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Trinity Teachers Book
Trinity Grades
ISE I 5-6
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Internet: www.blackcat-cideb.com
email: info@blackcat-cideb.com
Editors: Joanna Burgess, Maria Grazia Donati
Book design: Veronica Paganin
Cover design: Maura Santini
Page layout: Maura Santini
Design coordinator: Simona Corniola
Contents
Procedures file 4
grade 5 UNIT 1 Festivals & special occasions 10
UNIT 6 Travel 30
Writing file 42
Recording scripts 43
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Procedures file
Listening tasks the task, then go back to the answers that are in doubt
Stage 1 and, one at a time, replay the relevant parts of the
recording, repeatedly if necessary, until all students
If theres a picture to illustrate the topic, elicit
agree on the correct answer. At this point, you can rub
information from your students which will help
out the other possible answers on the board, leaving
prepare them for what theyre going to listen to, e.g. in
only the correct one for that question.
Unit 4, page 32, the photos can be used as prompts to
ask students what they know about the subject area. Stage 6
Stage 2 You could play the recording one last time, now that
students have all the answers, so that they can listen
Tell students what kind of conversation theyre going
with a new level of understanding. You will have to
to be listening to, e.g. a candidate and examiner
decide whether its appropriate to do this, or not; it
talking about the candidates topic, or a radio
could be that, if students have had to listen repeatedly
presenter giving answers to a quiz.
to various parts of the recording in Stage 5 in order to
Stage 3 agree on answers, they wont be very enthusiastic
Before students listen, go through the task/s they have about listening yet another time.
to do while listening, using the following procedure:
1 Get students to read the instructions.
2 Ask students to volunteer to tell you what they have Brainstorming vocabulary
to do; this could be in the students first language Stage 1
(L1) if you are teaching in a mono-lingual Give students a specified time limit to think together
environment and you speak the L1 yourself. (in pairs or small groups) and to make a list of all the
3 Select a student who you are reasonably sure will vocabulary they can connected with the subject in
have understood what to do, and ask her/him to hand. Make it clear that they should also be prepared
explain to the class. to provide an explanation about what the word/phrase
4 Check that she/he gives the correct instructions! means.
Give further clarification yourself, if necessary.
Stage 2
5 Give students a further chance to ask questions
Now ask students to tell you their words/phrases from
about what they have to do, or the meaning of
Stage 1. Write them up on the board as they do so. Its
vocabulary items in the task/s.
important, here, that, if students are not familiar with a
Stage 4 word/phrase that another student gives, they ask
Play the recording a first time. If you judge that most about the meaning; when this arises, the student who
students have managed to hear a good proportion of gives the word/phrase in question should also try and
the answers, get them to compare their answers in explain it obviously, if she/he has difficulty doing
pairs, then play the recording again and get them to this, you will need to help.
check with their partner a second time. However, if Stage 3
you think that, after the first time, a lot of students
If there are target vocabulary items that need to be
havent managed to hear most of the answers (look
introduced, e.g. because later tasks depend on them,
out for blank faces!), then play it a second time before
and they didnt come up in Stage 2, introduce them
they check answers in pairs, then play it a third time,
now yourself. How you do this will depend on the
and let them compare again in pairs after this.
vocabulary itself, e.g. some items will be best
Stage 5 introduced through pictures, others by explaining the
Now elicit answers from students. If all students agree meaning and eliciting from students the word/phrase.
on an answer to a question, and it is the correct
answer, confirm that its correct. However, where this is
disagreement on the correct answer, write all the
possible answers that students give you for that
question on the board, put a big question mark next
to them, and tell students that, in a minute, youll
replay that part of the recording so that they can listen
again. Finish eliciting answers for all the questions in
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Procedures file
Stage 2 Stage 6
Give students the chance to prepare for what theyre Now get students to repeat the speaking phase (Stage
going to talk about. For roleplays, students are usually 3 above) with a different partner/s. The aim of
asked to prepare roles together. For fluency-type repeating this phase is that, after the correction and
speaking tasks, students will usually be preparing query phases (Stages 4 and 5 above), they have a
alone. Set a time limit, e.g., five minutes, and chance to improve their performance in the task.
encourage them to make notes to organise their
thoughts and to help them with what theyre going to
say, but not to write a script. Make it clear that, during
this preparation phase, they can consult you about
vocabulary they need, etc., but that during the
speaking phase that will follow, they cant. While they
are preparing, you should circulate, helping and
answering questions as necessary.
Stage 3
Students now perform the speaking phase. Explain
that you will be listening to them during this phase,
but you will not be answering questions. Emphasise
that the aim here is for them to practise speaking
fluently, without interrupting their flow to ask about
how to say something. While they are speaking,
monitor and make notes about any aspects that you
think they do particularly well, and also any aspects
that could be improved, including grammar and
vocabulary mistakes that you hear. If students try and
ask you for help while you are monitoring, tell them
that you will help them afterwards, but, for the
moment, they should try and say it in a different way.
When they are approaching the end of this phase,
start writing the points you have noted up on the
board. Put them in two columns, perhaps headed by a
smiling face for the points for praise and an unsmiling/
frowning face for the points for improvement.
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Procedures file
Writing tasks Trinity helps with this by providing a special form for
Guidance for ISE I writing tasks the teacher (the Student Portfolio Feedback Form,
photocopiable from the ISE Syllabus, downloadable
Writing genre guidance in New Pass Trinity
from the Trinity College website) to point out to
In most units of the Students Book, there is a focus on candidates areas for improvement in their written
how to write one of the specific type of texts which work; this would most usefully be used before
feature in ISE I, i.e. letters, e-mails, reports, articles, candidates write the final version of each task for their
reviews, narratives, descriptions. This focus involves a portfolio.
series of tasks to help students prepare for writing a Before candidates give a draft of their task to the
genre of text independently. There is also information teacher, however, they can also gain from critically
in the Writing file about characteristics of the various assessing their own work, and help other students by
text types, which students are referred to before they critically assessing one anothers work. See page 7 of
start a writing task. Writing tasks in the units follow on the Teachers Book for a Self/Peer Assessment
from other tasks where students have worked with Checklist you could use, and an activity to help
vocabulary and/or grammatical forms that will be students with comprehension of, and familiarisation
useful for the writing. with, the Student Portfolio Feedback Form.
In the month or so before candidates begin preparing
Controlled Written exam Reading into Writing portfolio tasks, you could start getting them used to
tasks receiving a less directed form of feedback by adopting a
In most units of the Students Book, there is a section system of correction symbols when marking their
which practises the Reading into Writing component written work, so that mistakes are categorised, e.g. as
of the Controlled Written exam, i.e. where candidates a grammar, or spelling mistake, but not corrected
read a text, then write either a report or an article (this explicitly. In this way, the student has to think about
varies from one exam to another) based on what the mistake could be and try and correct it
information or ideas from the text. These sections do her/himself.
not include an explicit focus on how to write articles Samples from the Portfolio section and from the
or reports. With this in mind, you will probably want to Controlled Written exam are available at the Trinity
use the material in the Writing file, page 91. College website.
Assessing Portfolio work the teachers role Procedure for drafting and improving writing tasks
Trinity has very clear guidelines as to the extent of the For portfolio writing tasks to be an example of
help that you, as the teacher, can give your students candidates best work, they will need to go through
with written work for their portfolios. Please see the the process of drafting and redrafting, making
ISE Syllabus (available online at the Trinity College improvements each time.
website) for these guidelines. Looking at what Stage 1
teachers must not do, you will see that the traditional Students help one another with ideas for the writing
way of marking students work, where each mistake is task instructions for the content of individual tasks
corrected by the teacher, is not allowed for candidates are given in the Students Book.
portfolio tasks. This means that we need to introduce
an alternative approach for helping students improve Stage 2
their written work, where teachers guide learners in Students write the first draft of the task. This stage
working out their own mistakes and discovering by would usually be done at home.
themselves how they can improve their writing.
Stage 3
In class, students use the Self/Peer Assessment
Checklist on page 7, first to assess their own work,
then to assess another students work.
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Procedures file
Stage 4 Stage 6
Students now write a second draft of the task, Students look at the advice you have given them on
improving their writing by taking into account the the Feedback Form and, taking it into account, write
points mentioned in Stage 3. the third and final draft of the task.
Stage 5 Stage 7
Students not give their second draft to you. You If students decide to use the task for their portfolio,
suggest ways to improve it by completing the Student they must attach the Feedback Form from Stage 6 to
Portfolio Feedback Form, which can be photocopied their final version.
from the ISE Syllabus, available online at the Trinity
College website.
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Diagnostic test
Guidance for teachers
The test should be done in class. Any number of students can take the test at the same time. Photocopy the
Diagnostic test answer sheet and give one to each student. Students select their answers from the options given on
pages 6-7 of their coursebooks. The CD should be played without interruption.
It is important to understand that the Diagnostic test is not a precision instrument. It will help you in deciding
whether particular students are in a position to start preparing for a Grade 5, Grade 6 or ISE I examination. It will help
you in the sense that it tests listening comprehension and receptive knowledge of appropriate responses to
questions. However, to this information you must add your own knowledge of students speaking skills, and
additionally for ISE I, their productive writing skills and their reading skills. The test is design to determine whether
students are ready to start preparing for a specific examination not whether they are ready to take it. When
assessing students readiness, you, as the teacher, must also add your knowledge of the individual student in terms
of her/his application, motivation and normal rate of progress.
When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the following:
Speaking skills Application
Writing skills Motivation
Reading skills General learning rate
Interpretation of scores
24 or less A score of 24 or less indicates that a student is probably not yet ready to start preparing for a Grade 5
examination.
25-32 A score of between 25 and 32 indicates that a student is probably ready to start preparing for a Grade
5 examination but probably not yet ready to start preparing for Grade 6 or ISE I.
Over 33 A score of 33 or over may indicate that a student is ready to start preparing for a Grade 6 examination
or ISE I.
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Question Question
1 A B C 21 A B C
2 A B C 22 A B C
3 A B C 23 A B C
4 A B C 24 A B C
5 A B C 25 A B C
6 A B C 26 A B C
7 A B C 27 A B C
8 A B C 28 A B C
9 A B C 29 A B C
10 A B C 30 A B C
11 A B C 31 A B C
12 A B C 32 A B C
13 A B C 33 A B C
14 A B C 34 A B C
15 A B C 35 A B C
16 A B C 36 A B C
17 A B C 37 A B C
18 A B C 38 A B C
19 A B C 39 A B C
20 A B C 40 A B C
PHOTOCOPIABLE
2011 Black Cat Publishing
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grade 5
UNIT 1
Festivals & special occasions
Trinity subject areas Festivals; Special occasions
Grammar The Present Perfect
Phonology Have in the Present Perfect
Conversation phase Dos and donts
Topic phase Preparing for the Topic Phase
Vocabulary, page 8
1a Focus students on the photos and elicit the special occasions that they show. Then get students to look at the
list of activities 1-8 and to match them with the photos.
ANSWERS
A4 B1 C6 D3 E8 F2 G7 H5
1b
ANSWERS
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10a Before students listen to the text, elicit from the ANSWERS
students which points they think Peter will talk 1 Do 2 Dont 3 Do 4 Do 5 Do 6 Do
about and tick the points in column A.
Writing, page 15
10b Students then listen and tick the points Peter 12 Go through stages A-H with students,
discusses in column B. Conduct class feedback
emphasising the importance of planning their
to see how many points they guessed correctly.
work before they start writing.
You might want to explain to students that
Christmas pudding is dark brown and is a very ANSWERS
sweet, cooked dessert with lots of candied fruit A4 B6 C3 D7 E8 F5 G2 H1
in it. 13 Explain to the students that there is a Writing file
ANSWERS at the end of the Students Book and refer them
2, 4, 5, 7, 8 (1, 3 and 6 are not mentioned.) to the relevant Writing file for each of the text
types correspondence (informal emails) on
10c page 78, factual writing (a review) on page 84 and
ANSWERS creative/descriptive writing (an entry in a diary)
1F 2T 3F 4F 5T 6T on page 89.
10d Describe what a mind map is and how useful it Go through the three tasks with the class,
is in the Topic phase of the exam. Students listen explaining that they should choose one, or more,
to the presentation again and make notes. of the tasks to do for homework.
ANSWERS
Trinity Takeaway, page 15
2 Preparation for Christmas: spend lots of time
preparing; send family and friends cards; put Practise the examiner/candidate exchange in pairs
cards up around house; decorate the house and then get students to answer the examiners
3 Christmas tree: real or artificial; decorate the tree question themselves.
4 What we eat: turkey, potatoes and vegetables;
Christmas pudding
5 Christmas shopping: presents for family and close
friends; buy special foods and drinks
10e Students choose an important festival which
they celebrate and they plan a mind map using
Peters headings. Monitor students closely and
give help as needed.
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grade 5
UNIT 2
Means of transport
Trinity Subject area Means of transport
Grammar Will referring to the future; Expressions of quantity
Phonology Intonation of basic question forms
Topic phase Planning a topic; dos and donts
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Writing, page 19 If students find this topic interesting, you could either
extend the discussion or have them do a mini-
5 Go through the instructions for the task with the presentation the next lesson where students
class, emphasising that they discuss both
describe what they think will happen in the next
advantages and disadvantages with reference to
decade and present some solutions for the problems.
both types of airlines. They must also include a
conclusion stating which airline they prefer and
why. Refer them to the Writing file on page 82-83
for guidance on writing reports.
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Writing, page 23
10 Go through the three tasks with the class,
explaining that they should choose one, or more,
of the tasks to do for homework. Refer students to
the relevant Writing file for each of the text types
correspondence (a letter) on page 78, factual
writing (an article) on page 85 and
creative/descriptive writing (a story) on page 87.
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grade 5
UNIT 3
Entertainment & music
Trinity Subject areas Entertainment; Music
Grammar Expressions of preference
Phonology Intonation patterns of more complex question forms
Conversation phase Exam practice
Topic phase Responding to the examiner
Vocabulary, page 24 2a Before you do this section you could elicit singers
1a Before doing this activity, you could ask your and bands that the students like, or bring in some
students what musical instruments they music and elicit the music genres.
play/would like to play. You could also brainstorm ANSWERS
different types of instruments. Refer to 1H 2E 3A 4B 5G 6C 7F 8D
brainstorming vocabulary in Procedure file on (Answers 1,4 and 8 can be open to interpretation as
page 4. Shakira could also be defined as a pop singer, and has
ANSWERS some songs with hip hop singers in them and Lady
A3 B6 C4 D2 E1 F7 G10 H5 I9 J10 Gagas music could also be considered dance. The
Black Eyed Peas could comfortably fit in all 3 categories).
1b Students can do this activity in pairs or directly
with the teacher as a class activity. 2b Students get the opportunity to talk about all
ANSWERS aspects of music. If students are interested in the
subject, you could do a class survey to find out
-ist -er -player who the most popular musicians in the class are or
accordionist trumpeter keyboard-player students could prepare a presentation for homework
violinist drummer and then present their favourite musician to the
pianist class or their groups the following lesson.
organist
trombonist
3a The introduce the topic, ask students which films
they like and if they like any film which they know
guitarist
is British.
saxophonist
If you think the students might not know that the
Note the shifting stress in the pronunciation films are British and you want to play a game with
/ saksfn/ versus /sak sf()nist/. the students, you could do the following:
(It is possible to use -player with most instruments.) - Write the letters of the names of Hugh Grant,
Gwyneth Paltrow, Julia Roberts, Brad Pitt and
1c and d Encourage students to extend their Renee Zellwegger in a mixed up order on the
discussion in this section as they normally have
board, e.g.: aujli trorbes (Julia Roberts).
something to say on this subject. Monitor and
- Give students a few moments to try to figure
conduct a short class feedback with some of the
out the name of the actors.
information you heard (eg: Marco said he plays
the trombone and Yoko said shed like to play the - Elicit the actors names.
drums). - Elicit the name of any film the students know
theyve been in.
- Do the quiz.
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4 My mother prefers romantic novels to 1 Do you prefer pop music or classical music?
science-fiction novels. 2 Do your prefer adventure films or romantic films?
5 They prefer going to the cinema to watching
3 Do you prefer Christmas or New Year?
DVDs.
4 Do you prefer cars or motorbikes?
4b
5 Do you prefer studying or shopping?
ANSWERS
1 What do you prefer classical concerts or rock
concerts?
2 Who do you prefer Robert Pattinson or Daniel
Radcliffe?
3 What do you prefer visiting art galleries or
museums?
4 Who do you prefer Rihanna or Lilly Allen?
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Writing, page 31
13 Go through the three tasks with the class,
explaining that they should choose one,
or more, of the tasks to do for homework.
Refer students to the relevant Writing file
for each of the text types correspondence
(an informal email) on page 78, factual writing
(a review) on page 84 and creative/descriptive
writing (a story) on page 87.
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grade 5
UNIT 4
Recent personal experiences
Trinity subject area Recent personal experiences
Grade 5
Vocabulary Weekend activities; Past time expressions
Phonology -ed past tense endings
Grammar Connecting clauses
Conversation phase Showing understanding of the examiner
1b Give students a minute or two to tick the 2c Give students a minute or two to complete the
activities in exercise 1a), then go through the table, then check the answers together as a class.
example with the class. Students then compare ANSWERS
with a partner the activities they like and dont 1 last 2 past/last 3 last 4 yesterday 5 ago
like doing. Encourage them to use the example as 2d Elicit the answers to the two questions from the
a model for their conversations. class. Note that for ages is another way to say for a
2a After students have read the blog posts and long time.
matched them to an activity from exercise 1a), get for + time period (two months, a year, etc.) can
them to compare their answers with a partner, also be used to talk about the past, e.g. I lived in
before checking the answers together as a class. the UK for two months when I was in my 20s.
2b Elicit from the class the two time expressions in for ages could also be used to refer to the present
the first blog post (yesterday afternoon and the and future, e.g.
weekend before last in Alexs post). Give students I wait for ages every morning for the school bus to
two minutes to find and underline the time arrive.
expressions in the other posts, before checking Im not going to see him again for ages, because hes
the answers together as a class. going to university abroad.
Note that gig is an informal way of saying concert. ANSWERS
ANSWERS ...no school for two months. Jie is referring to the
Alexs post future.
yesterday afternoon It was the best gig Ive been to for ages. Luca is referring
the weekend before last to the past.
Anas post 3 Give students a minute or two to think of five
last Saturday questions to ask a partner about activities they
Jies post have done recently. Go through the example with
yesterday the class, then give students a few minutes to ask
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5a Give the pairs ten minutes to invent the story. 9c Give students two minutes to complete the
Monitor, giving help as necessary. Make sure that sentences, before checking answers with the
they practise telling the story at this stage. class.
5b Divide each pair into Student A and Student B. ANSWERS
Then ask all the Students Bs to stand up and form 1 because 2 also 3 so 4 but 5 so
a new pair with the student to their left (or right). 9d After students have compared their answers with
Give them ten minutes to tell each other their a partner, go through the sentences with the
stories. Monitor, noting pronunciation of the -ed class, getting an example for each sentence from
endings, as well as content of the stories. When four different students.
they have finished, give feedback to the class on
their performance.
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grade 6
UNIT 5
Fashion & Money
Trinity Subject areas Fashion; Money
Grammar Past Continuous
Phonology Sentence stress to clarify meaning
Conversation phase Preparing questions for the interview
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page 45
Go through the grammar focus box. Highlight how 8a If you think very few students will know the
the pronunciation of was /wz/ and were /wr/ meaning of tip, you might want to discuss
change to /wz/ and /w/ in the Past Continuous question 1 as a class and then students do
tense as they become weak forms. questions 2 and 3 in pairs.
6a 8b Pre teach any vocabulary, aside from the
ANSWERS vocabulary in the exercise, students might not
1 She was talking know.
2 Steve was eating ANSWERS
3 Were you working 1 rude 2 wages 3 bill 4 elegant (restaurant)
4 They were staying
8c
5 Was Tom running
6 Daniels family were looking ANSWERS
1F 2F 3T 4F
6b
ANSWERS 8d Conduct a class feedback at the end of the
discussion to see if there are differing views in the
1 They were walking in the park when the dog class.
escaped.
2 Megan was eating a sweet when her tooth fell Writing, page 47
out. 9 Go through the instructions for the task with the
3 Mum was buying a new dress when she saw a class, emphasising that they have to not only tell
thief. the reader about tipping in the UK, but they have
4 Peter heard the phone ring when/while he was to also include their opinion on the subject. Refer
reading the newspaper. students to the writing file on page 85 for extra
5 It was raining heavily when the lights went out. guidance on writing articles.
6 We were shopping online when someone stole
our credit card details.
7
ANSWERS
1 went/were
2 were waiting
3 started
4 were talking/were chatting
5 missed
6 found
7 looked for/was looking for
8 saw/found out/discovered
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grade 6
UNIT 6
Travel
Trinity subject area Travel
Grade 6
Grammar Present Continuous for future use
Conversation phase Examiner & candidate role play
Topic phase Topic structure; Dos and donts
Vocabulary, page 50
1a Focus students on the map in the centre of the 3a Explain to the class that learners of English often
photos and elicit the names of the continents. confuse these four words to do with travel. Give
ANSWERS them a minute or two to match the words and
1D 2G 3E 4F 5C 6A 7B the definitions, then check the answers together
as a class.
1b ANSWERS
ANSWERS 1A 2D 3B 4C
1 Africa 2 Antarctica 3 Asia 4 Australia 3b Give students two minutes to complete the
5 Europe 6 North America 7 South America sentences, then check the answers together as a
class.
2 Focus students on the first photo and elicit the
ANSWERS
continent that they think it could depict,
1 travelling 2 travel 3 travelling 4 journey 5 trip
encouraging students to use the language in the
6 journey
Focus box for expressing an opinion. Then ask
students to work in pairs and to request and 4a Give the pairs five minutes to decide where the
express opinions about where the places in words and phrases go in the table and to write
photos 2-6 are. them in. Point out that some can go in more than
POSSIBLE ANSWERS one category. While they are doing this, write the
2 Europe, South America table with the headings on the board. Go through
3 Europe eliciting the answers from the class, category by
4 Africa, Asia, Australia, Europe, South America category, and write the words and phrase up in
5 South America, Europe, Asia the table on the board. You could do some
6 Asia, Africa pronunciation practice of the items with the class
after you have written each one on the board.
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UNIT 6 Travel
holiday types places accommodation activities transport
a cruise the mountains a hotel going sightseeing by train
backpacking a lake self-catering backpacking by plane
camping the countryside (apartment, villa) camping by boat/ferry
walking a city a tent sunbathing by car
a package holiday the seaside bed and walking
a beach holiday the desert breakfast (B&B) relaxing
an activity holiday a youth hostel doing sport
4b Focus students on the first photo in exercise 1 6c Elicit from the class the phrases for the Present
again and elicit answers to the questions, giving Continuous for future use and the expression
examples yourself as necessary. Point out the relating to future time in the first blog post (At the
structure for expressing purpose in the Focus box end of July, Im going on holiday.., Were staying
and give students an example of an answer to the in Louises post). Give students three minutes to
last question in the list in relation to the first find and underline the phrases for the Present
photo, using the infinitive of purpose structure, Continuous and the future time expressions in
e.g. People go to a city to go sightseeing. Give the other posts. While they are doing this, write
students a few minutes to answer the questions the target language from the first post on the
in relation to photos 2-6, then get some examples board. Check the answers together as a class.
answers from the pairs. ANSWERS
Louises post
Conversation phase, page 52
At the end of July, Im going on holiday
5a Divide the class into Student A and Student B Were staying in an apartment at the seaside.
pairs. Go through the instructions on the
Pierres post
rolecards with the class. Give them set times for
Im not really having a holiday this summer.
each stage of the activity, e.g. five minutes for
Im spending all of August studying English
stages 1 and 2. Monitor while they are having the
Im leaving on 31st July and coming back to France
conversations, noting things they do well and
on 1st September.
things they could improve, in preparation for the
feedback in stage 3. After they have self- Jims post
evaluated their performance in stage 3, give your Im going on a really cool trip in June.
feedback to the class. Im going with my parents and my brother..
5b Give more feedback to the class after students Marinas post
have repeated the activity in a different role. Im not really going on holiday this summer, but I am
going away.
6a After students have read the blog posts and
Im leaving at the beginning of August and coming
matched them to a holiday type from exercise
back in a years time!
4a), get them to compare their answers with a
Im going with a friend...
partner, before checking the answers together as
Were travelling around North and South America
a class.
for a year
ANSWERS
1 a beach holiday 2 an activity holiday 3 an activity Grammar focus, page 53
holiday/Its not a holiday! 4 backpacking
Go through the explanation in the Grammar focus,
6b Start the activity by telling the class which of the using the phrases you wrote on the board in exercise
trips you would prefer to take and why. Give them 6c) as examples.
two or three minutes to then tell each other in
their pairs, before asking students to volunteer to
share their preferences with the class.
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UNIT 6 Travel
grade 6
7a Give students a few minutes to complete the 9c Students work with their partner from exercise 8b)
sentences, before checking the answers together and compare their lists with the money-saving
as a class. tips in the article. They then go on to discuss
ANSWERS whether they agree or not with all the advice in the
1 Louise is going on holiday for two weeks at the article. Emphasise that they should give reasons
end of July. She is staying in an apartment on the for why they agree or dont agree. When they
Costa Brava. have finished, find out from the pairs how many
2 Pierre isnt having a real holiday this summer. of the same points as the article they had on their
He is spending all of August studying English. lists, then ask two or three students to volunteer
He is going to France on 31st July. to share their opinions from the second question.
3 Jim is going on a trip to Africa with his parents, in
Writing, page 55
Tanzania.
4 Marina is leaving at the beginning of August. She 10 Go through the instructions for the task with the
is travelling with a friend around North and South class. Refer them to the Writing file on pages 78-
America for a year. 81 of the Students Book for guidance on writing
emails.
7b Go through the examples in the table of
questions and answers about future plans, then 11 Go through the three tasks with the class,
give students a few minutes to ask and answer explaining that they should choose one, or
the questions. more, of the tasks to do for homework. Go
through stage A-H with them, emphasising the
7c Put students with a different partner for this
importance of planning their work before they
activity. After they have told their new partner
start writing. Refer them to the relevant Writing
three of their previous partners plans, ask two or
file in the Students Book for each of the text
three students to tell you their new partners
types letters on page 78-81, articles on pages
previous partners plans and ask the original
85-86 and descriptions on pages 87-88.
partner to confirm whether the plans have been
reported correctly or not. Topic phase, page 56
Reading, page 54 12a Explain to the class that they are going to listen
to a candidate called Beatriz talking about her
8a Give the pairs a minute or two to discuss the topic with the examiner. Play the recording
questions, then get opinions from the whole
while students number the points on the topic
class.
form at the bottom of page 56 in the order that
ANSWERS Beatriz talks about them. Give students a minute
1 a backpacking holiday or two to compare their answers in pairs, then
2 Students own answers. check the answers with the class.
8b Give the pairs five minutes to make their lists. ANSWERS
1 How often I go there 2 Transport there
9a Give students two minutes to read the article and
3 What its like 4 Why I like it 5 Things I dont like
to do the matching task.
ANSWERS 12b Play the recording again for students to tick the
A456 B23 C1 questions. They can then compare their answers
in pairs, before you check the answers with the
9b Give students three minutes to read the article class.
again and to complete it with the verbs.
ANSWERS
ANSWERS 1, 4, 5
1 Check 2 Walk 3 check 4 Buy 5 eat 6 eat
7 drink 8 take 9 waste 10 Take 11 keep 12c Give students some time to underline the
correct word or phrase from what they
remember. Then play the recording again,
pausing it after each answer is given and
eliciting it from the class.
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UNIT 6 Travel
ANSWERS Trinity Takeaway, page 57
1 name 2 quite often 3 sometimes 4 doesnt Get students to practise saying the dialogue in pairs.
always 5 more 6 cant (theres a ski station about 8 Then ask them to answer the examiners question
kilometres away) 7 rain 8 this themselves.
12d Play the last part of the recording again for
students to complete the examiners question.
Elicit the questions from the class and write
them up on the board.
ANSWERS
And what about you? Wheres your favourite place?
13 Students could work in pairs to do this exercise.
Give them five minutes to complete the
sentences with do or dont, before checking the
answers together as a class.
ANSWERS
2 Dont 3 Dont 4 Do 5 Do 6 Do 7 Do 8 Dont
14a Divide the class into Student A and Student B
pairs. Go through the instructions on the
rolecards with the class. Give them set times for
each stage of the activity, e.g. ten minutes for
stage 1 and five minutes for stage 2. Monitor
while they are preparing their topic points and
questions in stage 1, helping as necessary, then
monitor while they are having the
conversations, noting things they do well and
things they could improve, in preparation for
the feedback in stage 3. After they have self-
evaluated their performance in stage 3, give
your feedback to the class.
14b Students change roles and repeat stages 1-3.
Before they start, emphasise that they should
try and put into practice the suggestions for
improvement from stage 3 in exercise 14a).
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grade 6
UNIT 7
Learning a language; Rules & regulations
Trinity subject areas Learning a language; Rules and regulations
Grade 6
Phonology Connected speech at sentence level; Stress and weak forms
Grammar Expressing obligation, necessity and uncertainty
Conversation phase Talking about your portfolio
1b Go through the examples with the class, then 4b Go through the examples with the class, then
give the pairs a few minutes to discuss the give the pairs about ten minutes to discuss
questions, before discussing them together as a questions 1-3 and make the list in 4.
class. 4c Put students with a different partner for them to
compare their lists from b). After they have
Reading, page 59
finished, ask students to volunteer to report to
2a Give students two minutes to read the article and the class their answers to the questions in b).
match the headings with the paragraphs, before
checking the answers with the whole class. Phonology, page 61
ANSWERS 5a Students have their books closed. Start the
1D 2A 3B 4C exercise by writing the example sentence on the
board and eliciting from the class which words
2b Go through the example with the class, then give
the stress is on in the sentence. Play the
pairs two minutes to discuss the questions, before
recording, pausing after this first sentence for
discussing them together as a class.
them to listen and check. Students now open
3 Focus the class on phrase 1 in bold in the text their books. Play the rest of the recording while
(What do I have to do to really learn a language?) students listen and mark the stress in sentences
and elicit from them its matching function (Its 1-5. Play the recording again, stopping after each
necessary to do). Give them a minute or two to sentence to check the answers with the class.
match the other phrases with their functions, ANSWERS
then go through the answers together with the
class. 1 You dont have to understand everything.
2 You mustnt get demotivated.
Grammar focus, page 60 3 You need to hear other people speaking.
Go through the explanation in the Grammar focus
4 You must choose things that youre interested in.
box with the class, pointing out that they have already
seen the example phrases in the article on page 59. 5 What do I have to do to really learn a language?
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SUGGESTED ANSWERS
9 Go through the instructions for the task with the The following phrases and sentences from Rosas
class. Refer them to the Writing file on page 85-86 answers would be useful for students at a productive
for guidance on writing articles. level during the portfolio discussion, i.e. they could
use this language themselves:
Conversation phase, page 63 I thought that I may really want to write...
10a Play the recording while students answer Well, mainly because...
questions 1 and 2. Id say...
ANSWERS I did... drafts for each task.
1 The examiner asks Rosa five questions about the ...some other students in my class suggested ways to
content of her portfolio: improve the first draft...
Why did you choose this question? ...my teacher gave me advice about...
Is this really the job that you want to do? Im not really sure...
Why did you choose to write a description of the Its difficult to say...
perfect school for the future? Maybe about... hours in total for each task.
Which task did you enjoy doing the most? The following phrases and questions from Rosas
Why? answers could be useful for students at a receptive
2 The examiner asks Rosa three questions about level during the portfolio discussion, i.e. they need to
how she wrote the tasks: understand the language, but they dont have to
How many drafts did you do for the tasks, before the produce it:
final version? Why did you choose this question/to write a description
Did anyone help you improve the first two drafts? of?
So how long did it take you to do the tasks? Which task did you enjoy doing the most?
Tell me, how many drafts did you do for the tasks, before
10b Play the recording again for students to listen the final version?
for the specific information in statements 1-5.
Did anyone help you improve the first two drafts?
ANSWERS How long did it take you to do the tasks?
1F she wants to be a travel writer 2T 3F she did
two drafts and then the final version 4F some 11 Give students two or three minutes to complete
other students made suggestions for improvements the exam advice, then go through the answers
too 5T with the class.
ANSWERS
10c Give students a few minutes to complete Rosas
1 why 2 content 3 many 4 long 5 who 6 difficult
sentences from the recording. To check the
7 enjoyed 8 question
exercise, you could play the recording again,
stopping after each of Rosas answers and 12a Divide the class into Student A and Student B
eliciting the correct phrase/s. pairs. Go through the instructions on the
ANSWERS rolecards with the class. Give them set times for
1 I thought that each stage of the activity, e.g. ten minutes for
2 Well, mainly because stage 2 and five minutes for stage 3. Monitor
3 Id say while they are preparing their topic points and
4 for each task. questions in stage 1, helping as necessary, then
5 my teacher gave me advice monitor while they are having the
6 Its difficult to say conversations, noting things they do well and
7 Maybe about things they could improve, in preparation for
8 Im not really sure. the feedback in stage 4. After they have self-
evaluated their performance in stage 4, give
10d Students should do this individually, then your feedback to the class.
compare with a partner. After they have
finished, elicit from the class the language that
they have chosen.
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grade 6
UNIT 8
Health & fitness
Trinity subject area Health and fitness
Grade 6
Phonology Intonation at sentence level; Subject-area vocabulary; Intonation patterns
of more complex question forms
Grammar Zero conditional; First conditional
Conversation phase Health and fitness
Topic phase Choosing a topic
Vocabulary, page 66 1e Give students some time to try and complete the
1a Give students a few minutes to decide on their conditional sentences from the recording and to
answers to the quiz and to compare their answers compare their answers with a partner. While they
with a partner. are doing this, write the gapped sentences on the
board. Replay the relevant parts of the recording,
1b Play the recording for students to check their eliciting the missing words for each sentence
answers to the quiz with the answers given by the from the class and writing them in to your
radio presenter. You could stop the recording sentences on the board.
after the presenter gives each answer and elicit it
ANSWERS
from the class.
1 If you want to be healthy, you need to drink at
ANSWERS least two litres of water per day...
1B 2A 3B 4C 5C 6B 7C 8A 2 If you drink more water, youll have less chance of
1c Play the recording again for students to match getting heart disease...
the phrases with the quiz questions. Explain to 3 ...if you have caffeine in the afternoon, it may stop
the class that some of the phrases relate to more you sleeping at night.
than one question, even though there is only one 4 ...when you talk about the problem to someone,
answer box for each item. you feel better...
ANSWERS
A 8 B 2 C 1 D 7 E 1 and 5 F 1 and 6 G 4
Grammar focus, page 68
H 3 and 5 Go through the explanation in the Grammar focus,
using the sentences you wrote on the board in
1d Start the activity by giving the class some exercise 1e) as examples.
example answers to the second two questions.
Use the phrases for expressing surprise in the 2a Give students five minutes to complete the
focus box for the question about surprising facts conditional sentences, before checking the
and statistics, and encourage students to do the answers together as a class.
same. Give them two minutes to discuss the ANSWERS
questions, then ask one or two students to share 1 talks, ll feel 2 wont sleep, have 3 drink, ll have
their answers with the class. 4 eats, ll put on 5 eat, do, lose 6 use, ll be 7 wont
go, dont find 8 comes, ll phone
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7c Give students a few minutes to ask and answer 10f Give students a few minutes to work on their
the questions from exercise 7a). When they have own to plan what they are going to say. Help
finished, go through the questions together with them with vocabulary as necessary.
the class, for each one asking students to 10g Give students a few minutes to present the
volunteer to answer. points about their chosen topic to each other
and to ask each other questions about their
Conversation phase, page 72
topics. Monitor while they are doing this, noting
9a things they do well and things that could be
1 Give the pairs two minutes to make their lists, improved. When they have finished, give
reminding them to look back at exercises 1, 4 and feedback to the class on their performance.
5 for ideas. When they have finished, elicit ideas
from them, building up a list on the board. Writing, page 73
2 Go through the example questions and answers 11 Go through the three tasks with the class,
with the class, then give the pairs five minutes to explaining that they should choose one, or
write the questions and think about how they more, of the tasks to do for homework. Remind
could answer them. students of the different stages of the writing
3 Give the pairs a minute or two to prepare their process, emphasising the importance of
questions for the examiner. planning their work before they start writing.
Refer them to the relevant Writing file in the
9b Divide the pairs into Student A and Student B. Go
Students Book for each of the text types
through the instructions on the rolecards with
emails on pages 78-81, reports on pages 82-83
the class. Give them five minutes for the
and diary entries on pages 89-90.
conversation in stage 1. Monitor while they are
having the conversations, noting things they do
well and things they could improve, in
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2
1 was backpacking, met 2 was raining, decided
3 was doing, arrived 4 were shopping, did not find
5 got, exercised, ate
3
On Monday Im starting university at 8 a.m. and at 6
p.m. that evening Im studying English.
On Tuesday Im not doing anything.
On Wednesday morning Im starting university at 8
a.m. again.
On Thursday Im doing yoga at 11 a.m. and Im going
to my English class at 6 oclock.
On Friday Im going to university at 11 a.m.
On Saturday Im going shopping with my mum at 5
oclock and at 8 p.m. Im seeing a film with Fabio at
the cinema.
On Sunday Im visiting my grandparents.
4
1 doesnt have to 2 has to 3 mustnt, have to
4 might 5 mustnt 6 have to
5
1 surgery 2 nurse 3 optician 4 pharmacist
5 chemists, pharmacy
6
1B 2D 3C 4A 5E 6F
7
1A 2B 3C 4F 5D 6E
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WRITING FILE 1
Correspondence informal emails & Hao thinks that there are advantages and
letters, pages 78-79 disadvantages of both individual and team sports.
2
1 invite 2 future 3 friend 4 subject 5 logically 2
6 dont 7 full forms 8 closing 9 first name 10 after 1 information 2 opinion 3 website 4 paragraphs
5 attention 6 neutral 7 introducing 8 different
Correspondence formal letters &
emails, pages 80-81 3
1 Introducing a point of view: On the one hand,
Firstly
Esthr wants to practise her listening and speaking
Adding more points: also, Secondly
skills.
Making contrasting points: On the other hand,
2 However
1 ask for 2 dont know 3 senders address Creative writing a story or description,
4 recipients address 5 date 6 first 7 finish pages 87-88
8 contraction 9 greeting 10 full name
3
Factual writing reports, pages 82-83 1 past 2 imagine 3 like 4 familiar 5 paragraphs
2 6 plan 7 adjectives 8 title 9 style 10 punctuation
1 factual 2 suggestions 3 specialist 4 group Creative writing a story or description,
5 continuous 6 headings 7 title 8 signposting pages 89-90
9 going 10 back
2
Factual writing reviews, pages 84-85 1D 2A 3C 4D
1
3
Hes probably thinking about the teenage age group.
In the diary entry, there are all the features in the
2 column.
1 personal 2 factual 3 performance 4 start 4
5 finish 6 informal 7 formal 8 feelings
1 I was so nervous!
2 I could hear the audience.
3 It felt absolutely great.
4 It was a dream come true.
5 I must remember...
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Recording scripts
3 My favourite festival is really popular in America,
2
where people make faces using pumpkins.
Diagnostic test 4 We usually have a tree with lights and we put up
1 Whats your name? decorations around the house.
2 How old are you?
3 What colour is my shirt? 4
4 How many days are there in a week? 1 Ive been to Venice.
5 Where do you come from? 2 I havent been to Venice.
6 Have you got any pets? 3 Have you been to Venice?
7 Whats your sisters name? Yes, I have./No, I havent.
8 How old is your dog?
9 Where is the bank? 5
10 What day is it today? 1 Theyve finished their studies.
11 Where do you live? 2 Hes been to Paris.
12 Whats the weather like today? 3 Peters gone shopping.
13 What was the weather like yesterday? 4 Yes, she has.
14 Whens your birthday? 5 No, she hasnt.
15 Can you play the guitar? 6 Have you ever eaten roast beef?
16 What time do you get up in the morning? 7 Ive been in the queue for hours!
17 What do you do in the evenings? 8 Shes just finished her shower.
18 What are the teachers doing?
6
19 Can you help me with this exercise?
20 Do you know his sister? Hello! Im going to tell you about Christmas in Britain.
21 Did you go on holiday last year? Ive always enjoyed spending Christmas at home with
22 What do you like to do at the beach? my family.
23 What did you do last night? We spend lots of time preparing for this festival. Its
24 Who is the best student in the class? probably the most important festival of the year for
25 Tell me the difference between London and your British people. Before Christmas we send our friends
home town. and family Christmas cards and most of us collect
26 When did you buy those trousers? these up and display them somewhere in the house.
27 How often do you play football? We prepare the house by decorating the rooms with
28 What are you going to do next weekend? paper decorations, candles etc.
29 Do you go to the cinema often? Then we buy a Christmas tree either a real one or an
30 Have you ever been to Britain? artificial one and, of course, we decorate the tree as
31 Why did you decide to take this exam? well with ornaments and lights.
32 When did you last have something to eat? But most important of all, we go shopping! We have
33 Is there much traffic in town? to buy presents for everyone in the family and for our
34 How long have you been at this university? closest friends and we need to buy all the special
35 Which kind of music do you prefer? foods and drinks that we will have during the holiday.
36 Do you prefer riding a bicycle or driving a car? As you can imagine, this is a very expensive time of
37 What will you do after the examination? the year!
38 Have you ever eaten English food? On Christmas Day itself the children of the family
39 How long have you been interested in this? usually get up early because they are so excited
40 When did you see the film? about opening their presents. By mid-morning, when
all the adults are also out of bed, we all gather round
3
the tree and open the presents. This is the most
1 We go to a big party and stay there until midnight . exciting part of the day!
We celebrate with fireworks.
I think everyone likes giving and getting presents.
2 The postman delivers special cards on this day. Its
How about you? Do you prefer to give presents or
fun trying to guess who sent them.
receive them?
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Recording scripts
A little later we all sit round the table and eat the My father is a bus driver in Turin. He likes his job but it
Christmas meal. We always have roast turkey, roast is difficult because there is so much heavy traffic in
potatoes and lots of vegetables. After that, if we are the centre of the city.
still feeling hungry enough we eat Christmas Turin has a modern electronic system of traffic
pudding but its very heavy and often weve already control. Since it was introduced journey times have
eaten enough by then! improved by about 20%.
I hope that one day Turin will also have an
7 underground railway. Turin also has a good
1 Whats your name? ecological record. Trams, for example, run on
2 Do you speak any other languages? electricity and quite a number of other public service
vehicles also run on electricity. More and more buses
8 are using gas instead of petrol or diesel.
1 How often do you travel by bike? In a few years I will study town planning at University.
2 Can you drive? Then I will join my father in the Transport
3 How much did the ticket cost? Department as a manager or planner. I wont be a bus
4 Have you ever flown on a helicopter? driver.
5 Where is the airport?
6 Do you like travelling by train? 11
1 Would you like tea or coffee?
9
2 Do you prefer Rihanna or Lilly Allen?
I come from Turin and Ive lived in Turin all my life. 3 Would you rather go to the cinema or to the theatre?
Turin is a big modern city in the North of Italy with
a population of well, around 1 million people. 12
You know, like all large cities, Turin needs a Peter: I must admit Im quite fond of staying in and
complicated public transport system. In Turin we watching television.
have buses, trams, taxis and erm of course, a lot Maria: Really? I dont. I prefer going out to staying in.
of private vehicles as well. Peter: Interesting. What sort of entertainment do you
My father is a bus driver in Turin. He likes his job but, I go out to see?
mean it is difficult because there is so much heavy Maria: Well, I really love live music and weve got a
traffic in the centre of the city. couple of great local bands that play regularly in
Turin has a modern electronic system of traffic clubs in the city.
control. Since it was introduced journey times have Peter: What sort of music do they play?
improved by erm about 20%. Maria: Well ones reggae and the others heavy metal.
I hope that one day Turin will also have an Theyre very different! But I love them both. What
underground railway. You know, Turin also has a good kind of music do you like?
ecological record. Well, trams, for example, run on Peter: Personally, I prefer classical music to pop
electricity and quite a number of other public service music, but, in fact, when I go out I prefer going to the
vehicles also run on electricity. More and more buses cinema or to the theatre rather than to concerts or
are using gas instead of petrol or diesel. clubs. Do you like the cinema?
In a few years I will study town planning at University. Maria: Oh yes! I go at least once a week usually at
Then I will join my father in the Transport the weekend. My favourite films are romantic dramas
Department as a manager I mean or planner. I and comedies what about you?
wont be a bus driver! Peter: I like most types of film but especially science
fiction. To be honest though, I cant stand romantic
10 films!
I come from Turin and Ive lived in Turin all my life. Maria: Oh dear! Science fiction leaves me cold! We do
Turin is a big, modern city in the North of Italy with a have different tastes! It sounds as if I go out every
population of around 1 million people. night but actually sometimes Id rather rent a DVD
Like all large cities, Turin needs a complicated public and stay at home.
transport system. In Turin we have buses, trams, taxis Peter: Oh really? I prefer going to the cinema my TV
and, of course, a lot of private vehicles as well. is very small!
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Recording scripts
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Recording scripts
Recording scripts
the tasks, before the final version? vitamins and minerals that your body needs. So, the
Rosa: I did two drafts for each task. The texts in my experts say that we need to eat it two or three times
portfolio are the third draft of each one. a week. The answer to question five, then, is C.
Examiner: Did anyone help you improve the first two Did you think that all fat was bad for you? A lot of
drafts? people do, but the fat in things like extra virgin olive
Rosa: Yes, some other students in my class suggested oil is actually healthy. This kind of fat can stop you
ways to improve the first draft, then my teacher gave getting lots of illnesses, like heart disease, some
me advice about the second draft, using the special cancers and even depression. The fat in margarine
Feedback form. and chips isnt good fat, though, so dont eat things
Examiner: So how long did it take you to do the like that! For question six, then, the answer is B.
tasks? Now, for question seven, we dont need doctors to
Rosa: Its difficult to say exactly, but it was quite a tell us the answer to this, do we? If youre feeling
long time. We did work in class on preparing for the down or depressed about something, when you talk
tasks, then I wrote the drafts at home. Maybe about about the problem to someone, you feel better,
five hours in total for each task Im not really sure. right? So, yes, C is the right answer. A problem shared
Examiner: Okay, now, moving on to the general really can be a problem halved.
conversation... And, finally, number eight. I was surprised about this
one, too. Did you know that about 4 million people
24 around the world die every year from smoking? And
Okay, the results of todays quiz on health are coming by 2030, it will be 10 million! I thought that AIDS was
up next. Number one, if you want to be healthy, you the biggest killer... So the answer to question eight is
need to drink at least two litres of water per day, so A.
the answer is B. Thats a lot of water, isnt it? But it will
do you a lot of good. If you drink more water, youll 25
have less chance of getting heart disease and some Number one, if you want to be healthy, you need to
cancers. And youll have more energy every extra drink at least two litres of water per day, so the
half litre of water can give you 20% more energy. answer is B. Thats a lot of water, isnt it? But it will do
Now, for question number two, if you think you need you a lot of good. If you drink more water. youll have
to do an hour of exercise two or three times a week less chance of getting heart disease and some
to get fitter youre wrong! You dont need to do that cancers. And youll have more energy...
much just 20 minutes is enough, so the answers A. Are you having a coffee at the moment? Well, if you
And leave at least 24 hours between exercise are, stop! Because its already after midday! And if you
sessions. have caffeine in the afternoon, it may stop you
Okay, moving on to question three, to have a healthy sleeping at night. So, for question four, the answer is
diet, you need to eat a lot of fruit and vegetables. All C...
those vitamins and minerals are just what your body If youre feeling down or depressed about something,
needs. So, the answer is B thats five portions of fruit when you talk about the problem to someone, you
and vegetables every day. feel better, right? So, yes, C is the right answer...
Are you having a coffee at the moment? Well, if you
are, stop! Because its already after midday! And if you 26
have caffeine in the afternoon, it may stop you 1 It helps if you talk about problems.
sleeping at night. So, for question four, the answer is 2 If you dont have a good diet, you wont be healthy.
C. This was a surprise to me so no more espressos 3 If you do some exercise, you may lose some
after lunch. weight.
Question number five has given me something to 4 When you exercise, you need to warm up first.
think about. Im not a big fan of fish, but it looks like I 5 Youll have less chance of getting heart disease if
need to eat it a lot more than I do two or three times you drink more water.
a week more than I do, actually! because in some 6 If you exercise twice a week, youll be fitter.
fish, like salmon and sardines, there are some special 7 Itll be more fun if you exercise with someone.
acids, called Omega three, that help keep our hearts 8 If you want to stay healthy, eat lots of fruit.
healthy. And in all fish there are lots of proteins and
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