new pass trinity grades 3 4 teacher s book by cochrane stuart

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Stuart Cochrane

NEW

s
s
a
P

Trinity
Teacher’s Book

Trinity Grades
ISE 0

3-4


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Internet: www.blackcat-cideb.com
email:
Editors: 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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Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, Turin

Reprint
Year

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2011

II
2012

III
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IV
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V
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GRADE 3

Contents
Procedures file

4

Diagnostic test

7

UNIT 1 Home life and free time
UNIT 2 Local places

11

UNIT 3 Dates to remember

13

Writing file 1
Review units 1-3

15
16

UNIT 4 A place to study

17

UNIT 5 Jobs

19

UNIT 6 Weather

22

Writing file 2
Review units 4-6

GRADE 4

9

24
25

UNIT 7 Holidays

26

UNIT 8 Shopping

28

UNIT 9 Food

30

Writing file 3
Review units 7-9

32
33

UNIT 10 At the weekend and through the year

34

UNIT 11 Sports and hobbies

36

UNIT 12 School and work

38

Writing file 4
Review units 10-12

39
40

Recording scripts

41

3


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Procedures file
Listening task

Stage 4

Remember that there is no formal listening test in the
Trinity Grades 3 and 4 exam. The listening practice in
the this book is here for three main reasons:

Play the recording a first time. If you judge that most
students have managed to hear a good proportion of
the answers, get them to compare their answers in
pairs, then play the recording again and get them to
check with their partner a second time. However, if

you think that, after the first time, a lot of students
haven’t managed to hear most of the answers (look
out for blank faces!), then play it a second time before
they check answers in pairs, then play it a third time,
and let them compare again in pairs after this.

• to provide examples of target language (grammar,
vocabulary and functions) in context. These
examples are usually highlighted in the Grammar
& Practice section that follows
• to give learners a chance to hear typical exam
conversations
• to provide practice in this skill.
It’s important that you point out to learners that they
don’t need to worry too much about the listening
since it will not be formally tested in the exam at this
level.
Stage 1
If there’s a picture to illustrate the topic, elicit
information from your students which will help
prepare them for what they’re going to listen to, e.g.
in Unit 1, page 9, the photo of Kelvin can be used as a
prompt to ask student who the boy might be, where
he lives and what kind of life he leads.
Stage 2
Tell students what kind of conversation they’re going
to be listening to, e.g. a candidate and examiner
talking about the candidate’s topic, or a radio
presenter talking about the local entertainment
events.

Stage 3
Before students listen, go through the task/s they
have to do while listening, using the following
procedure.
1 Get students to read the instructions.
2 Ask students to volunteer to tell you what they
have to do; this could be in the students’ first
language (L1) if you are teaching in a monolingual environment and you speak the L1
yourself.
3 Select a student who you are reasonably sure will
have understood what to do, and ask her/him to
explain to the class.
4 Check that she/he gives the correct instructions!
Give further clarification yourself, if necessary.
5 Give students a further chance to ask questions
about what they have to do, or the meaning of
vocabulary items in the task/s.

4

Stage 5
Now elicit answers from students. If all students agree
on an answer to a question, and it is the correct
answer, confirm that 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 big 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

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


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Procedures file
Brainstorming vocabulary and ideas

Speaking tasks

Brainstorming is a good way to introduce an activity,
and is of ten suggested in the procedures for each
unit in this book. The advantages of starting an
activity with a brainstorming session are:

Generally encourage learners to speak as much

English as they can, although at this level it is
unrealistic to expect learners not to resort to their L1
when they need explanation and help. However,
there will be times that you will need to insist on
English only, especially during speaking tasks. There
are three types of speaking task in the book:

• it helps to get learners focussed on the topic of
the task to follow it helps learners ‘revive’
vocabulary that they know, but haven’t used
recently
• it provides a chance for peer teaching – i.e.
working in groups, students will share words and
expressions with each other
• it gives you a chance to see what your learners
know and what knowledge gaps exist
• it demonstrates a way for learners to approach
their learning and (by your writing their ideas on
the board) how to organise their learning.
Stage 1
Give students a specified time limit to think together
(in pairs or small groups) and to make a list of all the
vocabulary they can connected with the subject in
hand. Make it clear that they should also be prepared
to provide an explanation about what the
word/phrase means. Encourage learners to explain to
each other in their group what words mean if they
are new to other members of the group.
Stage 2
Now ask students to tell you their words/phrases

from Stage 1. Write them up on the board as they do
so. It’s important, here, that, if students are not
familiar with a word/phrase that another student
gives, they ask about the meaning; when this arises,
the student who gives the word/phrase in question
should also try and explain it – obviously, if she/he
has difficulty doing this, you will need to help. As you
write on the board, demons t rate different ways of
organising ideas visually. For example, you could put
simple column headings or draw a mind map.
Stage 3
If there are target vocabulary items that need to be
introduced, e.g. because later tasks depend on them,
and they didn’t come up in Stage 2, introduce them
now yourself. How you do this will depend on the
vocabulary itself, e.g. some items will be best
introduced through pictures, others by explaining
the meaning and eliciting from students the
word/phrase.

1 Structured practice of particular language
forms or vocabulary
These usually follow vocabulary and grammar
focus sections of the book. During this kind of
speaking practice, it is important that learners are
actually using the target structure or vocabulary in
order to achieve the task. You will need to monitor
to make sure this is the case. If not, encourage
learners to use the new language. Equally, don’t
insist on correcting other errors at this stage; the

important thing is to get the target structure
correct.
2 Freer speaking practice
This kind of speaking task doesn’t requite learners
to use any particular structure. Learners will talk
about topics which are typical exam topics, but
they are free to use the language they think
necessary. These tasks are intended to encourage
fluency, so there’s no need to insist on complete
accuracy while they are completing the task.
3 Exam practice
These provide a chance for learners to practise
answering typical exam questions. Each task
focuses on a certain stage of the interview, and on
a particular skill or exam technique. The aim of this
kind of practice is to help your learners to become
more familiar with what the interview entails and
to help them prepare for likely questions. It’s
important that this kind of practice is followed up
with a feedback phase. This can be peer feedback
which learners give to each other, plus more
general feedback from you on things that you
noticed while monitoring.
The procedure suggested on page 6 applied mainly
to the fluency focussed practice mentioned above
(types 2 and 3), but may occasionally also apply to
type 1.

5

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Procedures file
Stage 1

Stage 4

Start off by giving a model yourself of what students
have to do, for example, where they have to tell one
another about their own personal experiences in
relation to the subject, tell them about a relevant
experience that you have had. You could choose a
reliable student from the class to go through the
activity with you before the rest of the class start.

When students have finished Stage 3, ask them if
they noticed anything that they themselves or their
partner did particularly well and get them to tell the
class (in this way, they are reflecting on their own
performance and that of their peers). After this, go
through the points for praise that you wrote on the
board, followed by the points for improvement. Don’t
mention which student/s made the individual
mistakes; instead, elicit the correct version from all
the students and correct it on the board.

Stage 2
Give students the chance to prepare for what they’re
going to talk about. For fluency-type speaking tasks,

students will usually be preparing alone. Set a time
limit, e.g., five minutes, and encourage them to make
notes to organise their thoughts and to help them
with what they’re going to say, but not to write a
script. Make it clear that, during this preparation
phase, they can consult you about vocabulary they
need, etc., but that during the speaking phase that
will follow, they can’t. While they are preparing, you
should circulate, helping and answering questions as
necessary.
Stage 3
Students now perform the speaking phase. Explain
that you will be listening to them during this phase,
but you will not be answering questions. Emphasise
that the aim here is for them to practise speaking
fluently, without interrupting their ‘flow’ to ask about
how to say something. While they are speaking,
monitor and make notes about any aspects that you
think they do particularly well, and also any aspects
that could be improved, including grammar and
vocabulary mistakes that you hear. If students try and
ask you for help while you are monitoring, tell them
that you will help them afterwards, but, for the
moment, they should try and say it in a different way.
Make sure that learners are not simply reading the
notes that they made in the preparation stage. In
some cases, it is better for learners to close their
notebooks altogether once they are ready to speak.
When they are approaching the end of this phase,
start writing the points you have noted up on the

board. Put them in two columns, perhaps headed by
a smiling face for the points for praise and an
unsmiling/frowning face for the points for
improvement.

6

Stage 5
Now give students an opportunity to ask you about
things they may have realised they didn’t know how
to say when they were doing the speaking phase.
Answer these queries and write the words/phrases
they want to know on the board.
Stage 6
Now get students to repeat the speaking phase
(Stage 3 above) with a different partner/s. The aim of
repeating this phase is that, after the correction and
query phases (Stages 4 and 5 above), they have a
chance to improve their performance in the task.

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 Prof
In the SB a 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.


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Diagnostic test
Guidance for teachers
The test should be done in class. Any number of students can take the test at the same time.
Photocopy the Diagnostic test answer sheet and give one to each student. Students select their answers from the
options given on pages 8-9 of their coursebooks. The CD should be played without interruption.
It is important to understand that the Diagnostic test is not a precision instrument. It will help you in deciding
whether particular students are in a position to start preparing for a Grade 3 or Grade 4 examination. It will help
you in the sense that it tests listening comprehension and receptive knowledge of appropriate responses to
questions. However, to this information you must add your own knowledge of the students’ speaking skills, and
additionally for ISE I, their productive writing skills and their reading skills. The test is designed 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 – 20 relate to the Grade 3 syllabus.

Questions 21 – 40 relate to the Grade 4 syllabus.
ANSWERS
1
2
3
4
5
6
7
8

9
10
11
12
13
14
15
16

C
A
B
B
B
B
A
A

A

C
A
B
C
C
B
B

17
18
19
20
21
22
23
24

B
A
C
A
C
A
A
C

25
26
27
28

29
30
31
32

B
A
C
B
A
B
C
C

33
34
35
36
37
38
39
40

A
B
C
C
B
B
C

A

When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the
following:
• Speaking skills

• General learning rate

• Reading skills

• Writing skills

• Motivation

• Application

Interpretation of scores
10 or less

indicates that a student who starts preparing for a Grade 3 examination still needs to study most of
the language functions and lexis before attempting the interview.

11 – 21

indicates that students know some of the grammar and vocabulary for Grade 3 and the teacher
could spend more time on phonology and communication skills.

22 – 29

indicates that a student is probably ready to start preparing for a Grade 4 examination.

over 30

indicates that a student has a good grasp of the language areas for Grade 4 and the teacher can
focus more preparation time on Topic preparation and pronunciation.

7


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Diagnostic test
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
© 2011 Black Cat Publishing

8


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UNIT 1

Home life and free time
Trinity subject area

Home life & free time

Grammar

Present Simple to talk about routines and facts

Functions

Describing daily routines and events
Expressing likes and dislikes

Vocabulary

Members of the family/Free time activities/What time...

Advice to candidates

Typical questions: family and daily life

Lesson A Words & Ideas
1a page 8
SUGGESTED PROCEDURE:
Give student s a few minutes to do this matching
activity on their own, then go through the exercise
with the class, eliciting answers from individual
learners. You could ask students for other daily
activities they could add to the list for example: get
up, have lunch, etc.
ANSWERS 1 J / 2 G / 3 L / 4 C / 5 K / 6 D / 7 A / 8 I /
9 F / 10 E / 11 B / 12 H

b
SUGGESTED PROCEDURE:
Before listening, ask learners to guess answers based
on their own experience. Then listen to check.
ANSWERS 1 have breakfast; seven o’clock / 2 go to
school; eight o’clock / 3 watch TV; seven o’clock /
4 go to bed; nine o’clock

c
SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to speak
to B first and then swap roles. Follow the suggested
procedure for roleplays in the Procedures file.
Follow up: students say if their routine was same or
different to their partner.
ANSWERS Open answers

2a page 9
SUGGESTED PROCEDURE:
See if students can give the correct time without
using the prompts first. Then ask them to complete

with the prompts in the phrase pool. Follow up with
a drill to practise the two ways of saying the time
using a large clock / pictures on the board etc.
ANSWERS A a quarter to three; three forty-five /
B a quarter past two; two fifteen / C half past two;
two thirty

b
ANSWERS D twenty past four; four twenty /
E twenty-five past six; six twenty-five / F twenty-five
to eight; seven thirty-five

3a page 9
SUGGESTED PROCEDURE:
Introduce this by getting learners to look at the

photo of Kelvin. Ask them where they think he lives
and what his daily life is like. See also Procedures File
for listening task ideas.
ANSWERS 1 T / 2 T / 3 T / 4 F / 5 F / 6 F

b
SUGGESTED PROCEDURE:
Get students to read through the prompt questions
comparing Kelvin with themselves. Give them a few
minutes to think about their answers, then put
learners into pairs. First A asks and B answers, then
swap roles. Finally, bring the whole class together to
elicit answers and share ideas.
ANSWERS Open answers

4a page 9
SUGGESTED PROCEDURE:
Once learners have completed this and you’ve checked
answers, you could ask learners if they know other
activities which collocate with ‘go’ and ‘play’.

9


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GRADE 3

UNIT 1 Home life and free time
Some other examples are: Go – horse riding, skiing,

shopping. Play – board games, musical instruments,
computer games
ANSWERS
go

do

for a picnic homework
skating
the
for a walk
shopping
swimming

have

play

a shower
breakfast

card
tennis
football
chess

b
SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to speak
to B first and then swap roles. Teacher tells the class

what s/he does at the weekend.

2

page 10

SUGGESTED PROCEDURE:
Focus learners’ attention on the photo of the girl
playing piano. Elicit from the class who she is, what she
does, what’s special about her and what they think her
daily routine is. You could write these questions on the
board. Ask learners to read through the text quickly –
ignoring the gaps – in order to answer the questions
you put on the board. Elicit answers to your questions,
then ask learners to work alone completing the gaps.
Does Cindy think it’s nice to be famous?
ANSWERS 1 is / 2 travels / 3 goes / 4 makes / 5 starts /
6 arrives / 7 have / 8 doesn’t watch / 9 plays / 10 likes /
11 like / 12 want

3a page 11
ANSWERS 1 F / 2 L / 3 L / 4 F / 5 R / 6 R

ANSWERS Open answers

b

Lesson B Grammar & Practice
1a page 10
ANSWERS

ANSWERS Open answers

be
I

positive

negative

questions

4a page 11

am (’m)

1 am not
(‘m not)

Am I...?

SUGGESTED PROCEDURE:

he/she/it

2 is

we/you/
they

are

3 are

not
(aren’t)

Are they...?

positive

negative

questions

I

like

4 do

not
(don’t) like

Do I like...?

he/she/it

5 likes

does not
(doesn’t)
like

Does she
like...?

we/you/
they

like

6 do not
(don’t) like

Do they
like...?

(‘s)

is not (isn’t) Is he...?

other verbs

b
ANSWERS
Partly open ended, but the correct form of ‘be’ must
be used: 1 is... / 2 am... / 3 are... / 4 is...

10

SUGGESTED PROCEDURE:
Learners may need to use their notebook for this
activity. Give them five minutes to write down their
examples – you can go round the class checking that
learners’ examples are good ones for the three ‘uses’.
Then divide the class into pairs, A & B, and ask A to
speak to B first and then swap roles.

There are a number of possible ways to finish these
questions (see below). Give students a few minutes
working in pairs to write down two possible ways for
each in their notebooks. Elicit a few examples, and
correct learners where they have problems with word
order and using auxiliary verbs. Now ask learners to
listen to the audio and write down the questions they
hear in the space provided in the Student’s Book.
ANSWERS 1 name / 2 are you / 3 are you from /
4 any brothers and sisters / 5 do you start school
every day / 6 you get home from school / 7 in your
free time / 8 do you like

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

c

SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to ask five
questions first and B to answer. Then swap roles, with

B asking five different questions from a).
ANSWERS Open answers


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UNIT 2

Local places
Trinity subject area

Places in the local area

Grammar

Prepositions of movements
Prepositions of place

Functions

Giving directions, describing your local area
Local facilities

Vocabulary

Expressions for giving directions
Linking words

Pronunciation

Stress in sentences and questions

Advice to candidates

Giving directions using a map
Describing your local area

Lesson A Words & Ideas

2a page 13
SUGGESTED PROCEDURE:

1a page 12
SUGGESTED PROCEDURE:
With closed books, elicit words for places and facilities
in the local area from the class. Put their ideas on the
board. See Procedures file for brainstorming.
Then ask learners to open their books and do
exercise 1a). Get them to compare answers in pairs
before going through answers with the whole class.
Once you’ve done this, you could go back to the list
you wrote on the board and compare words learners
thought of with those in the book.
ANSWERS
1 hospital / 2 bakery / 3 petrol station / 4 theatre /
5 library / 6 sports centre / 7 railway station / 8 town
hall / 9 museum / 10 shops / 11 church / 12 bus stop /
13 park / 14 post office / 15 school / 16 hotel /
17 town square

b
SUGGESTED PROCEDURE:
Divide the class into groups of 3 or 4 for this activity,
with one member of each group taking notes. After 3
or 4 minutes discussion in groups, get the group
‘secretary’ to feedback to the class. Note their top five
lists on the board. You could finish off with a class
vote to find the top 3 most important places. See
Procedures file for speaking task procedures.
ANSWERS Open answers

Some learners find giving and understanding
directions difficult even in their first language. For
this reason, you may want to introduce this activity
in learners’ first language (for monolingual groups).
Give learners a chance to become familiar with the
map by asking them to find places and following
directions in their L1 first. After a few minutes, they
should be familiar enough with the map to be able
to start this listening task. While listening, pause the
audio after each ‘chunk’ of information to allow
learners time to follow the instructions. At the end,
once they have found the answer, you can play the
whole audio uninterrupted.
ANSWERS Katerina wants to go to the station.

b
SUGGESTED PROCEDURE:
Don’t go through the answers with learners until they
have heard the audio again.

ANSWERS 1 turn left / 2 Go along / 3 turn right /
4 past / 5 first turning / 6 opposite

c
SUGGESTED PROCEDURE:
Follow the suggested procedure for 1a) above –
although you shouldn’t need to help with L1 work
this time.
ANSWERS She’s going to the post office.

11


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GRADE 3

UNIT 2 Local places
3

2a and b page 15

page 13

SUGGESTED PROCEDURE:

SUGGESTED PROCEDURE:

This concept may seem a little odd or difficult to
some learners at first, so provide a few simple

examples of sentence stress using the same system
on the board before doing this exercise. Follow up
with a drill exercise or by getting students to make a
similar exercise of their own.

It is worth spending some time before going into this
listening task explaining that there are many different
ways of saying the same thing. Elicit from learners
how they might ask for help from someone, and why
some ways of asking are better than others. A general
discussion about how politeness can be expressed
(choice of words, intonation, grammar) will also help
them understand the ‘point’ of this activity.

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

ANSWERS
Speaker 1 D

Lesson B Grammar & Practice
1a page 14
ANSWERS 1 behind / 2 along / 3 down / 4 opposite /
5 across / 6 near

Speaker 2 A

Speaker 5 F

Speaker 3 B

Speaker 6 D

b
ANSWERS
Speaker 1 ✗

Speaker 4 ✓

Speaker 2 ✓

Speaker 5 ✗

ANSWERS
Some have more than one correct answer.
1 over, across / 2 opposite / 3 down / 4 between /
5 behind / 6 past / 7 along, down / 8 through

Speaker 3 ✗

Speaker 6 ✓

c

3a page 15

ANSWERS Some words can go in both groups.

SUGGESTED PROCEDURE:

b

Prepositions
of place

Prepositions
of movement

between
over
in front of
near
opposite
under

across
to
over
through
from
down
along
past
up
under

Follow up
Ask learners to write their own example sentences
for the prepositions in their notebooks. In pairs, get
learners to ask each other where things are in the
classroom or the school or about their journey to

school each day. Make sure they’re using the
prepositions correctly. Walk around the class
monitoring for problems. Feedback on what you
heard at the end.

12

Speaker 4 E

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

To ensure that both partners get enough time to
speak, give students about 2 minutes before swapping
roles. They should swap when you give the signal.
While students are working in pairs on this activity, go
round the class monitoring. Give feedback at the end
on some of the common errors you heard.
ANSWERS Open answers

b
ANSWERS
1 Are there theatres or cinemas near where you live? /
2 Is your school close to your home? / 3 What are you
favourite places near where you live? / 4 Do you like
the place where you live? / 5 What don’t you like about
the place where you live?

c
SUGGESTED PROCEDURE:

As for exercise 1a) above, monitor and provide
feedback.
ANSWERS Open answers


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UNIT 3

Dates to remember
Trinity subject area

Dates & times

Grammar

Prepositions of time
Present Simple questions

Functions

Telling the time & giving dates

Vocabulary

Dates (months, years), times
Ordinal numbers up to 31st (for dates)

Advice to candidates

Organisation and stages of the interview

Lesson A Words & Ideas

pairs. You could prepare flash cards with other dates
and drill those too.

1a and b page 16

ANSWERS
Spoken

SUGGESTED PROCEDURE:
This activity will have more meaning if learners know
a few things about these people. You could begin by
handing out a photocopy of page (or using an IWB)
with the names covered, and elicit the names from
learners.
Follow up with a few simple questions, like ‘What
do/did they do?’ or ‘Where are/were they from?’ Then
go into the listening activity. Make sure that learners
know they only have to match the photos with the
years – they don’t need to write down other details, yet.
It may be a good idea to have learners do this in pairs
in their notebook first, and then to write the correct
dates and months in the spaces provided when you
go through it together with the class.

1 two thousand and five
2 nineteen ninety seven

3 seventeen eighty six
4 nineteen eighty two
5 two thousand and one

2

page 16

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

3a page 17
SUGGESTED PROCEDURE:

3 A Albert Einstein: 14th of March, 1879

It’s a good idea to revise some of the vocabulary for
entertainment events. Ask learners to close their
book and ask them to think of related words – as they
give you words, write them up on the board. Now ask
learners to open their books and underline the items
which are in the list that they mentioned. Next, do
the first part of the listening task.

4 D Lady Gaga: 28th of March 1986

ANSWERS ✓: 1 / 4 / 5 / 6

ANSWERS
1 H William Shakespeare: 23rd of April, 1564
2 C David Beckham: 2nd of May 1975

5 G Maddox Jolie-Pitt: 5th of August 2001
6 B Brad Pitt : 18th of December 1963
7 F Queen Isabella: 22nd of April 1451
8 E Elvis Presley: 8th of January 1935

c
SUGGESTED PROCEDURE:
Bring learners’ attention to the first Focus box. Read
the examples out to learners. It’s a good idea to drill
these with the whole class before they do in c) in

b
SUGGESTED PROCEDURE:
Make sure that learners have read through the table
before they listen and understand the kind of
information that is required in each column. On first
listening, pause the audio after each ‘chunk’ of
information to allow learners time to note down
answers. Once you’ve checked answers with the class,
play the audio again, uninterrupted.

13


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GRADE 3

UNIT 3 Dates to remember

ANSWERS
What’s on

Date

Time

1 The

3rd

2 8.00

Strangers in concert

October

Venue
The Mill House

p.m.

The Liverpool
Philharmonic Orchestra

3 Beethoven’s

Rosa

5th and 4 12th October

11.00 a.m.

The Old Vic Theatre

Swan Lake

5 22nd

7 8.45

The Royal 8 Opera House

5th symphony 7.00 p.m.

and 6 23rd October

Saint George’s Hall

p.m.

4a and b page 17
SUGGESTED PROCEDURE:
Divide the group into pairs, A & B. Let B ask first and then swap roles. The grids in the student’s book for this activity
are only a template – learners may need to copy them into their notebooks to have enough space for notes.
ANSWERS Open answers

Lesson B Grammar & Practice
1a page 18
ANSWERS

in

on

June

Monday

the morning

my birthday

the afternoon

1st of July 1985

at

the evening

8.30
Christmas
midday

b

b

ANSWERS 1 on / 2 in / 3 at / 4 in / 5 at / 6 on

ANSWERS 1 Is / 2 Does / 3 Are / 4 is

2a page 18

3a page 19

ANSWERS

SUGGESTED PROCEDURE:

be

Candidates are expected to ask the examiner at least
one question during the exam. Accuracy is important,
but communicating the question is more so; the
word order of questions takes a while for many
learners to master. The aim of this exercise is to raise
awareness that word order in English questions is
important. Don’t spend too much time on the rules
of question formation, but try to teach these as
language chunks which can be reused.

Question word am / is / are + subject
1

Who

etc.

she

ready?

Are

they

Spanish?

2 are

you?

Is

Other verbs
Question word do/does + subject + verb

14

lunchtime
the weekend

etc.

Do

they

play

tennis?

3 Does

he

like

music?

Where

do

they

live?

Why

4 does

she

love

Maths?

How

5 do

I

make

coffee?

ANSWERS
1 What time do you get up on Monday mornings? /
2 What is your favourite day of the week? / 3 Do you
get up early on Saturday? / 4 What do you do on
Sunday afternoons? / 5 When is your birthday? /
6 When do you have English lessons?


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b

WRITING FILE 1

ANSWERS Open answers

Task 1 – Reading into writing task
1a page 20

4a page 19

SUGGESTED PROCEDURE:
Remind learners of the overall format of the exam
and why it will help them to know it. Refer them to
the information about the exam that can be found
earlier in this book. If your class is preparing for Grade
3, point out that the prepared topic phase is only for
Grade 4. Now do the listening task.

greetings and getting to
A B
know you

conversation

F

H

talking about your
prepared topic
C G
(Grade 4 only)

end of the interview and
B E
saying goodbye

Open ended discussion

b

ANSWERS A 5 / B 1 / C 3 / D not needed / E 2 / F 4 /
G not needed

You Turn! page 20
SAMPLE ANSWERS
1 I get home at about four thirty. I usually have a
snack and then I do my homework. We eat dinner
at six o’clock and then I listen to music or read.
2 On Saturday morning I go swimming. On Saturday
evening I meet friends.
3 I don’t watch TV often. Sometimes I watch TV on
Sunday evenings.
4 I like swimming. I swim in competitions. I also
collect CDs.
5 My favourite day is Saturday because I have fun all
day.

b
SUGGESTED PROCEDURE:
Before learners begin speaking, ask them to write
one likely question for each stage. Go round the class
and ask them to read one of their questions, from any
stage at random. Check for grammar (word order and
auxiliary verbs) and elicit from the rest of the class
which stage the question relates to. After a few
examples like this, let learners go into the pair work.
ANSWERS Open answers

Task 2 – Writing task
1a page 21

Open ended discussion

b
ANSWERS 1 into / 2 along / 3 left / 4 past / 5 right /
6 favourite

Your Turn! page 21
SAMPLE ANSWERS
Hi Toni,
Are you visiting me next week? That’s great! Take bus
number 37 from the station. Get off the bus at before
the cinema on Manchester Road. Walk past the
cinema and turn right into Linden Grove. That’s my
street. I live at number 16.
On Saturday we can go to the park near my house.
We can play tennis. In the evening we can go to the
cinema. I can’t wait.
See you soon,
Rob

15


GRADE 3

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REVIEW UNITS 1-3
1a page 22

3

ANSWERS
a come / b do / c get / d go / e go / f have / g have /
h take / i wake / j brush

ANSWERS
1 Have you got any sisters? (d)

b
ANSWERS
Open answers

page 22

2 Does your family have dinner at six o’clock? (b)
3 Where do you do your homework? (a)
4 When is your birthday? (f)
5 What time does school start? (c)
6 When do you have English lessons? (e)

2a page 22

16

4a page 23

ANSWERS
1 wake, get / 2 has / 3 don’t / 4 past, to / 5 doesn’t /
6 takes / 7 doesn’t / 8 at / 9 past / 10 does / 11 don’t /

12 play

ANSWERS
1 post office / 2 bus stop / 3 theatre / 4 library /
5 hotel / 6 bakery / 7 shoe shop, shop / 8 hospital

b

b

ANSWERS
Open answers

ANSWERS
1 Excuse / 2 tell / 3 along, down / 4 Turn / 5 across /
6 along, down / 7 right / 8 through, across / 9 past /
10 opposite


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UNIT 4

A place to study
Trinity subject area

Place of study

Grammar

Can and can’t. Present Simple for likes and dislikes
Linking words: first, next, finally...

Functions

Talking about routines
Expressing likes and dislikes

Vocabulary

School subject
Different places to study

Advice to candidates

Typical questions: schools routines and ability

Lesson A Words & Ideas
1a page 24

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

SUGGESTED PROCEDURE:

c

With closed books, try to elicit from students words
for places of study and other classroom words they
already know. You could write the following group

headings on the board: Places to study; School
subjects; Classroom objects; Other ‘study related’
words.

SUGGESTED PROCEDURE:
Again, when you go through the answers with
learners, ask them to tell you what they heard that
helped them find the answer.
ANSWERS S Speaker 1 / S Speaker 2 / U Speaker 3 /
S Speaker 4 / U Speaker 5 / S Speaker 6

Now get them to open their books and work alone or
in pairs on 1a).

d

ANSWERS 1 E / 2 A / 3 D / 4 C / 5 B

ANSWERS Open answers

b

2a page 25

SUGGESTED PROCEDURE:

SUGGESTED PROCEDURE:

Begin by telling learners that they’re going to hear six
different people, all of whom have a connection with

education. Elicit from them the kinds of people that
these might be (do a spidergram on the board while
eliciting) e.g. student, school pupil, teacher, head
teacher, etc. Get student to look carefully at the list and
make sure they understand that they don’t need to
worry about the boxes yet. Make sure they know what
the subjects are in the list. Ask them what other words
they associate with these subjects e.g. geography –
cities, mountains, rivers etc. Play the audio and let
learners match. Play a second time, but this time pause
after each speaker to allow learners to check. At this
stage you could check the answers with the class. Ask
learners why they chose to match each speaker with
the subject – what words helped them?

Point out to students the importance of learning a
variety of expressions for similar meanings.
ANSWERS 1 I love / 2 I really like / 3 I quite like /
4 I don’t like / 5 I can’t stand / 6 I hate

b
SUGGESTED PROCEDURE:
Before they listen, you could ask them to look
through the list of subjects and say which they like
and which they don’t. Are these subjects all taught at
their school? See Procedures file for more ideas. Play
the audio once. Give learners a moment to compare
answers with their partner. If necessary, play once
more and check answers.
ANSWERS 1 K / 2 6 / 3 6 / 4 6 / 5 K / 6 6 / 7 6

17


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GRADE 3

UNIT 4 A place to study
c

b

SUGGESTED PROCEDURE:

ANSWERS 1 He can play football. / 2 She can’t
speak. / 3 He can’t swim. / 4 They can ride bikes. /
5 She can’t play the piano.

Go through the words in the word pool fist. Make
sure learners understand their use and meaning.
Get learners to complete the text alone, then play
the audio for them to check. Finally, go through the
exercise together.
ANSWERS 1 First / 2 After that; Then; Next / 3 Then;
After that; Next / 4 after / 5 after / 6 Then; After that;
Next / 7 Then; After that; Next / 8 finally

d
SUGGESTED PROCEDURE:

Get learners to write their timetable for a typical
school Monday in their notebooks. They don’t have
to include everything, only the subjects that are
suggested here (their favourite, their least favourite,
an interesting subject etc.). Divide the class into pairs.
Give each partner about 2 minutes before swapping
roles. Make sure they understand that they should
use the connectors practised in 2c). Monitor and
provide feedback at the end. Watch out for errors
with connectors and telling the time.
ANSWERS Open answers

c and d
SUGGESTED PROCEDURE:
Give students time to write their own examples in
their notebooks. Go round checking what learners
are writing and helping as necessary. Before going on
to d), you’ll need to introduce the interrogative form
of ‘can’, pointing out the change in word order. Ask
students to close their notebooks and try to do to d)
from memory.
ANSWERS Open answers

2

page 27

SUGGESTED PROCEDURE:
Ask learners to read through the paragraph first
without filling the gaps. Check for general

comprehension. Now ask learners to read through
again and complete the gaps.
ANSWERS 1 go / 2 takes / 3 eat / 4 have / 5 makes /
6 study / 7 finish / 8 watch / 9 listens / 10 go

3a page 27
SUGGESTED PROCEDURE:

Lesson B Grammar & Practice
1a page 26
SUGGESTED PROCEDURE:
Give learners time to read through before hearing
the audio and checking answers. Once you’ve checked
answers, it’s important that you:
i) concept check for understanding of the meaning
of ‘can’ and ‘can’t’
ii) do pronunciation work on can and can’t – point
out that ‘can’ is often a weak form, whereas ‘can’t ‘
is the main sentence stress:
e.g. contrast: I can play the piano with I can’t play
the piano.

18

Candidates need to ask the examiner a simple
question. You may choose to use this exercise as a
diagnostic exercise and follow up with remedial work
on question forms as necessary. Alternatively,
introduce with presentation of question forms before
going through the exercise.

ANSWERS 1 What time do you start school? /
2 What time is your first lesson on Tuesday? / 3 When
is your lunch break? / 4 What time do you get home
from school? / 5 What lessons do you have on
Monday morning? / 6 What is your favourite lesson? /
7 Can you play music? / 8 Can you speak a foreign
language? / 9 What lessons don’t you like? / 10 Do
you have homework every day?

Listen through the audio again from 2b) on page 25
and ask learners if ‘can/can’t’ is stressed or not. It’s
worth spending time on pronunciation drills which
will help with both recognition and natural
production of these forms.

b

ANSWERS 1 b / 2 a / 3 b / 4 a / 5 a

ANSWERS Open answers

SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to speak
to B first and then swap roles. Monitor and provide
feedback at the end


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UNIT 5

Jobs
Trinity subject area

Jobs

Grammar

Present Simple vs Present Continuous

Functions

Describing current activities and describing photographs

Vocabulary

Jobs vs works and activities for describing jobs

Pronunciation

Contractions

Advice to candidates

Describing pictures

Lesson A Words & Ideas

2a page 29
SUGGESTED PROCEDURE:

1a page 28
SUGGESTED PROCEDURE:
Begin with closed books. Brainstorm words for jobs
that learners know. Write their ideas on the board.
Now ask learners to open their books and see if any
of the pictures relate to jobs that were mentioned
during the brainstorming session.
Now allow students time to work through the
matching exercise alone before checking altogether.
Remember the focus is on the vocabulary for jobs;
you don’t necessarily need to teach the words for the
objects shown – they are not essential for the exam –
but learners will probably want to know these also.
ANSWERS
1D/2H/3E/4B/5A/6G/7C/8F

b
SUGGESTED PROCEDURE:
Explain that the silhouettes just show men and
women, but aren’t supposed to give any indication of
the job they do. For that, they have to listen. You may
want to give some of the key vocabulary mentioned
in the tape script, but mixed up (i.e. not in the order
given), on the board in order to help learners guess
what the jobs are. Or during feedback, elicit from
learners the words they heard which helped them
understand the job each speaker does.
ANSWERS
1 journalist / 2 nurse / 3 waitress / 4 builder /

5 teacher / 6 fire-fighter

There’s no definite answer for this exercise, but
during feedback learners need to be able to explain
why they put jobs where they did.
ANSWERS
hospital

school

shop

cleaner
cook
manager
nurse
secretary
surgeon
doctor

cleaner
cook
secretary
head teacher
teacher
nurse

cleaner
manager
shop assistant

other jobs

caretaker

other jobs
security guard

other jobs

security guard
caretaker

b
SUGGESTED PROCEDURE:
Ask learners to draw up a similar table to that in a) in
their notebooks. They should work in pairs. Again,
allow time for pairs to report back to the class on
what they chose and why.
POSSIBLE ANSWERS
restaurant hotel

office

factory

chef
cook
cleaner
manager

waiter /
waitress

secretary
manager
cleaner
workers

secretary
manager
cleaner
workers

manager
cleaner
chef
waiter /
waitress
receptionist

19


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GRADE 3

UNIT 5 Jobs
c and d

b

SUGGESTED PROCEDURE:

SUGGESTED PROCEDURE:

This is a good opportunity for learners to practise
their dictionary skills. These skills are important to
develop at this level, as they will need them
throughout their language learning. Note that there
are other activities in this book which require
dictionaries, so it’s important that learners have a
good dictionary with them in class. Focus learners’
attention on pronunciation as well as meaning. Once
they are sure of the meanings of the word in the
word pool, they can begin the pair work based on the
table they made in their notebooks in c). Monitor and
provide feedback at the end.

Ask learners to refer to the examples form a) to help
them complete the table. Once they have done this,
focus also on the pronunciation of the contracted
form. It’s worth drilling these forms with the whole
class a few times so that they get a feel for it.

ANSWERS
Good: well-paid, interesting, easy, exciting.

Follow up

Bad: badly-paid, boring, difficult, tiring, dangerous.

3a page 29
SUGGESTED PROCEDURE:
Show learners the photo and ask them to guess what
job Lindsay might do before they listen. After
listening, elicit from learners the language they heard
that helped them find the answer.
ANSWERS Journalist

b
ANSWERS 1 T / 2 F / 3 T / 4 F / 5 T

c
SUGGESTED PROCEDURE:
Allow learners a few minutes to discuss this in pairs
before feeding back to the rest of the class. Remind
learners of the useful expressions for likes and dislikes.
ANSWERS Open answers

Lesson B Grammar & Practice
1a page 30
SUGGESTED PROCEDURE:
Learners can do this exercise by recognising the
grammatical forms, which is fine. However, as you’re
going through the exercise together, ask learners
why the form was used (refer them to the explanation
box at the top of the page).
ANSWERS 1 PS / 2 PS / 3 PC / 4 PC / 5 PS

20

ANSWERS
+ verb + ing

subject

+ be

I

am / ’m

writing

He/She/It

1 is

2 ’s

3 writing

We/You/they

4 are

/ 5 ’re

6 writing

/

This is one possible follow up activity to practise
Present Continuous: ask learners to close their books
and open their notebooks only. They should listen
quietly to what’s happening outside the classroom.
Ask learners what they think is happening, for example
‘a car is driving past the school’ or ‘someone’s talking
outside the classroom door’.

c
SUGGESTED PROCEDURE:
Learners should close their book. Brainstorm ideas for
things that journalists have to do everyday. Now ask
learners to open their book and see if the photos at
the bottom of page 30 match any of the ideas they
came up with. Now learners can do c) individually
before going through it together in class.
ANSWERS 1 B / 2 C / 3 F / 4 E / 5 A / 6 D

d
SUGGESTED PROCEDURE:
Remind students that we use Present Continuous to
describe actions taking place at the time of speaking.
ANSWERS
1 She’s using a computer.
2 She’s talking to her boss.
3 She’s travelling.
4 She’s interviewing someone.

5 She’s taking photos.
6 She’s writing.


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UNIT 5 Jobs
2

page 31

b

SUGGESTED PROCEDURE:

SUGGESTED PROCEDURE:

This activity could be extended by asking learners to
listen for 1 minute and then report to the class what’s
happening outside.
ANSWERS Open answers

First get learners to try completing the sentences
without listening. Listen again and compare their
answers with the audio. Go through the exercise
together to check.

3

ANSWERS

Accept contracted or full forms.

page 31

SUGGESTED PROCEDURE:

1 What are they doing?

This activity aims to encourage students to use the
contracted form when they speak. Follow up with
similar drills, insisting that students use the
contracted forms.

2 They are working very hard

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

4a page 31
SUGGESTED PROCEDURE:
Get learners to look at the photos and elicit from
them what jobs the people do. Then play the audio
for learners to answer the question. Elicit from
learners what they heard that helped them answer.
ANSWERS D

3 One man is cooking something.
4 The woman is cutting vegetables.
5 I think she’s making a salad.

c

SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to be the
examiner and ask the questions while B plays the
candidate. Give them about 2 minutes before they
swap roles. Go round the class monitoring and
provide feedback at the end.
ANSWERS Open answers

21


GRADE 3

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UNIT 6

Weather
Trinity subject area

Weather

Grammar

Present Continuous to talk about the weather (get and start)
Past Simple of the verb to be.

Functions

Describing the weather and describing states in the past

Vocabulary

Describing weather and temperature

Pronunciation

Intonation for simple questions

Advice to candidates

Preparing for discussion in the conversation phase

Lesson A Words & Ideas
1a page 32
SUGGESTED PROCEDURE:
With closed books, ask the class to brainstorm as
many weather related words as they can. Then open
books to do the exercise.
ANSWERS
A8/B4/C7/D6/E1/F2/G5/H3

b
SUGGESTED PROCEDURE:
Listen once, then ask pairs to discuss, then listen
again to check.
ANSWERS
1E/2F/3H/4B/5G/6D/7C/8A

2

page 32

SUGGESTED PROCEDURE:
Divide the class into pairs, A & B, and ask A to ask B
first and then swap roles. Note that this is a good
opportunity for learners to practise language from
previous units: Present Simple and Continuous,
can/can’t, vocabulary for free time activities etc.
ANSWERS
Open answers

3a page 33
SUGGESTED PROCEDURE:
Explain to learners that they are going to hear three
different people talking about the weather. Each
person mentions the weather at two different times.

22

Ask learners to describe the weather shown in each
of the pictures. Now play the audio, pausing a little
after each speaker to allow learners time to answer.
ANSWERS
Angela: 1 A; 2 B / Ruth: 3 B; 4 C / Mike: 5 A; 6 C

b
SUGGESTED PROCEDURE:
Make sure you give learners time to read through the
questions before you play the audio again. Check for

understanding of the questions before starting the
audio. Pause after each relevant chunk of information
in the audio to allow learners time to process what
they’re hearing and answer carefully. When you go
through the answers with learners, ask them to try to
explain their choice.
ANSWERS
1T/2F/3T/4F

4

page 33

SUGGESTED PROCEDURE:
Before you get learners to complete this exercise, you
may need to remind them how to form the Present
Continuous. Remind them that Present Continuous is
used to describe things happening at the time of
speaking, including changing conditions like the
weather.
ANSWERS
1 is blowing / 2 ’s raining / 3 ’s snowing / 4 ’s pouring /
5 is shining


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UNIT 6 Weather
Lesson B Grammar & Practice

3

page 35

SUGGESTED PROCEDURE:

1a page 34
SUGGESTED PROCEDURE:
Ask students to close their books. Read out the
sentences. Write them on the board and ask students
what the words in bold mean (in their L1 if you have
a monolingual class). Now go back to the book and
let students complete the table.
ANSWERS
affirmative /
negative
I
He
She
It
We
You
They

was / 1 wasn’t

3 were

/ weren’t

questions

2 Do

/ Does

4 Do

I?
he?
she?
it?
we?
you?
they?

b
ANSWERS
1 was / 2 were / 3 wasn’t / 4 weren’t / 5 Were /
6 wasn’t / 7 were / 8 Was

c
ANSWERS
The voice goes up.

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

4a page 35

SUGGESTED PROCEDURE:
While students are writing their sentences, go round
and monitor what they are writing. At this stage you
can insist more on correct question formation. It can
be a good idea to get learners to ‘peer correct’ by
swapping each other’s question list and checking for
grammatical accuracy. However, don’t spend too
much time on this. This emphasis is on speaking, and
you need to get learners to speak as much as possible.
ANSWERS
Open answers

b

d

SUGGESTED PROCEDURE:

ANSWERS
Open answers

2

Let learners read the advice at the top of the page
first. Before they listen to the recorded questions, go
round the class asking for learners’ own examples of
questions for each subject area. One example for
each is enough. Don’t worry too much at this stage
about correct question formation. Now do the
listening task and go through it together. During

checking, don’t forget to ask learners why they chose
their answers. In some cases there may be more than
one possible match.

page 35

SUGGESTED PROCEDURE:
Some students may be tempted to write notes down
in their book, but discourage this. At this point you
want to encourage speaking and listening to each
other rather than writing. Half a minute is plenty of
time for learners to think about what they want to
say, then divide the class into pairs (A & B). Ask B to
ask A first and then swap roles. Monitor and provide
feedback at the end.

Divide the class into pairs (A & B). Ask B to ask A first
and then swap roles. Give each partner three to four
minutes before swapping in order to get through a
reasonable number of questions. Monitor and
provide feedback at the end.
ANSWERS
Open answers

ANSWERS
Open answers

23

GRADE 3

Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 24

WRITING FILE 2
Task 1 – Reading into writing task
1a page 36

Task 2 – Writing task
1a page 37

Open ended discussion

Open ended discussion

b

b

ANSWERS
Dear Chai,

ANSWERS
I’d like to be a Maths teacher or a German teacher. I’m
not sure. I like maths and I can speak German quite
well. My Maths teacher is Mrs Rigby. She’s very helpful
and kind. I’d like to do her job. My mum was a German
teacher years ago. I think she is a good teacher.

Thanks for your letter. I’m glad to help. England has

four seasons. Winter is from December to February.
It’s very cold and wet. Sometimes it snows. Spring is
from March to May. The weather is sunnier than
winter. Summer is usually quite hot. Autumn is from
September to November. It’s cold and windy.
My favourite season is summer. The days are long and
bright and warm. What’s the weather like in Thailand?
Write soon,

You Turn! page 38

Liam

SAMPLE ANSWERS
Nurses do a very important job. They work in
hospitals and they help look after patients. It’s hard
work because they work many hours. They often start
work early in the morning or work through the night.
Nurses check patients and give their medicine.
Nurses are important because they help patients
keep comfortable and get better. Doctors know what
patients need, but nurses help the patients every day.
When I leave school, I’m going to be a nurse.

You Turn! page 37
SAMPLE ANSWERS
Hi Mark,
Of course I can help you. In Scotland winter is very
cold. We often have snow. People go skiing. Spring is
quite cold and it rains a lot. Then we have summer.

Summer in Scotland isn’t like summer in Australia. It
isn’t very warm, but many people go camping!
Autumn starts around September. The countryside is
full of beautiful colours. It’s my favourite season. I like
walking in Autumn.
I hope that helps!
Yours,
Angus

24

A teacher is a nice job. It isn’t well-paid, but it’s
interesting. You can help children and that’s very
important.

4

J


Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:52 Pagina 25

REVIEW UNITS 4-6
1

6a page 39

page 38

ANSWERS

POSSIBLE ANSWERS
1

1

S
2
G
T
E
O
4
J O U R N A
G
M
5
R
Y
F
A
6
P
B
H
Y
8
W
9
S C I E 10N

N
U
D
R
Y
S
E
2

3

L
R
U

Z

F
I S T
R
E E Z I N G
F
I L D E R
G
7
H I S T O R Y
T
E
R

The sun is shining.
She’s wearing a hat.
They’re eating.
2

It’s raining.
She’s talking on the telephone.

page 38

ANSWERS 1 primary / 2 subject / 3 easy / 4 Maths /
5 doctors / 6 interesting / 7 well-paid / 8 university

3

They’re having a picnic.

She’s holding an umbrella.
3

page 38

ANSWERS 1 b / 2 c / 3 a / 4 b / 5 c

4

page 39

ANSWERS 1 then / 2 stand / 3 is / 4 warm /
5 wasn’t; was

5a page 39

It’s snowing.

ANSWERS 1 Olga can’t ride a horse. / 2 Olga can’t
ski. / 3 Olga can understand Maths. / 4 Olga can run
fast. / 5 Olga can’t play the piano.

Someone’s riding a bike.

b

He’s walking in the snow.

b
ANSWERS Open answers

ANSWERS Open answers

25