new pass trinity 1 2 teacher s book by cochrane stuart

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Stuart Cochrane

NEW

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s
a
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Trinity
Teacher’s Book

Trinity Grades

1-2


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Internet: www.blackcat-cideb.com
email:
Editors: Joanna Burgess, Maria Grazia Donati
Book and cover design: Maura Santini
Page layout: Veronica Paganin
Design coordinator: Simona Corniola
Picture research: Alice Graziotin
Art Director: Nadia Maestri

Picture Credits

Cideb Archive

© 2011 Black Cat Publishing, Genoa, London
First edition: February 2011

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased
to insert the appropriate acknowledgement in any subsequent edition of this publication.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means,
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dell’Ingegno), corso di Porta Romana, 108 – 20122 Milano – email ; www.aidro.org

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interpreted as endorsement on the part of Black Cat Publishing of such products and/or brands.

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

Reprint
Year

I
2011

II
2012

III
2013

IV
2014

V
2015

VI
2016


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Contents
GRADE 1

Methodology notes

4

UNIT 1 Nice to meet you
Lesson A
Lesson B

Hello & goodbye
How old is he?

UNIT 2 At school
Lesson A
Lesson B

In the classroom
Is she your teacher?

Review units 1-2

9
11
13

UNIT 3 Clothes
Lesson A
Lesson B

Things to wear
My clothes, your clothes

14
15

UNIT 4 The body
Lesson A
Lesson B

Show me your nose
Is he tall?

17
18

Review units 3-4

GRADE 2

6
7

19

UNIT 5 Animals
Lesson A
Lesson B

Furry friends
On the farm

20
21

UNIT 6 Family
Lesson A
Lesson B

This is my family
She’s got long hair

23
24

Review units 5-6

26

UNIT 7 At home
Lesson A
Lesson B

Where do you live?
My house

27
28

UNIT 8 Belongings
Lesson A
Lesson B

My things
Where is it?

31
33

Review units 7-8

34

UNIT 9 Days and months
Lesson A
Lesson B

My week
When’s your birthday?

35
36

UNIT 10 Pets
Lesson A
Lesson B

The pet shop
Are they playing?

38
39

Review units 9-10

41

Recording scripts

42

3


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Methodology notes

Listening tasks
The Trinity Grades 1 and 2 exams have no formal listening test with recordings and written responses. It is
important that you point out to learners that they don’t need to worry too much about the listening tasks for
this reason. However, success in the interview does depend on listening carefully to the examiner and
responding appropriately.
Take account of the low level of your learners and:
– if there is a picture to illustrate the topic, elicit information which will help them prepare for what they will
listen to
– tell students what kind of conversation they will hear, e.g. two children speaking or an examiner speaking
to a candidate
– play each audio several times if necessary, stopping the audio during the task if needed
– follow up the listening with a drill in order to practise the structures and pronunciation.

Brainstorming vocabulary and ideas
Brainstorming is a good way to introduce an activity, and is suggested in this TB because:
– it helps to get learners focussed on the topic of the lesson
– it helps learners ‘revive’ vocabulary that they know, but haven’t used recently
– it gives you a chance to see what your learners know and what knowledge gaps exist.
Remember that this book is mainly for revisions of language so:
– begin each new topic with closed books and try to elicit related vocabulary from learners
– give them a specified time limit to work in pairs or groups
– students tell you their words and you put them on the board in columns or mind maps or under specific
headings/categories
– then students open books and do the first vocabulary activity as consolidation.

Use of the board
Board prompts are good at this level to support students during speaking tasks and can lessen the ‘memory
load’ required of students so that they can concentrate on communicating. Prompts can be useful
vocabulary items for the task, or reminders of the structures that learners should be using or pronunciation
work. As the students master the language the teacher can rub off some of the prompts so that students

commit the language to memory. See the shaded boxes for examples of board work.

Games
Games provide some light relief and fun, but also a genuine context in which to practise language. The
Teacher’s Book makes a number of suggestions for games in the units:
– guessing games, such as I-spy, pictionary, miming
– memory games, such as Kim’s game (covering a picture and remembering what’s there)
– team games, such as sorting races (pairs or teams sort vocabulary items into groups as quickly as
possible)
– knock-out games, such as ‘Simon Says’.

4


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Methodology notes
Modelling
It is always a good idea to model each task so that everyone understands what they have to do. Choose one
of the most able learners in the group to work through a few examples with you. It is recommended that you
do this especially for the communication activities that come at the end of each unit.

Drills
Regular language drilling helps students learn the patterns of new structures and is a valuable technique for
improving pronunciation. A good drill can also liven up a class whose attention or energy is flagging half
way through a long lesson. There are a variety of drills you can use:
– prompt and response drills (e.g. question and answer) − you can give the prompt, or you can divide the
class into two groups who respond to each other
– substitution drills, using flash cards or prompts written on the board
– choral drills (all class together) or individual drills (teacher points to learners to respond)

– drills with clapping or chants with a strong rhythm (good for word or sentence stress).

Trinity Takeaway
At the end of each unit, the Trinity Takeaway sections provide the students with useful examiner/candidate
language for the exam. It’s important that you point out to learners that they mustn’t memorise the minidialogues, but use them as examples of the type of conversation they will have with the examiner.
There is also a section a the end of the book with further examples of examiner/candidate language, which
are recorded.
After listening, you can:
– ask students to read the mini-dialogues out loud to practise question/answer intonation
– ask students to write similar mini-dialogues using different vocabulary from the unit.

Pronunciation Pal
In the SB a superhero character presents the pronunciation activity which is connected to the grammar and
vocabulary in the unit. At this level, it is useful to focus on a few sounds, to establish the basics of good
pronunciation. All pronunciation exercises are recorded.

5


GRADE 1

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Lesson A Hello and Goodbye

have checked the answers, get learners to practise
the dialogue in pairs. You could also drill the
dialogue with the whole class, with you playing
one role and the whole class playing the other. Or
do the same drill, with half the class playing one

role and the other half playing the other role.

1a page 6

1c/2d/3e/4a/5b

UNIT 1

Nice to meet you

ANSWERS

SUGGESTED PROCEDURE:
You could introduce this with a whole class activity
to see how many countries learners can name in
English. Ask learners simply to call out the ones
they know, while you write them on the board.
Then let learners do 1 a) in pairs before getting
feedback and checking answers with the whole
class. As you listen to the students focus on
pronunciation and word stress.
ANSWERS

1 England / 2 Italy / 3 USA / 4 Spain / 5 Hong Kong /
6 Greece / 7 India / 8 Canada / 9 Australia /
10 Russia

d
ANSWERS

Open answers

2a page 7
SUGGESTED PROCEDURE:
Again, ask learners to do this task individually at
first, then get them to compare their order with a
partner. Once they have listened and you’ve gone
through the correct order with everyone, get
learners to take a role and practise this dialogue:
first with open books, then from memory with
closed books.

b

ANSWERS

ANSWERS

a1/b6/c2/d4/e7/f5/g8/h3

b
ANSWERS

Open answers
A
C

D

3a page 7

SUGGESTED PROCEDURE:
Give learners time to match the words and
numbers. Then play the audio for them to check. It
is a good idea to drill these numbers in one or
more of the following ways:
– from 1 to 10 and back from 10 to 1

E/F
G/H
B

c
SUGGESTED PROCEDURE:
Ask students to work individually on this task at
first, then they can check their order with a
partner. Now play the recorded dialogue for
learners to check. You may need to pause the
dialogue to give learners time to check. Once they

6

– round the class, each learner saying the next
number
– in teams, team A says the odd numbers (1, 3,
5...), team B the even numbers (2, 4, 6...)
– clapping and then stopping on a number –
ask a learner what the next number is.
ANSWERS

1 one / 2 two / 3 three / 4 four / 5 five / 6 six /

7 seven / 8 eight / 9 nine / 10 ten


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UNIT 1 Nice to meet you
b
SUGGESTED PROCEDURE:
This is a simple activity to practise the numbers –
the kind of question likely to be asked in the exam.
Start by choosing one or two learners to do this
with you while the rest watch, then get everyone
to work in pairs for a few minutes.
ANSWERS

Open answers

4a page 7
SUGGESTED PROCEDURE:
These are all typical things that the examiner
might say or ask. Point out to learners that they
can expect to hear these in the first few moments
of the interview. Give learners a few minutes to do
the matching activity alone, and then ask them to
compare with their partner. Finally, play the audio
for them to check.
Play the audio again, but pause to give learners
time to respond. First with open books, then with
closed books. You can do this as a whole class drill,
or pick out individuals to answer. Follow up by

getting pairs to interview each other: Student A
plays the interview and reads out the questions
from page 7; Student B responds with books
closed.
ANSWERS

1h/2a/3g/4e/5f/6c/7d/8b

Lesson B How old is she?
1a page 8
SUGGESTED PROCEDURE:
Begin by asking learners some basic questions just
to focus their attention. For example, ‘How many
boys/girls are there?’ ‘Is this a boy/girl?’ Now ask
learners how old they think each of the children
are. Ask them to work in pairs to match the ages
with the photos. Finally, play the audio so that
they can check what they predicted against what
they hear.
ANSWERS

A 2 / B 10 / C 5 and 7 / D 9 / E 4

b
SUGGESTED PROCEDURE:
Use this as an opportunity to revise subject
pronouns. You could write them on the board and
elicit from learners when we use them – e.g. ‘she’
for when we’re talking about a girl or woman. Get
learners to try and find the missing words working

individually, then give them a chance to compare
with a partner. Now play the audio again for them
to check. Finally, go through the answers together.
ANSWERS

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

c

b

SUGGESTED PROCEDURE:

ANSWERS

Remember that the aim of this is to practise the
correct use of subject pronouns, so make sure that
learners are aware of this. Don’t let them simply
point at photos and say ‘And this?’, for example. It’s
a good idea to model the task yourself by choosing
one of the stronger learners in the class to do it
with you. Finish with a whole class activity: get a
pair of learners to ask each other about one of the
photos while the rest of the class listen. Then ask
learners which photo the pair was talking about.
You could also ask learners to bring in photos of
friends and family and get learners to ask each
other about them using the structures just practised.

Open answers

ANSWERS

Open answers

7


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GRADE 1

UNIT 1 Nice to meet you
2a page 9

c

SUGGESTED PROCEDURE:

See the methodology notes on ‘drills’ at the
beginning of the Teacher’s Book.

The aim here is to review and practise present
simple. The tables are for learners to refer to, but
you could ask them to close their books and do a
simple Q&A drill to practise the full form:
T: I
Class: am
T: You

Class: are

or

Group A: I
Group B: am

Then focus on the contracted short forms by
asking, ‘Do we say, ‘I am ten’? Then elicit from
learners what the short form is that we normally
use when speaking. Now practise these short
forms with a similar Q&A drill.

3 Communication Task, page 9
SUGGESTED PROCEDURE:
Like many of the communication tasks in the
book, this takes the form of a simple information
gap activity. It’s a good idea to model the task
yourself by asking as stronger learner to do the
first few with you while the rest of the class listen.
ANSWERS
Lia

Carlos

ANSWERS

1 she’s / 2 you / 3 are / 4 I / 5 is not / 6 aren’t

b

SUGGESTED PROCEDURE:
Ask learners to open their books and complete the
gaps individually – then to compare with a partner.
Finally, go through the answers together. Finish off
by drilling the answers – make sure that learners
really are using the contracted forms.

England
Age: 9
Miranda and Elodie

Spain
Age: 11
Alex and Nadia

ANSWERS

1 I’m nine. / 2 She’s from France. / 3 We aren’t from
Hong Kong. / 4 My name isn’t Maria. It’s Mary. /
5 My name isn’t John. / 6 They aren’t Italian. /
7 I’m fine, thanks. / 8 He’s from India.

8

Canada
Age: 8

Russia
Age: 10

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UNIT 2

At school
Lesson A In the classroom
1a page 10
SUGGESTED PROCEDURE:
The aim here is to revise basic classroom vocabulary
of the kind that is often used in the exam. Note
that examiners may use these alternatives to the
word lists in the exercise:
eraser = rubber
school bag = bag
student = learner / pupil
It is a good idea to make learners aware of these
alternatives and to learn them as passive
vocabulary. Learners can do this activity in pairs.
Then check answers with the whole class. You
could practise the items by simply pointing them
out in the class room and getting learners to shout
out the name of what you’re pointing to. Also, ask
learners to tell you what they have in their school
bag / pencil case.

time, use the audio to drill the vocabulary items –
pause after each word for choral or individual
repetition. Focus on correct pronunciation, and
watch out in particular for misplaced word stress

in multi–syllable words such as ‘calculator’ and
‘dictionary’.
Follow up by asking learners to think of two more
categories that could be used to organise these
words. For example:
Things larger/smaller than a book. Things made
from wood / plastic / metal.
You could also follow up with pronunciation work:
ask learners to group words according to the
number of syllables they have. Then ask them
where the stressed syllable usually is. Point out
that the stress is most often on the first syllable, for
example:
notebook calculator student dictionary
Practise this with suitable pronunciation drills.
In a pencil case

In a school bag

sharpener
pencil
ruler
eraser
pen

pencil case
book
dictionary
notebook
calculator

Student A: I-spy something beginning with... N.

Furniture

People

Student B: Notebook?

desk
chair
cupboard

student
teacher

Alternatively, play a simple game such as I-spy:

Student A: Right.
Student B: I-spy something beginning with...
ANSWERS

1 teacher / 2 cupboard / 3 desk / 4 book / 5 chair /
6 notebook / 7 student / 8 pencil case / 9 pencil /
10 school bag / 11 dictionary / 12 pen / 13 ruler /
14 eraser / 15 sharpener / 16 calculator

c
SUGGESTED PROCEDURE:
This aims to revise usage of the indefinite article

a/an and to practise a question and answer format
that is very common in the exam:

b

Examiner: What’s this?

SUGGESTED PROCEDURE:

First, bring students’ attention to the Focus box on
page 10. Then do some simple practice of this with
a drill:

Vocabulary grouping activities like this one are
good ways for learners to ‘process’ vocabulary
which will in turn help them to remember words.
Ask learners to do this individually and then check
with a partner before playing the audio for
learners to check their answers. Give learners time
to ask any questions they may have about the
grouping before playing the audio again. This

Candidate: It’s a/an...

Teacher: Book.

Teacher: Eraser.

Learners: A book.

Learners: An eraser.

Focus on pronunciation. You need to point out to
learners that the article an becomes linked or
joined to the noun that follows. An eraser for
example becomes aneraser in connected speech.

9


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GRADE 1

UNIT 2 At school
Now use a similar drill, but introduce the whole
phrase:
Teacher: What’s this?

Teacher: What’s this?

Learners: A book.

Learners: An eraser.

At this point you don’t need to expect fuller
answers, such as ‘It’s a...’ . Also, make sure you’re
pointing out single items, as the focus here is on
the article a/an. Now ask learners to work in pairs
and practise the same Q&A dialogue based on

classroom objects. Monitor and check for errors in
use of articles or pronunciation.
ANSWERS

Open answers

2a page 11
SUGGESTED PROCEDURE:
This is simply revision of numbers 11 to 20.
Students should already be familiar with these, but
if not then you may want to write the numbers on
the board before playing the audio. It’s a good
idea to drill these numbers in one or more of the
following ways:
– From 11 to 20 and back from 20 to 11
– Round the class, each learner saying the next
number
– In teams, team A says the odd numbers, team B
the even numbers.
ANSWERS

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

b
SUGGESTED PROCEDURE:
The aim here is to revise the rules for plural nouns.
Although spelling is not important for the exam –
since there is no writing component – these
spelling rules reflect the pronunciation of the

three categories of plural noun. Bring learners’
attention to the focus box which gives examples
and rules for the three main categories of noun.
Check learners understanding by writing one
example of each category on the board and asking
them to give you the plural. Examples could be:
– fox, church, box, brush, glass
– story, party (point out that there is a consonant
before the y)
– cat, dog.

10

Once you have done these examples altogether,
get learners to do the practice exercise alone and
then to compare with a partner. When everyone is
ready, play the audio so that learners can check
their answers. Play it once again and ask learners
to repeat what they hear.
ANSWERS

1 thirteen watches / 2 fifteen classes / 3 twelve
pencils / 4 sixteen boys / 5 fourteen dictionaries

c
SUGGESTED PROCEDURE:
The emphasis here is on the pronunciation of the
plural affixes to nouns. You need first to model the
three endings for students. Write the phonemic
symbols as heading on the board and use the

example words you wrote on the board earlier:
/s/
cats

/z/
stories

/iz/
foxes

Ask learners to repeat the words after you, giving
special emphasis to the plural ending. Now ask
learners how they would pronounce dogs. Show
them that, although it has the same plural ending
as cats, it is pronounced differently. Now ask
learners to do the sorting exercise on their own.
Encourage them to say the words to themselves in
order to make them more aware of how the
endings sound. Finally, play the audio to let them
check their answers. Play once again and ask
learners to repeat what they hear.
ANSWERS

1

/s/

2

/z/

3

/iz/

books

teachers

watches

students

boys

boxes

desks

pencils

classes

erasers

pencil cases

dictionaries

3a page 11

SUGGESTED PROCEDURE:
This short activity provides further practise of the
How many... are there? question, which is common
in the exam, together with practise of classroom
vocabulary and numbers up to 20. Demonstrate
the activity yourself by speaking to one of the


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UNIT 2 At school
stronger learners in the class, then get learners to
work in pairs.

Lesson B Is she your teacher?

ANSWERS

1a page 12

Open answers

SUGGESTED PROCEDURE:

b
As you monitor, make sure students are using the
structures and language practised in this lesson.
ANSWERS

Open answers

c
SUGGESTED PROCEDURE:
The focus here is revision of the determiners this
and these and the pronouns it and they. Again, the
example dialogues in the speech bubbles are
typical question and answer formats that occur in
the interview, and learners need to be familiar
with them. Ask learners to look at the example
dialogues and then write this on the board:
We use this / it for...
We use these / they for...
Elicit from learners how to complete the rules (this /
it for one thing, these / they for many things).
Make sure that learners can distinguish between
this [short sound /i/] and these [long sounds /i /].
Some learners have difficulties both receptively
and productively with these sounds. Tell learners
to look at the shape of your mouth as you say the
sounds. Now demonstrate the activity yourself
with another learner in the class. Then ask learners
to do the activity in pairs. As you monitor, make
sure that learners are using a variety of singular
and plural forms. Listen out for grammatical
problems such as subject verb agreement, but also
pronunciation problems.
ANSWERS

Open answers

The aim of this task is to practise short answers of
the kind that candidates are expected to use in the
interview. These are answers to present simple
questions with the verb be.
Give learners a few minutes to look through the
questions on their own and make matches before
they listen to the audio. For the ‘Listen and repeat’,
you could split the class into two groups – one
group repeating the questions and the other
group repeating the short answers. The groups
then swap roles for a second ‘Listen and repeat’.
ANSWERS 1 b / 2 d / 3 a / 4 f / 5 c / 6 e

b
SUGGESTED PROCEDURE:
Again, give learners a chance to work alone on
this, compare with a partner and then listen and
check. If you find that learners are making
mistakes with these short answers, then remind
them that the verb in their answer should match
the verb at the beginning of the question. Do the
first one together as an example if necessary.
ANSWERS 1 b / 2 b / 3 a / 4 a / 5 b / 6 b

c
SUGGESTED PROCEDURE:
Demonstrate what learners have to do by doing
the first two or three questions yourself with a
student. Then put learners into pairs to work
through the rest of the questions. After a few

minutes, ask them to swap roles.
ANSWERS Open answers

d
SUGGESTED PROCEDURE:
This is a simple exam role play, where learners
respond to the examiner’s 6 questions in the audio.
There are a couple of ways you can approach this:
1 get the whole class to respond, like a choral drill
2 pick out individual learners to respond to the
questions.

11


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GRADE 1

UNIT 2 At school
Either way, play the audio a couple of times to give
learners plenty of practice at responding to these
very simple but common questions.
POSSIBLE ANSWERS

Examiner: Hello.

SUGGESTED PROCEDURE:
Students need to be able to recognise questions
that refer to singular or plural items, which is what

this exercise practises.

Student: Hello.

ANSWERS

Examiner: Is your name Sam?

1A/2B/3A/4A/5B/6B/7B/8A

Student: No, it isn’t. It’s...

b

Examiner: Are you from Greece?
Student: Yes, I am. / No, I’m not. I’m from...
Examiner: Are you eleven?
Student: Yes, I am. / No, I’m not. I’m...
Examiner: Is this your classroom?
Student: Yes, it is.
Examiner: How many students are there in your
class?
Student: There are...
page 13
SUGGESTED PROCEDURE:

2

The aim here is practice of language from the
lesson: numbers, classroom objects, use of the

interrogative form of be and short answers.
One way to do this is have the class ask you what
the objects are, or put learners in pairs. First
Student A guesses, then they swap and Student B
guesses.
You could follow up by having students draw
objects or parts of objects on the board in class.
The rest of the class must guess what the object is.
ANSWERS

11 calculator / 12 chairs / 13 pencil sharpeners /
14 books / 15 door / 16 clock / 17 school bag /
18 computer

12

3a page 13

SUGGESTED PROCEDURE:
Pause the audio after each question and choose a
learner from the class to answer. Play the audio a
couple of times to give everyone a chance to
answer. Encourage students to use short but full
answers, not just ‘Yes’ and ‘No’ (in the exam ‘yes’
and ‘no’ are acceptable though).
ANSWERS (Spoken)
1 It’s a pencil case. / 2 They’re pens. / 3 Yes, it is. /
4 No, it isn’t. / 5 No, they aren’t. / 6 Yes, they are. /
7 (There are) eight. / 8 No, it isn’t.

c
SUGGESTED PROCEDURE:
Divide the class up into pairs. You could write the
following prompts on the board so that learners
are making the right kind of questions:
What’s...?
What are...?
Is this...?

Are these...?
How many...?

Do a few example questions yourself with a
learner from the class, then let students do the
exercise in pairs. Let them continue for about five
minutes while you monitor for problems.
ANSWERS

Open answers


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REVIEW UNITS 1-2

b

1a page 14

Go round the class, asking each learner one or two

questions from the list below. Ask questions about
the children in the class.

SUGGESTED PROCEDURE:

ANSWERS

Q
W
E
R
T
E
R
A
S
E
R
Q
P
N

A
S
D
F
G
H
J
K

H
P
O
E
U
O

U C H
D R T
Q E G
W F S
E I Q
R V W
T E E
Q Y R
A R P
T Y U
N H J
G S E
T W E
T E B

A
O
G
G
K
G
G
G

E
G
L
V
N
O

I
N
I
N
E
T
E
E
N
V
B
E
T
O

R
E
P
O
I
U
P
O

E
G
G
N
Y
K

A
S
D
F
G
H
J
A
R
U
L
E
R
E

b
ANSWERS

1 pen / 2 chair / 3 sharpener / 4 eraser / 5 ruler /
6 notebook / 7 one / 8 five / 9 seven / 10 twelve /
11 nineteen / 12 twelve

2a page 14

ANSWERS

Questions:

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

5a page 15
ANSWERS

1 Is this / 2 What’s / 3 Are these / 4 How many

b
SUGGESTED PROCEDURE:
Go round the class, asking each learner one or two
questions from the list below. Ask about objects in
the class.
Questions:

What’s this? / Is this...? /
How many...? / What are these? /
What colour is it?

6a page 15
ANSWERS

1 it isn’t / 2 computer / 3 are three / 4 they aren’t /
5 they are / 6 are twelve

b

SUGGESTED PROCEDURE:

1 meet / 2 meet / 3 name / 4 My name’s –
I’m called / 5 old / 6 years / 7 where / 8 I’m

Go round the class, asking each learner one or two
questions from the list below. Ask about people
and objects in the class.

b

Is this a...

ANSWERS

What’s this in English?

Open answers

Is he/she a teacher?

3a page 14

How many... are there?

ANSWERS

1c/2d/3e/4b/5f/6a

Are these....?

ANSWERS

Open answers

b
ANSWERS

Open answers

4a page 15
ANSWERS

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

13


GRADE 1

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2a page 16

UNIT 3

SUGGESTED PROCEDURE:

Clothes
Lesson A Things to wear
1a page 16

SUGGESTED PROCEDURE:
Start with a few minutes brainstorming the topic
of clothes. With closed books, ask learners to call
out as many clothes related words as they can
remember, while you write them on the board.
Now ask them to open their books and do the part
a) task.
ANSWERS

1 glasses / 2 shorts / 3 socks / 4 trainers / 5 T-shirt /
6 skirt / 7 dress / 8 hat / 9 shirt / 10 jacket /
11 belt / 12 jeans / 13 scarf / 14 gloves / 15 coat /
16 jumper / 17 shoes / 18 trousers

SUGGESTED PROCEDURE:
Some learners may not know what ‘syllable’ means,
so write a word with two syllables on the board
and split the syllables up, like this:
k.it/]

When you think they’ve got the idea of what
syllables are, you can let them do this exercise
alone and then compare their answers with a
partner before listening to the audio to check. Play
the audio through once just to let them check,
then play it a second time so that they can repeat
what they hear. You could follow up with
pronunciation work focusing on word stress in
two-syllable words. Read out the list of two
syllable words, emphasising the stressed syllable,

and elicit from learners where the stress lies. They
should see that the stress in two syllable words
tends to be on the first syllable.
ANSWERS

Group 1 – one syllable coat / belt / jeans / gloves /
dress / socks / shoes / scarf / skirt / shirt / hat /
shorts
Group 2 – two syllables jumper / trousers /
T-shirt / jacket / glasses / trainers

14

You could follow up by asking learners to find you
things in the classroom that match the colours you
call out. For example, call out ‘Green!’ and ask
students to point to things on their desk or around
the room.
ANSWERS

1 brown shoes / 2 a green shirt / 3 pink glasses /
4 a yellow skirt / 5 white shorts / 6 a red hat / 7 a
blue T-shirt / 8 black trousers / 9 a purple dress /
10 grey socks / 11 a beige coat / 12 a orange scarf

b
SUGGESTED PROCEDURE:

b

ja-cket [/'d

Again, ask learners to close their books and call
out any colours in English that they can remember.
Then ask them to open their books and do the
matching exercise. Play the audio once to check,
then again so that learners repeat what they hear.
Encourage correct pronunciation.

This activity combines the two vocabulary sets
(clothes and colours) and practises another
question format that is very common in the exam:
What colour is/are...? As usual, it’s best if you
demonstrate the activity with a learner from the
class before asking the rest of the class to do it in
pairs. Encourage full answers, for example ‘It’s red’
or ‘They’re blue’ instead of single word answers
such as ‘Red’ or ‘Blue’.
ANSWERS

Open answers

3a page 17
SUGGESTED PROCEDURE:
You could begin with closed books. Write the
demonstrative pronouns mixed up on the board,
like this:
thisthosethatthese
Ask learners if they can identify four words in the
word snake. Then ask them which words refer to

one thing (singular) and which words refer to
many things (plural). Now ask them to do the
exercise on page 17.
ANSWERS

1 This That / 2 These Those


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UNIT 3 Clothes
b
SUGGESTED PROCEDURE:
This provides an opportunity to use classroom
words and clothes vocabulary whilst practising
these determiners. Divide the class into pairs. Get
each learner first of all to look around them and
write the names of the 6 objects they are going to
talk about. There should be a mixture of plural and
singular items. Then demonstrate yourself what
they have to do before asking pairs to work
together.

Lesson B My clothes, your clothes
1a page 18
SUGGESTED PROCEDURE:
Tell learners that they are going to hear part of an
interview in which the examiner asks the candidate
about some of the photos shown here. Before they
listen, however, draw learners’ attention to the

photos and ask them a few simple questions about
what each one shows.
For example:

ANSWERS

Is this a girl/boy?

Open answers

How many babies/girls/boys are there?

4a page 17

Now play the audio and ask learners to write the
number of the dialogue (1, 2, 3) next to the correct
picture. You may need to play the audio twice.

Listen and compare.
ANSWERS

Open answers

b
SUGGESTED PROCEDURE:
Again, these are all typical questions in the exam.
Let learners do the matching alone, then play the
audio once to check. Then divide the class into two
groups: Group A repeat the examiners questions,
Group B the answers. Groups then swap roles for a

final play and repeat.
ANSWERS

1a/2e/3b/4d/5c/6f

c
SUGGESTED PROCEDURE:
Do a few example questions yourself working with
a learner from the class and then divide the class
into pairs. As you monitor, encourage learners to
use a variety of question forms here, and encourage
full short answers.
ANSWERS

Open answers

ANSWERS

1C/2D/3F

b
SUGGESTED PROCEDURE:
The focus here is on the determiners his, her and
their. Write them on the board and elicit from
learners when we use them. i.e.
his – boy / man – masculine, singular
her – girl / woman – feminine, singular
their – plural
Now ask learners to read through the sentences
and, working with a partner, try to guess the

missing word. Then learners work alone to listen to
the audio and to check.
ANSWERS

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

c
SUGGESTED PROCEDURE:
You might want to do some drill work practising
the question:
‘What colour is/are...’
(Remember that candidates are not expected to
produce questions in the exam, but for the
purposes of this exercise they will need to ask their
partners the question.)
Once learners are comfortable with the question,
demonstrate what learners have to do by working

15


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GRADE 1

UNIT 3 Clothes
with one of the stronger learners in the class while
the others listen. Then organise the rest of the
class into pairs and let them get on with the task
while you monitor – listen out especially for errors

with the determiners.
ANSWERS Open answers

SUGGESTED PROCEDURE:
Again, you could drill the question and answer
format as suggested for a) before learners go on to
this.
Group A: What colour does Helen like?

2a page 18

Group B: Her favourite colour’s...

SUGGESTED PROCEDURE:
The focus here is revision of the rest of the
determiners. Get learners to complete the
sentences alone and then compare with a partner
before checking altogether.

Then swap groups as before. When you’re happy
that the group can manage to form the questions
and answers sufficiently well, put them into pairs.
They need to swap books so that each learner can
talk about the people they spoke to during part a).

ANSWERS 1 your / 2 his / 3 her / 4 their

ANSWERS Open answers

b

5a page 19

SUGGESTED PROCEDURE:

SUGGESTED PROCEDURE:

Again, demonstrate the task yourself by working
with a learner and then get learners to work in
pairs while you monitor.

Point out to learners that they will NOT have to
make questions in the exam, but it is important
that they recognise and understand questions. All
these are typical things that examiners might ask.
Give learners a chance to do this exercise on their
own and then to compare with a partner. Finally,
play the audio to check.

ANSWERS Open answers

3 Communication Task, page 18
SUGGESTED PROCEDURE:

ANSWERS

This uses the photos of people on page 62. Make
sure that, when doing this exercise, learners are
using determiners correctly, but at the same time
encourage fluency and experimentation.

1 What’s this? / 2 What are these? / 3 Is this a hat? /
4 What colour is it? / 5 What colour are his trousers?
/ 6 What colour are my shoes?

ANSWERS Open answers

b

4a page 19
SUGGESTED PROCEDURE:
Start with a short drill so that learners get used to
the question and answer format for this activity.
Divide the class into two groups:
Group A: What’s you favourite colour?
Group B: My favourite colour’s...
Do this three times, then groups swap roles. By
this time learners should be ready to do the
activity. If there is space in your class, this works
best as a mingling activity where learners move
around the class and interview each other while
noting down answers. It’s important that they get
information from at least one boy, one girl and two
other learners.
ANSWERS Open answers

16

b

SUGGESTED PROCEDURE:
Demonstrate with one learner so that everyone
knows what they have to do, then get pairs to
interview each other. To make sure that they use a
variety of question forms, you could put up
question prompts on the board:
What’s...?
What are...?
Is this...?

Are these...?
What colour is...?
What colour are...?

As you monitor, don’t worry too much if learners
are making errors in question formation. Feedback
should focus on the answers learners give.
Encourage learners to give short answers but not
one word answers.
ANSWERS Open answers


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UNIT 4

The body
Lesson A Show me your nose!
1a page 20
SUGGESTED PROCEDURE:

You could begin with a similar brainstorming
activity to those used in earlier units – simply ask
learners (with closed books) to call out any body
related words they can remember while you write
them on the board. Then ask them to open their
books and do a). Play the audio once to check
answers and then a second time so that learners
can repeat what they hear.
ANSWERS

1 head / 2 eye / 3 ear / 4 foot / 5 hair / 6 nose /
7 leg / 8 teeth / 9 mouth / 10 finger / 11 hand /
12 arm

b
SUGGESTED PROCEDURE:
Demonstrate with one learner from the class and
then get pairs to do the same. Make sure that
learners aren’t only giving one word answers. Also,
make sure that Student A isn’t always asking
questions that elicit the answer ‘Yes, it is’. Make sure
that Student A is using plural forms, too. After two
minutes, get pairs to swap roles.

2a page 21
SUGGESTED PROCEDURE:
Give learners a few moments to do this alone and
then check with a partner before listening to the
audio to check their answers.
ANSWERS

1 Give me a pen. / 2 Come here. / 3 Open your
book. / 4 Point to the door. / 5 Go to the window. /
6 Touch your nose. / 7 Stand up. / 8 Show me your
ears. / 9 Sit down.

b
SUGGESTED PROCEDURE:
Explain to learners that the top circle has verbs, the
next circle articles and the lower circle nouns. They
can combine these to make different orders. Pairs
should take turns making and following orders.
Again, you may need to demonstrate what
learners need to do beforehand.
Follow up: Playing the children’s game ‘Simon says...’
In this game, learners should only follow orders if
the speaker begins with ‘Simon says...’ . If someone
follows an order without the speaker saying
‘Simon says...’ then they are out of the game. The
last player remaining wins the game. Learners can
take turns at being the speaker.
ANSWERS

Open answers

ANSWERS

Open answers

c

SUGGESTED PROCEDURE:
First draw learners’ attention to the focus box about
irregular plurals. Point to your teeth / feet / hair and
ask learners What are these? / What’s this? Then
model the questions that learners need to use for
this activity. You could do a whole class drill of the
questions, emphasising the difference between this
/i/ and these /i /. Once again, choose a learner from
the group and demonstrate the task. Then organise
the class into pairs. Make sure they take turns
asking and answering.
ANSWERS

Open answers

17


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GRADE 1

UNIT 4 The body
Lesson B Is he tall?

ANSWERS

1a page 22

1 Open / 2 Show / 3 ears / 4 your / 5 long / 6 to /

7 they / 8 Sit

SUGGESTED PROCEDURE:
This practises common adjectives that learners
ought to know for the exam. Get learners to do
this together with a partner before checking
altogether. Be ready to explain why ‘short’ is listed
twice. i.e. that it has two meanings here.

SUGGESTED PROCEDURE:
Play the audio and pause for learners to respond.
Choose one learner at a time to respond.

ANSWERS

c

1 f / 2 c (e) / 3 d / 4 c (e) / 5 b / 6 a

SUGGESTED PROCEDURE:

b
SUGGESTED PROCEDURE:
Before they listen, ask learners (working in pairs) to
match one word from the list of adjectives in a) to
each of the pictures. Check to see which words
learners have used – this will also be a good
concept check to see if learners understand these
words. Then play the audio twice so that learners
can match the descriptions with the pictures.

ANSWERS

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

c
SUGGESTED PROCEDURE:
It’s useful to show the position of the tip of the
tongue when making each of these sounds:
t /t/ – the tip of the tongue is touching the roof of
the mouth just behind your front teeth
th /ð/ – the tip is just protruding between the
upper and lower teeth

Make sure that learners use a variety of question
formats, and that they take turns in asking and
answering. As you monitor, don’t worry too much
about correct question formation, but make sure
that answers are correct.
ANSWERS

Open answers

3a page 23
SUGGESTED PROCEDURE:
Students build a dialogue similar to the one they
will need to have with a partner in part b). Point
out that there are two correct answers for this
activity. Once students have finished and checked
with the audio, have them memorise the dialogue
and act it out in pairs, or do choral drills with the

whole class.
ANSWERS

a 8 / b 1 / c 7 /d 3 / e 2 / f 6 / g 5 / h 4 OR
a8/b1/c7/d5/e2/f4/g3/h6

Demonstrate and get students to try it out
themselves.

b

See the section on drills at the beginning of the
Teacher’s Book for further ideas on how to practise
these sounds

Open answers

2a page 22
SUGGESTED PROCEDURE:
These are all questions or orders that could come
up during the interview. Remember that they will
now be asked to produce questions or imperative
forms like this, but must understand them and
respond appropriately. Give learners five minutes
to do this alone before playing the audio to check.

18

b

ANSWERS

4 Communication task, page 23
SUGGESTED PROCEDURE:
The dialogue that learners ordered in the previous
task is a model for the kind of dialogue that’s
required for this task. Explain that Student A will
have all the girls’/women’s names, while Student B
will have all the boys’/men’s names. The aim of the
task is to put the names under the correct photos.
Choose one of the stronger learners in the class
and demonstrate what learners have to do.


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b
ANSWERS

Open answers

2a page 24
ANSWERS
Lia

Coco

Isobel

Maria

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

b
ANSWERS

Open answers
Kim

Jennifer

Aiden

Alex

3

page 24

ANSWERS

1 Show me your feet. / 2 Go to the door. / 3 Open
your book. / 4 Give me a pencil. / 5 Point to your
nose. / 6 Touch the pencil case.

4a page 25
ANSWERS
Luke

Mathias

Max

Freddie

1A/2B/3A/4C/5C/6B

b
SUGGESTED PROCEDURE:

REVIEW UNITS 3-4
1a page 24

5a page 25

ANSWERS

ANSWERS

1

J
3
H A I
C
K
E
6
T R

7
N
8
S O C K
S
9
E
M

Go round the class asking individual students the
questions 1-6 based on the photos for this
exercise. Then extend the activity with similar
questions about people in the book or learners in
the class.

E Y E
A
R

4

S
H
O
E
S
O

2

F O O T
I
N
G
5
T
E
U S E R S
H
I
R
U T H

1 Are these feet? / 2 How many are there? / 3 What
are these? / 4 How many fingers are there? / 5 Is
this an ear? / 6 What is it?

b
SUGGESTED PROCEDURE:
As for 4 b).

6a page 25
ANSWERS

1 Yes, she is. / 2 No, she isn’t. / 3 Yes, he is. / 4 No, he
isn’t. / 5 Yes, she is. / 6 No, they aren’t.

b
SUGGESTED PROCEDURE:
As for 4 b).

19


GRADE 1

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UNIT 5

Animals
Lesson A Furry friends
1a page 26
SUGGESTED PROCEDURE:
With closed books, ask learners to name as many
animals as they can in English. Then with open
books, can they name the animals shown? Ask how
many of each animal are shown – this will lead into
the idea of plural forms, then get learners to try the
exercise. Point out the focus box information about
irregular plurals. Can they remember any other
irregular plurals (e.g. foot-feet)?
ANSWERS

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

b
SUGGESTED PROCEDURE:
These are typical exam style questions. The focus is
on plural versus singular forms. Ask learners which

words in the word pool show ‘one’ and which
words show ‘more than one’. Then get learners to
complete and check. Finally, ask learners to try and
memorise the dialogue.

This is just a fun activity to practise question forms
and body language. You could begin by drawing a
similar imaginary animal on the board and asking
the whole class to guess which animals it is made
from – don’t worry about any lack of artistic skills!
After the pair work, get learners to draw their own
imaginary beasts and invite them to talk in small
groups about what their drawings.

4a Communication Task, page 27
SUGGESTED PROCEDURE:
Draw learners’ attention to the photos of the fish
and ask them simple focus questions such as ‘How
many fish are there?’ ‘What colour is this fish?’ ‘Is it
blue and yellow?’ etc. Tell learners that they are
going to hear someone talking about the fish and
that they must circle the correct information. Give
them a minute to read all the information first, and
then play the audio. You may need to play the
audio two or three times.
ANSWERS

FISH A
Name: Bob

From: China

Age: two

FISH B
Name: Mary

From: Africa

Age: seven

1 this / 2 these / 3 They’re / 4 isn’t / 5 Are / 6 they

FISH C
Name: Angela

From: Brazil

Age: six

c

FISH D
Name: Squeak From: Japan

ANSWERS

SUGGESTED PROCEDURE:
First model with a stronger learner, then get the
rest of the class to do the same. Listen out for

correct pronunciation of this / these.
ANSWERS

Open answers
page 27
SUGGESTED PROCEDURE:

2

This is a revision of questions and answers met
earlier in Units 1 to 4 (How many... / What colour... /
Is it...) etc. Elicit questions altogether from the class
and write them on the board before getting
learners in pairs to ask each other. Make sure each
partner gets a chance to ask and answer.

20

page 27
SUGGESTED PROCEDURE:

3

Age: twelve

b
SUGGESTED PROCEDURE:
Ask learners to read the example dialogue in the
bubbles and then demonstrate what they have to
do with a good learner from the group. Basically

the idea is to use information about the fish to ask
questions of the kind that the examiner might ask
in the exam. At the end you could ask a good pair
of learners to demonstrate the conversation they
had to the others.
ANSWERS

Open answers


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UNIT 5 Animals
Lesson B On the farm
1a page 28

How many... are there?
What colour is/are...?

SUGGESTED PROCEDURE:

ANSWERS Open answers

With closed books, ask learners to call out the
English words for any animals they can remember
(farm or otherwise) while you write them on the
board. Now ask learners which of the animals they
called out can be found on a farm. Finally, get
learners to open their books and do the matching
exercise on page 28. Give them 2 or 3 minutes to

work alone before going through the answers
altogether. You could drill the words so that
learners improve their pronunciation.
Pronunciation problems often occur with the
vowel sounds of the following: goat, chick, sheep.
For further practice, ask learners to ask each other
what their favourite animal is. Model the question
by asking a learner in the class:

d

A: What are your favourite animals?
B: My favourite animals are horses and lambs.
What are your favourite animals?
ANSWERS

A duck / B goose / C cow / D chick / E donkey /
F hen / G goat / H horse / I lamb / J sheep

b
SUGGESTED PROCEDURE:
First get learners to work individually and try to
match the adjectives in the box with the animals in
the pictures. Go through this together. Then divide
the class into pairs in order to do the dialogue. Get
them first to read the example dialogue in the
bubbles, then you demonstrate with a learner from
the class and finally give learners five minutes
working in pairs.
ANSWERS Open answers

c
SUGGESTED PROCEDURE:
This is a simple memory game. Demonstrate by
asking all the learners to close their books and then
you ask them a few questions about the photos.
Remember that learners don’t have to produce
questions in the exam, so you can write prompts
on the board for them to use in this activity:

Is there a....?
Is the cow....?

SUGGESTED PROCEDURE:
Demonstrate the sounds and point out the
difference in the shape of the lips when producing
each:
sh – lips pursed and pushed forward
s – lips wide and pulled back
It can be useful to get students to exercise the
sounds and lip shapes in an exaggerated form,
slowly becoming more natural.
Another classic tongue twister to practise these
sounds is ‘She sells sea shells on the sea shore’.

2a page 29
SUGGESTED PROCEDURE:
This activity simply provides practice for the
language they need to understand and use. First
ask learners to look at the photo. Ask simple

questions along these lines: Is this a donkey? Is it
grey? How many horses are there? Show me its
head. Now tell learners that they’ll hear someone
talking about their pet and they must tick the
correct information. Give them a moment to read
through list, then play the audio. You may need to
play it 2 or 3 times.
ANSWERS

1✗/2✗/3✗/4✓/5✗/6✓

b
SUGGESTED PROCEDURE:
If you prefer, you could set the drawing task as
homework, and then ask learners to talk about
their pet in the next lesson. Alternatively, you
could make this into a communication task by
having Student A describe their pet and Student B
draw it. If a student doesn’t have a pet, they could
describe a neighbour’s or relative’s pet, or a pet
they would like to have.
ANSWERS

Open answers

21


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GRADE 1

UNIT 5 Animals
3a page 29

b

SUGGESTED PROCEDURE:

SUGGESTED PROCEDURE:

These are all typical things that learners might
hear in the exam. Give them a few minutes to work
alone on the gap filling task, then an extra minute
to check with their partner. Finally, play the audio
for learners to check.

In pairs, one student with open book asks the
questions and gives the orders, while the other,
with closed book, responds. After five minutes, get
pairs to swap roles.

ANSWERS

Open answers

1 Good / 2 What’s / 3 How / 4 Where/ 5 What’s /
6 What / 7 How / 8 What / 9 Is / 10 Are / 11 Show /
12 Point / 13 Stand / 14 Sit / 15 Go / 16 Come

22

ANSWERS


GRADE 2

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UNIT 6

Family
Lesson A This is my family
1a page 30
SUGGESTED PROCEDURE:
If possible the teacher should bring a photo of
his/her family or a picture of a famous family into
the lesson to set the context of family. Then show
learners the family tree on page 30. Show them Li
and ask, ‘What’s her name?’ ‘How old is she?’ Say
that this is her family and ask them to match the
words on the left to the photos – in relation to Li.
Learners can do this in pairs if you prefer. You
could follow up by asking learners to bring photos
of family members in to talk about, like this:
Student A: Who’s this?
Student B: This is my mum
ANSWERS

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

b
SUGGESTED PROCEDURE:
Tell learners that they are going to hear Li talking
about her family and that they will make notes
under each photo of names and ages. This is
simply an activity to practise the kind of language
they will need to use in the exam with a native
speaker to listen to. Play the audio a couple of
times and pause where necessary to give learners
time to make notes
ANSWERS

A Jimmy, 38 / B Lia, 34 / C Chen, 10 / D Yan Yan (no
age given) / E Yul (no age given) / F Jing (no age
given) / G Ho (no age given)

c
SUGGESTED PROCEDURE:
First of all, revise numbers over 20 by going round
the room and asking each learner to say the next
number – doing this up to 40 should be sufficient.
Then model the two numbers in the table – twenty
and twenty two. Ask learners how many syllables

there are. Show them that the stressed syllables
are marked with the large boxes (at the top of the
table) then ask them to organise the numbers into
the two groups according to their stress pattern.
Learners should do this alone – encourage them to

say the numbers to themselves so that they hear
the pattern – before checking altogether with the
audio.
Follow up with a simple drill to practise these
patterns. Simply count from 20 to 100 in steps of
five: 20, 25, 30, 35 etc. Get the whole group to call
out the numbers together while you mark the
rhythm on the whiteboard.
ANSWERS

■■

■■

■

20 (twenty)

22 (twenty-two)

30 (thirty)

28 (twenty-eight)

40 (forty)

37 (thirty-six)

50 (fifty)

47 (forty-seven)

d
SUGGESTED PROCEDURE:
Get learners to read the model dialogue, and then
demonstrate yourself what they have to do by
choosing a learner and asking him/her questions
like the examples given. Put learners into pairs,
Student A asking the questions, Student B
answering – after 2 minutes they should swap
roles. Follow up by having everyone close their
books and you asking questions to see what they
can remember about Li’s family.
ANSWERS

Open answers

2a page 31
SUGGESTED PROCEDURE:
Tell learners that these sentences are taken from
the audio with Li. Working in pairs, see if they can
find the missing words. Then play the audio again
so that learners can check.
ANSWERS

1 got / 2 ’ve got / 3 ’ve got

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GRADE 2

UNIT 6 Family
b

b

SUGGESTED PROCEDURE:

SUGGESTED PROCEDURE:

Learners should try to complete the table alone and
then compare with a partner. Finally go through the
answers together with the whole group.

Students need a notebook for this final activity.
Learners describe their family to their partner,
while the partner tries to draw the correct tree.
You could begin this by describing your family to
the class and asking them to draw your family tree.
Then ask pairs to do the same. While they talk,
monitor and pay special attention to their use of
‘have / haven’t got’.

Learners don’t need to be able to make questions
with ‘have got’ for the exam, but they do need to
understand such questions and be able to
respond appropriately. You could do a drill to

practise ‘Yes, I have’ and ‘No, I haven’t’ responses:
Make two flash cards, one with a ✓ and one with
a ✗. When learners see the first, they should give a
positive answer, when they see the second they
should give a negative answer. Ask the class
questions with ‘have’, they should respond chorally
according to the flash card you show. For example:

ANSWERS

Open answers

Teacher: Have you got a dog? (show ✗)
Students: No, I haven’t.
ANSWERS

1 have got (’ve got) / 2 have not got (haven’t got) /
3 hasn’t got

c
SUGGESTED PROCEDURE:
This simple matching exercise includes different
question forms that the examiner might ask. Get
learners to do it alone at first, then check it
altogether.
ANSWERS

1b/2c/3d/4a/5e

3a Communication Task, page 31

SUGGESTED PROCEDURE:
Introduce this task by asking learners to look at the
four family trees. Ask questions like, ‘How many
families are there?’. Point to the named person and
say, ‘What’s his/her name?’. Then describe one of
the families and ask learner to guess which family
you are describing. Then organise the group into
pairs. First Student A describes and B guesses, then
they reverse roles. Remember that learners don’t
have to ask each other questions, but they should
give detailed descriptions of the families so that it
is clear which one they are describing.
ANSWERS

Open answers

24

Lesson B She’s got long hair
1a page 32
SUGGESTED PROCEDURE:
These are all adjectives that learners should know
at this level. Give learners a minute or so to match
the opposites together on their own before going
through the answers together.
ANSWERS

1d/2f/3b/4c/5a/6e

b

SUGGESTED PROCEDURE:
Give learners a few minutes to find the photos that
match the questions, then go through the possible
answers together.
ANSWERS

1 long hair A – short hair B / 2 fair hair C – dark hair
A, B / 3 big ears B / 4 old D – young A,B,C /
5 pretty A

c
SUGGESTED PROCEDURE:
This exercise is a way to practise language that
learners should be able to understand and use.
Play the audio a couple of times so that learners
have a chance to understand what they hear.
ANSWERS

1B/2D/3A/4C


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UNIT 6 Family
d
SUGGESTED PROCEDURE:
Point out to learners that they don’t have to write
in English for the exam, but that they will be
expected to use these kinds of sentences during
the interview. Give learners about five minutes to

do this alone and then compare with a partner.
POSSIBLE ANSWERS

A He’s young / handsome. He’s got short / dark hair.
B He’s old / fat.

He’s got short / grey hair.

C She’s fair / old.

She’s got short / fair hair.

D She’s young / pretty.

She’s got long / dark hair.

e
SUGGESTED PROCEDURE:
Learners can open their books again for this
activity so that they can refer to the vocabulary
list. Also, bring their attention to the Focus box
which includes information about two useful
words for qualifying adjectives. Demonstrate the
task first by describing a member of the class and
asking learners to guess who it is. Then divide the
group into pairs to do the same.
ANSWERS

Open answers

2a page 33
SUGGESTED PROCEDURE:
Explain to learners that they are going to hear an
extract from a typical conversation in the exam.
Ask them to read through the dialogue once,
ignoring the gaps, and tell you what they are
talking about (in general). Then ask them to read
through again and make guesses as to what the
missing words are. Finally, play the audio and let
them complete the gaps. You may have to play the
audio a couple of times.
ANSWERS

1 blond / 2 quite / 3 like / 4 very / 5 dark / 6 brown

b
SUGGESTED PROCEDURE:
This task focuses on a question type that is quite
common in the exam: ‘What does he/she look
like?’. If learners don’t know the expression, explain
to them that it refers to someone’s appearance.

Then ask them to do the matching exercise. Ask
questions about famous people:
What does Johnny Depp / Angelina Jolie / Robbie
Williams / Keira Knightley look like?
ANSWERS

1b/2c/3a

c
SUGGESTED PROCEDURE:
Demonstrate by asking a good learner from the
class a couple of questions about what people in
his/her family look like. Then organise the class
into pairs to do the same. Some learners might
find this kind of open ended question more
difficult. To help them, you could write these
prompts up on the board for them to refer to:
Hair: blond / dark / long / short
Body: tall / short / fat / thin /
medium height / average weight
Other: ugly / handsome / pretty / strange
ANSWERS

Open answers
page 33
SUGGESTED PROCEDURE:

3

Remind learners that they don’t need to worry
too much yet about the grammar of forming
questions, but that they should be familiar with
these questions as set phrases because they are
quite commonly asked in the exam. Give them five
minutes to work through this alone before
comparing with a partner and finally listening to
the audio to check.

a
ANSWERS

1 How many people are there in your family? /
2 Have you got any aunts or uncles? / 3 What are
their names? / 4 How old are they? / 5 What’s your
father’s name? / 6 What does he look like? / 7 How
old is he? / 8 Tell me about your mother.
Play the audio one more time so that learners can
answer. The best way to do this is probably to pick
out individual learners to respond to each
question. Go through this at least twice so that
everyone gets a chance to answer.

25