I think. Examiner: And his hat? What colour is it? Girl: His hat is... blue, I think. Yes, it is blue. 3 Examiner: And what colour are their shirts? Girl: Their shirts? Um, theyre blue. Examiner: What colour are their hats? Girl: Theyre blue and red.
24
1 2 3 4 5 6
25
Whats this? What are these? Is this a hat? What colour is it? What colour are his trousers? What colour are my shoes?
this / these
22
1 Examiner: Whats this? Girl: Its a hat. 2 Examiner: What are these? Girl: Theyre shorts. 3 Examiner: What colour is it? Girl: Its purple. 4 Examiner: What colour are they? Girl: Theyre black. 5 Examiner: Are those shoes red? Girl: No, they arent. Theyre orange. 6 Examiner: Is that a blue shirt? Girl: Yes, it is.
23
1 2 3 4 5 6 7 8 9 10 11 12
26
Head Eye Ear Foot Hair Nose Leg Teeth Mouth Finger Hand Arm
1 Examiner: What colour is her hat? Boy: Its red and white. Examiner: And her gloves? What colour are they?
1 2 3 4 5 6 7 8 9
Give me a pen. Come here. Open your book. Point to the door. Go to the window. Touch your nose. Stand up. Show me your ears. Sit down.
44
Recording scripts
27
Examiner: Wheres Bob from? Hes tall and thin. Her hair is long. Its big and fat. Shes small and very young. Its thin and fast. Shes old and her hair is short. His hair is short. Its small and white. Boy: Hes from China. Examiner: How old is he? Boy: Hes two. Examiner: And the orange fish. What are their names? Boy: Their names are Harry, Anna and Mary. Examiner: Where are they from? Boy: Theyre from Africa Examiner: And how old are they? Boy: Erm, they are... seven. Thin feet. Examiner: Wheres the yellow fish from? Boy: Shes from Brazil. Examiner: Whats she called? Open your book. Show me page 21. Are its ears long? Point to your teacher. Is my hair long? Point to your ears. Are they big? Sit down. Boy: Angela. Examiner: And how old is Angela? Boy: Six. Examiner: And these two colourful fish? Boy: Their names are Bubble and Squeak. Examiner: Where are they from? Boy: Theyre from Japan. Examiner: How old are they? Boy: Theyre... twelve.
32
1 2 3 4 5 6 7 8
28
Tiny teeth.
29
1 2 3 4 5 6 7 8
30
Girl: Is it a girl? Boy: No, its a boy. Girl: Is he tall and thin? Boy: Yes, he is. Girl: Are his eyes blue? Boy: Yes, they are. Girl: Its John. Boy: Thats right.
31 33
A short slow sheep.
Girl: This is my horse. Her names Penny. Shes five years old. Her body is brown, her legs are brown and her tail is black. Shes tall and shes fast. I love her a lot.
34
Examiner: Hello Alex! Boy: Hello! Examiner: Are these your fish? Boy: Yes, they are. Examiner: Tell me about the blue fish. Whats his name? Boy: His names Bob.
1 2 3 4 5 6 7
Good morning. Whats your name? How old are you? Where are you from? Whats this? What are these? How many are there?
45
Recording scripts
8 9 10 11 12 13 14 15 16
35
What colour is it? Is this your pencil? Are these my books? Show me the big dog. Point to your nose. Stand up. Sit down. Go to the door. Come here.
39
1 2 3 4 5 6 7 8
40
How many people are there in your family? Have you got any aunts or uncles? What are their names? How old are they? Whats your fathers name? What does he look like? How old is he? Tell me about your mother.
Examiner: Tell me about your family, Li. Girl: Hmm, my family. Well, my fathers 38 and his names Jimmy. My mums called Lia.Shes 34. Ive got grandparents. My grannys called Yan Yan and my grandads name is Yul. Examiner: Have you got any brothers or sisters? Girl: Ive got one brother. His names Chen. Hes 10. Examiner: Have you got any sisters? Girl: No. I havent got a sister, but Ive got an auntie called Jing and an uncle. His names Ho.
36
Twenty / Twenty-two / Twenty-eight / Thirty / Thirty-six / Forty / Forty-seven / Fifty

37
1 Hi, Im Kristoffer. This is my house. Its very small. It has got one floor. There arent many rooms, but theres a big garden. There are some trees in the garden. I like it very much. 2 Hello. My names Yiu and I live here. There are 35 floors and theres a lift! I live on the first floor. In my flat there are three bedrooms and a big living room. We have also got a small balcony but there isnt a garage. 3 Hi, Im Angela and this is my house. There are two floors. There are four bedrooms and my bedroom is at the top of the house! Theres a kitchen and a dining room. Theres a small garden and a garage for our car, but there isnt a swimming pool!
41
1 Hes quite old, I think hes a granddad. Hes got grey hair. Hes quite fat and hes got glasses. 2 Shes young and shes got long, dark hair. Shes very pretty. 3 Hes got very short hair and quite big brown eyes. 4 Shes quite old and shes got fair hair.
38
1 Where do you live? 2 How many rooms are there? 3 Is there a garden?
42
Examiner: Tell me about your parents. Girl: Well, my mums quite young. Shes 35 and her name is Kate. My dads 40. His names George, hes got blond hair and hes quite tall. Examiner: What does your mum look like ? Girl: Shes very pretty. Shes got long dark hair and brown eyes.
Boy: Our house is quite small. Their house is big. Weve got two floors but their house has got three. In our house there are three bedrooms upstairs. In their house there are five. Our house has got one bathroom, and their house has got two. Theres a dining room in their house, but weve got a table in our kitchen. Weve got a big garden and weve got some trees. Their garden is quite small. They havent got any trees but theyve got some pretty flowers.
46
Recording scripts
43 48
1 Examiner: Have you got a big house? Boy: No, we live in a flat. 2 Examiner: Are there many rooms in your house? Boy: Yes, our house has got five bedrooms. 3 Examiner: Have you got a garden? Boy: No, but theres a balcony. 4 Examiner: Have you got a dining room in your house? Boy: No, weve got a big kitchen and we eat there.
44
1 Boy: Wheres Angus? Girl: Hes in front of the chair. 2 Boy: Are Pong and Fang under the table? Girl: No, they arent. 3 Boy: Is there a puppy under the bed? Girl: Yes, there is. 4 Boy: Wheres Duffy? Girl: Hes between the drawers and the bed. 5 Boy: Is Bungle behind the bed? Girl: No, he isnt.
49
1 2 3 4
45
Do you have a big house? Are there many rooms in your house? Do you have a garden? Do you have a dining room in your house?
Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / Sunday

50
Girl: This is our room. The blue bed is mine and the orange bed is Emmas. The CD player is mine. I love music. The posters are hers, but I like them. The soft toys are mine and the mobile phone is hers. That watch is mine and the electronic game is hers. The computer is mine, but Emma uses it too.
46
Boy: On Monday morning I play tennis at school. I like that. I have a guitar lesson on Tuesday afternoons. On Wednesday afternoon we do art. I like to draw and paint. On Thursday evening I watch my favourite programme on TV. On Saturday morning I meet my friends and we go skateboarding. On Sunday evening I visit my auntie. She has got a little boy, Thomas and I have dinner with them.
51
1 2 3 4 5
47
yours ours theirs his hers
January / February / March / April / May / June / July / August / September / October / November / December
52
Example Kim is on the bed. 1 2 3 4 5 6 Theres a table next to the bed. The plant is between the radio and the clock. The radio is under the books. Theres a pencil case in the drawer. The chair is in front of the desk. Theres a pillow behind Kim.
1 In July Alison finishes school. 2 In August Alison swims all day. 3 In September Alison starts school again.
53
Group 1 /s/ starts, likes, eats Group 2 /z/ swims, plays, opens Group 3 /z/ finishes, closes, washes
47
Recording scripts
54 57
1 2 3 4 5 6 7 8 9 10 11 12
What day is it today? Is it Friday? Is it August? Whens your birthday? Whens your dads birthday? When do you go on holiday? Do you go on holiday in June? What do you do on Monday morning? What do you do on Saturday afternoon? What do your parents do on Sunday evening? Do you go to school on Sunday? Does your dad go to work on Monday morning?
1 Examiner: Is she sleeping? Boy: No, she isnt. 2 Examiner: Are they running? Boy: Yes, they are. 3 Examiner: Is he playing? Boy: No, he isnt. 4 Examiner: Are they eating? Boy: Yes, they are. 5 Examiner: Am I reading? Boy: No, you arent. 6 Examiner: Are you listening? Boy: Yes, I am.
58
55
1 Its got a tail but it hasnt got wings. Its orange and white. It swims very well. What is it? 2 Its body is long and thin. Its head is small and it hasnt got legs. What is it? 3 Its got four legs and its white. Its tail is long and its ears are small. What is it?
56
Im not She isnt He isnt It isnt You arent They arent

59
1 Examiner: Is she running? Boy: No, she isnt. Examiner: Is she sleeping? Boy: Yes, she is. 2 Examiner: Is he playing? Boy: No, he isnt. Examiner: Is he eating? Boy: Yes, he is. 3 Examiner: Are they walking? Boy: No, they arent. Examiner: Are they playing? Boy: Yes, they are. 4 Examiner: Are they eating? Boy: No, they arent. Examiner: Are they swimming? Boy: Yes, they are.
1 Is this your dog? 2 Do you play tennis? 3 Are you doing homework?
60
Example Examiner: Have you got a pet? Girl: Yes, I have. Ive got two. 1 Examiner: What are they? Girl: Ive got a puppy and a fish. 2 Examiner: What are they called? Girl: My puppys called Spike and my fish is called Bubble. 3 Examiner: What colour is your puppy? Girl: Hes black, but hes got white feet. 4 Examiner: Has he got a tail? Girl: Yes, he has. Hes got a short tail. 5 Examiner: Is he sleeping now? Girl: No, he isnt. Hes playing.
48

New Pass Trinity 1 2 Teachers Book

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Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 14:49 Pagina 1

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 2

Picture Credits Cideb Archive

Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, Turin

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 3

UNIT 3 Clothes Lesson A Lesson B UNIT 4 The body Lesson A Lesson B

Things to wear My clothes, your clothes Show me your nose Is he tall?

UNIT 5 Animals Lesson A Lesson B

UNIT 6 Family Lesson A Lesson B

UNIT 7 At home Lesson A Lesson B UNIT 8 Belongings Lesson A Lesson B

Where do you live? My house My things Where is it?

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 4

Brainstorming vocabulary and ideas

Use of the board

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 5

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 6

Nice to meet you

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 7

UNIT 1 Nice to meet you

Lesson B How old is she?

1 he / 2 He / 3 you / 4 I / 5 they / 6 They / 7 you / 8 We / 9 she / 10 She / 11 it / 12 It

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 8

UNIT 1 Nice to meet you GRADE 1

3 Communication Task, page 9

1 shes / 2 you / 3 are / 4 I / 5 is not / 6 arent

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 9

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 10

UNIT 2 At school GRADE 1

1 twelve / 2 thirteen / 3 fourteen / 4 fifteen / 5 sixteen / 6 seventeen / 7 eighteen / 8 nineteen

teachers pencils erasers dictionaries

watches classes pencil cases

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 11

Lesson B Is she your teacher?

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 12

UNIT 2 At school GRADE 1

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 13

REVIEW UNITS 1-2

Is this a boy / girl? How old is he /she?

1 Is this / 2 Whats / 3 Are these / 4 How many

1 meet / 2 meet / 3 name / 4 My names Im called / 5 old / 6 years / 7 where / 8 Im

1 Is this a girl? / 2 Is this a boy? / 3 How old is he?

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 14

1 This That / 2 These Those

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 15

Lesson B My clothes, your clothes

1 her / 2 her / 3 his / 4 his / 5 their / 6 their

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 16

UNIT 3 Clothes GRADE 1

3 Communication Task, page 18

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 17

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 18

UNIT 4 The body GRADE 1

1 Open / 2 Show / 3 ears / 4 your / 5 long / 6 to / 7 they / 8 Sit

4 Communication task, page 23

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 19

1 her / 2 his / 3 their / 4 Her / 5 his / 6 My / 7 Their / 8 his

REVIEW UNITS 3-4

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:34 Pagina 20

4a Communication Task, page 27

1 a dog / 2 fish / 3 bird / 4 cats / 5 mice / 6 a rabbit

FISH A Name: Bob FISH B Name: Mary FISH C Name: Angela

From: China From: Africa From: Brazil

Age: two Age: seven Age: six Age: twelve