Oxford trinity GESE grades 5 6 teachers book

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1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
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2017
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isbn: 978 0 19 439742 1
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acknowledgements
Cover Images:
Illustrations by: Dylan Gibson (actors), Gavin Reece (musicians, fashion show,
violinist).
Photographic images: OUP RF.
While Trinity College London seeks reasonably to ensure that an
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© Oxford University Press

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Contents
Introduction

page 4

Grading tool

page 6

Unit 1

page 14

Unit 2

page 18

Unit 3

page 22

Unit 4

page 26

Unit 5

page 30

Unit 6

page 37

Unit 7

page 43

Unit 8

page 49

Unit 9

page 53

Unit 10

page 57

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Introduction
Trinity GESE Grades 5–6 is designed to prepare students for
Grades 5 & 6 of the Trinity exam. It is aimed at the typical age
range of students taking these exams, i.e. 12–14-year-olds.
It is a stand-alone course, with its own grammar reference, but
would be ideally used as supplementary exam practice material
alongside an elementary general English course.
The course covers everything in the Trinity exam specifications

for these grades, and more besides, in order to give the course
more variety. Students who work through all the material in the
book should be more than prepared to meet the demands of
both exams.
In order to make the practice genuinely relevant to the Trinity
exams, the material is quite different from general English
course material. The difference is most clearly seen in the fact
that students do almost no written work, as the focus of the
exam is exclusively oral communication. In the exam, students
have to respond to verbal prompts only, and are not required to
read texts or produce written answers. Therefore, reading and
writing is kept to an absolute minimum in the practice activities.
The focus is very much on responding to audio models,
prompts, and discussion questions closely designed to follow
the GESE model. This makes for lively and stimulating practice,
ensuring that there are plenty of opportunities for meaningful
interaction throughout each lesson.

that listening to different voices on the audio is a good way to
prepare the students for the actual exam.
Where the audio provides models that have prompts to
respond to, a short pause has been included so that students
have enough time to think of a response. Short pauses are also
included when new or useful phrases are modelled for the
students. By listening and repeating in this way, students get
plenty of practice saying phrases fluently, with correct stress
and linking. Prompts can be directed at individual students
around the class, whereas repetition of answers provides a good
opportunity for whole-class response. Varying the dynamic in
this way should keep students attentive and motivated.

If you feel that your students need more time to provide the
answers to prompts, you could pause the audio for longer.
As the course progresses, it would be a good idea to reduce this
time, to more accurately model exam conditions. An exercise
which has caused particular problems – with pronunciation,
fluency, or an appropriate response – can be repeated.
Again, this is an advantage of the material being a series of oral,
rather than written, exercises.
Each student is provided with copies of the audio CDs, so that
they can further practise on their own.

Audio

As well as the constant use of audio input, the material
also focuses on oral communication through frequent use
of pairwork. Pairwork has always been used as a way to
maximise student’s oral production in the classroom, and this
is particularly important for exam preparation. By providing
considerable opportunities for students to exchange ideas,
Trinity GESE Grades 5–6 prepares candidates for the successful
communication required in the exam. Through carefully staged
and scaffolded tasks, students are encouraged to build on both
fluency and accuracy. This controlled approach to pairwork,
with the provision of prompts on the page, and clear models,
offers students guidance on what to say, and how to say it.
Monitoring these pairwork exercises will help you to assess
whether students are on track, and how much correction or
additional guidance is required.
The pairwork activities provide a break from teacher-centred
lessons, and focus students on the language requirements

of the level, and how to convey them. An effective way of
providing even more support in pairwork, or learner-generated

Due to the focus on oral communication, audio is used as a
prompt for many exercises and activities. One of the most
typical exercise procedures is:
• Students listen to and repeat a prompt and answer, which is
reproduced on the page.
• Students then listen to further prompts and produce their
own answers, often based on visual prompts.
• Students repeat model answers they hear on the audio; this
confirms possible answers, and corrects any pronunciation
problems by providing a model to imitate.
• Students analyse model answers they hear on the audio
for natural usage of Grade 5 and 6 language; this highlights
relevant language functions and consolidates pronunciation.
If you do not wish to use the audio so frequently, you could
sometimes read out the prompts yourself, using the transcripts
provided in the Teacher’s Book. However, it is worth noting

Pairwork

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content, is to select two able students to give a quick model of
how the activity works before getting the whole class to do it.
The speech bubble examples in the Student’s Book provide
such a model as a rule, but it always helps if students see and
hear a clear example of what is expected of them.

Group activities
There are several activities where students are encouraged to
work independently in a group. These activities are designed
for sharing ideas, and asking follow-up questions to naturally
extend the conversation. In this way, they offer a supportive
model of interaction that is similar to the exam, but allows for
peers to work on question formation and fluent answering
in a more relaxed manner. As students work in groups, it is
important to monitor their contributions, and assist where
necessary with vocabulary, grammar, and functions that are
relevant to the Trinity Grade.

Enjoy!
Above all, this material, like the exam it prepares for, aims to
make the idea of being tested in a foreign language both
practical and fun! Success in the exam should naturally be a byproduct of engaging and genuinely communicative practice,
rather than something to strive towards stressfully!
For more information about GESE, including exam specifications
and extra support materials, go to www.trinitycollege.com/GESE
Please refer to www.trinitycollege.com/GESEexaminformation
for the language requirements and assessment criteria of Trinity

GESE exams.

Spotlight
These are very brief aids to key vocabulary and grammar points.
If the grammar has been studied in other general English
classes, they will serve as a quick reminder. If it has not, they can
serve as a focus for explanations, which can be supplemented
by turning attention to the Grammar reference at the back of
the Student’s Book.

Aim at the Exam
These sections come at the end of each unit, and as reviews at
the end of each grade. They are very closely based on the actual
format of the Trinity exams, though you should point out to
students that this does not mean that the exams follow a set
script. These sections cover relevant questions on the subject
area of the unit, and bring together the language that has
been practised. Students should always be ready to answer any
questions that might be asked of them, and not expect certain
questions to come up in the exam. Nevertheless, practising
these sections will greatly help to give students an idea of
what to expect in the exam, and provide plenty of practice in
responding to the most typical questions.

The Teacher’s Book
The Teacher’s Book provides detailed notes and guidance on
lesson procedure. It includes all transcripts of the audio, and
answers where relevant. The transcripts for the Aim at the Exam
sections contain suggested responses to the questions, but of
course, alternative responses which are communicatively valid

should be encouraged.
The teaching notes include suggestions for preparatory work
in setting up some of the activities, and also ideas for optional
activities, which provide extra practice for when students finish
an activity sooner than expected. These are particularly useful
for classes which need to be stretched further.

Audio CDs
Copies of these are included with each Student’s Book to give
students the option of listening again at home if they wish.
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Grading tool
THE GRADING TOOL

HOW TO USE THE GRADING TOOL

When deciding which Trinity Grade your students should take,
you need to consider a few points first. First of all, is the role of
the examiner. Remember that all Trinity exams are conversations
and interactions between one candidate and one examiner

only. There are no other candidates in the room and no other
examiners. This means that the candidate must understand the
examiner and must be able to respond appropriately. Examiners
will have variations in their accents, so it’s important to think
about giving lots of examples of expert speaker voices to your
students in their preparation classes in order to improve their
listening skills. Be assured, however, that all examiners will speak
clearly for candidates, moderating their delivery and content to
match the Grade of the candidate. Of course, the advantage of
talking to an examiner is that when a student passes a Trinity
exam, they can say they held a real conversation with an expert
speaker – this boosts their confidence hugely!
A second point to consider in the examination is that your
students will need to ask the examiner a simple question.
Trinity introduces two-way interaction from A1 (because real
life is interactive!) and so it’s important to get your students to
practise asking each other simple questions. This is important
for exam success, but there are other benefits: if your students
practise asking questions, they will have a much better
chance of also anticipating and understanding the examiner’s
questions, as they will have already used them themselves.
They will also have a much better understanding of what the
examiner is expecting them to do.
A third and crucial point is to focus on what the students can
actually understand and say, not what they have studied in
books. Remember – this is a speaking and listening exam, not
just a grammar and vocabulary test. There have been many
examples in the past of students who have studied language in
a book but have never practised hearing or saying these words.
The result is that they go into the exam and do not understand

what’s happening. The best approach is to ask yourself, What
have my students heard? What can they actually say? And
then prepare for the exam by continuing to practise using this
language orally.

Look at the list of language items and the example examiner
questions/statements, and the example candidate responses
in the Grade 5 Grading Tool. Can your students understand and
use all of these items spontaneously?

Here’s a quick checklist to ask yourself:

• How much of the English in the Grade 5 Grading Tool do you

think each student can understand when you are speaking or
when they hear an expert speaker?
• Can they respond appropriately to Grade 5 English being
spoken by giving appropriate short answers?
• Which Grade 5 language items have you heard them say in or
out of class in English?
• Can they orally produce all of the language of Grade 5 when
required?
If you think your students can comfortably meet all of the
requirements on the list, then look at the Grade 6 Grading
tool and consider the points in the checklist against the
requirements provided there (see page 10).
To download a copy of the most recent GESE exam
specifications, go to www.trinitycollege.com/GESE
Mark Griffiths
Trinity Consultant

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Grade 5

Express preferences
Understand questions and requests for information, facts or
details
Answer questions about preferences, by providing
information, facts, details and reasons
Ask the examiner a question related to expressing
preferences
For example:
Examiner: Do you like special occasions?
Student: Yes, I love my birthday, and Christmas.
Examiner: Which do you prefer and why?
Student: I prefer my birthday, because I get more presents! Which
do you prefer?
Examiner: I probably prefer Christmas, because I can spend more
time with my family.

Is the student ready for Grade 5? Candidates at this
grade are expected to demonstrate the following …
Use all of the language of Grades 1 to 4 (A1–B2.1).
Understand and respond to basic greetings and
introductions
For example:
Examiner: Hello!
Student: Hello!
Examiner: What’s your name?
Student: My name is Sara.
Examiner: Hello Sara. How are you?
Student: I’m fine, thank you. And you?
Examiner: I’m fine, thank you.
Communication skills
Give information on the prepared Topic in a series of linked
long turns
Answer questions and respond to requests for more
information, facts or details on their prepared Topic
Respond to requests for clarifications and give reasons for
making particular statements
Ask the examiner at least one question about their Topic area
Respond appropriately to questions on the six Subject
Areas for Conversation: festivals, means of transport, special
occasions, entertainment, music, and recent personal
experiences
Ask the examiner at least one question on the Subject Areas
for Conversation
Talk about the future – informing and predicting using will
Understand questions and requests for information, facts or
details

Answer questions about informing and predicting, by
providing information, facts, details and reasons
Discuss both positive and negative predictions in the future
Ask the examiner a question related to informing and
predicting
For example:
Examiner: Which festivals do you think you’ll go to this year?
Student: I think I’ll go to the summer music festival in my town.
Examiner: What do you think you’ll do there?
Student: I think I’ll spend the day with my friends, watching the
bands and eating ice cream!
Examiner: Do you know who’s playing at the festival? Will there be
anyone famous?
Student: There won’t be anyone famous, but one of my friend’s
bands will be there. They’re playing their first concert. Do you think
you’ll go to a festival this year?
Examiner: Yes, I probably will.

Talk about events in the indefinite and recent past, using
the present perfect tense and stating the duration of
events using for, since, ever, never and just
Understand questions and requests for information, facts or
details
Answer questions about the indefinite and recent past,
and the duration of events, by providing information, facts,
details and reasons
Discuss both positive and negative events in the indefinite
and recent past, and the duration of events
Ask the examiner a question related to the indefinite and
recent past, and the duration of events

For example:
Examiner: Have you got a bicycle?
Student: Yes, I’ve got a bike.
Examiner: Have you ever cycled anywhere interesting?
Student: Yes, I’ve cycled up in the mountains.
Examiner: And how about at the beach?
Student: No, I’ve never cycled at the beach.
Examiner: How many bikes have you had?
Student: I’ve had three bikes in my life.
Examiner: And how long have you had this bike for?
Student: Since I was eleven, so for four years. Have you ever cycled
anywhere interesting?
Examiner: Yes, I went on a cycling holiday in Germany. It was great!
Give reasons using because
Understand questions and requests for reasons
Give reasons for facts and details
Discuss both positive and negative reasons
Ask the examiner a question related to giving reasons
For example:
Examiner: What sort of music do you like?
Student: I like dance music, but I prefer rock.
Examiner: Why?
Student: Rock music has more character. It has more passion, and
the lyrics in the songs are better.
Examiner: And what about classical music?
Student: I really don’t like classical music.

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Examiner: No? Why?
Student: Because there are no words so it’s difficult to sing. What
about you? Do you like classical music?
Examiner: Yes, I do.
Student: Why?
Examiner: Because I find it’s very relaxing.
Quantify using adjectives and adverbials of quantity, e.g. a
lot (of), very, not very much, many …
Understand questions and requests to quantify information,
facts or details
Answer questions about quantity
Quantify both positively and negatively
Ask the examiner a question related to quantifying
For example:
Examiner: Have you got an MP3 player?
Student: Yes, I have.
Examiner: How many songs have you downloaded to it?
Student: Lots! I’ve got loads of tracks on my computer, and I’ve put
a lot of them on my MP3 player.
Examiner: And have you got many CDs?
Student: Not many. What about you? Have you got many CDs?
Examiner: Oh yes, I’ve got lots of them.

Expressions related to past and future time, e.g. two days
ago, in the future
Understand questions and requests for information, facts or
details related to past and future time
Answer questions about and discuss past and future time
Ask the examiner a question related to past and future time
For example:
Examiner: Have you been to England?
Student: Yes, I have. I went to London two years ago and to
Manchester last month.
Examiner: And do you think you’ll go again?
Student: Yes, I’ll be in London next week! Do you think you’ll visit
London this year?
Examiner: I don’t know.
Student: Do you think you’ll go next year?
Examiner: Yes, I’ll go next year.
Discuss ‘festivals’ using the language items and functions
at Grade 5
Show knowledge of vocabulary relevant to festivals
Respond appropriately to examiner questions and requests
for more information, facts or details on festivals
Respond to requests for clarification, and give reasons
Answer using appropriate language and functions as listed
above
Ask the examiner at least one question about festivals
For example:
Examiner: Let’s talk about festivals. What festivals are there in this
region?
Student: My city has a festival every summer. It takes place in July
and it’s the best festival of the year.

Examiner: Is it an important festival in this region?

Student: In this region and nationally. Lots of people come to visit.
Examiner: How many times have you been to it?
Student: A lot of times. I’ve been nearly every year.
Examiner: Have you ever been part of a parade in the festival?
Student: I have. I was in the parade last year and I think I’ll be in it
again this year.
Examiner: Do you prefer winter or summer festivals?
Student: I like Christmas, but I think I prefer summer festivals.
Examiner: Why?
Student: Because you can sit in the sun and enjoy the warm
weather. I think it’s more relaxing. What about you? Which do you
prefer?
Examiner: I think I prefer summer festivals. I love the sunny weather.
Discuss ‘means of transport’ using the language items and
functions at Grade 5
Show knowledge of vocabulary relevant to means of
transport
Respond appropriately to examiner questions and requests
for more information, facts or details on means of transport
Respond to requests for clarification, and give reasons
Answer using appropriate language and functions as listed
above
Ask the examiner at least one question about means of
transport
For example:
Examiner: Let’s talk about means of transport. What’s the best
means for transport for getting around your region?
Student: I think the best is to take the train. There are lots of train

routes here and you can go to lots of villages and towns by train.
Examiner: Which do you prefer using? Train, bus, car, or bike?
Student: I prefer going by car, because you can go whenever you
want and you can drive right to your destination.
Examiner: Have you got a car?
Student: No, I haven’t, but my parents have.
Examiner: Do you think you’ll learn to drive a car one day?
Student: Yes, I think I will. Last year, my mum showed me how the
car works and I’ll take driving lessons when I’m 18.
Examiner: And have you got a bike?
Student: Yes, I have. I’ve just got a new bike. It was a birthday
present. Have you ever had a bike?
Examiner: Yes, I’ve got a bike.
Student: How long have you had your bike for?
Examiner: I’ve had my bike for five years.
Discuss ‘special occasions’ using the language items and
functions at Grade 5
Show knowledge of vocabulary relevant to special occasions
Respond appropriately to examiner questions and requests
for more information, facts or details on special occasions
Respond to requests for clarifications and give reasons
Answer using appropriate language and functions as listed
above
Ask the examiner at least one question about special
occasions
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For example:
Examiner: Let’s talk about special occasions. How important is your
birthday for you?
Student: Oh, it’s very important. I love my birthday!
Examiner: Have you had your birthday yet this year?
Student: No, not yet. It’s in December.
Examiner: And how old will you be this year?
Student: I’ll be 15.
Examiner: What do you think you’ll do for your next birthday?
Student: I think I’ll go to a restaurant with my friends.
Examiner: You don’t think you’ll spend it with your family?
Student: I will spend time with them, but in the evening, I prefer to
have fun with my friends!
Examiner: What’s the best birthday present you’ve ever received?
Student: The best present I’ve ever received was my MP3 player. I
love it.
Examiner: Why?
Student: It’s got loads of songs on it and it looks really cool. What
about you? What’s the best present you’ve ever received?
Examiner: I think it was my computer.
Discuss ‘entertainment’ using the language items and
functions at Grade 5
Show knowledge of vocabulary relevant to entertainment
Respond appropriately to examiner questions and requests

for more information, facts or details on entertainment
Respond to requests for clarifications and give reasons
Answer using appropriate language items and functions as
listed above
Ask the examiner at least one question about entertainment
For example:
Examiner: Let’s talk about entertainment. What type of
entertainment do you like?
Student: I like watching films and reading books.
Examiner: Do you prefer reading books or watching films?
Student: I think I prefer reading books.
Examiner: Have you ever read a book and then watched the film?
Student: Yes, I have. I read the book of Twilight last year and then
saw the film.
Examiner: And which one did you prefer?
Student: I preferred the book.
Examiner: Why?
Student: Because there’s more detail about the characters and their
emotions in the book.
Examiner: Which book do you think you’ll read next?
Student: I think I’ll read another Twilight book.
Examiner: How many Twilight books have you read?
Student: I’ve read three of them so far.
Examiner: And how many of the films have you seen?
Student: I’ve only seen two of the films.
Examiner: Have you read many other books?
Student: Yes, lots! How about you? What do you prefer? Films or
books?
Examiner: I think I prefer books as well.

Discuss ‘music’ using the language items and functions at
Grade 5
Show knowledge of vocabulary relevant to music
Respond appropriately to examiner questions and requests
for more information, facts or details on music
Respond to requests for clarifications and give reasons
Answer using appropriate language and functions as listed
above
Ask the examiner at least one question about music
For example:
Examiner: Let’s talk about music. What types of music do you like?
Student: I like rock music and pop music.
Examiner: And which do you prefer?
Student: I prefer pop music.
Examiner: Why?
Student: It’s more fun. What about you? What sort of music do you
prefer?
Examiner: I like pop music, but I prefer dance music. What about
music in English? Do you ever listen to English language songs?
Student: Yes, I do. I’ve got lots of music by British and American
singers.
Examiner: And can you play a musical instrument?
Student: Yes, I can play guitar.
Examiner: How long have you played guitar for?
Student: I’ve had my guitar since I was ten. So for six years.
Examiner: Do you prefer playing or listening to music?
Student: I prefer playing music.
Examiner: Why?
Student: Because it’s more creative, and more fun.
Examiner: Have you played in any concerts this year?

Student: Not yet, but I will next month. I’ll be in a school concert
with my new band.
Discuss ‘recent personal experiences’ using the language
items and functions at Grade 5
Show knowledge of vocabulary relevant to recent personal
experiences
Respond appropriately to examiner questions and requests
for more information, facts or details on recent personal
experiences
Respond to requests for clarifications and give reasons
Answer using appropriate language and functions as listed
above
Ask the examiner at least one question about recent
personal experiences
For example:
Examiner: What have you done in the last seven days?
Student: I’ve been to school. I’ve been to my grandparents’ house
and I’ve also been to the new big shopping centre near my house.
Examiner: And which of those activities was the best?
Student: I prefer visiting my grandparents to going to school or
going shopping!
Examiner: Why?
Student: Because at school, we just study. When we go shopping,
we have to go to supermarkets, and I think they’re boring. But with

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my grandparents, we play games, laugh, and eat fantastic food.
And my grandmother is a great cook.
Examiner: Does she cook good things for when you visit?
Student: Yes. When we went there last week, she baked lots of cakes
and biscuits for us. They were really delicious. What about you?
Have you done anything interesting recently?
Examiner: Yes, on Saturday, I went to visit Pompeii.
Student: Have you ever been there before?
Examiner: No, I haven’t. It was fantastic.
Pronunciation
Understand and use the correct pronunciation of all of the
above
Use sentence stress to clarify meaning
Use intonation patterns of sentences and questions
Avoid speech patterns of recitation

Grade 6
Is the student ready for Grade 6? Candidates at this
grade are expected to demonstrate the following …
Use all of the language of Grades 1 to 5 (A1–B2.1).
Understand and respond to basic greetings and
introductions
For example:
Examiner: Hello!

Student: Hello!
Examiner: What’s your name?
Student: My name is Sara.
Examiner: Hello Sara. How are you?
Student: I’m fine, thank you. And you?
Examiner: I’m fine, thank you.
Communication skills
Give information on the prepared Topic in a series of
sustained turns
Start to initiate and maintain the conversation
Answer questions and respond to requests for more
information, facts or details on their prepared Topic
Make the sequence of events clear by referring back to
previous events and forward to forthcoming events
Ask the examiner at least one question about their Topic area
Respond appropriately to questions on the six Subject
Areas for Conversation: travel, fashion, money, rules and
regulations, health and fitness, learning a foreign language
Ask the examiner at least two questions on the Subject Areas
for Conversation
Express and request opinions and impressions
Understand questions and requests for information about
opinions and impressions
Answer providing examples of their opinions and
impressions
Discuss both positive and negative opinions and impressions
Ask the examiner a question related to opinions and
impressions

10

For example:
Examiner: In your opinion, how important is it to be rich?
Student: For me, I don’t think you need to be rich. Money’s not that
important.
Examiner: In some people’s opinion, money is the most important
thing in the world.
Student: That’s not what I think. In my opinion, you don’t need to
be rich to be happy. And many happy people are not rich. What do
you think?
Examiner: For me, money is important, because we need to pay
for things in life, but I have a similar view to you: being rich doesn’t
always make you happy.
Express intention and purpose, using the present
continuous tense and infinitive of purpose
Understand questions and requests for information about
intentions and purpose
Answer using the present continuous and infinitive of
purpose appropriately
Use the negative forms of the present continuous and
infinitive of purpose as appropriate
Ask the examiner a question related to intention and
purpose
For example:
Examiner: Do you have any travel plans this summer?
Student: Yes, we’re going to the UK.
Examiner: And why are you visiting the UK?
Student: Well, to visit London and to go shopping, and also to see
some of the famous sights.
Examiner: When are you going?

Student: We’re going in July and staying for two weeks.
Examiner: So you’re not visiting any other cities in the UK?
Student: No, we’re not going anywhere else, we’re just staying in
London. What about you? Have you got any plans for the summer?
Examiner: Yes, I’m going to Japan for a summer holiday and
staying for two weeks.
Express obligation, necessity, prohibition, and absence of
obligation
Understand questions and requests for information about
obligation and necessity
Answer questions using obligation and necessity
appropriately
Use appropriate negative forms to express prohibition and
absence of necessity, e.g. mustn’t, don’t have to
Ask the examiner a question related to obligation and
necessity
For example:
Examiner: What rules do you have to follow at school?
Student: In my school, we have lots of rules: We have to do our
homework and we have to arrive on time. We mustn’t run in the
corridors and we mustn’t use our mobile phones in class.
Examiner: Do you have to turn your mobile phones off?
Student: Yes, we have to turn off the phones when we arrive in
school, and we mustn’t turn them on again until we go home.
Examiner: Do you have to wear a school uniform?
© Oxford University Press

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Student: No, we don’t. But we mustn’t wear training shoes or
sneakers to school. We have to wear dark shoes. Do you have any
rules to follow in your job?
Examiner: Yes, we have rules, too. We have to arrive at work on time
and do our paperwork.
Express certainty and uncertainty using the modal verbs
might, might not, zero and first conditional
Understand questions and requests for information about
certainty and uncertainty
Answer using might, might not, zero and first conditional
appropriately
Ask the examiner a question related to certainty and
uncertainty
For example:
Examiner: What do you think you might do this summer? Do you
think you might go somewhere?
Student: I’m not sure. If we have enough money, we always go
abroad. But we might go on holiday in my country.
Examiner: Do you know where you might go?
Student: We might go to my auntie’s village and stay with her, if we
can. But it’s quite far, so we might not be able to do it.
Examiner: Do you think you might spend the whole summer in your
home town?
Student: I don’t know. If we can’t go aboard, I think we’ll do one trip
somewhere else. What about you? Do you think you might go on
holiday this summer?

Examiner: Yes, I might. But I haven’t decided yet. It depends if I have
enough money!
Use expressions related to future time, e.g. the day after
tomorrow, in a week’s time, this time next year
Understand questions and requests for information using
expressions related to future time
Answer using expressions related to future time
appropriately
Ask the examiner a question using expressions related to
future time
For example:
Examiner: Are you going to school tomorrow?
Student: No, not on Saturday.
Examiner: And what are you doing the day after tomorrow?
Student: The day after tomorrow, I’m visiting my big sister. She lives
on the other side of the city.
Examiner: How long will that take you?
Student: About 20 minutes.
Examiner: And when did she move there?
Student: About a year ago.
Examiner: Do you think you’ll still be at home in a year’s time?
Student: No, I’m planning on going to university this time next year,
so I’m moving to another city. What about you? What are you doing
the day after tomorrow?
Examiner: I’m travelling home the day after tomorrow.

Describe past actions over a period of time using the past
continuous
Understand questions and requests for information about
past actions over a period of time

Answer using the past continuous appropriately
Ask the examiner a question related to past actions over a
period of time
For example:
Examiner: Have you ever broken the rules?
Student: Yes, I have – but not often!
Examiner: Tell me about the last time you broke the rules. What
were you doing?
Student: The last time was a few months ago. We were studying
for a maths test, and sitting silently in the classroom. As my teacher
was walking past me, my mobile phone rang. We’re not allowed to
have our mobile phones on at school.
Examiner: Oh dear.
Student: What about you? What were you doing the last time you
broke the rules?
Examiner: I was sitting on the bus, and I didn’t see that I was sitting
in a special seat for older people. One of the passengers told me and
I was very embarrassed!
Use common phrasal verbs
Understand questions and requests for information using
common phrasal verbs
Answer using common phrasal verbs
For example:
Examiner: Do you have any younger brothers or sisters that you
have to look after?
Student: Yes, I have to look after my little brother on Saturday
mornings.
Discuss ‘travel’ using the language items and functions at
Grade 6
Show knowledge of vocabulary relevant to travel

Respond appropriately to examiner questions
Provide information and opinions on travel
Answer using appropriate language and functions as listed
above
Ask the examiner at least one question about travel
For example:
Examiner: Let’s talk about travel. How important is travelling for
you?
Student: Really important. In my opinion, travel is one of the best
ways of learning about the world.
Examiner: So, why do you travel?
Student: I travel to discover new places, to meet new people and to
speak other languages.
Examiner: Is the opportunity to speak English important to you?
Student: Yes. I think that going to a country where you have to
speak English is the best way of improving your language.
Examiner: So, when you travel, what types of things do you always
need to take with you?

© Oxford University Press



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Student: I need a dictionary! But we don’t need to take a paper
dictionary with us any more, we can just use an app on our phone
to translate.
Examiner: Anything else?
Student: Yes. I always have to take my passport and my camera.
Examiner: Where was your last trip?
Student: The last journey I made was to Scotland. I went to
Edinburgh to visit the city. When we went, we found out that an
important festival was happening.
Examiner: Fantastic. And do you have any travel plans for this
summer?
Student: Yes, we’re going to Berlin. We’re staying there for a week.
Examiner: Are you travelling with your family?
Student: No, I’m travelling with my school. But if it’s good, I might
go back there with my family. What about you? Are you going
anywhere this summer?
Examiner: Yes, I’m flying to Brazil the week after next.
Student: Fantastic! The week after next, I’ll be in Berlin!
Discuss ‘fashion’ using the language items and functions at
Grade 6
Show knowledge of vocabulary relevant to fashion
Respond appropriately to examiner questions
Provide information and opinions on fashion
Answer using appropriate language and functions as listed
above
Ask the examiner at least one question about fashion
For example:
Examiner: Let’s talk about fashion. Do you follow fashion?
Student: Sometimes, but I don’t need to buy new clothes every
week! In my opinion, people spend too much money on fashion.

Examiner: So what’s your opinion of the people that spend lots of
money on famous brands?
Student: I think it’s a waste of money. You don’t have to spend a lot
of money on clothes to look good. And a label is just a label.
Examiner: And you don’t need to buy the latest fashions to look
good?
Student: In my opinion, no.
Examiner: So how do you choose your clothes?
Student: Well, if I see something I like, and if the price is good, then
I’ll ask my parents. But I don’t buy a lot of new clothes.
Examiner: Do you ever copy other people’s fashion ideas?
Student: I might – if I see something on TV or in a magazine.
Examiner: And do you ever criticise other people’s fashion choices?
Student: I try not to, but sometimes it’s hard not to!
Examiner: What about in five years’ time? Do you think you’ll still
have the same style?
Student: Probably not! Five years ago, I was wearing different
clothes, so I guess in five years’ time, I’ll have a different style. But I
won’t spend a lot of money updating my wardrobe! What about
you? Is it important for you to be fashionable?
Examiner: Well, I have a similar opinion to you, really. I like to look
good, but I don’t think you need to spend lots of money on clothes.

Discuss ‘money’ using the language items and functions at
Grade 6
Show knowledge of vocabulary relevant to money
Respond appropriately to examiner questions
Provide information and opinions on money
Answer using appropriate language and functions as
listed above

Ask the examiner at least one question about money
For example:
Examiner: Let’s talk about money. Is money important for you?
Student: It’s important, but I don’t think money is everything.
Examiner: Do you get pocket money or do you have a little job?
Student: I get pocket money from my parents every week. But it’s
not free! I have to do some small jobs around the house to earn my
pocket money.
Examiner: And if you want any extra money, what do you do?
Student: If I want some extra money, I ask my parents. But I might
have to do some extra jobs around the house to earn it.
Examiner: What do you spend most of your money on?
Student: I go to the cinema quite a lot. But I also like to save money.
Examiner: So you’re quite good with money, then?
Student: Yes, I think so. In my opinion, we need to learn to save and
to budget for things. I’m quite responsible with money!
Examiner: So do you save money to buy books?
Student: Sometimes, but I usually save money to buy new games
for my computer.
Examiner: So you don’t often go shopping, then?
Student: Not that often, no.
Examiner: What were you looking for the last time you went?
Student: I was looking for a new jacket for winter.
Examiner: And did you spend a lot of money on it?
Student: No, I found a real bargain! What about you? Are you good
with money?
Examiner: Yes, I think so. I like to save up for things and when I have
enough, I buy them.
Discuss ‘rules and regulations’ using the language items
and functions at Grade 6

Show knowledge of vocabulary relevant to rules and
regulations
Respond appropriately to examiner questions
Provide information and opinions on rules and regulations
Answer using appropriate language and functions as listed
above
Ask the examiner at least one question about rules and
regulations
For example:
Examiner: Let’s talk about rule and regulations. Do you have many
rules to follow in your life?
Student: Yes, quite a lot! We have lots of rules at school, and I have
to follow some rules at home.
Examiner: For example?
Student: Well, at school, we mustn’t use our mobile phones in class
and we have to do a lot of studying. But we don’t need to wear a
school uniform!
© Oxford University Press

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Examiner: And at home?
Student: At home, I have to do my homework and I have to tidy my

room.
Examiner: And what happens if you don’t do your homework?
Student: If I don’t do my homework, the teacher will punish me and
so will my parents.
Examiner: Do you often break the rules?
Student: Not often, but sometimes.
Examiner: What were you doing the last time you broke the rules.
Student: I was talking in class and the teacher got angry with me.
Examiner: Which rules do you think are really good in the school?
Student: In my opinion, the rule about not smoking is a really good
one. You mustn’t smoke in the school building, in the playground or
outside the school.
Examiner: Do you think they might change any of the rules this year?
Student: Yes, next month, they’re changing the rule on mobile
phones. We will have to turn them off when we’re in the school
building. What about you? Do you have many rules to follow in
your job?
Examiner: Yes, I do. I have a lot of rules to make sure all of the exams
are fair.
Discuss ‘health and fitness’ using the language items and
functions at Grade 6
Show knowledge of vocabulary relevant to health and
fitness
Respond appropriately to examiner questions
Provide information and opinions on health and fitness
Answer using appropriate language and functions as listed
above
Ask the examiner at least one question about health and
fitness
For example:

Examiner: Let’s talk about health and fitness. What do you do to
stay fit?
Student: I like playing sport and I ride my bike a lot.
Examiner: So are you very health-conscious?
Student: I think so. In my opinion, it’s important to do regular
exercise and eat healthily.
Examiner: Do you have a sensible diet?
Student: Usually, but not always! I try to eat a lot of fruit and
vegetables, but I do also like some junk food.
Examiner: Is there a difference between health and fitness?
Student: Yes, I think health is more about your general lifestyle.
To stay healthy, you have to eat well and do regular exercise. Fitness
means doing lots of exercise to stay in perfect condition. I’m healthy,
but I don’t know if I’m fit!
Examiner: A lot of people smoke. What’s your opinion of smoking?
Student: In my opinion, it’s a silly thing to do. It’s harmful to you and
other people around you. I hate it.
Examiner: What do you do if your friends smoke?
Student: If my friends smoke, I tell them to go somewhere else to do
it. One of my friends was smoking before the exam. I said he had to
stop.
Examiner: Are you planning any physical activity this week?

Student: Yes. On Sunday, we’re cycling to the beach. We’re staying
for the day and we might play beach volleyball while we’re there.
Examiner: What about in three years’ time. Do you think you’ll be
more or less healthy and fit?
Student: I think I’ll still be healthy, but I would like to be fitter and
stronger. What about you? What do you do to stay fit and healthy?
Examiner: I go swimming a lot and I go to the gym twice a week.

Discuss ‘learning a foreign language’ using the language
items and functions at Grade 6
Show knowledge of vocabulary relevant to learning a
foreign language
Respond appropriately to examiner questions
Provide information and opinions on learning a foreign
language
Answer using appropriate language and functions as listed
above
Ask the examiner at least one question about learning a
foreign language
For example:
Examiner: How important is learning a foreign language for you?
Student: Very important. I need English to visit English-speaking
countries, and to talk with people whose language I can’t speak.
Examiner: So is learning a language a hobby?
Student: Yes and no. It’s not a hobby at school, because we have to
study, but when I go travelling, speaking to people in English is like
a hobby.
Examiner: What do you need to do to be a good speaker of English?
Student: To be a good speaker, you need to practise speaking, not
just practise the grammar.
Examiner: And what happens if you don’t practise the speaking?
Student: You might be good at grammar, but when you have to
have a conversation with someone, you won’t understand what
they’re saying.
Examiner: So what’s your opinion of teachers who just want to
teach grammar?
Student: In my opinion, they need to include more speaking
practice, otherwise we’re wasting our time.

Examiner: Do you think you might pick up another language in the
future?
Student: I might try and learn Chinese. They might teach it in my
school the year after next. It will be difficult, but I like a challenge!
Examiner: Have you studied English today?
Student: Yes, I had a lesson this morning!
Examiner: And what were you studying this morning?
Student: This morning, we were studying the past continuous!
What about you? Can you speak any other languages?
Examiner: Yes, I can speak German.
Pronunciation
Understand and use the correct pronunciation of all of
the above
Use sentence stress to clarify meaning
Use intonation patterns of sentences and questions
Avoid speech patterns of recitation

© Oxford University Press



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GRADE

5

unit 01

Transport
Talking about the future
Identifying and expressing preferences
Identifying and giving reasons
Discussing travel and means of transport

Language
Grammar
Present perfect tense
Future will
Adjectives and adverbials of quantity
Functions
Expressing preferences with prefer, ’d rather
Giving reasons with because
Informing and predicting with will
Vocabulary
Means of transport, Past time expressions

• This task can be done as a whole class or in pairs.
• Draw attention to the useful language box – explain that
•
3

• Model the question form, and drill individually and chorally to
ensure accurate pronunciation.

• After doing this, draw attention to the spotlight box. Remind

•

1

• Direct students to the boxed time expressions. As a class,

•
•

• Ask students to work together. Ensure that they provide

•

logical reasons to justify their choices, and that they speak in
full sentences. Remind students that although comparatives
and superlatives are Grade 4 language, during the Grade 5
exam they will be expected to accurately use language from
earlier grades.
Explain that using full sentences is extremely important
during the exam as it shows the range of grammar, language
functions, and vocabulary that students know.

Optional activity

• To further practise the language of giving reasons, you

could extend this task by providing other criteria, e.g. Which
is the most exciting / least exciting means of transport?

Which means of transport is most popular with elderly
people / young people?

2

• Direct students towards pictures 1–6. As a whole class, check
the pronunciation of the different means of transport.

students that there are a range of verbs used to talk about
travelling; highlight the examples given here, and ask for any
additional verbs, e.g. I drive, I catch a bus.
Ask students to work in pairs, asking and answering the
questions. Again, monitor to ensure that students provide
reasons to justify their choices.

4

    page 4 
Ways of travelling

these are high-frequency expressions of preference that are
tested in the Grade 5 exam.
If students are working in pairs, monitor to ensure that
students provide reasons to justify their choices.

•

and then individually, drill the expressions by listening and
repeating. Draw attention to features of elision and linking
e.g. /lɑːs ˈkrɪsməs/, /tuː deɪz əˈɡəʊ/.

Ask students to order the time expressions so they are true
for them.
As a follow-up activity, ask students to choose a selection
of time expressions, and to ask and answer questions about
events and actions during these time periods. Write on the
board:
A  What did you do three months ago?
B  Three months ago, I was on holiday, in Mexico.
Remind students that asking follow-up questions is a useful
exam strategy as it shows they can maintain interaction.
Refer to the above dialogue and ask for suitable follow-up
questions, e.g.
A  What did you do there?
(

Lesson objectives

POSSIBLE ANSWERS

2015, four years ago, last summer, last Christmas, three
months ago, two days ago, yesterday, this morning

5

• Elicit, and place on the board, as much vocabulary as you
•

can for each picture, to ensure that the class as a whole has
sufficient lexis for the task.
Ask students to work in pairs and ask and answer the

questions.
© Oxford University Press

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6  $ 1.1

3

• Ask students to listen to Paul talking about his travel

• Ask students to work in pairs, choosing to focus on two of the

experiences. Play the audio, and ask students to check their
answers.

•

Transcript

Paul  Last summer, I went to Italy for a week. I’ve been to Italy as a
tourist, but this time I was cycling. I prefer to ride in the countryside,
because it’s much safer, and the … environment is better. The air is

much cleaner. And there are not as many cars. Every day I rode for many
hours. At night, I was tired because there were lots of hills. In the future,
I’ll go by bike through France. Maybe I’ll do the Tour de France route …

7

• Ask students to work in pairs, discussing when they last used
the means of transport in pictures 1–6. Remind students to
use time expressions to refer to their experiences.

Quick or clean?
1

•

•

4  $ 1.2

• Play the recording. The focus here is on identifying needs,
•

through the example options.
Copy, or project the table onto the board. As a whole class,
ask students if they can provide another good or bad thing
for the example option. Note these suggestions down, asking
students to give reasons – if possible, using the connector
because.
Ask students to work individually to complete the table.

Transcript

5

• Ask students to work in pairs, comparing their ideas, and

providing reasons. Monitor to ensure task completion, and
note down any good examples for whole-class feedback.

6

• During this stage, students should be using a broad range of

2

• Draw attention to the exam tip box. If necessary, drill the
•
•

phrases to ensure that pronunciation is accurate during the
following communicative stage.
Ask students to compare their ideas and completed tables.
Monitor, ensuring that reasons are being given for each
choice. Note down any frequent ideas, for a follow-up stage
where the class feeds back on their discussions. Also take
this opportunity to note down any common errors for later
consolidation.

Optional activity
To consolidate work on giving reasons, you could divide

the class into groups of up to twelve. Each group should be
allocated a type of transport, e.g. train, ferry, hydrofoil, and a
focus – either Good or Bad. Set a time limit of five minutes,
and tell students to come up with as many points for their
means of transport, and focus, as possible. Explain that these
should all have reasons to justify their choices. After the time
limit is up, have groups take turns presenting their ideas. Ask
the other students to note down whether they are giving
good or bad things, and decide whether the reasons are well
justified. At the end, you could have a class vote on the best
argument.

and presenting reasons to meet these needs. Ask students to
note down the most suitable transport.
Play the recording again, and pause after each extract to give
students time to check their ideas.

1 Oh no, it’s pouring with rain again. The children leave for school in
five minutes.
2 What a lovely day! I’m glad I told Derek I’d meet him at the park.
3 I’m going to travel to Japan to attend a business conference next
month.
4 The family and I are going to the beach for the weekend. I’m really
excited.
5 John! Where are you? I think Alan’s broken his leg. It’s important to
get him to the hospital immediately.

    page 5 

• Ask students to look at the table. As a whole class, look

types of transport. Draw attention to the features that they
should be comparing.
Again, monitor, ensuring that reasons are being given as
students compare types of transport.

•

Grade 5 language. Ask students to give examples of relevant
Grade 5 language that they could use to answer each
question.
Ask students to work in groups of between four and six,
asking and answering the questions. Monitor this stage.

7

• Ask students to form new groups and report back on their

discussion. Again, monitor this stage to ensure students are
using full sentences, correct intonation, and appropriate
Grade 5 language.

    page 6 
Transport around the world
1

• Ask students to work in pairs, discussing the most popular

•

means of transport in the six countries. Remind students to
use a range of Grade 5 language – predicting, giving reasons,
adjectives and adverbials of quantity, etc.
Once students have completed the task, ask a selection of
pairs to summarize their discussion. Open this stage up to the
class to see if there is a consensus of opinion.

© Oxford University Press



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• Explain that there are no right or wrong answers, as

popularity varies with different ages, social groups, etc.
However, explain that there are some statistics that can
support particular choices.

POSSIBLE ANSWERS

USA – Travelling by car is the most popular form of transport
in the USA. The highway network is more than 75,000 km
long, and is the longest in the world. Most cities in the USA
are designed for travel by car.

China – Rail is the major mode of transport in China. In 2011,
China’s railways carried 2,947 billion tonnes per km of freight,
and 961.23 billion passengers per km; both traffic volumes
are the highest in the world. Rail is popular because of the
size of the country. Bicycles are still popular in cities, but
people are becoming richer, and buying cars.
Italy – Italy is one of the countries with the most vehicles
per capita – 690 per 1000 in 2010. In many towns and cities,
young people ride scooters or small motorbikes.
Vietnam – motorbikes are very popular in Vietnam, due to
their low cost, and their ease of use in busy cities. In August
2011, there were 33.4 million motorbikes in the country,
which has a population of around 88 million.
The Netherlands – According to OECD (Organization for
Economic Co-operation) figures, 39 per cent of all journeys
under 5 km are made by bicycle. It is estimated that 59 per cent
of all journeys in cities are made on bicycles. There are 35,000
km of cycle paths in the country.
Brazil – local bus services are popular in Brazil, as most
Brazilians take the bus to work every day. These are also quite
cheap. In the larger cities of Rio and São Paulo, the metro
system is very popular – in 2012, 4 million people rode the
São Paulo metro each day.

2 $ 1.3

• Before playing the recording, draw students’ attention to the

•

•

photograph. Ask them where they think it is, and what they
can see. Ask them to describe how easy or difficult it would
be to travel around in the place in the picture. At this point,
don’t provide any answers, as these are given in the following
audio. The photograph depicts a busy street scene in Hanoi,
Vietnam.
Play the recording. The initial focus here is on tuning in to the
speaker, so the questions are simple comprehension tasks.
Ask students to note down each speaker’s nationality, and
the means of transport they prefer.
Play the recording again, and pause after each extract to give
students time to check their ideas.

Transcript (and answers)

An  For most of us in Vietnam, a motorbike is not just a vehicle – it’s a
way of life. In Ho Chi Minh City I don’t really walk anywhere – I always
go by motorbike. They say there are 3 million motorbikes here – that’s
one for every two people … there are really so many. My bike is pretty
small – 150cc – but it’s really good for travelling around quickly. One
problem is that the bikes are very noisy, and people ride almost
anywhere. Some people even ride their motorbikes into supermarkets.
I’ve never done that, because I think it’s dangerous.

Lidia  The best way to travel long distances in Argentina is by bus. There
aren’t many trains that go far, so the bus is better. I’ve been all the way
to Patagonia from Buenos Aires. That’s a long journey. The buses are
really comfortable, because you can get a chair that’s like a bed. I think

you’ll enjoy travelling like this … Oh, the food on the bus is great, too.
Arno  I prefer to travel by bike. I’ve ridden one since I was a kid. Here
in Holland there are a lot of cycle paths. People also ride on the
pavements. Nobody really wears a helmet because there is no law
about it. It’s not really safe but I’ve never had an accident. I ring my bell,
and people move out of the way.

3  $ 1.3

• Before playing the recording again, draw students’ attention
•

to the table. Ask them what An’s main idea means.
Play the recording again, and pause after each extract to give
students time to check their ideas in pairs, then feed back to
the class as a whole.

ANSWERS

An – motorbike not just a vehicle – it’s a way of life;
motorbike is good for travelling quickly.
Lidia – if you travel long distances, use a bus; buses are
comfortable.
Arno – bikes are popular because there are lots of cycle paths.

4

• Ask students to work in pairs, noting down the good and bad
things for each means of transport mentioned by the three
speakers.

ANSWERS

Motorbike
Good: really good for travelling quickly in busy cities
Bad: noisy; sometimes people ride them dangerously
Bus
Good: routes cover more of the country than trains;
comfortable; good food
Bad: none given
Bicycle
Good: lots of cycle paths
Bad: sometimes dangerous as people don’t wear helmets
• During whole-class feedback, write the answers up on the
board. As a follow-up stage, ask students to add other good
and bad things for each means of transport. Again, stress that
there are no right or wrong answers, but that they should be
able to give reasons for their choices.

5

• Ask students to give examples of relevant Grade 5 language
•

that they could use to answer each question.
Ask students to work in groups of between four and six,
asking and answering the questions.

6

• Draw attention to the picture, and ask students to think

about the questions that they could form using the language
prompts given. Remind students that they are required to ask
the examiner a question during the Conversation phase.
© Oxford University Press

16

Unit 01

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• At this point, direct students to the exam tip. This should be

1

revision for students, but if necessary, work with the whole
class on forming relevant, accurate questions.

• Ask students to work in pairs and predict what Grade 5 language
could be used to complete the questions and answers.

7

2  $ 1.4

• Ask students to work with a new partner, and take turns

asking and answering the questions they formed in
exercise 6. Remind students that maintaining a conversation
is a key communicative skill, so where possible they should
ask follow-up questions, e.g.
A  Have you ever travelled by plane?
B  Yes, yes I have.
A  Where did you go?

8

• Ask students to work in groups of between four and six.

•

•

•

Explain that this task is a game which provides a chance
to consolidate useful language functions and vocabulary
for answering questions on the Subject Area of Means of
transport.
Explain the rules of the game – each person in the group
will take turns choosing a word, and then decide how many
points they wish to score. Correct definitions are worth 1 point;
correct sentences are worth 2 points, and an anecdote (if
required, explain that this is a short personal story) is worth 3
points. The winner in the game will be the student with the

most points after all the words have been used.
If necessary, go over the items in the word cloud to ensure
that students are comfortable with the pronunciation of each
word or phrase. Do not discuss the meaning of the words or
phrases as this is an option in the game.
Set a time limit, e.g. ten minutes, and ask students to begin.

questions to check their predictions.

Transcript

Examiner  In your country, what transport changes have there been in
the last few years?
Examiner  Have the changes been good or bad for your country?
Examiner  What’s the best way to travel around your town?
Examiner  Do you ride a bicycle?
Examiner  Have you ever been on a plane?
Examiner  In the future, will you use a bicycle or a car more?

3

• Play the recording again, and point to individual students to
•

provide an answer that is true for them, using relevant
Grade 5 language.
Ask students to work in pairs, and practise the exam using
the examiner cues that they noted down in 1. Encourage
students to think of interesting questions to ask.

4

• Direct students towards the collage of images relating
•

to means of transport. Ask them to work in pairs and first
identify what they can see in each picture.
Once students have identified a broad range of subjects, ask
them to work individually, writing as many questions as they
can about means of transport based on the images.

5

• Ask students to work in pairs. Ask them to share their lists of

    page 7 
Aim at the Exam 1

• This is a short introduction to the format of the Trinity exam.

• Play the recording, and have students listen to the examiner

•

In these sections, students are given prompts – either
examiner questions or candidate responses – and asked
to complete the dialogue. The rationale behind this is that
students will be exposed to useful model language, and
be comfortable responding to an examiner during exam
conditions. Activity 1 offers a very scaffolded approach,

with plenty of visual support. Following activities allow for
controlled practice, where students use the cues in 1 to
facilitate a spoken interaction like the exam. Students are
given the opportunity to add their own questions, based on
their knowledge of Grade 5 language. The final speaking task
is then repeated, so paired students have the opportunity to
ask and answer questions. It is worth reminding students that
by bringing their own ideas to the Aim at the Exam stage,
they will be building their confidence and fluency.

questions, and work together deciding which of them might
be suitable for a Grade 5 exam. If necessary, write up an
overview of Grade 5 language requirements.
After completing this first stage, ask students to decide how
they would answer their questions using Grade 5 language.

6

• Ask students to form new pairs, and practise the exam using
•

the examiner cues and the questions that they generated in 5.
Monitor to ensure students are using full sentences, correct
intonation, accurate pronunciation, and appropriate Grade 5
language. Note down any interesting examples or common
errors for a whole-class follow-up stage.

7

• When students have completed the dialogue, ask them to

change roles and practise the exam again.

• Encourage students to vary the questions they ask, and the
•

order they ask them, to ensure that their partner can’t provide
memorised responses.
As an extension, you may wish to have students role-play the
exam in front of the class.

© Oxford University Press



04 Trinity5-6 B1 TB Units_2P.indd 17

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GRADE

5

unit 02

Entertainment
and music
Lesson objectives

Identifying and discussing forms of entertainment
Identifying and discussing musical preferences
Giving reasons for preferences
Discussing past experiences

Language
Grammar
Present perfect + ever to talk about the indefinite past
Functions
Expressing preferences with don’t like, prefer, ’d rather
Predicting with will
Vocabulary
Forms of entertainment, Music, Past and future time
expressions

    page 8 
Forms of entertainment
1

• Write the word Entertainment on the board, and ask a
•

selection of students what they do for entertainment. Note
these suggestions on the board.
Ask students to work individually or in pairs. Students should
add to the list, providing examples where possible.

Optional activity
To change the dynamic of this task, you could divide the class
into teams, and set a time limit of around five minutes. During

this time, the teams have to generate a list with as many
different forms of entertainment as possible. When the time
limit is up, have groups compare lists, and write up a master
list on the board. The group who has the most correct words
is the winner. Use this list to check pronunciation – additional
points can be allocated to teams for accurate pronunciation.

2

• Ask students to work in pairs, and divide their lists (or the

whole-class list) into two columns – activities they have done
recently and activities they are planning to do.

• As a whole class, drill the sentence frames provided in the
•

•

•

table. Model the phrases in isolation, then with additional
context, e.g. Last week I watched a couple of DVDs.
Ask students which questions they would use to elicit the
response, e.g. What did you do last week? / What have you
done recently? Draw attention to the different use of tense,
and if necessary, refer students to page 59 of the Grammar
reference section.
Remind students that in exam conditions it is useful to show
your communicative abilities by maintaining interaction.

Ask students how they could do this here – by asking followup questions.
Ask students to discuss their lists of activities, using the
prompts provided. Monitor to ensure that students are using
full sentences and asking follow-up questions.

3

• Draw students’ attention to images 1–6. Ask individual
students to identify each item.

• Ask students to work in pairs, matching the verbs to each
picture.

ANSWERS

1  listen to music   2  watch TV   3  play computer games   ​
4  go to the cinema   5  go to a disco   6  watch a play
• After checking as a whole class, draw attention to the
Spotlight box.

Spotlight

• Model the forms by asking a stronger student Do you like
going to the cinema?

• Ask students to work in pairs, using the verbs and the images
•

to build questions.
Ask students to work with new partners, and ask and answer

the questions they have generated. Remind students that
follow-up questions are a very useful way of maintaining a
conversation. Highlight this by providing an example, using
the model you generated earlier, e.g.
A  Do you like going to the cinema?
B  Yes, I do, but it’s expensive.
A  What was the last film you saw?

4

• As a warmer to this stage, write the numbers 9 and 34, and
the word Television on the board. Ask students to work in
pairs to decide what the numbers refer to.

© Oxford University Press

18

Unit 02

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ANSWERS

(

9 = the number of years the average person will spend

watching TV during their life.
34 = the average number of hours per week an American
watches TV.
• Ask students to listen and repeat the question How much TV
do you watch in a week? Remind students of the weak form of
do, and the linking in the question, e.g. /də jə/.
• Draw attention to the use of adverbials to describe quantity
given in the example answers. Drill the phrases Quite a lot
and Not much. Elicit other expressions students could use to
express quantity, e.g. loads, lots, a little bit.
• Ask students to work in pairs, asking and answering the
question. Remind them to use full sentences and follow-up
questions, e.g. What do you usually watch? Do you mostly
watch sport, or movies?

7  $ 2.1

• Ask students to listen to the audio again, this time noting

down the phrases used to talk about events in the recent and
indefinite past – explain that these are Grade 5 language that
students should be familiar with.

ANSWERS

I’ve watched a lot of series recently; I started when I was;
Since January; I usually watch them after; lately; When I was;
nowadays.

    page 9 

Changing interests
1

• As a warmer to this section, write up on the board 2003–2013.

5

• Draw students’ attention to the images. Ask students to work
in pairs and describe what they can see in each image.

• Check that students have correctly identified each image,
and the activity it represents.

ANSWERS

1 a TV, and an MP3 player – watching TV, listening to music
2 a computer, a board game – playing computer games,
playing board games
3 cinema, film on TV – watching films at the cinema or at home
4 a club, a theatre – dancing at a club, going to the theatre
• Ask students to work with the same partner, choosing the
activity they prefer from each pair. Before they begin, draw
attention to the example dialogue below the images, and
highlight the Grade 5 language being used – expressions of
preference and connecting clauses using because. Remind
students that providing reasons is a key language function in
the exam.
• Ask students to ask and answer the questions so that they are
true for them. Monitor this stage to ensure that students are
providing reasons and using full sentences.

6  $ 2.1

• Draw students’ attention to the table, and the two headings.
•

Explain that Simon is a British teenager. Ask them to predict
what he will say for each column.
Play the audio, and ask students to check their predictions.

Transcript

What he did in the past: read books Harry Potter
hes
done recently:
watch TV series; listen to CDs
âWhat
Oxford
University
Press

ã

2

ã Draw students’ attention to the three images. Ask them to
•

work in pairs, describing what they can see.
Ask them to describe what Sarah and Thomas have done

recently, providing reasons for their choices.

ANSWERS

Sarah has gone dancing at a club with friends / Thomas has
been to the theatre.
Sarah has been to the cinema / Thomas has watched a film at
home.
Sarah has played computer games / Thomas has listened to
music.

3  $ 2.2

• Before playing the recording, draw students’ attention to the

Simon  I’ve watched a lot of series recently. I started when I was 10,
because my parents didn’t allow me to watch more than two hours of
TV a day. Since January, I’ve watched lots of episodes of my favourite
series. I usually watch them after school, either on TV or online. My
brother prefers movies, but I find them too long sometimes. I’ve also
listened to lots of music lately. I bought a couple of CDs I really like and
keep listening to them. When I was younger, I read books all the time.
I was fond of the Harry Potter series and couldn’t put the books down,
but I don’t read as much nowadays.
ANSWERS

•

Ask students to think about what has changed over these
years in your country – growth of the internet, faster broadband,

more online shopping, more online gaming, social media, etc.
Ask students how these changes have affected the way we
are entertained.
During this stage, students should be using a broad range of
Grade 5 language. Ask students to give examples of relevant
Grade 5 language that they could use to answer each
question.
Ask students to work in pairs, asking and answering the
questions. Monitor and note down examples for whole-class
feedback.

•

table. Tell them that they are going to hear three teenagers
talking about what they did in their free time when they were
younger, what they do now, and what they think they will
do in the future. Ask students to note down their predictions
before listening.
Play the recording, pausing after each extract to give
students time to check their ideas.

Transcript

Sam  When I was younger I got together with friends every day after
school to watch DVDs. We really enjoyed it, but things have changed,
and now we just watch a lot of films online. It’s much faster and



Trinity 5to6 TB.indb 19

Unit 0219

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cheaper! When I’m older, …I think I’ll enjoy going to the cinema
instead … or at least that’s what my parents do!
Josh  Mmm, let me think … I remember I loved watching TV series with
my little brother, which I still do. When I’m older? Who knows? I’d like to
relax by reading a good book.
Emma  When I was a child, I watched cartoons every day, but now I like
comedies and action films. I think I will enjoy the same kinds of films
when I grow older. I don’t think my preferences will change.
ANSWERS

Sam

Before

Now

In the future

watched DVDs

watches films
online
watches TV
series

watches
comedies and
action films

go to the
cinema
read books

Derek

watched TV
series
Emma watched
cartoons

watch
comedies and
actions films

4

• During this stage, students should be using a broad range of

•

Grade 5 language. Ask students to give examples of relevant
Grade 5 language that they could use to answer each
question.
Ask students to work in groups of between four and six,
asking and answering the questions. Monitor and note down

examples for whole-class feedback.

5

• Ask students to form new groups, and give two true and

one false answer to the questions in 4. Their partners have to
guess which answer was made up.

Optional activity
To change the dynamic, you could make this stage into a
game, where each player is given a point for every lie that
they manage to tell without being discovered. Divide the
class into teams, and have individual students answer either
question 1, 2 or 3 truthfully or not. The opposite team is given
a minute to discuss whether they have been told a truth, or a
lie, before guessing. If they guess correctly, they get a point; if
they are incorrect, the other team gets awarded the points.

2  $ 2.3

• Play the recording. The initial focus here is on tuning in to the
speaker, so the questions are simple comprehension tasks.
Ask students to note down each speaker’s preference.

Transcript (and answers)

Lucy  What kind of music do I listen to? I listen to all kinds of music. The
type I listen to depends on the mood I’m in. At night-time I often want
to relax so I listen to classical music. I find the sound of violins very

relaxing. But I like listening to something faster and more upbeat when
I’m exercising. This helps me to go on.
Andy  My favourite type of music is jazz. I love everything about jazz. It
just makes me feel good. I adore the sound of saxophones and pianos
because they can be smooth and lively at the same time.
Nicole  I usually prefer pop music and catchy songs. It’s because I love
dancing to music, but I prefer lively music … I mean, I find classical
music and other types boring.

• Play the recording again, and pause after each extract to give
students time to check their answers.

3  $ 2.3

• Ask students to listen to the audio again, this time noting

down the instruments that are mentioned, and the adjectives
used to describe the music – explain that this is useful
Grade 5 vocabulary that will aid students when they discuss
music during the Conversation phase of the exam.

ANSWERS

Lucy – violin; relaxing; upbeat; fast-paced
Andy – saxophone and piano; energetic; soothing
Nicole – catchy; lively; boring

4

• Ask students to work in pairs, and choose a type of music to

•
•
5

• Draw students’ attention to the four photographs. Ask

    page 10 
Music

• Ask students to work in pairs, noting down as many different

•

genres of music as possible. Set a time limit of around three
minutes, then collate a whole-class list.

Optional activity
Again, to change the classroom dynamic, you could make
this stage into a game. Divide the class into teams, and
set a time limit as above. The group with the most correct
genres are the winners. You could give extra points for good
pronunciation, or examples of musicians in each genre.

describe.
Draw attention to the model answer, and have students
underline key Grade 5 language requirements.
Discuss these as a class before completing the task.

•

them to explain what each picture shows. Assist with any
vocabulary, and pronunciation as required.
The photos show the following:
(top left) a crowded outdoor concert
(top right) listening to an MP3 player
(bottom left) a DJ playing music in a club
(bottom right) watching music videos/listening to music
online.
Ask students to give examples of a well-known outdoor
concert or music festival. Elicit some of the positives, e.g.
chance to see lots of bands together, good atmosphere, and
negatives, e.g. expensive, weather might not be so good, etc.
Draw attention to the first part of the useful language box,
which highlights structures for providing contrasting points.
Model the phrases, and discuss which of them are more or
less formal.

© Oxford University Press

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• Draw attention to the last part of the useful language box,
•

•

which highlights structures for expressing preferences and
giving reasons.
As a whole class, drill the phrases chorally, then ask individual
students to model the sentences.
Ask students to work in pairs, and go through each option,
asking and answering questions 2 and 3. Remind students to
ask follow-up questions to maintain the interaction.

6

• Ask students to work with a new partner and ask and answer
•

the questions.
Monitor this stage to ensure students are using full sentences,
correct intonation, and appropriate Grade 5 language.

3

• Play the recording again, and point to individual students to
•

4

• Direct students towards the collage of images relating to
•

7

• Explain that this task provides a chance to consolidate useful
•
•
•

language functions and vocabulary for answering questions
on the Subject Area of Music.
Explain that each partner should use items from the word
cloud, and the prompts, to form questions to interview their
partner.
If necessary, as a class, go over the items in the word cloud to
ensure that students are comfortable with the pronunciation,
and meaning of each word or phrase.
Set a reasonable time limit, e.g. three minutes, and ask
students to begin their interviews. Monitor and note down
examples for whole-class feedback.

•

of one of the key Grade 5 Subject Areas.
Direct students to the table on page 56. Divide the class into
groups of four or six, and set a time limit, e.g. five minutes.

entertainment and music. Ask them to work in pairs and first
identify what they can see in each picture.
Once students have identified a broad range of subjects, ask
them to work individually, writing as many questions as they
can about forms of entertainment and music, based on the
images.

5

• Ask students to work in pairs. Ask them to share their lists of

•

•

8

• This task will encourage students to extend their awareness

provide an answer that is true for them, using the relevant
Grade 5 language to answer the questions.
Ask students to work in pairs and practise the exam using
the examiner cues that they noted down in 1. Encourage
students to think of interesting questions to ask.

questions, and work together, deciding which of them might
be suitable for a Grade 5 exam. If necessary, write up, or hand
out, an overview of Grade 5 language requirements.
Monitor this stage, assisting where required. Where students
have questions that don’t use Grade 5 language, encourage
them to think about ways that they could reformulate the
questions to meet the exam criteria.
After completing this first stage, ask students how they
would then answer their questions using Grade 5 language.
Draw their attention to the exam tip and encourage them
not be too repetitive.

6

• Ask students to form new pairs, and practise the exam using

the examiner cues and the questions that they generated in 5.

• Monitor to ensure students are using full sentences, correct

intonation, accurate pronunciation, and appropriate Grade 5
language. Note down any interesting examples or common
errors for a whole-class follow-up stage.

    page 11 
Aim at the Exam 2

7

• When students have completed the dialogue, ask them to

1

• Ask students to work in pairs and predict what Grade 5

•

language could be used to complete the questions and
answers.

2  $ 2.4

• Play the recording, and ask students to listen to the examiner
questions to check their predictions.

Transcript
Examiner 
Examiner 
Examiner 
Examiner 
Examiner 
Examiner 

Do you play any musical instruments?
How many hours a day do you watch TV?
Have you been to the cinema lately?
Have you seen any good films recently?
Have you ever downloaded a film?
Have you ever been to a concert?

•

change roles and practise the exam again.
Encourage students to vary the questions they ask, and the
order they ask them, to ensure that their partner can’t provide
memorised responses.
As an extension, you may wish to have students role-play the
exam in front of the class.

8

• Draw students’ attention to the questions, and drill for
pronunciation and intonation.

• Ask students to work in pairs, generating more questions.
• Ask them to compare their lists with another pair, and to
practise asking and answering the questions.

© Oxford University Press



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GRADE

5

unit 03

Festivals and
special occasions
Lesson objectives

Optional activity

Identifying and discussing festivals
Identifying and discussing special occasions
Giving reasons for preferences
Discussing past and recent past experiences

To change the dynamic, you could divide students into
teams. Ask the students to initially make a list of as many
festivals from around the world as they can. Set a time limit
of around three minutes. The students could either race to
write the names of festivals up on the board, or write on a
large piece of paper. Once the time limit is up, compare lists,
allocating points for each correct festival. The team with the
most points is the winner. After comparing lists, ask students
to categorise the festivals, and choose two per group to
present on.

Language
Grammar
Present perfect + never, just, for, since
Quantifiers many, a lot (of)
Functions
Expressing quantity
Expressing preferences with don’t like, prefer, ’d rather
Giving reasons with because
Informing with will
Vocabulary
Festivals, Occasions

    page 12 
Festivals around the world

1

• Write the word Festival on the board. Elicit from students as
•
•
•

many different kinds of festival as they can think of, e.g. film
festival, music festival, arts festival, etc.
Ask students to provide one example for each of the
categories that they have generated.
Direct students’ attention to the wordle. Select individual
students to read out each option, giving a brief definition.
Ask students to work in pairs to generate a short list of
festivals from other countries, and then add information
using the categories provided.

2

• In the same pairs, get students to ask and answer these
questions about the festivals they noted down in 1.

3  $ 3.1

• Before listening to the audio, draw attention to the table.
•
•

Elicit from the students the kind of information that they will
be listening for, e.g. a location, a date.

Play the recording, as students complete the table.
Play the recording again so they can check their answers.

Transcript

Speaker 1  My parents took us on holiday to Brazil last February because
they wanted us to experience the magic of Rio’s Carnival. The costumes
and carriages are really impressive, and – of course – expensive.
I couldn’t believe my eyes as I saw hundreds and hundreds of people
dancing in the ‘sambodromo’. The music is great, too, really catchy …
you can’t help dancing! The parade lasts for hours, so people don’t get
much sleep.
Speaker 2  The most impressive festival I’ve heard of is ‘La Tomatina’,
which takes place every year in Valencia, Spain. Like many festivals
around the world, ‘La Tomatina’ involves food. The difference is that
people don’t eat it, they throw it!
‘La Tomatina’ takes place on the last Wednesday in August, right in the
middle of the summer. People get together in the ‘Plaza del Pueblo’
and try to knock down a ham hanging from a pole. I saw it on TV and
thought it was funny! When someone knocks the ham from the pole,
the real frenzy begins … Trucks bring a lot of tomatoes into the square.
People rush to the tomatoes, crush them in their hands, and throw
them at each other. This tomato fight lasts for an hour. Afterwards, fire
engines come and clean up all the tomato juice.
Speaker 3  The Cheese-Rolling festival is on the last Monday of May.
It takes place on Cooper’s Hill, near the small village of Brockworth,
England. People roll a large wheel of Gloucester cheese down Cooper’s
Hill. The festival is actually a race because competitors run down the
© Oxford University Press

22

Unit 03

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hill after the rolling cheese. The first person to cross the finish line at
the bottom of the hill wins the cheese. The event has happened every
year for over 200 years and it can be dangerous – the rolling cheese
can reach nearly 70 miles per hour! Because of this, the local council
has tried to ban it.
ANSWERS

Where: Rio, Brazil; Valencia, Spain; Brockworth, England
When: February; the last Wednesday in August; the last
Monday in May
What makes it special: impressive costumes and carriages,
hundreds of people dancing, it lasts for hours; lots of people,
lots of tomatoes, it looks really funny; it’s a race, it has
happened every year for over 200 years, it is a bit dangerous.

4

kites, … the home-made kites; Flight of the Hot Air Balloons
takes place and three hot air balloons fly into the air from
‘Piazza del Duomo’, full of children’s messages and poems
of peace, which people later throw to the wind, in the hope

that they will fly around the world carrying their messages of
colour and peace.

Spotlight

• Draw students’ attention to the spotlight box, and the
example taken from the audio extract.

• For / Since: Ask students to explain the difference between for
•

• Explain that offering a personal response to information and
events is a useful way of practising giving reasons. Draw
students’ attention to the useful language box.

•

Pronunciation

• Draw attention to the examples provided here, taken

from the audio extracts. Read out each sentence, stressing
the differences between /ɒv/ and /ɒf/. Ask students to
repeat the sentences, and then check the distinction by
writing examples on the board, which individual students
read out.

6

• Ask students to work individually. Direct them to the

categories in 1 to give their ideas some structure.

7

• Ask students to work in pairs, making notes about a festival,

5  $ 3.2

• Draw attention to the notes. Elicit the kind of information that
•
•

they will be listening for, e.g. a location, a date, etc.
Play the recording, as students complete the notes.
Play the recording again so they can check their notes.

and thinking of follow-up questions to ask.

• Draw attention to the sentence frames in the useful language
•

Transcript

The most impressive festival I’ve been to is the Kite Festival in San
Miniato, Italy. In Italian it’s called ‘Festa degli aquiloni’. This festival takes
place on the first Sunday after Easter each year, and it has been held
since 1968, that is … for more than 40 years now. Dozens of kites fly
into the air from the front lawn of the ‘Torre di Federico segundo’. The
kites follow an old Tuscan tradition, and on this occasion children ask
their parents to build the kites by hand, which can be quite difficult

and can take a long time! Unsurprisingly, a lot of parents would rather
buy a kite.
Of course, there are prizes for the best kites, … the home-made kites,
not the ones people buy. In the afternoon, the traditional Flight of
the Hot Air Balloons takes place and three hot air balloons fly into the
air from ‘Piazza del Duomo’, full of children’s messages and poems of
peace, which people later throw to the wind, in the hope that they will
fly around the world carrying their messages of colour and peace. I’ve
never seen anything as beautiful as that in my life. I hope I can take my
own children to see it one day.
ANSWERS

Where: San Miniato, Italy
When: first Sunday after Easter each year
Origin: it has been held since 1968, that is … for more than
40 years now
Other traditions: Dozens of kites fly into the air from the
front lawn of the ‘Torre di Federico segundo’; children ask
their parents to build the kites by hand; prizes for the best

and since, before going on to look at the glossary together.
To practise this distinction further, note down a selection of
phrases randomly on the board, e.g. 1998, Monday morning,
six months, a week. Ask students to make sentences using the
correct adverb structure.
Never: Draw attention to the sentence, and ask students to
note the position of never. Look at the glossary together, and
then ask students to generate their own sentences using a
similar frame, and a different adverb of frequency.

section, and drill chorally.
As an extra stage, you could ask students to role-play their
conversations in front of the class. Ask students who are
listening to note down any good examples of Grade 5
language, and to ask follow-up questions of their own.

    page 13 
Many happy returns!
1

• Ask students to describe the pictures.
• Ask students to work individually ranking the options.

Remind them to think about the reasons for their choices.

2

• Before beginning this speaking task, remind students of the

•

language required for both giving reasons and providing
contrasting points, e.g. the expressions on page 10. Elicit
more examples and write under two headings on the board.
Ask students to work in pairs discussing their rankings.

3  $ 3.3

• Ask students to work in pairs to predict what Jake will say.
• Play the recording, and ask students to compare their notes.

• Play the recording again and check answers as a class.

© Oxford University Press



Trinity 5to6 TB.indb 23

Unit 0323

25/08/2017 16:49


• Ask students to work in pairs, thinking about what different

Transcript

Jake  I’ve just returned from the best party I’ve been to for a long time.
It was my best friend’s birthday party. She wanted to celebrate it at an
expensive place in town, but her parents couldn’t afford it. In the end,
we went to her grandmother’s house. Her sister prepared the food
and drinks because she’s a chef in a local restaurant. Sophie asked her
to make simple food that would be easy to eat, such as mini pizzas,
Mexican tacos, sandwiches and crisps … and for dessert she made the
best chocolate cake I’ve ever had. We’re big fans of pop music, so we
listened to all of our favourite songs. We also listened to other types of
music, such as hip-hop and rock, because some of our friends
prefer that.

kinds of people, e.g. teenagers, young children, etc, might like

and dislike about each type of party.

    page 14 
7

• Ask students to think about their next birthday. How old will
they be? Are they going to have a party?

• Draw attention to each of the options in the table. Ask

students to complete the first column of the table for
themselves. Monitor this stage, assisting with vocabulary.

ANSWERS

Venue: friend’s grandmother’s house
Food: mini pizzas, Mexican ‘tacos’, sandwiches and crisps;
brownies
Music: pop music; hip-hop and rock

Spotlight

• Draw attention to the examples taken from the audio extract.
Ask students to read through the notes, then generate their
own sentences using just and ever.

8

• Elicit from the class the questions they will need to ask to get
•

•

4

• Explain that these are questions derived from Trinity exams,
•

•

•
•

and may be similar to the ones they are asked on the Topic of
Special occasions.
Ask students to read through the questions. Direct them the
exam tip, and remind them that it is most common to follow
up present prefect sentences with past simple questions.
Highlight the tenses used in questions 1 and 2.
Ask students to work through the questions individually first,
thinking about which Grade 5 language they would use to
answer each question, and any examples they could provide.
Remind them that they shouldn’t be writing detailed notes,
or a script, as they will lose marks if the examiner thinks they
have memorised their responses.
Set a time limit of four minutes, then ask the students to work
in pairs, asking and answering the questions.
As a follow-up stage, or a variation on pairwork, ask students
to role-play their conversation in front of the class.

5

• Ask students to look at images 1–5. Ask them what kind of
•

party each depicts, and who would have each kind of party.
Ask students to work in pairs exchanging their ideas, and
giving reasons for their choices.

ANSWERS

1 disco
2 tea/birthday party
3 bowling party

4 sleepover
5 birthday/family meal

6

• Read through the example, and ask them if they can think

the information to complete column two of the table, e.g.
What will you eat? What music will you listen to?, etc.
Draw attention to the example dialogue, and ask students
to tell you the reason given for the speaker’s choice. Remind
them that when they speak, they should give reasons, too.
Draw attention to the spotlight box, then get students to
work in pairs asking and answering the questions. As they do
this, they should complete column two of the table in 7.

9

• Ask students to give examples of relevant Grade 5 language
that they could use to answer each question.

• Ask students to work in small groups, asking and answering
•

the questions.
As an optional follow-up stage, ask members of each group
to form new groups, and report back their discussions.

Reasons to celebrate
1

• Ask students to work in pairs, discussing what has happened
in each picture, and the reason for celebrating.

2  $ 3.4

• Play the recording, so students can check their predictions.
Transcript

Speaker 1  We’ve just moved into our new home. It’s great. I can’t
believe we’ve got our own place at last. It’s really exciting and we’re
going to have a house-warming party on Friday. I hope everyone
can come.
Speaker 2  We’ve been together since university, so of course I said yes!
Our wedding today has been the best day of my life. We’re going to
Greece for our honeymoon … I can’t wait!

Speaker 3  I’ve just graduated and am ready to start working. Now that
I’ve finished my studies I hope to get a good job that pays well!
Speaker 4  We’re tired but really, really happy at the arrival of our first
baby, so we think we’ll have a little party with some of our relatives and
closest friends next weekend.

of something they dislike about sleepovers, e.g. ‘you are very
tired the next day’.
© Oxford University Press

24

Unit 03

Trinity 5to6 TB.indb 24

25/08/2017 16:49


ANSWERS

1 Moving home
2 Getting married

Examiner 
Examiner 
year.
Examiner 
Examiner 

3 Graduated
4 New baby

3 $ 3.4

• Play the recording again, this time asking students to focus

• Play the recording again, and point to individual students to

ANSWERS

Future: We’re moving next week; we’re going to have a
house-warming party on Friday; I hope everyone can come;
We’re going to Greece for our honeymoon; I hope to get a
good job; we think we’ll have a little party.
Past: We’ve just moved into our new home; I can’t believe
we’ve got our own place at last; We’ve been together since
university, so of course I said yes; Our wedding today has
been the best day of my life; I’ve just graduated; I’ve finished
my studies.

•

• Direct students towards the collage of images relating to

• Ask students to work in pairs discussing questions 1 and 2.

Then have all students work together comparing their ideas.
Set a time limit of around eight minutes. Ask two students
to volunteer to be the note-takers during the discussion. The

note-takers should note down key ideas in the discussion,
e.g. what most people agree / disagree on.
Once the time limit is up, ask the groups to nominate a
speaker to report the findings, using the key expressions.

The above task can be done in several smaller groups, with a
note-taker per group. The same procedure is followed, but for
the final stage, the speaker swaps groups to report findings.
Each group should listen, and ask any relevant follow-up
questions.

• Ask students to work in pairs. Ask them to share their lists of

•

questions, and work together deciding which of them might
be suitable for a Grade 5 exam. If necessary, write up an
overview of Grade 5 language requirements.
Monitor this stage, assisting where required. Where students
have questions that don’t use Grade 5 language, encourage
them to think about ways that they could reformulate the
questions to meet the exam criteria.
After completing this first stage, ask students how they
would then answer their questions using Grade 5 language.

6

5

• Ask students to form new pairs, and practise the exam using

• Ask students to give examples of relevant Grade 5 language
•

festivals and special occasions. Ask them to work in pairs and
first identify what they can see in each picture.
Once students have identified a broad range of subjects,
ask them to work individually writing as many questions as
they can about festivals and special occasions, based on the
images.

5

•

Optional activity

provide an answer that is true for them, using the relevant
Grade 5 language.
Ask students to work in pairs, and practise the exam using
the examiner cues that they noted down in 1. Encourage
students to think of interesting questions to ask.

4

•

4

•

Do you prefer big or small parties?
How will you celebrate your birthday next year?

3

on the language used to talk about the future and past.

•

Tell me about a party you enjoyed.
Tell me about a festival you celebrate in your country every

the examiner cues, and the questions that they generated in 5.

that they could use to answer each question.
Ask them to work in small groups, asking and answering the
questions.

    page 15 

• Monitor to ensure students are using full sentences, correct

intonation, accurate pronunciation, and appropriate Grade 5
language. Note down any interesting examples or common
errors for a whole-class follow-up stage.

7

• When students have completed the dialogue, ask them to

Aim at the Exam 3

change roles and practise the exam again.

• Encourage students to vary the questions they ask, and the

1

• Ask students to work in pairs, and predict what Grade 5

language could be used to complete the questions and
answers.

2  $ 3.5

•

• Play the recording, and have students listen to the examiner
questions to check their predictions.

Transcript

Examiner  Have you ever been to a festival?
Examiner  What makes your birthday special?

© Oxford University Press

order they ask them, to ensure that their partner can’t provide
memorised responses.

As an extension, you may wish to have students role-play the
exam in front of the class.

8

• Draw students’ attention to the questions, and drill for
pronunciation and intonation.

• Ask students to work in pairs, generating more questions.
• Ask them to compare their lists with another pair, and to
practise asking and answering the questions.



04 Trinity5-6 B1 TB Units_2P.indd 25

Unit 0325

07/09/2017 15:42