Laura Glyde Ray Parker

Pass
Trlnlt
with revised ISE exam

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Pass Trlnity ffisttr
GESE Grade" 5-6
Teacher's Book
 arttents
Procedures file

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Heriew units ?-4

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Review tnits 5-8 38

ISE file 39
Recording scripts 41
 Frccsdunes fie
Listenng tasks the task, then go back to the answers that are in doubt
Stage 1
and, one at a time, replay the relevant parts of the
lf there's a picture to illustrate the topic, elicit
recording, repeatedly if necessary, untl all students
agree on the correct answer. At this point, you can rub
information from your students which will help
prepare them for what they're going to listen to, e.g. in out the other possible answers on the board, leaving
only the correct one for that question.
Unit 4, page 32, the photos can be used as prompts to
ask students what they know about the subject area. Stage 6
Stage 2 You could play the recording one last time, now that
students have all the answers, so that they can Iisten
Tell students what kind of conversation they're going
with a new level of understanding. You will have to
to be listening to, e.g. a candidate and examiner
decide whether it's appropriate to do this, or not; it
talking about the candidate's topc, or a radio
presenter giving answers to a quiz. could be that, if students have had to listen repeatedly
to various parts of the recording in Stage 5 in order to
Stage 3 agree on answers, they won't be very enthusiastic
Before students listen, go through the task/s they have about listening yet another time.
to do while listening, using the following procedure:
1 Get students to read the nstructions.
2 Ask students to volunteer to tell you what they have Brainsterming vocabuary
to do; this could be in the students'first language Stage 1
(L'l ) if you are teaching in a mono-lingual
Give students a specified time Iimit to think together
environment and you speak the L1 yourself. (in pairs or small groups) and to make a list of all the
3 Select a student who you are reasonably sure will vocabulary they can connected with the subject in
have understood what to do, and ask her/him to hand. Make it clear that they should also be prepared
explain to the class. to provide an explanation about what the word/phrase
4 Check that she/he gives the correct instructions! means.
Give further clarification yourself, if necessary.
Stage 2
5 Give students a further chance to ask questions
Now ask students to tell you their words/phrases from
about what they have to do, or the meaning of
Stage 1. Write them up on the board as they do so. lt's
vocabulary items in the taslls.
important, here, that, if students are not familiar with a
Stage 4 word/phrase that another student gives, they ask
Play the recording a first time. lf you judge that most about the meaning; when this arises, the student who
students have managed to hear a good proportion of gives the word/phrase in questlon should also try and
the answers, get them to compare their answers in explain it - obviously, if she/he has difficulty doing
pairs, then play the recording again and get them to this, you will need to help.
check with their partner a second time. However, if
Stage 3
you thnk that, after the first time, a lot of students
lf there are target vocabulary tems that need to be
haven't managed to hear most of the answers (look
introduced, e.g. because later tasks depend on them,
out for blank facesl), then play it a second time before
and they didn't come up in Stage 2, introduce them
they check answers in pairs, then play it a third time,
now yourself. How you do this will depend on the
and let them compare again in pairs after this.
vocabulary itself, e.g. some items will be best
Stage 5 introduced through pictures, others by explaining the
Now elicit answers from students. lf all students agree meaning and eliciting from students the word/phrase.
on an answer to a question, and it is the correct
answer, confirm that it's correct. However, where there
is disagreement on the correct answer, write all the
possible answers that students give you for that
question on the board, put a bg question mark next
to them, and tell students that, in a minute, you'll
replay that part of the recording so that they can listen
again. Finish eliciting answers for all the questions In

I
p**9<*g Z*.*4<e frowning face for the points for improvement.
This guidance is to help teachers organise, monitor Stage 4
and give feedback for roleplays and speaking activities When students have finished Stage 3, ask them if they
to practise fluency, not for more controlled speaking noticed anything that they themselves or their partner
tasks that are designed primarily to practise specific did particularly well and get them to tell the class (in
functions or grammatical structures. this way, they are reflecting on their own performance
Stage 1
and that of their peers). After this, go through the
points for praise that you wrote on the board, followed
Roleplays - details about indlvidual roles are provided
by the polnts for improvement. Don't mention which
in the instructions for students for these types oftasks.
student/s made the individual mistakes; instead, elicit
Get students to read their roles before going on to
the correct version from all the students and correct it
Stage 2.
on the board.
Fluency-type speaking tasks - start off by giving a
model yourself of what students have to do, for Stage 5
example, where they have to tell one another about Now give students an opportunty to ask you about
their own personal experiences in relation to the things they may have realised they didn't know how
subject, tell them about a relevant experience that to say when they were doing the speaklng phase.
you have had. Answer these queries and write the words/phrases
they want to know on the board.
Stage 2
Give students the chance to prepare for what they're Stage 6
going to talk about. For roleplays, students are usually Now get students to repeatthe speaking phase (Stage
asked to prepare roles together. For fluency-type 3 above) with a different partner/s. The aim of
speaking tasks, students will usually be preparing repeating this phase is that, after the correction and
alone. Set a time limit, e.9., five minutes, and query phases (Stages 4 and 5 above), they have a
encourage them to make notes to organise their chance to improve their performance in the task.
thoughts and to help them with what they're gon9 to
say, but not to write a scrpt. Make it clear that, during
this preparation phase, they can consult you about z#rEZr,g t*a?,s
vocabulary they need, etc., but that during the
Guidance for 15E lwriting tasks
speaking phase that will follow, they can't. While they
are preparing, you should circulate, helping and Writing genre guidance in Pass Trinity Now
answering questions as necessary. ln most units of the Student's Book, there is a focus on
Stage 3 how to write one of the specific types of texts which
feature in ISE l. i.e. letters, e-mails, articles, reviews,
Students now perform the speaking phase. Work in
pairs to do the speaking task and listen to each other. narratives, descriptions. This focus involves a series of
tasks to help students prepare for writing a genre of
Explain that you will be listening to them during this
phase, but you will not be answering questions. text independently. There is also informatlon in the
Writing file about characteristics of the various text
Emphasise that the aim here is for them to practise
types, which students are referred to before they start
speaking fluently, without interrupting their'flow'to
a writing task. Writing tasks in the units follow on from
ask about how to say something. While they are
other tasks where students have worked with
speaking, monitor and make notes about any aspects
vocabulary and/or grammatical forms that will be
that you think they do particularly well, and also any
useful for the writing.
aspects that could be improved, including grammar
and vocabulary mistakes that you hear. lf students try
and ask you for help while you are monitoring, tell
them that you will help them afterwards, but, for the
moment, they should try and say it in a different way.
When they are approaching the end of this phase,
start writlng the points you have noted up on the
board. Put them in two columns, perhaps headed by a
smiling face for the points for praise and an unsmiling/
tliagnostie tt
Guldanee for t*ach*rs
The test should be done in class. Any number of students can take the test at the same time. Photocopy the
Diagnostic test answer sheet and give one to each student. Students select their answers from the options given on
pages 6-7 of their coursebooks.The CD should be played without interruption.
It is important to understand that the Diagnostic test is not a precision instrument. lt will help you in deciding
whether particular students are in a position to start preparing for a Grade 5, Grade 6 or ISE I examination. lt will help
you in the sense that it tests listening comprehension and receptive knowledge of appropriate responses to
questions. However, to this information you must add your own knowledge of student's speaking skills, and
additionally for ISE l, their productive writing skills and their reading skills. The test is design to determine whether
students are ready to start preparing for a specific examination - not whether they are ready to take it. When
assessing students'readiness, you, as the teacher, must also add your knowledge of the individual student in terms
of her/his application, motivation and normal rate of progress.

The questions are distributed as follows:

Questions 1 - 4 relate to the Grade 'l syllabus.
Questions 5 - 10 relate to the Grade 2 syllabus.
Questions - 18 relate to the Grade 3 syllabus.
1 1

Questions 19 - 29 relate to the Grade 4 syllabus.

Questions 30 - 40 relate to the Grade 5 syllabus.
{ffi
1B 9C 17C 25A 33C
2B 10B 184 26C 34C
3C 11 A 194 274 35C
4A 124 20B 28C 36C
5C 134 21 B 294 37C
6B 144 224 304 384
7A 158 23C 31 A 394
8B 16C 24C 324 40B

When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the following:
. Speaking skills . Application
. Writing skills . Motlvation
. Reading skills . General learning rate
nterpretaton of scores
24 or less A score of 24 or less indlcates that a student is probably not yet ready to start preparing for a Grade 5
examination.
25-32 A score of between 25 and 32 indicates that a student is probably ready to start preparing for a Grade
5 examination but probably not yet ready to start preparing for Grade 6 or ISE l.
Over 33 A score of 33 or over may indicate that a student is ready to start preparing for a Grade 6 examination
or ISE l.
Diagnostic test answer sheet
As you listen to the examiner on the recording, choose the best answer from A, B and C in your coursebook. Put a
circle around your choices on this sheet.

Question Question
1 A B C 21 A B C

2 A B C 22 A B C

3 A B C 23 A B C

4 A B C 24 A B C

5 A B C 25 A B C

6 A B C 26 A B C

7 A B C 27 A B C

8 A B c 28 A B C

9 A B C 29 A B C

10 A B C 30 A B C

11 A B C 31 A B C

12 A B C 32 A B C

13 A B C 33 A B C

14 A B C 34 A B C

15 A B C 35 A B C

16 A B C 36 A B C

17 A B c 37 A B C

18 A B C 38 A B c
19 A B C 39 A B C

20 A B C 40 A B C

PHOTOCOPIABLE
@ 2015 Black Cat
UNIT I
Festi\rals & special occasio*rs
Trinity subject areas Festivals; Special occasions
Grammar The Present Perfect
Phonology Hovein the Present Perfect
Conversation phase Dos and don'ts
Topic phase Preparing for the Topic Phase

Yoeabularyn page 8
'lA Focusstudentsonthephotosandelicitthespecialoccasionsthattheyshow.Thengetstudentstolookatthe
list of activities 1-8 and to match them with the photos.

ffiwffi
A4 81 C6 D3 E8 F2 G7 H5
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BRITISH NATIONAL INTERNATIONAL
May Day This will change depending on - Christmas
Pancake Day (held the day countries - StValentine's Day
before lent starts ie:40 days - Graduations
before Easter) - Weddings
St Patrick's Day (celebrated in - Halloween
Ireland) - NewYear
Guy Fawkes'Night (Bonfire Night, - Carnival
which is a celebration with
- Birthdays
firework displays and big fires, is
- Easter
held in Britain on 5th November.)
- Thanksgiving (Thanksgiving is a
traditional harvest festival
celebrated in the USA in
November and Canada in
October. lt's traditional to eat
turkey with family and friends.)
- Divali (Divali is celebrated mainly
in lndia between mid-October
and mid-November and is
sometimes called the festival of
lights.)
- Music festivals
A Rsk students to look at the pictures and elicit any 3 Go through the instructions with the class. You
vocabulary they know connected to the might want to do an example with the class and
celebrations. Students then look at the words in write the information on the board first.
the box and match them to the pictures. Students Suggested example:
either use a dictionary or you could pre-teach any
CHRISTMAS
vocabulary which you feel most students will not
know. List of things Sentences
); .1; l;-.1 ':, :: : .-_ : we do
i*' ;';il.r - carols, cards, decorations, presents, Decorate home We put decorations all round our
Boxing Day home and usually have a tree.
Give presents We give each other presents and
2 Halloween - pumpkin, ghosts, witches,
put them around the tree. We
3 New Year's Eve - fireworks, resolutions, midnight
don't open them until the day
4 Wedding - rings, bride and groom, cards,
itself.
decorations, presents, the best man
See our family Traditionally the whole family get
5 StValentine's Day - lovers, chocolates, cards, together in one place for this
presents, roses
celebration.
Z* Have a big We eat too muchlWe have a lot of
special meal very rich food. ln Britain they have
i;:}.+ j..:;;ii
roast turkey and a very heavy
Across
pudding.
1 midnight 3 cards 5 fireworks 6 chocolates
7 pumpkin If the class is large, you might want to put the
Down students in smaller groups for this activity. To avoid
2 decorations 4 roses students picking the same festival, you could prepare
the names of festivals on cards and give them to each
e Follow the suggested procedure for listening group. Students pick a card and make notes on that
tasks in the Procedures file on page 4.
festival.
Give students a few moments to decide in pairs
which festival each person is describing. You *r*r**,*c {**zz*, page t o
could help them by eliciting what they think the
Go through the example sentences in the Grammar
first one is, then writing up the following on the
focus with the class, emphasizing the fact that when
board:
there is a specific time reference, students have to
A I thnk that the person in number 1 is describing
use the Past Simple.
New Year's Eve. What do you think?
You could write an example on the board
B Yes, I agree./No, I don't agree. lthink she's/he's
highlighting the difference between the two tenses:
describing... A l've been to Venice twice.
?.:j,ii;::.+.1;Li B Really?lye nSygbeen. Did you like it?
1 New Year's Eve A WelL the first time I went I was only a child but I had a
2 Valentinet Day fantastic time when I went last year.
3 Halloween
4 Christmas You might take this opportunity to check that
students remember the past participles of irregular
After giving answers, you might want to explain that,
verbs, and highlight thaf been in the Present Perfect
in some countries such as Britain, people send
is pronounced lbml not /bin/.
Valentine's Day cards without signing their names
and people have to guess who the mysterious sender
is. )i.\-1-;-.f,:..rt1-4
!:.,::...r;;i..-i,:- j

1B 2A 3A 4A 58 6A
 >&
?fu Students read the article again. you might want
1=.r:r.'.:1';:-:fa:
n.;. .;3,fr.:,a- .:...! .t to set a time limit for this stage.
r {-1+: !
l for 4 never 2 since 5 ever 3 just ). .t
. :'a 'f.j':i::-::-.:.1

.i:.'ti:':'+:;t
)l,a:
':::::'.,i
-t:.*t-.-: ,;a
t:1 ? ::"i ::: !:'.:- :' a ::
.rJ,i.i.i:iJ
1 ever 4just 2since 5never/just 3for 6ever
{ Before students do this task, you might want to
drill each ofthe questions and checkthat
students know the meaning of raw.ln larger
groups, you might want to allow students to write
more than one name for each of the sentences. To
make this activity more competitive, you could
set a time limit and see how many students found
a person for each of the sentences within the
time set.
5* For this part of the task, students can either
return to two students who answered
affirmatively to one of the experiences on the list
and ask her/him further questions about it, as in
the example box, Studentt Book, page 1 1. Oryou
can put students directly into pairs. Have
students repeat the previous exercise to see
which of the activities their partners have done.
Go over the sample conversation in the example
box, Student's Book, page I I and then have
students practise similar conversations wth their
partners. lt will help if you get an example
exchange from two students before they begin
the pairwork.
*'*x**l*g,g* page 1t
**
; :: t : ;,:', -!-:i
: a :. _:
1 The run is 825 metres long.
2 The average time of the run is about 3 minutes
from start to finish.
3 Six fighting bulls run the route each day.
4 The bull run first took place in i 591.
5 Over 200 people have been seriously injured
since I924 during the run.
7<
:r''";.".:'f:: : )'.ta-. i: I
.'...,!., ::!:,: r;., n:...:l
... has happened nearly every year since 1591.
... it has become a big tourlst attracton.
... the gate has just opened at the Santo Domingo
corral.
... the bulls have left.
Over 200 people have been injured since .l924...
Have you ever seen a spectacle...
The Present Perfect is used because it is describing an
event which still happens.
74 Students work in pairs to describe the bull run
and try to incorporate the phrases.
:i;i.*
1 The Pamplona bull run has happened nearly
every year since I 591.
2 ln recent years it has become a big tourist
attracton.
3 They fire a rocket to confirm that the gate hasjust
opened.
4 Have you ever seen a spectacle like this?
Vr?x*g,pase 12

: -... ?, n n:'r t+.-!+ :; ;

We use contractlons in positive and negative

& Go through the nstructions for the task with the
class, emphasising that they have to describe
statements and not in questions (and short answers).
what they saw at the Pamplona bull run and say
You might want to drill these sentences and make
what they liked about it. Refer them to the ISE file
sure that students are using the contractions and
for guidance on wrting reviews.
pronouncing been f:ml correctly.

&* x*# { Students practice saying the sentences with YtzpZ* **e**,page t3
their partners. Students then listen to the text These tasks aim to familiarise students with the Topc
and repeat the sentences. phase ofthe Speaking exam and to show them how
to prepare a mind map, which they can take into the
#.x*azgr page 12 exam with them. Descrlbe the format of the Speaking
7-& Pre teach any vocabulary students might not exam with the students (refer to page 4 for
know. information) and discuss what the Topic phase entails
'a--:"::...: .,.:. i.. :: :,.
(refer to the box on page I 3).
Pamplona, Spain

10
o
eonversatioft phase, page 14
ffiq
interests 2 learn
I I This task aims to give the students some advice
1 3 remember 4 prepare 5 Add about what they should and shouldn't do
Go over the points in these sentences with the during the exam. Students could work in pairs
students, and stress how important it is that students to do this exercise. Give them five minutes to
be prepared on their topic and that they must not complete the sentences with do or don't, before
memorise the information. checking the answers together as a class.

t{}a Before students listen to the tex, elicit form the ffi
l Do 2Don't 3Do
students which points they think Peter will talk 4Do 5Do 6Do
about and tick the points in column A.
Writing, page 15
I0b Students then listen and tick the ponts peter
discusses in column B. Conduct class feedback
t2 Go through stages A-H with students,
emphasising the importance of planning their
to see how many points they guessed correctly.
work before they start writing.
You might want to explain to students that
Christmas pudding is dark brown and is a very
sweet, cooked dessert with lots of candied fruit
W
A4 86 C3 D7 E8 F5 G2 H1
in it. 13 Explain to the students that there is a Writing file
W
1,2,4and 6 are mentioned
at the end of the Student's Book and refer them
to the relevant ISE file for each of the text types.
"!(!{ Go through the two tasks with the class,
explaining that they should choose one, or more,
WEffi of the tasks to do for homework.
The students should tick all of the language items. lf
not, replay the tape so that they can hear them. Trinity Takeaway, pase 15
r0d Practise the examiner/candidate exchange in pairs
ffiffi and then get students to answer the examiner's
1 Because he spends t with his family. question themselves.
2 He buys the tree, food and presents.
3 He prefers buying presents.
4 He likes playing games with them.
5 Because his sister came from Australia. He
describes it as'the best Christmas l've ever hadi
6 Het going to spend Christmas in England.

'l{lC Students choose an important festival which

they celebrate and they plan a mind map using
Peter's headings. Monitor students closely and
give help as needed.
 UNIT 2
kE*aras *f ra*sp*r*
t:
Trinity Subject area Means of transport
t:

Grammar Will referring to the future; Expressions of quantity L

n
+
Phonology lntonation of basic question forms al
.?
t,
Topic phase Planning a topic; do's and don'ts \
I.l
u

V*c*buaryo page 16 F!:*m*legy, page t7

A Rsk students to look at the pctures and elicit any
vocabulary they know connected to them. Then
students look at the vocabulary in the box and
see if any of the words they have come up with
are there. lf they've mentioned extra - and useful
- vocabulary, write it on the board and get
students to add these extra words to the pictures,
too.
{ffiffisffi#
A runway/airport D airport/terminal B cruise ship
minibus
E C underground train
F
You might want to mention that we use the term
underground in Britain, but that they use the term
subwayin America.
tk Students put the words into the correct column.
Remind students that some words can go into
more than one column. You might want the
students to use a dictionary, or you could pre
teach the vocabulary or you could set a time limit
and discuss unknown words during the feedback
session.
Wffitr,ffi
Air helicopter, runway, arport, terminal
5ea port, cruise ship, lighthouse, ferry, terminal
Land car, train, minibus, tram, bicycle, bus, coach,
underground, taxi
?A etay the recording and explain to the students
that questions can have a rising or falling
intonation.
b
w#ffi
1 How often do you travel by bike? V
2 Can you drive? A
3 How much did the ticket cost? V
4 Have you ever flown on a helicopter? A
5 Where is the airport? V
6 Do you like travelling by train? A
V*eafoa:{ary, page t7
3e Monitor students as they practice to make sure
students they are using the falling and rising
intonation patterns. You might want to review the
structure it takes about to describe a length of
time.
3fu Suggested procedure: Put the students in groups
of 7-10. Refer them to the survey sheet at the
bottom of the page. Elicit from them what they
have to dq then get some example exchanges
between students with the whole class listening,
before they start the group work.
e For this stage, you could reform the groups, so
that each student is now in a different group and
reports their results to the new group. Before
doing this, however, check that students know
the expressions of quantity and encourage them
to use them while reporting to the group.
Reading, page 18 Grammar tocus, page 2o
4a Before you get students to read the introductory Before looking at the Grammar focus box, you could
text, introduce the subject of 'no-frills'airlines by put the following sentences from the reading text on
asking your class if anyone's ever travelled with an the board and elicit why wrl/ for the future is used.
airline you know will be familiar to them (e.9., one The airport wil probably be small and some way from
that flies to your local airport) and getting the city.
students to describe what the journey and service - will is used to make a prediction
were like. Alternatively, or in addition, tell them You won't get any free snack, drinks or meals with a
about your own experiences (good or bad) with a low cost airline.
no-frills airline. Students then discuss questions - will is used to give information.
1-3 in pairs.
(You might want to focus on the pronunciation of
4b Preteach any vocabulary students might not won't - lweant/ rather than /wont/.
know.
6a
?ffiffi ffi
A3 81 C2
lC 2F 38 4D 5E
4r
s$
1 boarding gate 4 queue 2 book 5 fare(s) 3 aisle
seat 6 travel agent ffiffi
1 will leave 2 will be 3 will take 4 will include
4d
W
Advantages: cheap; simple procedures; allow people
6c
ffi
without much money to travel; small airports (not as
1 think that the traffic problems will get worse.
I

busy as larger ones).

Disadvantages: airports small, far from town; no
choice of class; can't book ticket through a travel
agent; no free meals or drinks; no choice of seat; no
in-flight entertainment; long queue at check-in desk.
i&fritng, pase 1e
Go through the instructions for the task with the
class. They must also include a conclusion stating
which airline they prefer and why.
2 Iimagine that it will be difficult to persuade
people to use public transport instead of their
cars.
3 l'm sure that town planners will try and do
something to improve the situation.
4 Levels of air pollution will probably increase.
lf students find this topc interesting, you could either
extend the discussion or have them do a mini-
presentation the next lesson where students
describe what they think will happen in the next
decade and present some solutions for the problems.
Tapic phase, pase 2'l Eb follow the suggested procedure for listening
7A Direct the students to the picture ofTurin and ask tasks in the Procedures file on page 4.
them if they know what country / town it is. Then Students do mind maps number 2-5. Pause the
elicit the names of the forms of transport. recording after every mind map to gve the
Students then compare Turin to their home town. students time to write and conduct feedback
7h t-ook at Emilio's Topic form at the bottom of the after each secton.
page and read the headings together before they {ffiffi
listen to the recording. 1 The tram - it's faster
W
The transport Iprefer 2
2 Sometimes use the bus
3 Car for longer distances
My dad's job intransport 3
4 Has done it for over 30 years
My future job intransport 5
5 Likes it as he loves driving
Turin, my home town l
6 ltt difficult because of the traffic
Future transport in Turin 4
7 Underground railway
8 More buses will use gas or batteries
7e 9 StudyTown Planning at University
W
1T 2F 3F 4T 5T
1O Work as a manager or a planner
1l Won't be a bus driver
7d tf lurn is your students'home town. then ask
8e Remind students that they mustn't memorise their
them to choose another city to talk about.
topic, and that if they do the examiner will
lf students find this topic interesting you could
interrupt them. Listen to the example of a
extend the discussion, either as a class or in pairs,
memorised topic and discuss the differences
to include any towns they've visited that they
between the two versions.
think had an impressive public transport system.
Ask the class which version they think is better
8a Remind students that in the Topic stage of the (the first one).
Speaking exam they will have to speak for up to 5
minutes and will need to be able to extend their ffi
-The second topic doesn't include any pauses nor
discussion. A useful way of preparing for this is
any hesitation devices (...well;
through mind maps and smaller, detailed mind
...erm, ...; I mean...), which are normal in every day
maps. ln this stage, the students are looking at
speech.
the detailed mind maps. Go over the example
- The intonation is flatter in the second presentaton.
together. However, you should make it clear that
they will not be able to use notes like this in the
exam.
I ltris task aims to give the students some advice Trinity Takeaway, pase 23
about what they should and shouldn't do in Practise the examiner/candidate exchange in pairs
preparation for and during the exam. Students and then get students to answer the examiner's
could work in pairs to do this exercise. Give them question themselves.
five minutes to complete the sentences with do
or don't, before checking the answers together as
a class.

s!rf#
1 Don't 2 Do 3 Do 4 Do 5 Don't
Remind candidates that for the actual exam they
must choose a topic not on the list of Subject areas
for conversation

l/llriting, page 23
10 Go through the two tasks with the class,
explaining that they should choose one, or more,
of the tasks to do for homework. Refer students to
the relevant Writing file for each of the text types.
 UNIT 3
ffim*ra'EffiEes & ffi asssc
i
,*
Trinity Subject areas Entertainment; Music I

Grammar Expressions of preference I
.1
Phonology lntonaton patterns of more complex question forms I
lr
4
Conversation phase Exam practice 7.;
t
Topic phase Responding to the examiner
,*

6:
I
L

V*eabeearyu page 24
T& Before doing this activity, you could ask your
students what musical Instruments they
play/would like to play.You could also brainstorm
different types of instruments. Refer to
brainstorming vocabulary in Procedure file on
page 4.
trffiffi
A3 86 C4 D2 E1 F7 G10 Hs 19 J10
fu Students can do this activity in pairs or directly
& Before you do this section you could elicit singers
and bands that the students like, or bring in some
music and elicit the music genres.
{.trffi
lH 2E 3A 48 5G 6C 7F 8D
(Answers 1,4 and 8 can be open to interpretation as
Shakira could also be deflned as a pop singer, and has
some songs with hip hop singers in them and Lady
Gaga's music could also be considered dance. The
Black Eyed Peas could comfortably fit in all 3 categories).

wth the teacher as a class activity. fo Students get the opportunity to talk about all
"ffi aspects of music. If students are interested in the
subject, you could do a class survey to find out
-ist -er -plavet
who the most popular musicians in the class are or
accordionist trumpeter keyboard-player
students could prepare a presentation for homework
violinist drummer
and then present their favourite musician to the
pianist
class or their groups the following lesson.
organist
trombonist A fhe introduce the topic, ask students which films
guitarist they like and if they like any film which they know
is British.
saxophonist
lf you think the students might not know that the
Note the shifting stress in the pronunciation films are British and you want to play a game with
/'saksefeun/ versus /sak'sof(e)nist/. the students, you could do the following:
(lt is possible to use -player with most instruments.) - Wrte the letters of the names of Hugh Grant,
Gwyneth Paltrow Julia Roberts, Brad Pitt and
Ge amd * Encourage students to extend their
Renee Zellwegger in a mixed up order on the
discussion in this section as they normally have
board, e.g.: aujli trorbes (Julia Roberts).
something to say on this subject. Monitor and
conduct a short class feedback with some of the - Give students a few moments to try to figure
information you heard (eg: Marco said he plays out the name of the actors.
the trombone and Yoko said she d like to play the - Elicit the actors'names.
drums). - Elicit the name of any film the students know
they've been in.
- Do the quiz.
 "3*
3b
,. t,. ? -.. ,,; .-'ri
li j:j.i.-,:*
18 2A 38 4C 5C 68 7C 8A 1 They'd rather read a book than see a film.
2 He'd rather meet his friends than do his
9z homework.
-{:i?-,.?:t':.8:;*:'.i_!.ttr
i,'i:yi:l:..i**..::i;-i 3 ld ratherplay football than watch it.
Positive: exciti ng, entertai nin g, funny, moving, 4 My father would rather stay at home than go to a
fascinating, beautiful, interesting, romantic, great. party.
Negative: boring, dull, predictable, slow, silly. 5 She d rather travel for a yea r than go straig ht to
University.
Ed Oraw students'attention to the use of really.
Explain that we use really when we want to 5h Warn students that they will need to changes
express strong opinions. Again, if this topic verbs in numbers 2,3 and 4 (see answers below).
interests your students, you could conduct some -,..

|
| | t.-.)t.: ) :; ) i-.a
!..ii.i-,,i. ni. )i
'.':-i'
kind of feedback where you see which film is the 1 What would you rather go to - a classical concert
most popular in the class, or which actors are. or a rock concert?

&rar**xv F****, page27

2 What would you rather do - watch TV or listen to
music?
Go through the grammar in the Grammar focus box. What would you rather do - see a film or go to a
lf you want to personalise the examples, you could resta urant?
use your own opinions in the sentences and see lf the What would you rather do - go for a walk or
students agree with you. watch a DVD?
E.9.:
lprefer Johnny Depp to Brad Pitt. **rs**l*g''g* page 28
I prefer watching films atthe cinema to watching films
*E Students sometimes find it quite hard to use a
at home.
falling intonation in question forms. Draw
&* students'attention to this feature before they
i ,j . i, + : i !
't ' :,:;, llsten to the recording.
*i ;,4. ;: -,., nl-,J?- ;: t

I Giuseppe prefers playing music to listening to it. **.

2 She prefers Scarlett Johansson to Halle Berry.
i,i:i,il !i:';
3 We prefer action films to romantic fllms. ,\
4 My mother prefers romantic novels to
1 Do you prefer pop msic or classical music?
\
science-fiction novels. 2 Do your prefer adventure films or romantic films?
/\
5 They prefer going to the cinema to watching 3 Do you prefer Christmas or NewYear?
a\
DVDs.
4 Do you prefer crs or motorbikes?
1r\
4b 5 Do you prefer studying or shopping?
1,::::i::;::;:j;,|:
1 What do you prefer - classical concerts or rock
concerts?
2 Who do you prefer - Robert Pattinson or Daniel
Radcliffe?
3 What do you prefer - visiting art galleries or
museums?
4 Who do you prefer - Rihanna or Lilly Allen?

77
 i.:

!-iatcnimg', page 28 l*?riti*'rg, pase 2e

ta S& Go through the instructions for the task with the
W
Follow the suggested procedure for Iistening tasks in
class, emphasislng that they can write anything
they like - both positive or negative.
the Procedures file on page 4.
*b Read the task together carefully and ensure
students understand they have to talk about the
1 concert first and then explain which music they
2 liked best. Refer students to the ISE file for extra
guidance on writing emails.
3
4 T*pi* Fha*, pase 3o
5
Rather than reading through the boxed plan ofthe
6 interview together, you could elicit what the
7 interview includes and write this up on the board.
8
tS*
7tu

Yffiffi Wffi
IF 2A 3C 48 5E 6D
A6 81 C2 D3 E5 F4
Students practise the conversations together in pairs
7q or,to provide more practce, you could have students
?ffi,H&3 go round the class asking different students the same
,/A C D E
questions. Set a time limit for this. Review the
alphabet before the task ifyou thinkyour students
7d Cve students enough time to think about what might have problems remembering- and
entertainment they like or dislike. you could, pronouncing - some of the more difficult letters.
otherwise, elicit some of the ideas in this unit
(pop music, classical music, watch TV, go for a ? ta Remind students that they have to ask the
walk, romantic novels, science fiction etc.) and examiner at least one question in the Topic
write them on the board. Students then make phase (and one in the Conversation phase, too),
questions based on these prompts for their so they need to prepare some questions they
partners, who in turn answer using the language could ask the examiner in the Topic phase.
from 7b). Students write two questions per presentation
title. Encourage students to write questons that
*eadimg, pase2e elicit a longer response. Try to have students
E Conduct a class feedback after the discussion in working alone, and remind them that their
pars to see what type of concerts are popular questions will probably vary from their partners.
with students in the class. #ffiffi
1 you like
Bb pre teach any vocabulary students might not
Do living in your home town?
Does your town have lots of places to visit?
know
2 What did you do in London?
ffi3
Bach
What was the best thing you did in London?
3 Which places did you 90 to with the scouts?
Elvis Presley
What was the best experience you've ever had
the Beatles
with the scouts?
8e 4 What's the most difficult thing you've ever done
in a canoe?
{ffi:ffi Do you go canoeing allyear?
1 All Saint's Church
2 lt started at 8 p.m. and finished at .l0. 5 How long have you done karate?
Have you ever been in a competition?
3 Yes
1'l h Have students wrile at leost lwo questions that Trini Takeaway, pase 31
they could ask the examiner on their topic. Practise the examiner/candidate exchange in pairs
Students should write the questions somewhere and then get students to answer the examiner's
that will be easy for them to find - and review - question themselves.
before the exam.

(onversatioil phase, page 31

I2a
f,trffiffi
1B 2E 3A 4C 5H 6F 7G 8I

12h Encourage the students to not only askthe

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

12c
Answers will vary.

WritinS, page 31
I3 Go through the three tasks with the class,
explaining that they should choose one,
or more, of the tasks to do for homework.
Refer students to the relevant ISE file
for each of the text types.

79
 UNIT 4
ffimsepe p*x,s&? ffi *xp*r*seses
Trinity subject area Recent personal experiences
Grade 5
Vocabulary Weekend activities; Past time expressions
Phonology -ed past tense endings
Grammar Connecting clauses
Conversation phase Showing understanding of the examiner

V*eafua:4ry, page 32 for two months

*& Focus students on the photos and elicitthe the past two weeks
activites that they show. Then get students to Shirin's post
look at the list of activities 1-8 and to match them two hours ago
with the photos. Lucat post
Wffi
A4 88 C2 D6
last night
for ages
E7 F5 G3 Hl
G b Cve students a minute or two to tick the g Gve students a minute or two to complete the
activities in exercise 1a), then go through the table, then check the answers together as a class.
.ffi#S-Z:'j
example with the class, Students then compare
with a partner the activlties they like and don,t I last 2past/last 3last 4yesterday 5ago
like doing. Encourage them to use the example as
3d f tct the answers to the two questions from the
a model for their conversations.
class. Note fhaf for ages is another way to say for a
Ea After students have read the blog posts and long time.
matched them to an activity from exercise 1a), get for + time period (two months, a yea etc.) can
them to compare their answers with a partner, also be used to talk about the past, e.g. I lived in
before checking the answers together as a class. the for two months when I was in my 20's.
UK

Efu f lcit from the class the two time expressions in for ages could also be used to refer to the present
the first blog post (yesterday afternoon andthe and future, e.g.
weekend before lastin Alex's post). Give students lwait for ages every morning for the school bus to
two minutes to find and underline the time arrive.
expressions in the other posts, before checking l'm not going to see him again for ages, because he's
the answers together as a class. going to university abroad.
Note that gig is an informal way of saying concert. l=!).;\.;T
111j.*^";; li
Wffiffi ...no school for two months.Jie is referring to the
Alex's post future.
yesterday afternoon It was the best gig l've been to for ages. Luca is referring
the weekend before last to the past.
Ana's post
Give students a minute or two to think of five
last Saturday
questions to ask a partner about activities they
Jie's post have done recently. Go through the example with
yesterday the class, then give students a few minutes to ask
 and answer their questions. Encourage them to ffi*a#ixg, pages 34-35
use the example as a model for their conversations.
6e After students have compared their answers in
Monitor while they are talking, noting what they pairs, you could go through the list of things and
do well and what they could improve on. When experiences, asking the class to put up their
they have finished, give feedback on their hands if they ticked the things/activities.
performance. For more practice, you could get
6k Rfter students have discussed the questions, ask
students to change partners and repeat the activity.
students to share their opinions with the whole
*?a*r**?,*g+Su page 34 class.

4* Start by writing up the phonemic symbols from 7& Give students five minutes to read the text and
the table on the board, before students look at answer the questions, then go through the
the exercise in their books. Elicit the sounds the answers wth the class.
.r:f .:t{-11:ii,r:-:.f:;}
symbols represent from the class and then the -.+i J.4., + j t -t i + i
t

sound represented by the -ed ending of the word 1B 2C

played (from the first sentence). Students then
?fu Students could compare their answers with a
look at the exercise in their books and write in the
partner, before you check them with the class.
correct column the words finished and recorded. -;-f i-i=:.:"..f 1:rr:i
4fu elay the recording for students to listen and
check their answers. Explain that the -ed ending is
i?ljiffitplace in the usA 2F - it lasted for several
years 3T 4T 5T
pronounced as /rd/ only when the last sound of
the verb in the infinitiveis ltl or ldl. Playthe * Start the exercise by giving some examples
recording again for students to llsten and repeat yourself. Then give students five minutes to talk
the sentences together as a class. to each other, before asking one or two students
{ Students can do this exercise in pairs, tryng out to tell the class what their partner said.
the pronunciation of the words to help them
decide which column to put them in. Play the
*ra*m*r *a;*, page 36
recording for students to check their answers. & Go through the example sentences from the
Play the recording again, stopping after each reading text with the class, eliciting from the
sentence for students to repeat it. students the explanations about the use ofthe
connecting words (1-4) to match them to the four
words (A-D).
1 lrl 2 ldl 3 ll Ul ri :. 1 \..+ a-. ;.-
finished played recorded 1 because 2 also 3 but 4 so
missed arrived visited
danced enjoyed celebrated 9b Cive students a minute or two to match the
watched loved decided beginnings and endings, before checking the
talked wanted answers with the class.
relaxed waited i:l:,:::;:;-::";:.::j
worked lD 28 3A 4C
5* Give the pairs ten minutes to Invent the story. *e Give students two mnutes to complete the
Monitor, giving help as necessary. Make sure that sentences, before checking answers with the
they practise telling the story at this stage. class.

5g Olvide each pair into Student A and Student B. !S;:;:i;":t*

Then ask all the Students Bs to stand up and form I because 2 also 3 so 4 but 5 so
a new pair with the student to their left (or right). *d Rfter students have compared their answers with
Give them ten minutes to tell each other their a partner, go through the sentences with the
stories. Monitor, noting pronunciation of the -ed class, getting an example for each sentence from
endings, as well as content of the stories. When four different students.
they have finished, give ieedback to the clss on
their performance.
27
 Writing, pase 36 I'lf Cive students a few minutes to write the
n S Go through the instructions for the task with the questions in pairs, then check the answers with
class, emphasising that their article should be the class.
based on information from the reading text on
page 35 as well as their own personal
Wffi
you done
Have anything special recently?
experience. Have you lived in another country?
Do you like driving?
Conversation phase, pages 37-38
Do you like going to the beach?
1 tra Focus students on the question, then play the What's the weather like where you live?
recording. Elicit the answer to the queston. What's the traffic Iike where you live?
ffi subject
The area is Recent personal Experience.
Where do you live exactly?

lIa Cve students a few minutes to write the

1? fu elay the recording again for students to listen questions, then get some examples from the
for specific information. Get them to compare class andwrite them on the board.
their answers in pairs, before checking the
answers with the class.
Wffi
2 Where did you go exactly?
ffi:ffi$ Whatt it like?
1 ,3,6,8 Did you like it?
What was the weather like?
e pont out that some of the things in exercise
1 1b) match with more than one question, and 3 What did you buy?
that some of the things don,t have any Who did you go with?
matching questions. Give students a few Where did you go?
minutes to match the questions to the items, 4 What exams did you have?
before checking the answers with the class. Were they dffcult?
ffiw
B1 C3 D6 E8 F0 c0 H0 16
Did you revise for them?
Did you pass them?
"! ?d Cive students afew minutes to match the
5 What's the friend's name?
How do you know her/him?
questions to the items, then play the recording
Where does s/he live?
again for them to check their answers.
6
ffi
11 2A 38 4D
Where did you celebrate it?
How did you celebrate it?
5G 6H 7E 8F
How old was she?
I t e etay the end of the recording again for students 'tr2b Co through the example
to complete the question that the candidate with the class, then
give students five minutes to ask and answer
asks the examiner. You may need to play it more
their questions. Monitor while they are talking,
than once. Get students to compare their
then give feedback to the class on their
answers in pairs, then elicit the answers from
performance when they have finished.
the class, writing the whole queston up on the
board.
LWffiffi
And what about you - have you been away for the
weekend recentlv?
Conversation phase,
l3 Oivde the class
page 38
into Student A and Student B pairs.
REVIEW UNITS I.4
Go through the instructions on the role cards with t
the class. Give them set times for each stage of the
1 graduation 2 resolutions 3 bicycle 4 runway
activity, e.g. five minutes for stages 1 and 2.
5 Boxing Day 6 bride
Monitor while they are having the conversations,
noting things they do well and things they could
A1 86 C4 DO E2 F5 G3

improve, in preparation for the feedback in stage 3. 2

After they have self-evaluated their performance in
stage 3, give your feedback to the class, before
they change roles and repeat stages 1 -3.
Writing, page 39
'14 Go through the two tasks with the class,
explaining that they should choose one, or more,
of the tasks to do for homework. Go through
stages A-H with them, emphasising the
importance of planning their work before they
start writing. Refer them to the relevant ISE file in
the Student's Bookfor each ofthe text types.
Trinity Takeaway, pase 3e
Get students to practise the exchange in pairs and
then to think of some other possible answers to the
examiner's queston.
1 They have been in Paris since last weekend.
20K
3 I saw him at the wedding last Saturday.
40K
5 When I finish my studies l'll probably become a
teacher.
60K
5
1 The Bull Run in Pamplona has happened every
year since 1 951.
2 The rocket announces that it's time for the bulls
to leave.
3 Have you ever eaten octopus?
4 Do you often travel by train?
5 She has just finished her homework.
6 l'll probably become a doctor when l'm older.
7 l'm certain they'll arrive here in an hour.
8 I went to Tokyo in 1999 but I haven't been there

again.

4
Jazz saxophone
trombone
trumpet
Pop keyboard
drums
ouitar
Classical violin
piano
oroan
Folk accordion
piano

rffiffiffiffi
1boring exciting 3 romantic 4 predictable
2

s
1 l'vefinished 2 swimmingtoskiing 39o 4visited
5 Have you done
,|

rT 2TC 3TC 4T 5T 6C
 ffimsfu*re & ffiryffiey
Trinity Subject areas Fashion; Money
Grammar Past Continuous
Phonology Sentence stress to clarify meaning
Conversation phase Preparing questions for the interview

?*eebae*ry, pase 42 Examples of use

ta You will probably need to help students with the to dress/to wear:
meaning of some of these adjectives.you could . Hurry up and get dressed, then we can go out.
elicit descriptions of the five groups of people . She alwoys dresses well.
wth the whole class, feeding in and explaining . I couldn't believe it. He was dressed in a suit and tie!
the adjectives as you do so. you might want to . What are you going to weor to the party tonight?
write any extra vocabulary that comes up on the , Thqt's a nice dress you're
wearing. Where did you buy
board. t?
. lwear trainers when I do sport, but I never weor them
{T?ZJ:F"re
at any other time.
First picture extreme fashion
Secondpicture unfashionable ?b Students discuss the questions, tryng to
Third picture high fashion incorporate all the vocabulary introduced so far.
Fourth picture old fashioned
E{
Ffth pcture street fashion
Suggested definitions of vocabulary connected with fftrffi.ffi:T-!,#ffi
fashion
1 cool, scruffy, casual, fashionable casual

. trendy - following a new fashion, linked with youth

2 cool, smart, well-dressed, fashionable

fashion.
3 sporty, casual, fashionable

. fashionable
4 cool, sporty, scruffy, casual, fashionable
- styles that are popular at a particular
time. d Remind students that they might need to change
. old-fashioned - styles from a previous tme, that the form ofthe verbs.
are no longer popular with most people. *v.THffi
. casual - a relaxed way of dressing, in clothes that 1 suits 2 fit 3 match/go with 4 9o with
aren't formal.
. smart - more formally dressed, in clothes that are List*a:azg, page 43
clean and well-cared for. ?a nst the class who has been to a wedding and did
. scruffy - dressed in clothes that aren't well-cared
they enjoy it. Extend the discussion to include
for, e.g. perhaps they're dlrty, or torn. what the students and the other guests wore.
. sporty - dressed in clothes and shoes that can be
Then students discuss the two questions in pairs.
used for doing sport.
. well-dressed - wearing well-made clothes, which fu follow the suggested procedure for listening
go welltogether, and which are suitable for the tasks in the Procedures file on page 4. Before
occasion when they're being worn. playing the recording ask students to guess who
they think knows more about what to wear. Then
students listen to see ifthey are correct.
pa t
tr;Tjj3:f.#" ric i a
3e Voeabutary,page 44
W3
1M 2yes 3no 4no 5yes
4a Follow the suggested procedure for
brainstorming vocabulary in the procedures File
on page 4.
Fh*n*lcgy,
*
page 43
ffiW
A2 81 C4 D3
1 Would you like totryfhe jacketwith a matching
4h Studentsdiscuss the questions in pairs. lf you
skirt or a dress?
have younger students in your class, they might
2 Would you like to try the jacket with a matching
not be allthat familiar wth dfferent forms of
skirt or a dress?
money, so you could ask them to talk about what
lf students find it difficult to understand the they see their parents or people in shops use, or
difference, explain that in recording number 1, the put them into larger groups for this part of the
words jocket with a motching skrt are stressed discussion. If you have older students, you might
because the jacket only matches the skirt (but not want to extend this discussion to include
the dress). ln recording number 2, there is a jacket anecdotes on when people have had
with a matching skirt and also a jacket with a technological problems paying for things (e.g.:
matching dress, so therefore, both skfft and dress when lwas on holiday lost year, my credit card
need to be stressed. wouldn't work / got stolen / was never accepted
3b etc.)

1 Would you like to try the shirt with a te, or a smart & Conduct a class feedback to collect opinions
pullover? before students refer to page 95 for the answers,
ffi
AandB
and then have another class feedback session
when they've seen the results to discuss any
surprising facts.
2 Would you like to try the long-sleeved shirt or
T-shirt?

W
AandC

25
Grammar Focus, page 45 *ading, page 46
Go through the grammar focus box. Highlight how a tf you think very few students will know the
the pronunciation of was /woz/ and were /we,^r/ meaning of tip,you might want to discuss
change to /wez/ and /we/ in the Past Continuous question 1 as a class and then students do
tense as they become weak forms. questions 2 and 3 in pairs.
6a &b Pre teach any vocabulary, aside from the
ffiw
f She was talking...
vocabulary in the exercise, students might not
know.
2 Steve was eating... Wffi;re
3 Were you working... 1 rude 2 wages 3 bill 4 elegant (restaurant)
4 They were staying...
8c
5 WasTom running...
6 Daniel's family were looking... ffiffi
11 2F 3T 4F
6b
?ffiffi 8d Conduct a class feedbackat the end of the
discussion to see if there are differing views in the
1 They were walking in the park when the dog
class.
escaped.
2 Megan was eatng a sweet when her tooth fell Writing, page 47
out. I Go through the instructions for the task with the
3 Mum was buying a new dress when she saw a class, emphasising that they have to not only tell
thief. the reader about tipping in the UK, but they have
4 Peter heard the phone ring when/while he was to also include their opinion on the subject. Refer
reading the newspaper. students to the 15E file for extra guidance on
5 It was raining heavily when the lights went out.
writing articles.
6 We were shopping online when someone stole
our credit card details.

ffi
1 went/were
2 were waiting
3 started
4 were talking/were chatting
5 missed
6 found
7 looked forlwas looking for
8 saw/found out/discovered
Conversation phase, page 47 llUriting, pase 4e
These tasks am to highlight to the students how 12 Go through stages A-H with students,
important it is for them to take an active part in the reminding students of the importance of
exam and ask the examiner questions, and to show planning their work before they start writing.
the students some techniques to use.
ffi
A8 84
10 C3 D7 E1 F6 G5 H2

ffitwo one 3 examiner

13 Go through the two tasks with the class,
1 2 4 all 5 question explaining that they should choose one, or
Ita Co through the examples with the class.you more, of the tasks to do for homework. Refer
might want to practise this conversation with students to the relevant ISE file for each of the
a
student playing the part ofthe candidate, text types.

re
before students do the exercise.
Trinity Takeaway, pase 4e
Practise the examiner/candidate exchange in pairs
1 What do you think of fashion?
2 Have you seen anything interesting recently?
and then get students to answer the examiner's
question themselves.
lth Cet students to lookat the questions first, and
give them a few moments to come up with
possible'echo' questions. Students practise,
taking it n turns to be both examiner and
candidate. Monitor closely, giving help when
needed. lfyou feel that your students are weak
in this area, you could give them further practice
based on other topics in the exam. E.g.:
Grade 5
Hove you been to any exciting festivols recently?
Do you enjoy listening to music?
Grade 6
When you go shopping do you like to go alone or
with your friendsT
Do you do any kind of sport?

27
 UNIT 6
?rew*
Trinity subject area
Travel
Grade
6
Grammar
Present Continuous for future
use
Conversation phase
Examiner & candidate role
play
Topic phase
Topic structure; Dos and
don,ts

Y*exfuuary, page 5o
?& Focus students on the
map in the centre of the
photos and elicit the names & Explain to the class that learners
of the continents. of English often
confuse these four words
{:*:ttL;ii to do wtfr trivt. Cive
lD 2G 3E 4F 5C 6A 78 them a minute or two to match
the words and
the definitions, then check
,f," unr*urr'guaf,"t.
rtu as a class.
7.5.f{?-,i?::r'}
l:i:'l:ri32 ,)..:'"t-\i)...}:.lr:.
s* 1A 2D 38 4C
I Africa 2 Antrctica x
3 sia 4 Australia
Bb Cive students two minutes
s Errop" 6 North Ar1erca to complete the
7 South Arerica sentences, then check the
answers together as a
? Focus students on the first
photo and elicit the class.
continent that they think it :i::!,::::i::::
could up.t,
encouraging students to use 1 travelling
the Ianguage in the 2 travel 3 travelling 4 journey
Focus box for expressing journey 5 trip
un opnon.-rf,l"n'urL 6
students to work in pairs
unO io ,"qu"r, unl'
express opinions about 4a Give the pairs five minutes
where the places in to decide where the
photos 2-6 are. words and phrases go in
the table *r,," and,.
-l;;##;#.i;,H:S?!3 them in. point out that some
can go in more than
one category. While they
2 Europe, South America are doing this, write the
table with the headings on
3 Europe the board. Co tfrrougf,
eliciting the answers f
4 Africa, Asia, Australia,
Europe, South America cateeory, a nd write,^:"flt::
5 South America, Europe, Asia
the table on the board. you "
:Iiltil:::::'J,:,
6 Asia, Africa
pronunciation practice
could io ror"""
of the items with the class
after you have written each
one on the boara.

28
a

holiday types places accommodation activities transport

a crutse the mountains a hotel going sightseeing by train
backpacking a lake self-catering backpacking by plane
camping the countryside (apartment, villa) camping by boat/ferry
walking a city a tent sunbathing by car
a package holiday the seaside bed and
f' a beach holiday the desert breakfast (B&B)
walking
relaxing
an activity holiday a youth hostel doing sport

&fu Focus students on the first photo in exercise 1
again and elicit answers to the questions, giving
examples yourself as necessary. point out the
structure for expressing purpose in the Focus box
and give students an example of an answer to the
last question in the list in relation to the first
photo, using the infinitive of purpose structure,
e.g. People go to a cty to go sightseeing. Give
students a few minutes to answer the questions
in relation to photos 2-6, then get some examples
answers from the pairs.
{**rs *r *aE** *:*e,& pase 52
a Oivde the class into Student A and Student B
palrs. Go through the instructions on the role
cards with the class. Give them set times for each
stage of the activity, e.g. five minutes for stages
1
4{ Elicit from the class the phrases for the present
Continuous for future use and the expression
relating to future time in the first blog post (Ar rhe
end of July, l'm going on holiday.., We,re staying...
in Louise's post). Give students three minutes to
find and underline the phrases for the present
Continuous and the future tme expressions in
the other posts. While they are doing this, write
the target language from the first post on the
board. Check the answers together as a class.
:.t 1a:.:+-:i:i::,i
Louise's post
At the end of July, l'm going on holiday...
We'fe_Staytng in an apartment at the seaside.
Pierre's post
l'm not really having a holiday this summer.

and 2. Monitor while they are having the l'm spendinq all of August studying English...
conversations, noting things they do well and l'm leavinq on 31st July... and coming back to France
things they could improve, in preparation for the on 1st September.
feedback in stage 3. After they have self- Jim's post
evaluated their performance in stage 3, give your l'm qoinq on a really cool trip in.June.
feedback to the class. l'm goinq with my parents and my brother..
5* Cve more feedback to the class after students Marina's post
have repeated the activity in a different role. l'm not really goinq on holiday this summer, but I am
#e After students qoing away.
have read the blog posts and
matched them to a holiday type from exercise l'm leavinq at the beginning of August and coming
4a), get them to compare their answers with a back in a year's time!
partner, before checking the answers together as l'm going with a friend...
a class. We'feavglling_a rou n d N o rth a nd South America. . .
I ,,. t.'; '.:':').-.:
for a year...
:,r. 1-'.,. i.. r:.: i:I;s

1 a beach holiday 2 an activity holiday/lt,s not a

*r *m*eas l*{ea, page 53
holiday 3 an activity holiday! 4 backpacking
Go through the explanation in the Grammar focus,
** Start the activity by telling the class which of the using the phrases you wrote on the board in exercise
trips you would prefer to take and why. Give them 6c) as examples.
two or three minutes to then tell each other in
their pairs, before asking students to volunteer to
share their preferences with the class.
j
Trinity Takeaway, pase 57
1 name 2 enjoy the scenery 3 long 4 a lot
5 by bus 6 the village 7 don,t n""J Get students to practise saying the
to 8 might dialogue in pairs.
Then ask them to answer the examinert
'!td Playthe last partof the recording again themselves.
!uestion
for
students to complete the examineri question.
Elicit the questions from the class
and write
them up on the board.
ffitr
And what about you? Where,s your favourite
place?
1I Students could work in pairs to do this
exercise.
Give them five minutes to complete
the
sentences with do or don,t, before checking
the
answers together as a class.

ffiffi*
2 Don't 3 Don,t 4 Do 5 Do 6 Do 7 Do g Don,t
Ia Ovde the class into Student A and
Student B
pairs. Go through the instructions
on the
rolecards with the class. Give them
set times for
each stage of the activity, e.g. ten
minutes for
stage 1 and five minutes for stage 2.
Monitor
while they are preparing their tpic points
and
questions n stage 1, helping as
necessary, then
monitor while they are having the
conversations, noting things they do
well and
things they could improve, in preparation
for
the.feedback in stage 3. After they have
self_
evaluated their performance in stage
3, gve
your feedback to the class.

13h Students change roles and repeat

stages l_3.
Before they start, emphasise that they
should
try and put into practice the suggestions
for
improvement from stage 3 in exrcise
14a).

3t
 1:l,lii;.{.t1'1ffi
.:\:.: : i.i|lrlii:rr rii:ji:'

UNIT 7
-=
:

,.4
fu*mrrere# * mffi#ffieffies ffiwes & regre#re*res
'
.= Trinity subject areas Learning a language; Rules and regulations
Grade 6
Phonology Connected speech at sentence level; Stress and weak forms
Grammar Expressing obligation, necessity and uncertainty
Conversation phase Talking about your portfolio
,.."?

Ve**hecl*e"y, page 58 4a Give students five minutes to complete the

a Get students to work in pairs and discuss what sentences, then go through the answers with the
they can see in the photos and to match each one class.
to the different ways of learning a foreign {Ei:#ffi#,ffig*
language (1-B). t have to 2 must/need to 3 might, has to
'{:#::iffi 4 mustn't 5 doesn't have to 6 do you have to
lH 2C 3E 4D 5A 6G 78 8F 7 might not 8 Do you have to

1fu Go through the examples with the class, then
give the pairs a few minutes to discuss the
questions, before discussing them together as a
class.
ReadEng, pase 59
3& Give students two minutes to read the article and
match the headings with the paragraphs, before
checking the answers with the whole class.
4h Go through the examples with the class, then
give the pairs about ten mnutes to discuss
questions 1-3 and make the list in 4.
4e put students with a different partner for them to
compare their lists from b). After they have
finished, ask students to volunteer to report to
the class their answers to the questions in b).
Ffu*et**ryu page 61

t:" Hs
rD 2A 38 4C
5& Students have their books closed. Start the
exercise by writing the example sentence on the
board and eliciting from the class which words
fu Go through the example with the class, then give
the stress is on in the sentence. Play the
pairs two minutes to discuss the questions, before
recording, pausing after this first sentence for
discussing them together as a class.
them to listen and check. Students now open
3 Focus the class on phrase 1 in bold n the text their books. Play the rest of the recording while
(What do I have to do to reolly learn a language?) students listen and mark the stress in sentences
and elicit from them its matching function (/f3 1-5. Play the recording again, stopping after each
necessary to do). Give them a minute or two to sentence to check the answers with the class.
match the other phrases with their functions, t:.'iil.'"'
a 4 .";+
then go through the answers together with the
class.
1 You ddn't have to undetand everything.
B*
2 You mustn't get demotivated.
*rar::rc?ar *cus, page 6o 3 You n"%d to hear 6ther pple speaking.
through the explanation in the Grammar focus
Go
box with the class, pointing out that they have already
4 You mfist choose tings that you're nterested in.

seen the example phrses in the article oh page 59.

s wat do I have,o fo,o ,frlly l"urn a l5nguage?
I
fu etay the recording again, stopping after each
sentence for students to repeat it together as a
class.
Se Rlay the first sentence and elicit from the class
how many words it has. Write the sentence on the
board as they give it to you. Explain that
contractions count as two words.
i:::\'i':i]j':i.!,;3'.t
a . :. )*. :jj.. 3;1,..j;i
19 28 39 47 510
5* etay the recording again for students to write the
sentences.
.;1..5:i.,',..*
1 You don't have to learn lots of grammar.
2 You must get lots of practice at listening.
3 When do you have to go back to school?
4 You mustn't talk during the exam.
5 You need to work hard to learn a foreign language.
* etay the recording again, stopping after each
sentence for students to repeat it together as a
class.
V*x***|ary, pages 6t-62
6 Start the exercise by eliciting from the class what
two or three of the signs show that you mustn,t
do.Then go through questions 1-3 and the
example answers with the class. Give students a
few minutes to answer the questions in pairs,
then go through the rest of the signs with the
whole class, eliciting from them what is
prohibited and whether they think this is a good
idea or not.
6fu lntroduce the subject of rules and regulations
in
everyday life, e.g. by talking about things they
have to do connected with school life (l have to
do
homework every evening, I have to get to school on
flme). Then give them a few minutes to make
their lists.
C lict from students how to form a question with
'have to'(see point 5 in Grammar focus, page
60),
write this up on the board and practise the
pronunciation together as a class. Go through
the
example question and answer with the class, then
give them a few minutes to ask and answer
questions about their lists in b and how they
feel
about the rules and regulations. When they have
finished, round the activity off in a whole class
activity by getting students to volunteer to ask
and answer some questions about their lists_
7 Go through instructions I and 2 with the class, then
start the actvty off by telling them about the
rules and regulations in your schooldays. you
could exaggerate these for dramatic effect, e.g. /
had to start school at 7am. I had to do three hours
of homework every day. I had to go to school on
Saturdays. (With this, you will be using ,have to,n
the Past Simple tense - if you have young
students who are still at school, this can stay at
a
receptive level, but if you have older students,
whose schooldays are over, you will need to
briefly go through this past tense form, as they
will need to use it themselves.) Tell students how
you would have liked things to have been
different in your schooldays.
Now put students nto groups of three or four
and ask them to follow instructions .l and 2. Give
them about fifteen minutes for this.
For stage 3, give each group a name and write
it
on the board. Then get students to nominate one
person in the group to present their rules for the
perfect school to the class. Tell students to write
down the name of each group, Ieaving space
between each one, and to note what they like
and what they don,t like about the rules that each
speaker mentons on behalf of their group.
For the final stage, go through each ofthe group
names on the board, asking students to raise their
hands if they want to vote for that group _ they
can only vote once! Write on the board the
number ofvotes that each group gets, to see at
the end which group is the winner.
#-*a*E*g,page 62
&e Give students five minutes to read the text and to
see if they can match the countries with the laws.
#fu Students can check their own answers on page
92, or you can go through them together with the
class.
i,ii.li+;::7,:-i
1 Miami, USA 2 Singapore 3 Britain 4 Britain
5 France 6 Florida, USA 7 Vermont, USA 8 Britain
9 Athens, Greece 10 Arkansas, USA I 1 Britain
# Go through the example, then give students a
few minutes to discuss the questions, before
discussing them together as a class.
33
 E

Writing, pase 63 t3b Students change roles and repeat stages l-4.
I Go through the instructions for the task with the Before they start, emphasise that they should
.-i class. Refer them to the ISE file for guidance on try and put into practice the suggestions for
writing articles. improvement from stage 4 in exercise 12a).

xam expgrt,page63 Writi*g, page 65

10a I5 Go through the three tasks with the class,

1B 2C 3D 4A explaining that they should choose one, or

more, of the tasks to do for homework. Go
through the different stages of the writing
tIa nny o of the following facts: process A-H, emphasising the importance of
. ln the past pupils got detention for not doing planning their work before they start wrting.
their homework or talking in class. Refer them to the relevant ISE file in the
. Corporal punishment was when a teacher hit Student's Book for each of the text types.
a student.
Trinity Takeaway, pase 65
. Corporal punishment was common in the
Get students to practse the dialogue in pairs. Then
1970s.
ask them to answer the examinert question
. Pupils got corporal punishment for fighting differently.
or being rude to a teacher.
. Corporal punishment stopped in the 1970s.
Nowadays, teachers mustn't hit students.
. Recently some teachers wanted to bring back
corporal punishment.
. Detention is still common.
. lf a pupil has to stay away from school, he has
to do school work.

?34 Ovde the class nto Student A and Student B

pairs. Go through the instructions on the role
cards with the class. Give them set times for
each stage of the activity, e.g. ten minutes for
stage 2 and five mnutes for stage 3. Monitor
while they are preparing their topic points and
questions n stage 1, helping as necessary, then
monitor while they are having the
conversations, noting things they do well and
things they could improve, in preparation for
the feedback in stage 4. After they have self-
evaluated their performance in stage 4, give
your feedback to the class.
 UNIT 8
ffieetfu & ffre*
Trinity subject area Health and fitness
Grade 6
Phonology lntonation at sentence rever; subject-area vocaburary; rntonation patterns
of more complex question forms
Grammar Zero conditional; First conditional
Conversation phase Health and fitness
Topic phase Choosing a topic

Vccebuary, page 66
A Gve students a few minutes to decide on their
answers to the quiz and to compare their answers
with a partner.
b Rtay the recording for students to check their
answers to the quiz with the answers given by the
radio presenter. you could stop the recording
after the presenter gives each answer and elicit it
from the class.
3g Give students some time to try and complete the
conditional sentences from the recording and to
compare their answers with a partner. While they
are doing this, write the gapped sentences on the
board. Replay the relevant parts of the recording,
eliciting the missing words for each sentence
from the class and writing them in to your
sentences on the board.
-q'{.rY4."{r,-..t"}
,;;;:;.;E;3,nX.i

tr:jiitr.,S 1 lf you want to be healthy, you need to drink at

1B 2A 38 4C 5C 68 7C 8A least two litres of water per day...
,Ee 2 lf you drink more water, you,ll have less chance of
elay the recording again for students to match getting heart disease...
the phrases with the quiz questions. Explain to 3 ...if you have caffeine in the afternoon, t may stop
the class that some of the phrases relate to more you sleeping at night.
than one question, even though there is only one 4 ...when you talk about the problem to someone,
answer box for each item. you feel better...
*tF*. :i"
AB 82 C1 D7 Eland5 Ftand6 c4 &rarcrgar f*ecagu page 68
H3and5 Go through the explanation in the Grammar focus,
d Start the activity by giving the using the sentences you wrote on the board in
class some
example answers to the second two questions. exercise 1e) as examples.
Use the phrases for expressing surprise in the a Give students five minutes to complete the
focus box for the queston about surprising facts conditional sentences, before checking the
and statistics, and encourage students to do the answers together as a class.
same. Give them two minutes to discuss the
questions, then ask one or two students to share
f::W{.ei
I talks,'ll feel 2 won,t sleep, have 3 drink, ,ll have
their answers with the class.
4 eats,'ll put on 5 eat, do, lose 6 use, ,ll be 7 wonf
go, don't find 8 comes, ,ll phone
fu Cve the pairs about ten minutes to write their 4 Explain to the class that they need to use the
lists. Remind them to use the conditlonal words from exercise 4a) to complete the
structures from the Grammar focus. sentences. Give them five minutes to do this, then
check the answers together as a class.
g Give the pairs five minutes to compare their lists,
iF-.;.;9eyv6+41
then ask the pairs to tell you how many of their ?:_i{J;'};t}
points were the same. You could round the 1 optician
activity off by getting an example sentence from 2 dentist
each pair. 3 patient
4 physiotherapist
Fh*et*cggu, page 69 5 surgery
a elay the recording two or three times for students 6 nurse
to complete the sentences, then go through the 7 chemist's/pharmacy
answers with the class, writing up the first two 8 pharmacist
sentences on the board.
R*admg, pagesTO-71
#i;.
1 lt helps lf you talk about problems. 5& Give students a minute or two to make a lst with
2 lf you don't have a good diet, you won't be their partner, then ask the class to tell you what
healthy. they have on their lists and write these up in two
3 lf you do some exercise, you may lose some columns on the board, with the headings'free'
weight. and'you payi
4 When you exercise, you need to warm up first. fu Cive students five minutes to read the text, then
5 You'll have less chance of getting heart disease if eliclt from them whether the list on the board
you drink more water.
from exercise 5a includes the same free services
6 lf you exercise twice a week, you'll be fitter.
as the ones in the article.
7 lt'll be more fun if you exercise with someone.
8 lf you want to stay healthy, eat lots of fruit. 5< Give students a minute or two to do the matching
task, then check the answers together with the
3fu elay the first sentence again, eliciting from class.
students what happens with the instructor's
intonation at the end ofeach sentence and fE;::E;#
marking this with an arrow on the sentence on
lC 2D 38 4A
the board. Repeat this with the second sentence. 5* Cve students a few minutes to look back through

*T-f:'#El* the text and decide whether the statements are

The instructor's voice goes down at the end of the true or false, then check the answers together
sentence. with the class.

3C elay the recording again, stopplng after each T;1:Etri}

1F - they provide routine and urgent care 2F - they
sentence for students to repeat it together as a
class.
are also open outside office hours 3T 4T 5T 6F -
you can see a nurse 71 8T
V*eaha:ary, page 69
Wr11etng, pase 71
4e Explain that the photos all show people and
places to do with healthcare, then ask students to * Go through the instructions for the task with the
match the photos with the words. Check the class, emphasising that their essay should be
answers together as a class. based on information about Britain from the
reading text on page 70 as well as their own
iffi"#{," country. Refer them to the ISE file for guidance on
IA 28 3D 4C 5F 6E
writing descriptive essays.
4fu etay the recording, stopping after each word for
students to repeat it.
 Ph***cgy, pase 71
preparation for the feedback after stage 2. After
7* Start the exercise by writng example sentence they have self-evaluated their perfornce
0 in
on the board with the intonation arrows. play stage 2, give your feedback to the
the class. lf there is
first sentence on the recording and time, you could get them to change
explain how roles and
the intonation goes up and down on repeat stages _2.
the words 1
marked with the arrows. Elicit from
students that
these words are where the main stress
is in the
?*pi* pfuas*, pages 72_73
question, because these are the Please note that in the exam candidates
main tontent, can,t do a
words, i.e. the words that carry the topic on one ofthe Subject areas for conversation,
meaning. play so
sentences l _4 for students to mark topics about Health and Ftness in general
where te would not
intonation goes up and down in these questions. be a suitable choice for the actual
exam.
{HSg# S* Gve the pairs five minutes to make their topic
, lyu you ever been to a hosfftat? If\o, was it to I ists.
vtsit somone or because you werill?
?*fu put pairs of students together
2 When did you last visit yorl)CeZ Wflut *u, *ng groups of four. Give them five minutes
so that theyform
with ylu? to
compare and add to their lists.
What are the opening times of your
local surrvz f *<
What happen s if ylt,reilt wheit,s
.lo*i- "-'' Ask students to work individually
to choose the
topic that they think is the most interesting
,"*.gi do you go to the derist,sz How do from their list in exercise l0b).
you feet about going?
?*d put students back with their partner from
?fu Play the recording again, pausing
after each exercise j 0a). Give them five minutes
question for students to repeat it to ask and
together as a answer the questions about their
class. choice of
topic.
7e Gve students a few minutes to
ask and answer *&e Rst the class to put up their hands if they
the questions from exercise 7a). When
they have answered ,yes,to questions 2_g in
finished, go through the questions I 0d). Ask
togethr with those who didn,t to think again abouttheir
the class, for each one asking studentlto
choice of topc.
volunteer to answer.
?&f Cve students a few minutes to work
on their
{*:v*rsasss: pka*, page72 own to plan what they are going to
say. Help
*e them with vocabulary u, nu."rary.
1 Give the pairs two minutes to make
their lists,
'E&g Cive students
a few minutes to present the
reminding them to look back at exercises points about their chosen topic
1,4 and to each other
5 for ideas. When they have finished, and to ask each other questions about
elicit ideas their
from them, building up a list on the topics. Monitor while they are doing
board. this, noting
2 Go through the example questions
and answers things they do well and things that-could
be
with the class, then give the pairs five improved. When they have finished, give
minutes to
write the questions and think about feedback to the class on their perforance.
how they
could answer them.
3 Give the pairs a minute or two to prepare
their
Wrtmg, page 73
questions for the examiner. t Go through the two tasks with the
class,
fu Oive explaining that they should choose one,
the pairs into Student A and Student or
B. Go more, of the tasks to do for homework.
through the instructions on the role Remind
cards with students of the different stages of the
the class. Give them five minutes for writing
the process, emphasising the importance
conversation n stage l. Monitor while of
they are planning their work before they
having the conversations, noting things start writing.
they do Refer them to the relevant ISE file
in the
Student's Book for each of the text types.

37
 Trnity Takeaway, pase 73
Practise the examiner/candidate
exchanse in pairs R EVI EW U N ITS 5-8
and then get students to substitute
tfre tnguage

usins some ortheir own ideas' I

rr,;::,,i,1J,,1:0ffi",",,
: il?-,r::r1i ,::

1 was backpacking, met 2 was

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

5
On Monday l,m starting university at g
a.m. and at 6
p.m. that evening l,m studying
English.
On Tuesday l,m not doing anhing.
On Wednesday morning l,m starting
university at g
a.m. again.
On Thursday I'm doing yoga at .l
1 a.m. and l,m going
to my English class at 6 oUock.
On Friday l'm going to university at 1
1 a.m.
On Saturday l,m going shopping wth
my mum at 5
otlock and ar 8 p.m. l,m seeing a film wih
Fabio at
the cinema.
On Sunday l'm visiting my grandparents.

4
I doesn't have to 2 has to 3 mustn,t, have to
4 might 5 mustn,t 6 have to

1 surgery 2 nurse 3 optician

4 pharmacist
5 chemist's, pharmacy

6
18 2D 3C 4A 5E 6F

a
t
1A 28 3C 4F 5D 6E
I
ISE file pages 83-84-85-86
16 Text B
i
17 Text D
18 TextA
ffiryffi
19 Text B
pagesTS-79
20 TextC
1 Paragraph 1 C
2 Paragraph 2 A
21 B
3 Paragraph 3 F
22C
4 Paragraph 4 B
238
5 Paragraph 5 E
24F
25H
6A
7C
26 21
8E
27 downloading
9G
28 concert
10H
29 very little money
30 value
I 1 city centre
1 2 environmentally friendly

13 uptodate page 87
14 low cost 3 1c2b3d4a
15 discount 4 lparagraphs 2introduction 3link 4neutral
5 contraction
At ISE I a discursive essay will be a discussion using
pages 80-81-82-83 Language Functions of the level, for example, giving
16C opinions, reasons and preferences, writing about the
174 future, expressing certainty and uncertanty
18D (may/might, etc.) and expressing obligation (musf,
194 have to).The most important thing is to read the
20B question well before you start writing, so that you
focus on exactly what the question is asking you to
write about.
21 A
228
page 88
23C
24E
3 ltitle 2concluding 3ideas 4connecting
5 adjectives
25H

page 89
26 biologically programmed
27 experiment
3 ltitle 2question 3paragraphs 4readers
5 writer 6 examples
28 later
29 homework
3O school results
 page 90 page 94
3 lDo 2Do 3Do 4Don't 5Do 6Do 7Do Listening - Task 2 answers
8 Don't
3

s
page 91 1 topic
3 lsender 2recipient 3date 4start 5end 2 instructions
6 emails 7 closing; contractions 3 twice
4 six

page 92
5 notes

3 1 title 2 three 3 Start 4 Go on 5 bad 6 Finish

6 reference
7 facts
8 questions
page 93
Listening -Task 1 answers

*
1 30 metres
2 2,000 men
3 an elephant
4 a year
5 7.5 metres
6 hundreds of miles

I think
2 prepare
3 ask
4 listen
5 make
6 concentrate
7 refer

i\
e2*
Diagnostic test
1 What's your name?
2 How old are you?
3 What colour is my shirt?
4 How many days are there in a week?
5
Where do you come from?
6 Have you got any pets?
7 What's your sistert name?
I How old is your dog?
9 Where is the bank?
l0 What day is it today?
11 Where do you live?
12 What's the weather like today?
13 What was the weather like yesterday?
l4 When's your birthday?
l5 Can you play the guitar?
16 What time do you get up in the morning?
17 What do you do in the evenings?
18 What are the teachers doing?
l9 Can you help me with this exercise?
20 Do you know his sister?
21 Did you 90 on holiday last year?
22 What do you like to do at the beach?
23 What did you do last night?
24 Who is the best student in the class?
25 Tell me the difference between London and your
home town.
26 When did you buy those trousers?
27 How often do you play football?
28 What are you going to do next weekend?
29 Do you go to the cinema often?
30 Have you ever been to Britain?
31 Why did you decide to take this exam?
32 When did you last have something to eat?
33 ls there much traffic in town?
34 How long have you been at this university?
35 Which kind of muslc do you prefer?
36 Do you prefer riding a bicycle or driving a car?
37 What will you do after the examination?
38 Have you ever eaten English food?
39 How long have you been interested
40 When did you see the film?
4z*
1 We go to a big party and staythere until midnight.
We celebrate with fireworks.
2 The postman delivers secial cards on this"day. lt,s
fun trying to guess who sent them.
ffim**n#Ereg %#rpeffi %
My favourite festival is really popular in America,
where people make faces using pumpkins.
We usually have a tree with lights and we put up
decorations around the house.
I l've been to Venice.
2 I haven't been toVenice.
3 Have you been toVenice?
Yes, I have./No, I haven't.
* e*
1 They've finished their studies.
2 He's been to Paris.
3 Petert gone shopping.
4 Yes, she has.
5 No, she hasn't.
6 Have you ever eaten roast beef?
7 l've been in the queue for hours!
8 She's just finished her shower.
* *,*
Peter: My favourite festival is Christmas. We celebrate
it on Christmas Eve, the 24rd of December and on the
25th of December, whlch is Christmas Day. I love it!
Jos: Why do you love Christmas so much?
Peter: Because I always spend it with my family.
There are a lot of people in my family and we travel
to my parents'house to celebrate together. lt's great
to have so many people in the house. It's very llvely!
Jos: And what preparations do you make before
Chrlstmas?
Peter: It's a very busy time. We buy and decorate the
Christmas tree, buy all the food and, of course, buy
presents for each other. lt's lovely out in the streets at
Christmas because of all the lights, and people sing
Christmas carols.
Jos: And what part of Christmas do you prefer?
Peter: I llke all of it. I like getting presents, of course.
in this?
But the thing I prefer is giving people presents on
Christmas Day. That's my favourite thing.
Jos: Why's that?
Peter: Because I choose the presents very carefully. I
don't spend a lot of money, but I think about the
person and get something they'll like. And I always
buy special presents for my nephews and nieces.
They're usually games and they love playing with
47
 them. I like playing with them, too!
Jos: Do you do anything else on Christmas Day?
Peter: Yes, we cook a lot of food, so I help my Mum in
the kitchen. And then we eat it! We have special food.
The first course is turkey with roast potatoes and
vegetables, and after that we have Christmas
pudding. ltt dark and fruity, and it's deliciousl Do you
eat special food at Christmas in Mexico?
Jos: Yes, we have turkey too, and a special salad on
Christmas Eve.
Peter: Mmm, that sounds nice.
Jos: lt is! What was special about last Christmas,
Peter?
Peter: Well, it was very special because my sister and
her family came to England from Australia. I saw my
baby nephew for the first time. lt was the best
Christmas l've ever had.
Jos: Yes, it sounds great! And next year?
Peter: l'm going back to England again, the same as
every year. I can't miss that. But l'll probably spend
New Year in Mexico. lt'll be the first time l'll be away
from England for New Year. I'm feeling very excited
about it.
Jos: Thank you...
*-r1
I What's your name?
2 Do you speak any other languages?
{e}
1 How often do you travel by bike?
2 Can you drive?
3 How much did the ticket cost?
4 Have you ever flown on a helicopter?
5 Where is the airport?
6 Do you like travelling by train?
6*
Emilio: I come from Turin and l've lived in Turin all my
life. Turin is a big... modern city in the North of ltaly
with a population of... well, around 1 million people.
They all need some kind of transport to get from
place to place.
Examiner: So which means of transport do you
prefer, Emilio?
Emilio: You know,like all laige cities,Turin hai a
42
complicated public transport system. In Turin we
have buses, trams, taxis and... erm... of course, a lot
of private vehicles as well. I personally prefer using
the tram, because they don't get ...you knorz ...stuck
in traffic jams. But I sometimes use buses and for
longer journeys the car is easier. What about you?
Which means of transport do you prefer?
Examiner: I love driving, like your father, but I've
never driven a bus! I prefer travelling by car.
Emilio: l've never driven a bus, either! (laughs)
Examiner: Tell me about your father's job, Emilio.
Emilio: My father is a bus driver in Turin. He's driven a
bus for over thirty years. He likes hls job because he
loves driving, but, . . . I mean . .. it s difficult because
there is so much heavy traffic in the centre of the city,
Examiner: 5o what will happen in the future in Turin?
Emilio: Well, Turin already has a modern electronic
system of traffic control. lt's had that for a . . .erm. . . a
few years now. Since it started journey times have
improved by... erm... about 20010.
Examiner: 5o people are able to travel much faster?
Emilio: Yes, that's right. One dayTurin will also have
an underground railway. ... erm...This will be much
better for everybody. We won't to travel through
heavy traffic and ...you knou ... we'll get where we
want to go much more quickly. More and more buses
are using gas instead of petrol... ordiesel, so in
future all of them will use gas, or batteries.
Examiner: And what about your plans for the future?
Will you be a bus driver, like your father?
Emilio: No, in a few years l'll go to university to study
town planning. That's what I really want to do. Then
l'lljoin my father in the Transport Department, but as
a manager ...lmean... or planner. Iwon't be a bus
driver because I don't like a lot of traffic.
Examiner: No, nor do llThank you ...
Emilio: I come from Turin and l've Iived in Turin all my
life. Turin is a big, modern city in the North of ltaly
with a population of around 1 million people. They all
need some kind of transport to get from place to
place.
Examiner: So which means of transport do you
prefer, Emilio?
Emilio: Like all large cities,Turin has a complicated
public transport system. ln Turin we have buses,
 trams, taxis and, of course,
a lot of private vehicles as
well. I personally prefer using Maria: Well, I really love live music
the tram, becJuse they and we,ve got a
don't get stuck in traffic jamr couple of great local bands that play
art r ,o"1irl, ,r" regularly in
buses and for longer journeys clubs in the city.
the.u.. , Wf.,ut
about you? Which means ottransport "urur. Peter: What sort of music do
O;;;; they play?
prefer? IVIaria: Well onet reggae and
Examiner: I love driving, Iike your the othr,s heavy metal.
father, ut l,ve They're very differentl But I love
never driven a busl I prefer
travelling by can ttlu*Ootf,. Wf,ut
kind of music do you like?
Emilio: l,ve never driven a bus,
eitherl (taught Peter: personally, I prefer classical
Examiner: Tell me about your music to pop
father,s job, Emilio. music, but, in fact, when I go
Emilio: My father is a bus driver out I prefer going to tl.r"
in Turin. He,s driven cinema or to the theatre rather
bus for over thirty years. He likes a than ao .."i, or.
his job because he clubs. Do you like the cinema?
loves driving, but it is difficult
"..ulif.l"ru , ,o Maria: Oh yest I go at least once
a week _ usually at
much heavy traffic in the centre the.weekend. My favourite films
of the city. are romanticlramas
Examiner: So what will happen and comedies _ what about you?
in the future in Turin?
Emilio: Well, Turin already has Peter: I like most types of film
a modern electronic but especially science
system oftraffic control. ltt fiction. To be honest though,
had that for a few y"ars I can,t rtun ,unt.
now. Since it started journey filmsl
times have improved by
about2Oo/o. Maria: Oh dearl Science fiction
leaves me coldl We do
Examiner: So people are able have different tastesl lt sounds
to travel much faster? as if I go ora
Emilio: yes, that,s right. One day night but actually sometimes ld
Turin will also have rathr rent;"uury
DVD
an underground railway. This and stay at home.
will be ,r.t',-Ouit",. fo,.
everybody. We won,t to travel Peter: Oh really? I prefer going
through f,uury irffi. to the cinema _ myTV
and we'll get where we want is very smalll
to go much more
quickly. More and more buses
a using gu, ,nr*.a
of petrol or diesel, so in future {L
alr or te-riwii ,ru
or batteries. nur, 4:rg
Examiner: And what about your plans I played in a match for
the school team yesterday
for the future? afternoon and we lost, 5_nill
Will you be a bus driver; like your
iather?
Emilio: No, in a few years l,ll go They're overl l,ve finally finished.
to university to study
t_own planning. That,s what I think they played
I really want too. fnen every song they have recorded.
l'lljoin my father in the Transport'pupur,r"*, Ora m
a manager or planner. I
won,t be a bus driver ecause
I don't like a lot of traffic.

Examiner: No, nor do llThank you

...
t I missed the train this morning.
2 We visited my grandmother
Iast weekend.
3 We danced for hours at the party.
#,* 4 I watched TV yesterday evening.
1 Would you like tea or coffee? 5 My parents celebrated their tw-entieth
wedding
2 Do you prefer Rihanna or Lilly Allen? anniversary last month.
3 Would you rather go to the cinema or 6 He arrived on Tuesday night.
to the theatre? 7 They decided not to come this
afternoon.
8 She wanted to go to the cnema
furt nigfri.
9 We talked for ages.
Peter: I must admit I,m quite 10 She relaxed by sittng on the
fond of stayng in and sofa and reading a
watching television. book.
Maria:.Really? I don,t. I prefer going really enjoyed the parry.
out to staying in. ] l Lh"V
Peter: lnteresting. What sort 12 I loved the film.
of entertrinrunJo you
go out to see? Sne worked ail day yesterday.
]]
14 We waited for ages for him
to arrive.

43

Examiner: So, have you done anythlng special
recently?
Candidate: Let me think. Oh, yes, l've been to our
house at the seaside with my family. We went last
weekend.
Examiner: That sounds nice. Where is the house
exactly?
Candidate: ltt on the south-west coast, in a small
village, about 200 kilometres from here.
Examiner: OK, so, how did you get there - by car,
train...?
Candidate: By car - we usually prefer travelling in the
family car, but this time it was terrible.
Examiner: l'm sorry to hear that. So how long did the
journey take?
Candidate: lt took about seven hours so we went
straight to bed! But the next morning we got up
quite early and had breakfast out on the terrace.
Examiner: So was the weather good?
Candidate: Oh yes, it was beautiful - really hot and
sunny all weekend.
Examiner: How nicel Did you go the beach?
Candidate: Yes, we spent most of Saturday and
Sunday on the beach. But I didn't swim very much
because the sea was so cold.
Examiner: Oh, that was a pity. So, what do you prefer
doing there?
Candidate:Well, I like playing beach ball with my
brother... and reading... but the thing I prefer doing is
eating ice cream!
Examiner: And did you do anything on the Saturday
night?
Candidate: Yeah, I went out for dinner with my
family, then I met some friends and we went to a caf
- for some ice cream!
Examiner: I can see you really like ice cream! So are
you going to go there again next weekend?
Candidate: No, we probably won't go next weekend
because the roads are so busy. And what about you,
have you been away for the weekend recently?
-3
Patricia: So, Peter, I must talk to you about the
wedding on Saturday.
Peter: What's the problem?
44
Patricia:What are you going to wear?
Peter: I don't know. I hadn't thought about it.
Patricia: lt's the day after tomorrow, Peterl Now listen
carefully. Obviously you must wear your suit - you
know - that nice navy blue one.
Peter: Well, l've only got one suit so that wasn't a
difficult decision!
Patricia: But don't wear trainers or brown shoes with
it.
Peter: Oh... OK.
Patricia: Why don't you wear that tie I gave you for
Christmas - but only if you've got a shirt that goes
with it. lf not, buy a new shirt tomorrow.
Peter: OK, I can manage that - | might go shopping
during my lunch hour.
Patricia: Oh and get your hair cut - long hair is so
old-fashioned!
Peter: ls this a wedding or a fashion show?
EIF
1 Would you like to try the jacket with a matching
skirt or a dress?
2 Would you like to try the jacket with a matching
skirt or a dress?
*: e*
1 Would you like to try the shirt with a tie, or a smart
pullover?
2 Would you like to try the long-sleeved shirt or T-
shirt?
d:sb
1 Africa 2 Antarctica 3 Asia 4 Australia 5 Europe
6 North America 7 South America
x*b
Beatriz: My favourite place is in the mountains near
Madrid, in Spain, about 50 km to the North-West of
the city. lt's the village where my grandparents live
and itt called Cercedilla.
Examiner: Sorry, I didn't catch that. Whatt it called
again?
Beatriz: Cer-ce-di-lla - itt hard to sayl
Examiner: Yes, it is a bit hard!
Beatriz: So what about you, what's your favourite
place?

Examiner: ltt my home town, itt on the coast. ltt
very nice. Why do you go to the village, Beatriz?
Beatriz: I go there to visit my grandparents.
Examiner: How long have they lived there?
Beatriz: Oh, they've always lived there. But I also go
to enjoy the scenery and the wildlife. lt,s very
beautiful, and the air is fresh. I love it.
Examiner: So, have you been there a lot this year?
Beatriz: Yes, l've been six or seven times already. I go
if I have a free weekend. Sometimes I go for longer if
have a holiday from university. lt's quiet so I can study
there.
Examiner: And whatt the best way to travel to your
village?
Beatriz: Well, we usually travel there by car, because
it's comfortable, and faster. If we go by car it only
takes about an hour from Madrid, if the traffic,s not
too bad. lf I go without my parents, then I go by bus.
It's much slower because it stops in a lot of places. ltt
strange, but I prefer travelling this way, because it,s
such a beautiful journey.
Examiner: So tell me about this place, Beatriz. lf I go
there, what must I see?
Beatriz: Well, it's in the mountains, as I said, and it,s
quite small.The thing you really must do is go up to
the ski station, it's great!
Examiner: But I can't ski!
Beatriz: lt really doesn't matter. I can,t ski either! you
don't have to ski. lf you go there, you can sit on the
terrace of the caf and look at the fantastic views.
And you must walk around the village, as itt got a lot
of traditional buildings.
Examiner: It sounds lovely. l'll have to visit it some
time.
Beatriz: Yes, it's a great place to visit. you must go
there.
Examiner: So what are your plans for the future,
Beafriz? Are you thinking of living in the village in the
futu re?
Beatriz: Well, l'm not sure at the moment, but I might
do. If I can find a teaching job in the village when I
finish college, l'll live and work there. But I might have
to stay in Madrid to get a job. Anyway, l'll always go
back to the village as much as possible, because I
love it so much.
Examiner: So when are you next going there?
Beatriz: In two weeks'time.
Examiner: Have a nice time.Thankyou...
F-,V
Example: You might not understand much at all.
1 You don't have to understand everythng.
2 You mustn't get demotivated.
3 You need to hear other people speaking.
4 You must choose thngs that you're interested in.
5 What do I have to do to really learn a language?
I
1 You don't have to learn lots of grammar.
2 You must get lots of practice at listening.
3 When do you have to go back to school?
4 You mustn't talk during the exam.
5 You need to work hard to learn a foreign language.
f1
r3*
ln your country, if school pupils behave badly at school,
what punishment do they get?
When I was at school we got detention for things like
not doing our homework, or lines for talking in class. lf
you have to write the line'l will not talk to my friend in
History lessons' 300 times, you really think before you
open your mouth in the next lesson!
But these punishments were nothng compared to
corporal punishment. I mean, when a teacher, or the
headteacher, actually hits a student. This was common
in my school in the 1970s. We got this for things like
fighting or being really rude to a teacher.
Today, things have changed and teachers mustn,t ht
students any more. They banned corporal punishment
n state schools in 1987, but lots of schools stopped
using it a long time before that.
Not long ago, a few teachers wanted to bring corporal
punishment back. One of the main reasons for this was
to stop very bad behaviour, and so help teachers to
teach and students to learn.
Fortunately, most teachers these days think that there
are much better ways to teach good behaviour.
Detention is still common. Pupils have to stay behind at
the end of the school day and do some work. lf a pupil
behaves very badly, they may have to stay away from
school for some days. They have to do school work at
home.
So, what do you think is the best way for pupils to learn
good behaviour?
45
 around the world die every year from smoking? And by
*z+B
2030, it will be 10 millionl I thought that AIDS was the
Okay, the results of today's quizon health are coming biggest killer...5o the answer to queston eight is A.
up next. Number one, if you want to be healthy, you
need to drink at least two litres of water per day, so
the answer is B. That's a lot of water, isn't it? But it will
#b
do you a lot of good. lf you drink more water, you'll
Number one, if you want to be healthy, you need to
have less chance of getting heart disease and some
drink at least two litres of water per day, so the
cancers. And you'll have more energy - every extra
answer is B. That's a lot of water, isn't it? But lt will do
half litre of water can give you 20o/o more energy.
you a lot of good. lf you drink more water. you'll have
NoW for question number two, if you think you need
less chance of getting heart disease and some
to do an hour of exercise two orthree times a weekto
cancers. And you'll have more energy...
get ftter - you're wrong! You don't need to do that
Are you having a coffee at the moment? Well, if you
much - just 20 minutes is enough, so the answer's A.
are, stopl Because it's already after midday! And if you
And leave at least 24 hours between exercise sessions.
have caffeine in the afternoon, t may stop you
Okay, moving on to questlon three, to have a healthy
sleeping at nlght. So, for question four, the answer is
diet, you need to eat a lot of fruit and vegetables. All
c...
those vitamins and minerals are just what your body
lf you're feeling down or depressed about something,
needs. So, the answer is B - that's five portions of fruit
when you talk about the problem to someone, you
and vegetables every day.
feel better, right? So, yes, C is the right answer...
Are you having a coffee at the moment? Well, if you
are, stopl Because it's already after midday! And lf you
have caffeine in the afternoon, it may stop you qrG
sleeping at night. So, for question four, the answer is
1 It helps if you talk about problems.
C. This was a surprise to me - so no more espressos
2 lf you don't have a good diet, you won't be healthy.
after lunch.
3 lf you do some exercise, you may lose some
Question number five has given me something to
weight.
think about. l'm not a big fan of fish, but it looks like I

4 When you exercise, you need to warm up first.

need to eat it a lot more than I do - two or three tmes
5 You'll have less chance of getting heart disease if
a week more than I do, actually! - because in some
you drink more water.
fish, Iike salmon and sardines, there are some special
6 If you exercise twice a week, you'll be fitter.
acids, called Omega three, that help keep our hearts
7 It'll be more fun if you exercise with someone.
healthy. And in all fish there are lots of proteins and
8 lf you want to stay healthy, eat lots of fruit.
vitamins and minerals that your body needs. So, the
experts say that we need to eat it two or three times
a week. The answer to question five, then, is C.
Did you think that all fat was bad for you? A lot of
#*
1 chemist's/ pharmacy 2 dentist 3 nurse 4optician
people do, but the fat in things like extra virgin olive
5 physiotherapist 6 surgery
oil is actually healthy.This kind of fat can stop you
getting lots of illnesses, like heart disease, some
cancers - and even depression. The fat in margarine 6&
and chips isn't good'fat, though, so don't eat things Example: What do you think about getting
like that! For question six, then, the answer is B. healthcare advice on the lnternet?
Now, for question seven, we don't need doctors to
1 Have you ever been to a hospital? lf so, was it to
tell us the answer to this, do we? lf you're feeling
visit someone or because you were ill?
down or depressed about something, when you talk
2 When did you last visit your GP? What was wrong
about the problem to someone, you feel better,
with you?
right? So, yes, C is the right answer. A problem shared
3 What are the opening times of your local surgery?
really can be a problem halved.
What happens if you're illwhen it's closed?
And, finally, number eight. I was surprised about this
4 How often do you go to the dentist's? how do you
one, too. Did you know that about 4 million people
fell about going?

46

*z**
Examiner: Hello, my name's Simon. What's your name?
Candidate: My name's Xavier Fernandez.
Examiner: Nice to meet you, Xavier. Can I have your
Topic form, please?
Candidate: Yes, here you are.
#* *ra** x
Examiner: Do you celebrate a lot of festivals in your
cou ntry?
Candidate: Yes, we celebrate many festivals, but I think
the most important one is carnival, in February.
Examiner: Which means of transport do people in your
city prefer?
Candidate:Well, they prefer the underground because
it's the fastest way, but the bus is cheaper.
Examiner: Will you spend Christmas with your family
this year?
Candidate:Yes, definitely. We always eat lunch with my
aunt and uncle on 25th December.
Examiner: Have you seen any good films recently?
Candidate:Yes, l've seen the new Harry Potter film.
Examiner: Which do you prefer, hip hop or pop music?
Candidate: I prefer hip hop. What about you, do you
like pop music?
Examiner: Yes, I do, but I prefer classical musicl
Examiner: Have you done anything special recently?
Candidate: Yes, I went to Bilbao two weeks ago,
because my cousin lives there.
#b *ra** *
Examiner: What were the tourists doing when the
tour guide was speaking?
Candidate: Some were looking at the EiffelTower
and others were taking photographs.
Examiner: Do you have to help your parents n the
house?
Candidate: No, but if I don't, they don't give me any
pocket money.
Examiner: lf you go to the party on Saturday, what
will you wear?
Candidate: I think l'll go shopping on Saturday to
buy something new.
Examiner: What time does school start?
Candidate: Well, lessons start at 9 otlock, but we
have to be there at 8.50 for registration.
Examiner: Do you prefer playing sport or watching it?
I
Candidate: I prefer playing sport, but this weekend
l'm watching Arsenal play against Liverpool.
Examiner: What is the best way to remember new
vocabulary in English?
Candidate: lf I write an example sentence using each
word, it helps me to remember the vocabulary.
:
"** -
3f* cba
E
Today we're going to learn about an amazing animal.
The blue whale is the largest animal that's ever lived.
Yes, that's right! lt's bigger than even the biggest
dinosaur was. An adult blue whale can be 30 metres
in length and weigh more than 140 tonnes (the same
as 2000 men togetherl). The heart of a blue whale is
the size of a small car, and its tongue alone weighs as
much as an elephant.
Baby blue whales are big, too. When a blue whale
baby is born, it's 7.5 metres long. The mother and
baby stay together for about a year, but blue whales
don't become adult until they're 10-15 years old.
One way that blue whales communicate with each
other is through sound. Their calls are very loud and
you can hear them hundreds of miles away.
**** *.
A sign language is a natural human language with its
own vocabulary and grammar. lt's based on the idea
that sght is the most useful tool a deaf person has to
communicate and receive information.
There is no one universal sign language. Different
sign languages are used in different countries or
regions, for example, Britsh Sign Language, or BSL, is
different from American Sign Language, or ASL, even
though both countries use English as ther first
language.
American Sign Language doesn't only use signs
made by the hands - it also involves facial
expressions and body positions. For example, to ask a
question a person lifts their eyebrows, makes their
eyes wider and leans their body forward.
American Sign Language has local accents and
dialects, just as spoken languages do.
Ethnic background and age can also affect the form
ofASL that people use.
47
 @ \
/ /a)!! '"'""'

\[@J s,$jn
W
#
Internet: www. blackcat-cideb.com
email: info@blackcat-cideb.com
ifr ff*[11ittift ,Itilix4iiili

Development editor: Carla Worman

Editors'. Maria Grazia Donati, Carla Worman
Digital editor: Victoria Bradshaw
Technical supe,rvlsor: Daniele Pagliari
Book design: Gloriana Conte, Marco Fiorello
Page layout: Carlo Cibrario-Sent
Picture research: Alice Graziotin
Cover picture research: Michele Riffaldi, Alice Graziotin
Cover design:Tiziana Pesce, Michele Riffaldi

Ari Director'. Nadia Maestri

The publisher would like to thank Christine Barker and Sheena Macdonald for their invaluabfe help.

@ 2016 Black Cat, Milan, London

First Edition: January 2016
Printed in ltaly

Cover image: Shutterstock.com

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Pass Trini
PassTrinity nouy has been updated to cover the Trinity syllabus.
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