New Pass Trinity 1 2 Teachers Book

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 14:49 Pagina 1
Stuart Cochrane
NEW
s
s
a
P
Trinity
Teachers Book
Trinity Grades
1-2
Internet: www.blackcat-cideb.com
email: info@blackcat-cideb.com
Editors: Joanna Burgess, Maria Grazia Donati
Book and cover design: Maura Santini
Page layout: Veronica Paganin
Design coordinator: Simona Corniola
Picture research: Alice Graziotin
Art Director: Nadia Maestri
Picture Credits
Cideb Archive
2011 Black Cat Publishing, Genoa, London

First edition: February 2011
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Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, Turin
Reprint
Year
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2011
II
2012
III
2013
IV
2014
V
2015
VI
2016
Contents
GRADE 1
Methodology notes
UNIT 1 Nice to meet you

Lesson A
Lesson B
Hello & goodbye

How old is he?
UNIT 2 At school
Lesson A
Lesson B
In the classroom
Is she your teacher?
Review units 1-2
9
11
13
UNIT 3 Clothes
Lesson A
Lesson B
Things to wear
My clothes, your clothes
14
15
UNIT 4 The body

Lesson A
Lesson B
Show me your nose

Is he tall?
17
18
Review units 3-4
GRADE 2
6
7
19
UNIT 5 Animals
Lesson A
Lesson B
Furry friends
On the farm
20
21
UNIT 6 Family
Lesson A
Lesson B
This is my family
Shes got long hair
23
24
Review units 5-6
26
UNIT 7 At home
Lesson A
Lesson B
Where do you live?

My house
27
28
UNIT 8 Belongings
Lesson A
Lesson B
My things
Where is it?
31
33
Review units 7-8
34
UNIT 9 Days and months

Lesson A
Lesson B
My week
Whens your birthday?
35
36
UNIT 10 Pets
Lesson A
Lesson B
The pet shop

Are they playing?
38
39
Review units 9-10
41
Recording scripts
42
Methodology notes
Listening tasks
The Trinity Grades 1 and 2 exams have no formal listening test with recordings and written responses. It is
important that you point out to learners that they dont need to worry too much about the listening tasks for
this reason. However, success in the interview does depend on listening carefully to the examiner and
responding appropriately.
Take account of the low level of your learners and:
if there is a picture to illustrate the topic, elicit information which will help them prepare for what they will
listen to
tell students what kind of conversation they will hear, e.g. two children speaking or an examiner speaking
to a candidate
play each audio several times if necessary, stopping the audio during the task if needed
follow up the listening with a drill in order to practise the structures and pronunciation.
Brainstorming vocabulary and ideas

Brainstorming is a good way to introduce an activity, and is suggested in this TB because:
it helps to get learners focussed on the topic of the lesson
it helps learners revive vocabulary that they know, but havent used recently
it gives you a chance to see what your learners know and what knowledge gaps exist.
Remember that this book is mainly for revisions of language so:
begin each new topic with closed books and try to elicit related vocabulary from learners
give them a specified time limit to work in pairs or groups
students tell you their words and you put them on the board in columns or mind maps or under specific
headings/categories
then students open books and do the first vocabulary activity as consolidation.
Use of the board

Board prompts are good at this level to support students during speaking tasks and can lessen the memory
load required of students so that they can concentrate on communicating. Prompts can be useful
vocabulary items for the task, or reminders of the structures that learners should be using or pronunciation
work. As the students master the language the teacher can rub off some of the prompts so that students
commit the language to memory. See the shaded boxes for examples of board work.
Games
Games provide some light relief and fun, but also a genuine context in which to practise language. The
Teachers Book makes a number of suggestions for games in the units:
guessing games, such as I-spy, pictionary, miming
memory games, such as Kims game (covering a picture and remembering whats there)
team games, such as sorting races (pairs or teams sort vocabulary items into groups as quickly as
possible)
knock-out games, such as Simon Says.
Methodology notes
Modelling
It is always a good idea to model each task so that everyone understands what they have to do. Choose one
of the most able learners in the group to work through a few examples with you. It is recommended that you
do this especially for the communication activities that come at the end of each unit.
Drills
Regular language drilling helps students learn the patterns of new structures and is a valuable technique for
improving pronunciation. A good drill can also liven up a class whose attention or energy is flagging half
way through a long lesson. There are a variety of drills you can use:
prompt and response drills (e.g. question and answer) you can give the prompt, or you can divide the
class into two groups who respond to each other
substitution drills, using flash cards or prompts written on the board
choral drills (all class together) or individual drills (teacher points to learners to respond)
drills with clapping or chants with a strong rhythm (good for word or sentence stress).
Trinity Takeaway
At the end of each unit, the Trinity Takeaway sections provide the students with useful examiner/candidate
language for the exam. Its important that you point out to learners that they mustnt memorise the minidialogues, but use them as examples of the type of conversation they will have with the examiner.
There is also a section a the end of the book with further examples of examiner/candidate language, which
are recorded.
After listening, you can:
ask students to read the mini-dialogues out loud to practise question/answer intonation
ask students to write similar mini-dialogues using different vocabulary from the unit.
Pronunciation Pal
In the SB a superhero character presents the pronunciation activity which is connected to the grammar and
vocabulary in the unit. At this level, it is useful to focus on a few sounds, to establish the basics of good
pronunciation. All pronunciation exercises are recorded.
GRADE 1
Lesson A Hello and Goodbye
have checked the answers, get learners to practise

the dialogue in pairs. You could also drill the
dialogue with the whole class, with you playing
one role and the whole class playing the other. Or
do the same drill, with half the class playing one
role and the other half playing the other role.
1a page 6
1c/2d/3e/4a/5b
UNIT 1
Nice to meet you
ANSWERS
SUGGESTED PROCEDURE:
You could introduce this with a whole class activity
to see how many countries learners can name in
English. Ask learners simply to call out the ones
they know, while you write them on the board.
Then let learners do 1 a) in pairs before getting
feedback and checking answers with the whole
class. As you listen to the students focus on
pronunciation and word stress.
ANSWERS
1 England / 2 Italy / 3 USA / 4 Spain / 5 Hong Kong /

6 Greece / 7 India / 8 Canada / 9 Australia /
10 Russia
d
ANSWERS
Open answers
2a page 7
Again, ask learners to do this task individually at
first, then get them to compare their order with a
partner. Once they have listened and youve gone
through the correct order with everyone, get
learners to take a role and practise this dialogue:
first with open books, then from memory with
closed books.
ANSWERS
ANSWERS
a1/b6/c2/d4/e7/f5/g8/h3
b
ANSWERS
Open answers
A
C
3a page 7
Give learners time to match the words and
numbers. Then play the audio for them to check. It
is a good idea to drill these numbers in one or
more of the following ways:
from 1 to 10 and back from 10 to 1
E/F
G/H
B
c
Ask students to work individually on this task at
first, then they can check their order with a
partner. Now play the recorded dialogue for
learners to check. You may need to pause the
dialogue to give learners time to check. Once they
round the class, each learner saying the next

number
in teams, team A says the odd numbers (1, 3,
5...), team B the even numbers (2, 4, 6...)
clapping and then stopping on a number
ask a learner what the next number is.
ANSWERS
1 one / 2 two / 3 three / 4 four / 5 five / 6 six /

7 seven / 8 eight / 9 nine / 10 ten

b
This is a simple activity to practise the numbers
the kind of question likely to be asked in the exam.
Start by choosing one or two learners to do this
with you while the rest watch, then get everyone
to work in pairs for a few minutes.
ANSWERS
Open answers
4a page 7
These are all typical things that the examiner
might say or ask. Point out to learners that they
can expect to hear these in the first few moments
of the interview. Give learners a few minutes to do
the matching activity alone, and then ask them to
compare with their partner. Finally, play the audio
for them to check.
Play the audio again, but pause to give learners
time to respond. First with open books, then with
closed books. You can do this as a whole class drill,
or pick out individuals to answer. Follow up by
getting pairs to interview each other: Student A
plays the interview and reads out the questions
from page 7; Student B responds with books
closed.
ANSWERS
1h/2a/3g/4e/5f/6c/7d/8b
Lesson B How old is she?

1a page 8
Begin by asking learners some basic questions just
to focus their attention. For example, How many
boys/girls are there? Is this a boy/girl? Now ask
learners how old they think each of the children
are. Ask them to work in pairs to match the ages
with the photos. Finally, play the audio so that
they can check what they predicted against what
they hear.
ANSWERS
A 2 / B 10 / C 5 and 7 / D 9 / E 4
b
Use this as an opportunity to revise subject
pronouns. You could write them on the board and
elicit from learners when we use them e.g. she
for when were talking about a girl or woman. Get
learners to try and find the missing words working
individually, then give them a chance to compare
with a partner. Now play the audio again for them
to check. Finally, go through the answers together.
ANSWERS
1 he / 2 He / 3 you / 4 I / 5 they / 6 They / 7 you /

8 We / 9 she / 10 She / 11 it / 12 It
ANSWERS
Remember that the aim of this is to practise the

correct use of subject pronouns, so make sure that
learners are aware of this. Dont let them simply
point at photos and say And this?, for example. Its
a good idea to model the task yourself by choosing
one of the stronger learners in the class to do it
with you. Finish with a whole class activity: get a
pair of learners to ask each other about one of the
photos while the rest of the class listen. Then ask
learners which photo the pair was talking about.
You could also ask learners to bring in photos of
friends and family and get learners to ask each
other about them using the structures just practised.
Open answers
ANSWERS
Open answers
GRADE 1

2a page 9
See the methodology notes on drills at the

beginning of the Teachers Book.
The aim here is to review and practise present

simple. The tables are for learners to refer to, but
you could ask them to close their books and do a
simple Q&A drill to practise the full form:
T: I
Class: am
T: You
Class: are
or
Group A: I
Group B: am
Then focus on the contracted short forms by

asking, Do we say, I am ten? Then elicit from
learners what the short form is that we normally
use when speaking. Now practise these short
forms with a similar Q&A drill.
3 Communication Task, page 9

Like many of the communication tasks in the
book, this takes the form of a simple information
gap activity. Its a good idea to model the task
yourself by asking as stronger learner to do the
first few with you while the rest of the class listen.
ANSWERS
Lia
Carlos
ANSWERS
1 shes / 2 you / 3 are / 4 I / 5 is not / 6 arent
b
Ask learners to open their books and complete the
gaps individually then to compare with a partner.
Finally, go through the answers together. Finish off
by drilling the answers make sure that learners
really are using the contracted forms.
England
Age: 9
Miranda and Elodie
Spain
Age: 11
Alex and Nadia
ANSWERS
1 Im nine. / 2 Shes from France. / 3 We arent from

Hong Kong. / 4 My name isnt Maria. Its Mary. /
5 My name isnt John. / 6 They arent Italian. /
7 Im fine, thanks. / 8 Hes from India.
Canada
Age: 8
Russia
Age: 10
UNIT 2
At school
Lesson A In the classroom
1a page 10
The aim here is to revise basic classroom vocabulary
of the kind that is often used in the exam. Note
that examiners may use these alternatives to the
word lists in the exercise:
eraser = rubber
school bag = bag
student = learner / pupil
It is a good idea to make learners aware of these
alternatives and to learn them as passive
vocabulary. Learners can do this activity in pairs.
Then check answers with the whole class. You
could practise the items by simply pointing them
out in the class room and getting learners to shout
out the name of what youre pointing to. Also, ask
learners to tell you what they have in their school
bag / pencil case.
time, use the audio to drill the vocabulary items

pause after each word for choral or individual
repetition. Focus on correct pronunciation, and
watch out in particular for misplaced word stress
in multisyllable words such as calculator and
dictionary.
Follow up by asking learners to think of two more
categories that could be used to organise these
words. For example:
Things larger/smaller than a book. Things made
from wood / plastic / metal.
You could also follow up with pronunciation work:
ask learners to group words according to the
number of syllables they have. Then ask them
where the stressed syllable usually is. Point out
that the stress is most often on the first syllable, for
example:
notebook calculator student dictionary
Practise this with suitable pronunciation drills.
In a pencil case
In a school bag
sharpener
pencil
ruler
eraser
pen
pencil case
book
dictionary
notebook
calculator
Student A: I-spy something beginning with... N.
Furniture
People
Student B: Notebook?
desk
chair
cupboard
student
teacher
Alternatively, play a simple game such as I-spy:
Student A: Right.
Student B: I-spy something beginning with...
ANSWERS
1 teacher / 2 cupboard / 3 desk / 4 book / 5 chair /

6 notebook / 7 student / 8 pencil case / 9 pencil /
10 school bag / 11 dictionary / 12 pen / 13 ruler /
14 eraser / 15 sharpener / 16 calculator
c
This aims to revise usage of the indefinite article
a/an and to practise a question and answer format
that is very common in the exam:
Examiner: Whats this?
First, bring students attention to the Focus box on

page 10. Then do some simple practice of this with
a drill:
Vocabulary grouping activities like this one are

good ways for learners to process vocabulary
which will in turn help them to remember words.
Ask learners to do this individually and then check
with a partner before playing the audio for
learners to check their answers. Give learners time
to ask any questions they may have about the
grouping before playing the audio again. This
Candidate: Its a/an...
Teacher: Book.
Teacher: Eraser.
Learners: A book.
Learners: An eraser.
Focus on pronunciation. You need to point out to

learners that the article an becomes linked or
joined to the noun that follows. An eraser for
example becomes aneraser in connected speech.
GRADE 1
UNIT 2 At school
Now use a similar drill, but introduce the whole
phrase:
Teacher: Whats this?
Teacher: Whats this?
Learners: A book.
Learners: An eraser.
At this point you dont need to expect fuller

answers, such as Its a... . Also, make sure youre
pointing out single items, as the focus here is on
the article a/an. Now ask learners to work in pairs
and practise the same Q&A dialogue based on
classroom objects. Monitor and check for errors in
use of articles or pronunciation.
ANSWERS
Open answers
2a page 11
This is simply revision of numbers 11 to 20.
Students should already be familiar with these, but
if not then you may want to write the numbers on
the board before playing the audio. Its a good
idea to drill these numbers in one or more of the
following ways:
From 11 to 20 and back from 20 to 11
Round the class, each learner saying the next
number
In teams, team A says the odd numbers, team B
the even numbers.
ANSWERS
1 twelve / 2 thirteen / 3 fourteen / 4 fifteen /

5 sixteen / 6 seventeen / 7 eighteen / 8 nineteen
b
The aim here is to revise the rules for plural nouns.
Although spelling is not important for the exam
since there is no writing component these
spelling rules reflect the pronunciation of the
three categories of plural noun. Bring learners
attention to the focus box which gives examples
and rules for the three main categories of noun.
Check learners understanding by writing one
example of each category on the board and asking
them to give you the plural. Examples could be:
fox, church, box, brush, glass
story, party (point out that there is a consonant
before the y)
cat, dog.
10
Once you have done these examples altogether,

get learners to do the practice exercise alone and
then to compare with a partner. When everyone is
ready, play the audio so that learners can check
their answers. Play it once again and ask learners
to repeat what they hear.
ANSWERS
1 thirteen watches / 2 fifteen classes / 3 twelve

pencils / 4 sixteen boys / 5 fourteen dictionaries
c
The emphasis here is on the pronunciation of the
plural affixes to nouns. You need first to model the
three endings for students. Write the phonemic
symbols as heading on the board and use the
example words you wrote on the board earlier:
/s/
cats
/z/
stories
/iz/
foxes
Ask learners to repeat the words after you, giving

special emphasis to the plural ending. Now ask
learners how they would pronounce dogs. Show
them that, although it has the same plural ending
as cats, it is pronounced differently. Now ask
learners to do the sorting exercise on their own.
Encourage them to say the words to themselves in
order to make them more aware of how the
endings sound. Finally, play the audio to let them
check their answers. Play once again and ask
learners to repeat what they hear.
ANSWERS
/s/
/z/
/iz/
books
teachers
watches
students
boys
boxes
desks
pencils
classes
erasers
pencil cases
dictionaries
3a page 11
This short activity provides further practise of the
How many... are there? question, which is common
in the exam, together with practise of classroom
vocabulary and numbers up to 20. Demonstrate
the activity yourself by speaking to one of the
UNIT 2 At school
stronger learners in the class, then get learners to
work in pairs.
Lesson B Is she your teacher?
ANSWERS
1a page 12
Open answers
b
As you monitor, make sure students are using the
structures and language practised in this lesson.
ANSWERS
Open answers
c
The focus here is revision of the determiners this
and these and the pronouns it and they. Again, the
example dialogues in the speech bubbles are
typical question and answer formats that occur in
the interview, and learners need to be familiar
with them. Ask learners to look at the example
dialogues and then write this on the board:
We use this / it for...
We use these / they for...
Elicit from learners how to complete the rules (this /
it for one thing, these / they for many things).
Make sure that learners can distinguish between
this [short sound /i/] and these [long sounds /i/].
Some learners have difficulties both receptively
and productively with these sounds. Tell learners
to look at the shape of your mouth as you say the
sounds. Now demonstrate the activity yourself
with another learner in the class. Then ask learners
to do the activity in pairs. As you monitor, make
sure that learners are using a variety of singular
and plural forms. Listen out for grammatical
problems such as subject verb agreement, but also
pronunciation problems.
ANSWERS
Open answers
The aim of this task is to practise short answers of

the kind that candidates are expected to use in the
interview. These are answers to present simple
questions with the verb be.
Give learners a few minutes to look through the
questions on their own and make matches before
they listen to the audio. For the Listen and repeat,
you could split the class into two groups one
group repeating the questions and the other
group repeating the short answers. The groups
then swap roles for a second Listen and repeat.
ANSWERS 1 b / 2 d / 3 a / 4 f / 5 c / 6 e
b
Again, give learners a chance to work alone on
this, compare with a partner and then listen and
check. If you find that learners are making
mistakes with these short answers, then remind
them that the verb in their answer should match
the verb at the beginning of the question. Do the
first one together as an example if necessary.
ANSWERS 1 b / 2 b / 3 a / 4 a / 5 b / 6 b
c
Demonstrate what learners have to do by doing
the first two or three questions yourself with a
student. Then put learners into pairs to work
through the rest of the questions. After a few
minutes, ask them to swap roles.
ANSWERS Open answers
d
This is a simple exam role play, where learners
respond to the examiners 6 questions in the audio.
There are a couple of ways you can approach this:
1 get the whole class to respond, like a choral drill
2 pick out individual learners to respond to the
questions.
11
GRADE 1
UNIT 2 At school
Either way, play the audio a couple of times to give
learners plenty of practice at responding to these
very simple but common questions.
POSSIBLE ANSWERS
Examiner: Hello.
Students need to be able to recognise questions
that refer to singular or plural items, which is what
this exercise practises.
Student: Hello.
ANSWERS
Examiner: Is your name Sam?
1A/2B/3A/4A/5B/6B/7B/8A
Student: No, it isnt. Its...
Examiner: Are you from Greece?

Student: Yes, I am. / No, Im not. Im from...
Examiner: Are you eleven?
Student: Yes, I am. / No, Im not. Im...
Examiner: Is this your classroom?
Student: Yes, it is.
Examiner: How many students are there in your
class?
Student: There are...
page 13
The aim here is practice of language from the

lesson: numbers, classroom objects, use of the
interrogative form of be and short answers.
One way to do this is have the class ask you what
the objects are, or put learners in pairs. First
Student A guesses, then they swap and Student B
guesses.
You could follow up by having students draw
objects or parts of objects on the board in class.
The rest of the class must guess what the object is.
ANSWERS
11 calculator / 12 chairs / 13 pencil sharpeners /

14 books / 15 door / 16 clock / 17 school bag /
18 computer
12
3a page 13
Pause the audio after each question and choose a
learner from the class to answer. Play the audio a
couple of times to give everyone a chance to
answer. Encourage students to use short but full
answers, not just Yes and No (in the exam yes
and no are acceptable though).
ANSWERS (Spoken)
1 Its a pencil case. / 2 Theyre pens. / 3 Yes, it is. /
4 No, it isnt. / 5 No, they arent. / 6 Yes, they are. /
7 (There are) eight. / 8 No, it isnt.
c
Divide the class up into pairs. You could write the
following prompts on the board so that learners
are making the right kind of questions:
Whats...?
What are...?
Is this...?
Are these...?
How many...?
Do a few example questions yourself with a

learner from the class, then let students do the
exercise in pairs. Let them continue for about five
minutes while you monitor for problems.
ANSWERS
Open answers
REVIEW UNITS 1-2
1a page 14
Go round the class, asking each learner one or two

questions from the list below. Ask questions about
the children in the class.
ANSWERS
Q
W
E
R
T
E
R
A
S
E
R
Q
P
N
A
S
D
F
G
H
J
K
H
P
O
E
U
O
U C H
D R T
Q E G
W F S
E I Q
R V W
T E E
Q Y R
A R P
T Y U
N H J
G S E
T W E
T E B
A
O
G
G
K
G
G
G
E
G
L
V
N
O
I
N
I
N
E
T
E
E
N
V
B
E
T
O
R
E
P
O
I
U
P
O
E
G
G
N
Y
K
A
S
D
F
G
H
J
A
R
U
L
E
R
E
b
ANSWERS
1 pen / 2 chair / 3 sharpener / 4 eraser / 5 ruler /

6 notebook / 7 one / 8 five / 9 seven / 10 twelve /
11 nineteen / 12 twelve
2a page 14
ANSWERS
Questions:
Is this a boy / girl?

How old is he /she?
5a page 15
ANSWERS
1 Is this / 2 Whats / 3 Are these / 4 How many
b
questions from the list below. Ask about objects in
the class.
Questions:
Whats this? / Is this...? /

How many...? / What are these? /
What colour is it?
6a page 15
ANSWERS
1 it isnt / 2 computer / 3 are three / 4 they arent /

5 they are / 6 are twelve
b
1 meet / 2 meet / 3 name / 4 My names

Im called / 5 old / 6 years / 7 where / 8 Im

questions from the list below. Ask about people
and objects in the class.
Is this a...
ANSWERS
Whats this in English?
Open answers
Is he/she a teacher?
3a page 14
How many... are there?
ANSWERS
1c/2d/3e/4b/5f/6a
Are these....?
ANSWERS
Open answers
b
ANSWERS
Open answers
4a page 15
ANSWERS
1 Is this a girl? / 2 Is this a boy? / 3 How old is he?
13
GRADE 1
UNIT 3
Clothes
Lesson A Things to wear
1a page 16
Start with a few minutes brainstorming the topic
of clothes. With closed books, ask learners to call
out as many clothes related words as they can
remember, while you write them on the board.
Now ask them to open their books and do the part
a) task.
ANSWERS
1 glasses / 2 shorts / 3 socks / 4 trainers / 5 T-shirt /

6 skirt / 7 dress / 8 hat / 9 shirt / 10 jacket /
11 belt / 12 jeans / 13 scarf / 14 gloves / 15 coat /
16 jumper / 17 shoes / 18 trousers
b
Some learners may not know what syllable means,
so write a word with two syllables on the board
and split the syllables up, like this:
ja-cket [/'d k.it/]
When you think theyve got the idea of what
syllables are, you can let them do this exercise
alone and then compare their answers with a
partner before listening to the audio to check. Play
the audio through once just to let them check,
then play it a second time so that they can repeat
what they hear. You could follow up with
pronunciation work focusing on word stress in
two-syllable words. Read out the list of two
syllable words, emphasising the stressed syllable,
and elicit from learners where the stress lies. They
should see that the stress in two syllable words
tends to be on the first syllable.
ANSWERS
Group 1 one syllable coat / belt / jeans / gloves /

dress / socks / shoes / scarf / skirt / shirt / hat /
shorts
Group 2 two syllables jumper / trousers /
T-shirt / jacket / glasses / trainers
14
2a page 16
Again, ask learners to close their books and call
out any colours in English that they can remember.
Then ask them to open their books and do the
matching exercise. Play the audio once to check,
then again so that learners repeat what they hear.
Encourage correct pronunciation.
You could follow up by asking learners to find you
things in the classroom that match the colours you
call out. For example, call out Green! and ask
students to point to things on their desk or around
the room.
ANSWERS
1 brown shoes / 2 a green shirt / 3 pink glasses /

4 a yellow skirt / 5 white shorts / 6 a red hat / 7 a
blue T-shirt / 8 black trousers / 9 a purple dress /
10 grey socks / 11 a beige coat / 12 a orange scarf
b
This activity combines the two vocabulary sets
(clothes and colours) and practises another
question format that is very common in the exam:
What colour is/are...? As usual, its best if you
demonstrate the activity with a learner from the
class before asking the rest of the class to do it in
pairs. Encourage full answers, for example Its red
or Theyre blue instead of single word answers
such as Red or Blue.
ANSWERS
Open answers
3a page 17
You could begin with closed books. Write the
demonstrative pronouns mixed up on the board,
like this:
thisthosethatthese
Ask learners if they can identify four words in the
word snake. Then ask them which words refer to
one thing (singular) and which words refer to
many things (plural). Now ask them to do the
exercise on page 17.
ANSWERS
1 This That / 2 These Those
UNIT 3 Clothes
b
This provides an opportunity to use classroom
words and clothes vocabulary whilst practising
these determiners. Divide the class into pairs. Get
each learner first of all to look around them and
write the names of the 6 objects they are going to
talk about. There should be a mixture of plural and
singular items. Then demonstrate yourself what
they have to do before asking pairs to work
together.
Lesson B My clothes, your clothes

1a page 18
Tell learners that they are going to hear part of an
interview in which the examiner asks the candidate
about some of the photos shown here. Before they
listen, however, draw learners attention to the
photos and ask them a few simple questions about
what each one shows.
For example:
ANSWERS
Is this a girl/boy?
Open answers
How many babies/girls/boys are there?
4a page 17
Now play the audio and ask learners to write the

number of the dialogue (1, 2, 3) next to the correct
picture. You may need to play the audio twice.
Listen and compare.

ANSWERS
Open answers
b
Again, these are all typical questions in the exam.
Let learners do the matching alone, then play the
audio once to check. Then divide the class into two
groups: Group A repeat the examiners questions,
Group B the answers. Groups then swap roles for a
final play and repeat.
ANSWERS
1a/2e/3b/4d/5c/6f
c
Do a few example questions yourself working with
a learner from the class and then divide the class
into pairs. As you monitor, encourage learners to
use a variety of question forms here, and encourage
full short answers.
ANSWERS
Open answers
ANSWERS
1C/2D/3F
b
The focus here is on the determiners his, her and
their. Write them on the board and elicit from
learners when we use them. i.e.
his boy / man masculine, singular
her girl / woman feminine, singular
their plural
Now ask learners to read through the sentences
and, working with a partner, try to guess the
missing word. Then learners work alone to listen to
the audio and to check.
ANSWERS
1 her / 2 her / 3 his / 4 his / 5 their / 6 their
c
You might want to do some drill work practising
the question:
What colour is/are...
(Remember that candidates are not expected to
produce questions in the exam, but for the
purposes of this exercise they will need to ask their
partners the question.)
Once learners are comfortable with the question,
demonstrate what learners have to do by working
15
GRADE 1
UNIT 3 Clothes
with one of the stronger learners in the class while
the others listen. Then organise the rest of the
class into pairs and let them get on with the task
while you monitor listen out especially for errors
with the determiners.
Again, you could drill the question and answer
format as suggested for a) before learners go on to
this.
Group A: What colour does Helen like?
2a page 18
Group B: Her favourite colours...
The focus here is revision of the rest of the
determiners. Get learners to complete the
sentences alone and then compare with a partner
before checking altogether.
Then swap groups as before. When youre happy

that the group can manage to form the questions
and answers sufficiently well, put them into pairs.
They need to swap books so that each learner can
talk about the people they spoke to during part a).
ANSWERS 1 your / 2 his / 3 her / 4 their
5a page 19
Again, demonstrate the task yourself by working

with a learner and then get learners to work in
pairs while you monitor.
Point out to learners that they will NOT have to

make questions in the exam, but it is important
that they recognise and understand questions. All
these are typical things that examiners might ask.
Give learners a chance to do this exercise on their
own and then to compare with a partner. Finally,
play the audio to check.

ANSWERS
This uses the photos of people on page 62. Make

sure that, when doing this exercise, learners are
using determiners correctly, but at the same time
encourage fluency and experimentation.
1 Whats this? / 2 What are these? / 3 Is this a hat? /

4 What colour is it? / 5 What colour are his trousers?
/ 6 What colour are my shoes?
4a page 19
Start with a short drill so that learners get used to
the question and answer format for this activity.
Divide the class into two groups:
Group A: Whats you favourite colour?
Group B: My favourite colours...
Do this three times, then groups swap roles. By
this time learners should be ready to do the
activity. If there is space in your class, this works
best as a mingling activity where learners move
around the class and interview each other while
noting down answers. Its important that they get
information from at least one boy, one girl and two
other learners.
16
Demonstrate with one learner so that everyone
knows what they have to do, then get pairs to
interview each other. To make sure that they use a
variety of question forms, you could put up
question prompts on the board:
Whats...?
What are...?
Is this...?
Are these...?
What colour is...?
What colour are...?
As you monitor, dont worry too much if learners

are making errors in question formation. Feedback
should focus on the answers learners give.
Encourage learners to give short answers but not
one word answers.
UNIT 4
The body
Lesson A Show me your nose!
1a page 20
You could begin with a similar brainstorming
activity to those used in earlier units simply ask
learners (with closed books) to call out any body
related words they can remember while you write
them on the board. Then ask them to open their
books and do a). Play the audio once to check
answers and then a second time so that learners
can repeat what they hear.
ANSWERS
1 head / 2 eye / 3 ear / 4 foot / 5 hair / 6 nose /

7 leg / 8 teeth / 9 mouth / 10 finger / 11 hand /
12 arm
b
Demonstrate with one learner from the class and
then get pairs to do the same. Make sure that
learners arent only giving one word answers. Also,
make sure that Student A isnt always asking
questions that elicit the answer Yes, it is. Make sure
that Student A is using plural forms, too. After two
minutes, get pairs to swap roles.
2a page 21
Give learners a few moments to do this alone and
then check with a partner before listening to the
audio to check their answers.
ANSWERS
1 Give me a pen. / 2 Come here. / 3 Open your

book. / 4 Point to the door. / 5 Go to the window. /
6 Touch your nose. / 7 Stand up. / 8 Show me your
ears. / 9 Sit down.
b
Explain to learners that the top circle has verbs, the
next circle articles and the lower circle nouns. They
can combine these to make different orders. Pairs
should take turns making and following orders.
Again, you may need to demonstrate what
learners need to do beforehand.
Follow up: Playing the childrens game Simon says...
In this game, learners should only follow orders if
the speaker begins with Simon says... . If someone
follows an order without the speaker saying
Simon says... then they are out of the game. The
last player remaining wins the game. Learners can
take turns at being the speaker.
ANSWERS
Open answers
ANSWERS
Open answers
c
First draw learners attention to the focus box about
irregular plurals. Point to your teeth / feet / hair and
ask learners What are these? / Whats this? Then
model the questions that learners need to use for
this activity. You could do a whole class drill of the
questions, emphasising the difference between this
/i/ and these /i/. Once again, choose a learner from
the group and demonstrate the task. Then organise
the class into pairs. Make sure they take turns
asking and answering.
ANSWERS
Open answers
17
GRADE 1
UNIT 4 The body

Lesson B Is he tall?
ANSWERS
1a page 22
1 Open / 2 Show / 3 ears / 4 your / 5 long / 6 to /

7 they / 8 Sit
This practises common adjectives that learners
ought to know for the exam. Get learners to do
this together with a partner before checking
altogether. Be ready to explain why short is listed
twice. i.e. that it has two meanings here.
Play the audio and pause for learners to respond.
Choose one learner at a time to respond.
ANSWERS
1 f / 2 c (e) / 3 d / 4 c (e) / 5 b / 6 a
b
Before they listen, ask learners (working in pairs) to
match one word from the list of adjectives in a) to
each of the pictures. Check to see which words
learners have used this will also be a good
concept check to see if learners understand these
words. Then play the audio twice so that learners
can match the descriptions with the pictures.
ANSWERS
1E/2D/3B/4F/5A/6H/7G/8C
c
Its useful to show the position of the tip of the
tongue when making each of these sounds:
t /t/ the tip of the tongue is touching the roof of
the mouth just behind your front teeth
th // the tip is just protruding between the
upper and lower teeth
Make sure that learners use a variety of question

formats, and that they take turns in asking and
answering. As you monitor, dont worry too much
about correct question formation, but make sure
that answers are correct.
ANSWERS
Open answers
3a page 23
Students build a dialogue similar to the one they
will need to have with a partner in part b). Point
out that there are two correct answers for this
activity. Once students have finished and checked
with the audio, have them memorise the dialogue
and act it out in pairs, or do choral drills with the
whole class.
ANSWERS
a 8 / b 1 / c 7 /d 3 / e 2 / f 6 / g 5 / h 4 OR
a8/b1/c7/d5/e2/f4/g3/h6
Demonstrate and get students to try it out

themselves.
See the section on drills at the beginning of the

Teachers Book for further ideas on how to practise
these sounds
Open answers
2a page 22
These are all questions or orders that could come
up during the interview. Remember that they will
now be asked to produce questions or imperative
forms like this, but must understand them and
respond appropriately. Give learners five minutes
to do this alone before playing the audio to check.
18
ANSWERS
4 Communication task, page 23

The dialogue that learners ordered in the previous
task is a model for the kind of dialogue thats
required for this task. Explain that Student A will
have all the girls/womens names, while Student B
will have all the boys/mens names. The aim of the
task is to put the names under the correct photos.
Choose one of the stronger learners in the class
and demonstrate what learners have to do.
b
ANSWERS
Open answers
2a page 24
ANSWERS
Lia
Coco
Isobel
Maria
1 her / 2 his / 3 their / 4 Her / 5 his / 6 My / 7 Their /

8 his
b
ANSWERS
Open answers
Kim
Jennifer
Aiden
Alex
page 24
ANSWERS
1 Show me your feet. / 2 Go to the door. / 3 Open

your book. / 4 Give me a pencil. / 5 Point to your
nose. / 6 Touch the pencil case.
4a page 25
ANSWERS
Luke
Mathias
Max
Freddie
1A/2B/3A/4C/5C/6B
b
REVIEW UNITS 3-4

1a page 24
5a page 25
ANSWERS
ANSWERS
J
3
H A I
C
K
E
6
T R
7
N
8
S O C K
S
9
E
M
Go round the class asking individual students the

questions 1-6 based on the photos for this
exercise. Then extend the activity with similar
questions about people in the book or learners in
the class.
E Y E
A
R
S
H
O
E
S
O
F O O T
I
N
G
5
T
E
U S E R S
H
I
R
U T H
1 Are these feet? / 2 How many are there? / 3 What

are these? / 4 How many fingers are there? / 5 Is
this an ear? / 6 What is it?
b
As for 4 b).
6a page 25
ANSWERS
1 Yes, she is. / 2 No, she isnt. / 3 Yes, he is. / 4 No, he

isnt. / 5 Yes, she is. / 6 No, they arent.
b
As for 4 b).
19
GRADE 1
UNIT 5
Animals
Lesson A Furry friends
1a page 26
With closed books, ask learners to name as many
animals as they can in English. Then with open
books, can they name the animals shown? Ask how
many of each animal are shown this will lead into
the idea of plural forms, then get learners to try the
exercise. Point out the focus box information about
irregular plurals. Can they remember any other
irregular plurals (e.g. foot-feet)?
ANSWERS
1 a dog / 2 fish / 3 bird / 4 cats / 5 mice / 6 a rabbit
b
These are typical exam style questions. The focus is
on plural versus singular forms. Ask learners which
words in the word pool show one and which
words show more than one. Then get learners to
complete and check. Finally, ask learners to try and
memorise the dialogue.
This is just a fun activity to practise question forms

and body language. You could begin by drawing a
similar imaginary animal on the board and asking
the whole class to guess which animals it is made
from dont worry about any lack of artistic skills!
After the pair work, get learners to draw their own
imaginary beasts and invite them to talk in small
groups about what their drawings.
4a Communication Task, page 27

Draw learners attention to the photos of the fish
and ask them simple focus questions such as How
many fish are there? What colour is this fish? Is it
blue and yellow? etc. Tell learners that they are
going to hear someone talking about the fish and
that they must circle the correct information. Give
them a minute to read all the information first, and
then play the audio. You may need to play the
audio two or three times.
ANSWERS
FISH A
Name: Bob
From: China
Age: two
FISH B
Name: Mary
From: Africa
Age: seven
1 this / 2 these / 3 Theyre / 4 isnt / 5 Are / 6 they
FISH C
Name: Angela
From: Brazil
Age: six
FISH D
Name: Squeak From: Japan
ANSWERS
First model with a stronger learner, then get the
rest of the class to do the same. Listen out for
correct pronunciation of this / these.
ANSWERS
Open answers
page 27
This is a revision of questions and answers met

earlier in Units 1 to 4 (How many... / What colour... /
Is it...) etc. Elicit questions altogether from the class
and write them on the board before getting
learners in pairs to ask each other. Make sure each
partner gets a chance to ask and answer.
20
page 27
Age: twelve
b
Ask learners to read the example dialogue in the
bubbles and then demonstrate what they have to
do with a good learner from the group. Basically
the idea is to use information about the fish to ask
questions of the kind that the examiner might ask
in the exam. At the end you could ask a good pair
of learners to demonstrate the conversation they
had to the others.
ANSWERS
Open answers
UNIT 5 Animals
Lesson B On the farm
1a page 28
How many... are there?

What colour is/are...?
With closed books, ask learners to call out the

English words for any animals they can remember
(farm or otherwise) while you write them on the
board. Now ask learners which of the animals they
called out can be found on a farm. Finally, get
learners to open their books and do the matching
exercise on page 28. Give them 2 or 3 minutes to
work alone before going through the answers
altogether. You could drill the words so that
learners improve their pronunciation.
Pronunciation problems often occur with the
vowel sounds of the following: goat, chick, sheep.
For further practice, ask learners to ask each other
what their favourite animal is. Model the question
by asking a learner in the class:
A: What are your favourite animals?

B: My favourite animals are horses and lambs.
What are your favourite animals?
ANSWERS
A duck / B goose / C cow / D chick / E donkey /

F hen / G goat / H horse / I lamb / J sheep
b
First get learners to work individually and try to
match the adjectives in the box with the animals in
the pictures. Go through this together. Then divide
the class into pairs in order to do the dialogue. Get
them first to read the example dialogue in the
bubbles, then you demonstrate with a learner from
the class and finally give learners five minutes
working in pairs.
c
This is a simple memory game. Demonstrate by
asking all the learners to close their books and then
you ask them a few questions about the photos.
Remember that learners dont have to produce
questions in the exam, so you can write prompts
on the board for them to use in this activity:
Is there a....?
Is the cow....?
Demonstrate the sounds and point out the
difference in the shape of the lips when producing
each:
sh lips pursed and pushed forward
s lips wide and pulled back
It can be useful to get students to exercise the
sounds and lip shapes in an exaggerated form,
slowly becoming more natural.
Another classic tongue twister to practise these
sounds is She sells sea shells on the sea shore.
2a page 29
This activity simply provides practice for the
language they need to understand and use. First
ask learners to look at the photo. Ask simple
questions along these lines: Is this a donkey? Is it
grey? How many horses are there? Show me its
head. Now tell learners that theyll hear someone
talking about their pet and they must tick the
correct information. Give them a moment to read
through list, then play the audio. You may need to
play it 2 or 3 times.
ANSWERS
1/2/3/4/5/6
b
If you prefer, you could set the drawing task as
homework, and then ask learners to talk about
their pet in the next lesson. Alternatively, you
could make this into a communication task by
having Student A describe their pet and Student B
draw it. If a student doesnt have a pet, they could
describe a neighbours or relatives pet, or a pet
they would like to have.
ANSWERS
Open answers
21
GRADE 1
UNIT 5 Animals
3a page 29
These are all typical things that learners might

hear in the exam. Give them a few minutes to work
alone on the gap filling task, then an extra minute
to check with their partner. Finally, play the audio
for learners to check.
In pairs, one student with open book asks the

questions and gives the orders, while the other,
with closed book, responds. After five minutes, get
pairs to swap roles.
ANSWERS
Open answers
1 Good / 2 Whats / 3 How / 4 Where/ 5 Whats /

6 What / 7 How / 8 What / 9 Is / 10 Are / 11 Show /
12 Point / 13 Stand / 14 Sit / 15 Go / 16 Come
22
ANSWERS
GRADE 2
UNIT 6
Family
Lesson A This is my family
1a page 30
If possible the teacher should bring a photo of
his/her family or a picture of a famous family into
the lesson to set the context of family. Then show
learners the family tree on page 30. Show them Li
and ask, Whats her name? How old is she? Say
that this is her family and ask them to match the
words on the left to the photos in relation to Li.
Learners can do this in pairs if you prefer. You
could follow up by asking learners to bring photos
of family members in to talk about, like this:
Student A: Whos this?
Student B: This is my mum
ANSWERS
1 A and B / 2 B / 3 A / 4 C / 5 E / 6 D / 7 F / 8 G
b
Tell learners that they are going to hear Li talking
about her family and that they will make notes
under each photo of names and ages. This is
simply an activity to practise the kind of language
they will need to use in the exam with a native
speaker to listen to. Play the audio a couple of
times and pause where necessary to give learners
time to make notes
ANSWERS
A Jimmy, 38 / B Lia, 34 / C Chen, 10 / D Yan Yan (no

age given) / E Yul (no age given) / F Jing (no age
given) / G Ho (no age given)
c
First of all, revise numbers over 20 by going round
the room and asking each learner to say the next
number doing this up to 40 should be sufficient.
Then model the two numbers in the table twenty
and twenty two. Ask learners how many syllables
there are. Show them that the stressed syllables

are marked with the large boxes (at the top of the
table) then ask them to organise the numbers into
the two groups according to their stress pattern.
Learners should do this alone encourage them to
say the numbers to themselves so that they hear
the pattern before checking altogether with the
audio.
Follow up with a simple drill to practise these
patterns. Simply count from 20 to 100 in steps of
five: 20, 25, 30, 35 etc. Get the whole group to call
out the numbers together while you mark the
rhythm on the whiteboard.
ANSWERS
20 (twenty)
22 (twenty-two)
30 (thirty)
28 (twenty-eight)
40 (forty)
37 (thirty-six)
50 (fifty)
47 (forty-seven)
d
Get learners to read the model dialogue, and then
demonstrate yourself what they have to do by
choosing a learner and asking him/her questions
like the examples given. Put learners into pairs,
Student A asking the questions, Student B
answering after 2 minutes they should swap
roles. Follow up by having everyone close their
books and you asking questions to see what they
can remember about Lis family.
ANSWERS
Open answers
2a page 31
Tell learners that these sentences are taken from
the audio with Li. Working in pairs, see if they can
find the missing words. Then play the audio again
so that learners can check.
ANSWERS
1 got / 2 ve got / 3 ve got
23
GRADE 2
UNIT 6 Family
b
Learners should try to complete the table alone and

then compare with a partner. Finally go through the
answers together with the whole group.
Students need a notebook for this final activity.

Learners describe their family to their partner,
while the partner tries to draw the correct tree.
You could begin this by describing your family to
the class and asking them to draw your family tree.
Then ask pairs to do the same. While they talk,
monitor and pay special attention to their use of
have / havent got.
Learners dont need to be able to make questions

with have got for the exam, but they do need to
understand such questions and be able to
respond appropriately. You could do a drill to
practise Yes, I have and No, I havent responses:
Make two flash cards, one with a and one with
a . When learners see the first, they should give a
positive answer, when they see the second they
should give a negative answer. Ask the class
questions with have, they should respond chorally
according to the flash card you show. For example:
ANSWERS
Open answers
Teacher: Have you got a dog? (show )

Students: No, I havent.
ANSWERS
1 have got (ve got) / 2 have not got (havent got) /

3 hasnt got
c
This simple matching exercise includes different
question forms that the examiner might ask. Get
learners to do it alone at first, then check it
altogether.
ANSWERS
1b/2c/3d/4a/5e

Introduce this task by asking learners to look at the
four family trees. Ask questions like, How many
families are there?. Point to the named person and
say, Whats his/her name?. Then describe one of
the families and ask learner to guess which family
you are describing. Then organise the group into
pairs. First Student A describes and B guesses, then
they reverse roles. Remember that learners dont
have to ask each other questions, but they should
give detailed descriptions of the families so that it
is clear which one they are describing.
ANSWERS
Open answers
24
Lesson B Shes got long hair

1a page 32
These are all adjectives that learners should know
at this level. Give learners a minute or so to match
the opposites together on their own before going
through the answers together.
ANSWERS
1d/2f/3b/4c/5a/6e
b
Give learners a few minutes to find the photos that
match the questions, then go through the possible
answers together.
ANSWERS
1 long hair A short hair B / 2 fair hair C dark hair

A, B / 3 big ears B / 4 old D young A,B,C /
5 pretty A
c
This exercise is a way to practise language that
learners should be able to understand and use.
Play the audio a couple of times so that learners
have a chance to understand what they hear.
ANSWERS
1B/2D/3A/4C
UNIT 6 Family
d
Point out to learners that they dont have to write
in English for the exam, but that they will be
expected to use these kinds of sentences during
the interview. Give learners about five minutes to
do this alone and then compare with a partner.
POSSIBLE ANSWERS
A Hes young / handsome. Hes got short / dark hair.

B Hes old / fat.
Hes got short / grey hair.
C Shes fair / old.
Shes got short / fair hair.
D Shes young / pretty.
Shes got long / dark hair.
e
Learners can open their books again for this
activity so that they can refer to the vocabulary
list. Also, bring their attention to the Focus box
which includes information about two useful
words for qualifying adjectives. Demonstrate the
task first by describing a member of the class and
asking learners to guess who it is. Then divide the
group into pairs to do the same.
ANSWERS
Open answers
2a page 33
Explain to learners that they are going to hear an
extract from a typical conversation in the exam.
Ask them to read through the dialogue once,
ignoring the gaps, and tell you what they are
talking about (in general). Then ask them to read
through again and make guesses as to what the
missing words are. Finally, play the audio and let
them complete the gaps. You may have to play the
audio a couple of times.
ANSWERS
1 blond / 2 quite / 3 like / 4 very / 5 dark / 6 brown
b
This task focuses on a question type that is quite
common in the exam: What does he/she look
like?. If learners dont know the expression, explain
to them that it refers to someones appearance.
Then ask them to do the matching exercise. Ask

questions about famous people:
What does Johnny Depp / Angelina Jolie / Robbie
Williams / Keira Knightley look like?
ANSWERS
1b/2c/3a
c
Demonstrate by asking a good learner from the
class a couple of questions about what people in
his/her family look like. Then organise the class
into pairs to do the same. Some learners might
find this kind of open ended question more
difficult. To help them, you could write these
prompts up on the board for them to refer to:
Hair: blond / dark / long / short
Body: tall / short / fat / thin /
medium height / average weight
Other: ugly / handsome / pretty / strange
ANSWERS
Open answers
page 33
Remind learners that they dont need to worry

too much yet about the grammar of forming
questions, but that they should be familiar with
these questions as set phrases because they are
quite commonly asked in the exam. Give them five
minutes to work through this alone before
comparing with a partner and finally listening to
the audio to check.
a
ANSWERS
1 How many people are there in your family? /

2 Have you got any aunts or uncles? / 3 What are
their names? / 4 How old are they? / 5 Whats your
fathers name? / 6 What does he look like? / 7 How
old is he? / 8 Tell me about your mother.
Play the audio one more time so that learners can
answer. The best way to do this is probably to pick
out individual learners to respond to each
question. Go through this at least twice so that
everyone gets a chance to answer.
25
GRADE 2
b
This is similar to the Communication Task on page
31, so its a good idea to mix up the class to make
sure that everyone is speaking to someone they
havent worked with recently. Tell learners to get as
much information as they can about their partners
family: names, ages and what they look like.
ANSWERS
Open answers
c
Again, mix up the class so that everyone is working
with a new partner. Learners should then describe
the family that they have just got information
about to their new partner. Finish off by asking
one or two learners to report back to the whole
class on the family they learned about in part b).
REVIEW UNITS 5-6

1a page 34
ANSWERS
Family members (any order)

mother / grandma / sister / father / auntie / brother
Animals (any order)
spider / donkey / mouse / rabbit / duck / goose
b
ANSWERS
Open answers
2a page 34
ANSWERS
1 ve got / 2 ve got / 3 ve got / 4 has got / 5 has

got / 6 hasnt got / 7 ve got / 8 ve got
ANSWERS
ANSWERS
Open answers
Open answers
c
ANSWERS
1f/2b/3d/4c/5e/6a
3a page 35
ANSWERS
1 How many children are there? / 2 How many

boys are there? / 3 What colour is his shirt? /
4 What colour is his hat? / 5 Has the woman got
a hat? / 6 Do they have sheep? / 7 Are there any
ducks? / 8 How many cows are there?
b
ANSWERS
Open answers
4a page 35
ANSWERS
1 thirty-two + eighteen = fifty / 2 fifteen + thirtyone = forty-six / 3 twenty-one + thirty-eight =

fifty-nine / 4 twelve + thirty-four = forty-six
b
ANSWERS
Open answers
26
UNIT 7
At home
different ways, each time changing the main

stress. Elicit from learners what youre doing and
how it can change the meaning of a sentence.
Lesson A Where do you live?
After playing the audio, you could drill these

sentences with the whole group. Divide the class
into two groups. Play the audio again.
1a page 36
You could ask learners to do this straightforward

matching exercise in pairs. Follow up by asking
them to close their books. Draw a simple plan of
your house on the board and ask them to identify
the rooms by asking Whats this? and pointing to
the various rooms. You may need to pre-teach the
word floor as it will come up again on page 40.
Then put learners into pairs and ask them to draw
plans of their own houses and to ask each other
about them:
Ask learners to complete the first row of the table

for themselves. Then tell them to get information
from two other friends in the class. If you have
space, this can be done as a mingling activity
where learners move around the room and
interview each other. At the end, ask one or two
learners to report what they noted down. For
example Justine lives in a flat. Hes got three
bedrooms.
Student A: Whats this?
Open answers
Student B: Its the bathroom. etc.

ANSWERS
1 bathroom / 2 bedroom / 3 balcony / 4 garden /

5 kitchen / 6 living room / 7 stairs / 8 garage
b
First ask learners to look at the three photos and
ask them questions such as:
Is this a flat/house?
Is this/it a big flat/house?
Is there a garden?
Are there any trees?
ANSWERS
2a page 37
This focuses on the there is/there isnt and there
are/there arent structures that learners are
expected to know for the exam. Point out to
learners that each question has two possible
answers (negative and positive).
Before moving on to the next part of the task,
concept check the two structures by asking learners
which refers to singular items (there is/isnt) and
which refers to plural items (there are/arent).
ANSWERS
1a&d/2c&b
How many floors are there?

Now tell learners that they are going to hear three
people talk about their homes and that they must
match the names with the photos. You may have
to play the audio a couple of times.
b
Learners should do this alone. Point out that this is

an extract from the audio they heard in exercise 1
this will help them decide whether to use the
negative or positive form. Once they have completed
the exercise, ask learners to compare their answers
with a partner. Finally, play the audio from exercise 1,
part b) again to allow learners to check.
Beforehand, explain the concept of sentence stress

with a few simple examples on the board. For
example, write This is my room. and say it in
1 There arent / 2 there are / 3 there isnt / 4 There

are / 5 Theres / 6 there isnt
ANSWERS
1C/2B/3A
ANSWERS
27
GRADE 2
UNIT 7 At home
Demonstrate the task with one of the stronger
learners in the class so that the rest of the class
understand what they have to do. As you monitor,
listen out for use of there is / there are and the
question forms of these.
ANSWERS
Open answers
b
This is an information gap activity. In pairs, students
draw a plan of their house like the diagram in a).
Then students sit opposite each other and talk
about their houses. An extension to this could be
to get students to draw a plan of their dream/ideal
house! Be ready to give extra vocabulary such as
swimming pool, gym and Jacuzzi!
ANSWERS
Open answers
Lesson B My house
1a page 38
This listening task is a way to present the language
that learners are expected to know, and to provide
some listening practice of native speakers for
learners. Begin by asking learners to look at the
table and explain to them that they will hear a boy
called Rob Young talking about his house and his
neighbours house. Ask questions to make sure
that they understand how the information in the
table is organised. For example: How many floors
are there in the Shaws house? Is there a dining
room in the neighbours house? Once they
understand how the table works and what
information they need to find out, play the audio.
You may need to play the audio a couple of times.
You could ask learners to complete the first
column on the first listening and the second
column on the second listening. After the second
listening, go through the answers together
ANSWERS
The Youngs
house
The
neighbours
house
Floors
13
Bedrooms
23
Bathrooms
32
Dining room
4 no
yes
Garden
big
5 small
b
Draw learners attention to the focus box which
summarises the determiners. Elicit from learners
when we use our and their. Point out that this gap
fill exercise is an extract from the audio, so it is Rob
Young speaking. Ask learners to read through
once without filling in the gaps. Then read through
a second time, this time filling the gaps with our or
their. When everyone is ready, play the audio to
check.
ANSWERS
1 Our / 2 Their / 3 our / 4 their / 5 their / 6 our
28
UNIT 7 At home
c
POSSIBLE ANSWERS
Ask learners to read the dialogue in the bubbles

and tell them that they will have a similar
conversation with their partner. Write on the board
the structures that you want learners to practise
during the conversation:
(accept other reasonable possibilities)
There is /isnt
Their house has / hasnt got
There are / arent
Our house has / hasnt got
Learners should use the table in part a) for
reference. This will help them to organise their
thoughts and provide structure to the
conversation. Give learners a few minutes on their
own to think about how their house compares
with the Youngs house. Then demonstrate the task
by choosing a learner to speak to while the rest of
the class listen. Partners need to take turns in
making comparisons, like this:
Learner A: Their house has two floors. Our house
has one
Learner B: There isnt a dining room in their house.
There is a dining room in our house.
kitchen
living room
bowl, cooker,
cupboard, drawers,
fork, fridge, knife, sink,
spoon, table, glass
armchair, lamp, mirror,

picture, rug, sofa, tv
bedroom
bathroom
poster, bed, drawers,

rug, wardrobe
rug, bath, mirror, towel
b
Make sure learners do this with closed books.
Demonstrate with a learner and then get pairs to
do the same. Each partner should name the
contents of a different room. A follow up activity
could be to ask learners to bring in photos of
rooms in a house cut out from magazines and
catalogues or downloaded from a website. Ask
learners to see how many objects in the picture
they can name or how many objects from the list
in this exercise they can find in the photos.
Learner A: There is a...
ANSWERS
Give learners about three minutes to talk together.

As they talk, monitor and listen out for errors,
particularly in the target structures.
Open answers
ANSWERS
Open answers
Ask learners to listen again to Rob Young and to

complete the first three sentences with some or
any.
2a page 38
3a page 39
ANSWERS
Ask learners to close books and call out any

household objects that they can name in English
while you write them up on the board. Then ask
them to open their books and do the sorting
exercise first alone and then compare with a
partner. An alternative approach could be to make
this into a game. Ask pairs to organise the words
into the four groups as quickly as they can. The
first pair to finish is the winner.
1 some / 2 any / 3 some
b
Now elicit from learners the rules of usage for
some (positive) and any (negative). Now ask
learners to complete the rest of the sentences
first alone, then check with a partner then check
altogether.
ANSWERS
1 some / 2 any / 3 any / 4 some / 5 any
29
GRADE 2
UNIT 7 At home
c
Give learners a few minutes to jot down notes in

their notebooks about three rooms in their house.
Then ask them to close their notebooks and do the
pair work. Demonstrate what they have to do by
asking one of the stronger learners in the class to
speak to you while everyone listens or you
describe a room in your house.
Now ask learners in pairs to ask each other the

same questions, but giving their own answers.
Finally, play the second audio for this task, which
has the examiners questions without the
candidates answers. Pause after each question and
choose a learner from the group to answer. Play
the audio a couple of times so that as many
learners as possible from the class get to answer.
ANSWERS
Open answers
4a page 39
The aim of this exercise is to encourage learners to

give longer answers to examiners questions rather
than simply giving one word yes or no answers.
Ask learners to do the matching activity alone
before going through the dialogue with the audio.
ANSWERS
1 we live in a flat / 2 our house has got five

bedrooms / 3 but theres a balcony / 4 weve got a
big kitchen and we eat there
30
ANSWERS
Open answers
Remind learners that the point of this exercise is to

practise giving longer replies to examiners
questions. Dont let them say only yes and no.
Divide the group up into pairs, with Student A
playing the examiner. Then they swap roles.
ANSWERS
Open answers
UNIT 8
Belongings
Lesson A My things
1a page 40
Make a game out of this task by asking learners to
do it in pairs and as quickly as they can. The pair
who finishes first and all correct is the winner.
Alternatively, once learners have gone through the
task and youve checked answers altogether, you
could play a team game such as pictionary:
Divide the class into two teams. Invite a member
of the team up to the front of the class. Whisper a
word from the list to them. They have one minute
to draw or mime the object so that their team
mates can guess what the item is.
ANSWERS
1 poster / 2 bed / 3 electronic game / 4 rug /

5 drawer / 6 books / 7 toys / 8 CD player / 9 desk /
10 chair / 11 watch / 12 wardrobe / 13 mobile
phone / 14 computer
b
Demonstrate the task by addressing questions like
those listed to the whole class, then divide the
class into pairs to do the task. The aim is to revise a
variety of language from previous units, so make
sure that learners use all the question types listed
as they speak to each other.
You follow up by asking learners, in pairs or threes,
to tell each other about their rooms at home and
how they compare with the picture. Write the
following prompts up on the board:
In my room ... there is/isnt
Ive got... / I havent got...
c
Explain to learners that two girls share this room:
Gwyneth and her sister Emma. Tell them that they
will hear Gwyneth talking about some of the
things in the room. Learners need to hear the
audio twice:
First listening: listen once and circle the things
Gwyneth mentions. (orange bed / blue bed / CD
player / posters / soft toys / mobile phone / watch
/ electronic game/computer)
Second listening: Ask learners to listen to
Gwyneth again and write G next to her things and
S next to her sisters things.
ANSWERS
Gwyneths things:
blue bed
CD player
soft toys
computer
Her sisters things:
orange bed
posters
mobile phone
watch
electronic game
2a page 40
Learners are expected to understand and use
these possessive pronouns in the exam. Give
learners a minute or so to go through the exercise
before checking altogether.
Follow up with a drill to consolidate their
understanding of the pronouns. Ask learners to
close their books. Do a simple prompt and
response drill, using the same pattern used in the
exercise theyve just done:
Teacher: Its your computer.
Learners: Its yours.
Give learners an example by describing your room

at home. Then ask pairs to tell each other.
ANSWERS
Open answers
Teacher: Its their game-boy.

Learners: Its theirs.
ANSWERS
1b/2f/3a/4c/5d/6e
31
GRADE 2
UNIT 8 Belongings
b
ANSWERS
1 mine / 2 yours / 3 his / 4 hers / 5 theirs
ANSWERS
c
To help learners appreciate the difference
between the voiced /z/ sound and the unvoiced
/s/ sound, get them to say the sounds with three
fingers resting gently on their throat. When they
say /z/, they will feel the vibrations.
ANSWERS
CD player
brush
radio
Listen and repeat
pencil case
mobile phone
soft toys
comb
pens
hat
pencils
posters
computer
Note that learners are not expected to know or use

whose for the exam, but it is useful for practising
the possessive pronouns here. If they dont know
the word yet, ask them to read the dialogue in the
bubbles on page 41. Can they work out what it
means?
watch
ruler
mirror
ANSWERS
Open answers

This is a simple information gap activity where
learners have to learn from their partner who each
of the objects in the box belongs to. In order to do
this, learners need to be able to ask simple
questions using be and the possessive pronouns.
For example: Is the brush hers?
If this is new to your learners, explain to them that
the question is formed simply by inverting the
subject and be. You may want to practise this with
a few drills like this:
Teacher: The brush is hers.
Learners: Is the brush hers?
Now show learners the photos of the children and
ask them what pronoun matches with each: his,
hers or theirs?
Divide the class into pairs and ask the As to go to
page 63. Each learner now has different
information under the photos and they must ask
each other about who the remaining objects
32
belong to. As you monitor, make sure that learners

are using the pronouns and not just saying the
girl or the boy.
magazines
UNIT 8 Belongings
b
Lesson B Where is it?
page 42
Draw learners attention to the picture on page 42.

As revision of the vocabulary from previous units,
point to objects in the picture and ask learners
exam style questions like the following: 31
Demonstrate what learners have to do by choosing

a volunteer from the class to work with you on a
few examples. Divide the class into pairs, Student A
asks five questions and then they swap roles.
Remind them that they can ask about the picture
and/or their classroom.
Whats this?
What colours the...?
ANSWERS
Is this a...?
Are there any...?
Open answers
How many...are there?
Is there a...?
3a page 43
Now ask learners to do the gap fill task using

prepositions from the box. They should do this
alone at first, then compare with a partner before
listening to the audio to check. You may want to
play the audio again and pause for learners to
repeat.
ANSWERS
1 next to / 2 between / 3 under / 4 in / 5 in front of /

6 behind
2a page 42
You could follow this up with a simple memory
game:
Have some objects that learners can name in
English on the teachers desk. Ask learners to say
where things are using prepositions. Then the
class to close their eyes while you change the
position of things on the desk. When ready, ask
learners to open their eyes and tell you whats
changed. This can also be played in pairs.
ANSWERS
The focus of this task is giving short answers using
either the verb be or there is/are. Examiners will
be looking for candidates ability to use these
forms rather than simply giving yes or no
answers. Write the following on the board and ask
learners working in pairs to find the correct
match:
1b/2c/3e/4a/5d
b
Demonstrate the task with one of the stronger
learners and then let the rest do it in pairs. Monitor
for correct use of prepositions.
ANSWERS
1 Is there a teacher in the class? A No, there arent.
Open answers
2 Are there elephants

in the class?
B Yes, it is.
4a page 43
3 Is this your house?
C Yes, there is.
4 Is this your school?
D No, there isnt.
Students should do this on their own, then check

with a partner before going through it together.
After a minute or so, go through the matches

together. Point out that if the question begins with
one form, the answer should use the same form.
Now tell learners that they are going to read
questions about the picture in the previous
exercise and that they must write down the
correct short answer.
ANSWERS
1 No, there isnt. / 2 Yes, it is. / 3 No it isnt. / 4 No,

there isnt. / 5 Yes, there are.
ANSWERS
1b/2a/3a/4b/5b
b
Organise the group into pairs. Give Student A
three minutes to ask questions while Student B
answers, then get pairs to swap roles.
ANSWERS
Open answers
33
GRADE 2
REVIEW UNITS 7-8

1a page 44
ANSWERS
W A T C H
A
3
C U P B O A R D
D
5
4
A R M C H A I R
O
O
B
B
7
I
D E 6S K
L
P
8
9
E
E
F
O
10
C O M P U T E R
O
W
H
I
N
W
O
D
W
N
G
W
E
E
4a page 45
ANSWERS
ANSWERS
Open answers
1d/2e/3c/4a/5b
2a page 44
ANSWERS
Open answers
Go round the class asking individual students

question like those in part a). Then ask pairs to
take turns asking and answering similar questions.
b
ANSWERS
1 arent / 2 between / 3 next to / 4 mine /

5 yours / 6 her
3a page 45
ANSWERS
Correct sentences: 1; 3; 6; 7; 8
b
ANSWERS
Open answers
34
ANSWERS
Open answers
UNIT 9
Days and months

Lesson A My week
1a page 46
With closed books, see how many of the days of
the week learners can remember. Do various
choral drills such as:
From Monday to Sunday, From Sunday to Monday
(i.e. backwards).
answers with a partner. Play a second time and

then check.
ANSWERS
1 Sunday / 2 Tuesday / 3 Saturday / 4 Wednesday /

5 Thursday
c
Now ask learners to see if they can remember
what time of day Mike does the various activities.
Point out that two answers are possible for the
same day for example afternoon and evening.
Once they have read through and marked what
they think is correct, play the audio to check.
ANSWERS
Divide the class into two groups each group says

an alternate day. Watch out for common
pronunciation problems, such as:
1 Sunday evening
Monday the first vowel sound should be very short.
0 Monday morning
Wednesday is pronounced /wenzdei/.
3 Saturday morning
Then ask them, What day is it today?. Encourage

the full answer Its... . You could also drill this by
using flash cards. Repeat the question to the class,
but each time hold up a new day and their answer
should change accordingly.
4 Wednesday afternoon
Now ask learners to open their books and

complete the diary with days of the week. Give
them a minute or so and then use the audio to
check and repeat.
Follow by asking a student, My favourite day is
Saturday but I dont like Monday. What about
you?. The learner you choose answers and then
turns to the student next to them and asks the
same question. Each student in turn answers and
asks the next.
2 Tuesday afternoon
5 Thursday evening
d
Ask learners to look at the activities listed in the
box for this exercise. Do they know what they all
mean? Can they add any other daily/weekly
activities to the list? Give an example by talking
about yourself and your week. Point out that we
use the preposition on with the days of the week.
Then get learners to talk to each other for a minute
or so about their week. Ask them to use all the
activities listed in the box for this exercise, plus
others they know how to say in English.
ANSWERS
ANSWERS
1 Tuesday / 2 Wednesday / 3 Thursday / 4 Friday /

5 Sunday
Open answers
b
Give learners a few moments to read through the
exercise and look at the pictures. Tell learners that
they only have to listen out for the days not the
times of day that Mike does things. Point out the
that days are not in order from left to right. Play
the audio once. Let learners compare their
2a page 47
These are all common activities that learners
should be able to mention at this level. Give them
a few moments to match the pictures to the
activities, then ask them if they know any others to
add to the list.
ANSWERS
1F/2B/3C/4A/5E/6D
35
GRADE 2

b
Point out the third person forms. Its worth
spending time on whole class drills to practise this.
ANSWERS
activities and little tick boxes, then they must find

out from their partner what the correct choice is.
You may need to drill the question form a couple
of times before learners get started:
What does...do on....?
1 plays / 2 doesnt / 3 Does / 4 play
What do...do on...?
Demonstrate what learners have to do by

choosing a good learner from the class to work
with you on a few examples.
First of all draw learners attention to the grammar
table describing present simple. Note that learners
are not expected to form questions in the exam,
but they are expected to recognise and
understand them. The table is simply provided for
reference, but if you think its necessary, you could
do substitution drills to practise the form.
Saturday
Morning
Daniel
play chess
watch tv
Adriana
play violin
watch tv
Their parents
go shopping
watch tv
Sunday
To demonstrate the task, write the following on

the board:
mum Monday work
dad Tuesday read
we Wednesday go
brother Thursday shopping
Ask a learner to come up to the board to help you.
Ask the learner to cross off the words from the list
as you say them. Now begin to talk about your
week: On Monday morning my dad works. On
Tuesday...
Now divide the class into pairs and ask them to do
the same. Student A talks and tries to use all the
words in the boxes while Student B crosses them
off. Tell learners not to worry about telling the
truth just making correct sentences. When all the
words have been crossed off the list, the pair
swaps roles and it is Student Bs turn to talk while
Student A crosses words off the list.
ANSWERS
Open answers

This is another information gap activity where
learners have to share information in order to
complete the table. Explain to learners that each
student has some information about what the
family does, but where there is a choice of two
36
Afternoon
Morning
Afternoon
Daniel
sleep
do homework
Adriana
play football
meet friends
Their parents
do gardening
listen to music
Lesson B Whens your birthday?

1a page 49
Before they open their books, see how many of the
months learners can remember ask them to call
the names out to you. Then get them to complete
the diary on page 48 with the months. Then play
the audio for them to check.
Follow up with pronunciation work focusing on
word stress. Ask learners to mark where the main
stress lies in each month. e.g. JANuary. Ask them to
compare with a partner and then play the audio
once again for them to check. See Procedures file
for speaking drills.
ANSWERS
1 April / 2 June / 3 July / 4 September /

5 November / 6 December

b
Students should put the notes onto the diary
pages from the previous exercise, according to
whats true for them and their family. Give them a
few minutes to complete this and then show them
an example of what to do for exercise c) by asking
a few questions to one of the stronger learners in
the class. You could help learners form questions
by putting these prompts up on the board:
When is...?
When do...?
can hear the endings. Once theyve completed the

table, ask them to compare with a partner. Then
play the audio in order to check. Play the audio a
second time and pause to allow learners to repeat
what they hear get them to exaggerate the
endings a little so that they get a feel for the sounds.
Group 1 /s/
Group 2 /z/
Group 3 /iz/
starts
swims
finishes
likes
plays
closes
eats
opens
washes
When does...?
Also, remind learners that we say in for months,

not on. As you monitor, dont worry too much
about mistakes with question formation because
this is not necessary for the exam.
ANSWERS
Open answers
c
ANSWERS
Open answers
2a page 49
3a page 49
Remember that candidates for this level dont
need to be able to form questions like these, but
they should recognise and understand them. Point
out to learners that...
Is...?
Do...?
Does...?
Are...?
When...?
Where...?
What...?
asks for a Yes or No answer
asks for a time

asks for a place
asks for a thing
The focus of this task is the three ways to

pronounce third person endings for present
simple verbs. Each sentence about Alison is an
example of one of the third person endings. First,
simply ask learners to make matches so that the
sentences make sense. Then play the audio for
them to check their answers.
Give learners a few minutes to do this alone and

then to compare. Finally, play the audio for
learners to check their answers.
Point out to learners that each verb ends in a

slightly different sound: /s/ /z/ /iz/.
Play the audio again and ask them to listen out for
these differences and see if they can match the
verb with the sound.
Give learners a few minutes to think about how

they might answer each question. Then put
learners into pairs to ask each other questions
from the list (Student A the odd questions 1,3,5
etc. and Student B the even questions 2,4,6 etc).
Now play the audio, pausing after each question
and asking one learner each time to answer.
ANSWERS
1c/2a/3b
ANSWERS
1 What / 2 Is / 3 Is / 4 Whens / 5 Whens / 6 When /

7 Do / 8 What / 9 What / 10 What / 11 Do / 12 Does
Now ask learners to sort the group of words into the
three categories according to their pronunciation.
They should do this on their own encourage
them to say the words to themselves so that they
37
GRADE 2
UNIT 10
Pets
Lesson A The pet shop
1a page 50
With closed books, see how many animals learners
can name in English and write them on the board.
Then ask pairs to group the animals into categories:
pets / wild / farm / can walk / can fly / can swim
etc.
Ask learners if they have pets. Now ask them to
open their books and look at the picture on page
50 and do exercise a) individually, then check with
a partner. The focus is a review of plural forms.
Draw learners attention to the focus box which
has a reminder of common irregular plurals.
ANSWERS
1 eight / 2 two / 3 nine / 4 eleven / 5 five / 6 four /

7 three / 8 six
2a page 51
Ask learners to close their books. Point to your
ears, nose legs etc. and ask learners to call out the
correct words. Now ask learners to open their
books to page 51 and look at the list of words for
part a). Can they find 3 words that were not
mentioned when you were asking them to call
out? They should find wing, beak and tail. Now
ask them to do the labelling activity together with
a partner.
ANSWERS
1 wing / 2 head / 3 beak / 4 eye / 5 ear / 6 nose /

7 tail / 8 mouth / 9 leg / 10 foot
b
This practises imperative forms that examiners
often use in the interview. Give a few examples of
what learners have to do and then get pairs to
work together, taking turns at giving orders. Point
out the Focus box information about the
determiner its and remind learners about the
other determiners they learned in Unit 3, Lesson B.
You could follow up by playing the childrens game

Simon says. See Unit 4, Lesson A for more details.
Ask learners to do the matching alone and then

compare with a partner before going through the
exercise altogether. This is revision of typical
question types from the exam.
Open answers
ANSWERS
1c/2d/3a/4b
c
Provide an example of what learners have to do by
directing a few questions to one of the stronger
learners in the class. Then organise the group into
pairs. Student A asks four questions, then Student
B asks four questions. Dont accept only Yes or No
(one word answers).
ANSWERS
Open answers
ANSWERS
3a page 51
First ask learners to look at the photos and in pairs
make guesses about what animals they are and
then feedback to the rest of the class. Then play
the audio. Once youve gone through the answers
together, ask learners what words they heard that
helped them find the correct animal.
ANSWERS
1 goldfish (key words tail / hasnt got wings /

swims)
2 snake (key words long and thin / hasnt got
legs)
3 mouse (key words tail / small / white)
38
UNIT 10 Pets
b
Ask learners first to read through the dialogue in
the bubbles so that they know what they have to
do. Give an example yourself by describing one of
the animals and asking learners to guess. Now
pairs do the same.
ANSWERS
Open answers
c
This is simply a continuation of the previous
exercise. Learners could describe animals from the
book, farm animals or any other animals that they
know the name of in English.
ANSWERS
Open answers

This is another information gap style activity. The
aim is to find out what animals are in all the boxes
in the pet shop. Student A knows what animals are
in 4 of the boxes, while Student B knows what
animals are in the other 4 boxes. To find out what
animal lives where, they need to ask each other
questions. Students shouldnt say what the animal
is, but describe it using descriptions practised in
the previous exercise using adjectives of size,
colour and parts of the body. You might need to
demonstrate what learners have to do. Do an
example with one of the stronger learners in the
class.
Lesson B Are they playing?

1a page 52
These are common verbs that learners should
know at this level. Learners should match and then
compare with their partner before going through
the answers together. You could follow up with
flashcards showing other verbs and elicit/teach
these too: read, write, walk, run, jump, open, close,
sing are all appropriate for this level but choose
verbs that you can use to talk about animals.
ANSWERS
A play / B eat / C sleep / D swim
b
Tell learners they are going to hear extracts from a
typical interview. Play the audio a couple of times,
then ask learners to compare with their partners
and tell each other why they chose what they did.
When you go through the answers together, ask
learners to say what they heard that helped them
find the right picture.
ANSWERS
1C/2B/3D/4A
c
For this level, candidates are not expected to
produce Present Continuous, but they are
expected to understand questions in the Present
Continuous and to be able to give short answers.
For example:
ANSWERS
Is she reading?
1 mice / 2 parrot / 3 rabbit / 4 goldfish / 5 snake /

6 tortoise / 7 puppy / 8 kitten
Yes, she is.

Ask learners to complete the three sentences with
the missing words and then play the audio to check.
ANSWERS
1 Is / 2 Is / 3 Are
d
This table completion task gets learners to focus
on the form of present continuous, but it is just as
important that you help learners understand the
39
GRADE 2
UNIT 10 Pets
meaning of this verb form at this level the focus
is on present continuous for actions happening at
the time of speaking, or for describing actions in
photographs and pictures.
ANSWERS
1 Is / 2 Are / 3 am / 4 is / 5 are / 6 am not (m not) /

7 is not (isnt) / 8 are not (arent)
You dont need to spend too much time on the
grammar of question formation, which can be
difficult for young learners. However, make it clear
that word order plays and important role in
English in signalling questions.
ANSWERS
1 What are they?
Once learners have done this exercise, follow up

with a drill which will help make the short answer
forms come more automatically to learners.
2 What colour is your puppy?
ANSWERS
5 Is he sleeping now?
1 she isnt. / 2 they are. / 3 he isnt. / 4 they are. /

5 you arent. / 6 I am.
2a page 53
Demonstrate what learners have to do by asking
the class questions like those in the dialogue
bubbles.
ANSWERS
Open answers
3 What are they called?

4 Has he got a tail?
The aim of this exercise is to encourage learners to
give slightly more extended answers to examiners
questions. Once they have completed the exercise,
discuss with learners what other ways the
candidate could have elaborated on his answers.
Ask learners in pairs to look at the dialogue again
and add their own extensions to the candidates
answers. Get examples from one or two learners
by way of feedback at the end.
ANSWERS
The focus here is on rising intonation used in

closed questions like these. You can ask learners to
try and copy the intonation pattern, but at this
stage the important thing is mainly to raise
awareness that intonation patterns like these exist
and are a feature of the language as much as
vocabulary and grammar.
1a/2b/3c/4d/5e
c
This can be a team game where a member from
each team mimes an action to the other members
who have to guess what the action is. Team
members: Are you running? Student whos miming:
No, Im not. etc.
ANSWERS
Open ended
40
3a page 53
c
If learners dont have a pet, they can talk about a
pet they would like to have or about a friends,
neighbours or relatives pet.
ANSWERS
Open answers
REVIEW UNITS 9-10
F
M
R
ANSWERS
O
I
3
4
5
A
J
W E D N E S D A Y
6
7
T U E S D A Y
D
A
S
G
N
A
Y
A
8
9
10
U
T H U R S D A Y
F
T
S
A
E
E
U
11
T
R
C
N O V T T B T R
Y
E
R
D
M
U
A
B
A
Y
12
S E P T E M B E R
R
Y
1a page 54
b
ANSWERS
Open answers
c
ANSWERS
Open answers
2a page 54
ANSWERS
Open answers
page 55
Go round the class asking individual students

questions from the list. Then put learners in small
groups and ask them to take turns asking and
answering questions.
ANSWERS
1 B / 2 C, F, B / 3 C, F, B / 4 C, F, B / 5 F / 6 D / 7 D / 8 E /
9 A / 10 A / 11 E / 12 C, F, B / 13 D, F / 14 D, / 15 F /
16 E / 17 A / 18 C, F, B
b
ANSWERS
1 is / 2 not / 3 are / 4 go / 5 never / 6 usually,

sometimes, never etc / 7 doesnt / 8 watch
41
Recording scripts
2
Boy: Hi! Im Gary. Im from England. Im nine.

Girl: Hello! Im Sophie. Im from Australia and Im
ten.
Boy: Hello! My names Fabio, but Im not from Italy.
Im from Canada. Im eight years old.
Girl: Hello. My names Olga. Im from Russia. Im
nine.
Girl: Hi. My names Carmel.
Girl: And Im Maria. Were ten and were from
Spain.
Boy: Hi. Im Win.
Boy: And Im Jason.
Boys: Were eight and were from Hong Kong.
All together: Nice to meet you! Bye!
3
1 Examiner: Hello!
Boy: Hi!
2 Examiner: Whats your name?
Girl: Alice.
3 Examiner: Nice to meet you!
Boy: Nice to meet you, too.
4 Examiner: How are you?
Girl: Im fine, thanks.
5 Examiner: Goodbye!
Boy: Bye!
4
Boy: Hello!
Girl: Hi!
Boy: Whats your name?
Girl: Parveen.
Boy: Where are you from, Parveen?
Girl: Im from India.
Boy: Nice to meet you.
Girl: Nice to meet you, too.
5
One / Two / Three / Four / Five / Six / Seven /

Eight / Nine / Ten
1
2
3
4
5
6
7
8
Hello!
Good morning.
Take a seat.
Whats your name?
Nice to meet you.
Where are you from?
How old are you?
Goodbye!
7
A Boy: This is Kim.

Girl: How old is he?
Boy: Hes two.
B Boy: Hi. My names Abdul.
Girl: Hello Abdul. How old are you?
Boy: Im ten.
C Girl: These are my children Jan and Monika.
Boy: How old are they?
Girl: Theyre five and seven.
D Girl: This is me and my twin sister.
Boy: How old are you?
Girl: Were nine.
E Boy: This is my friend, Anna.
Girl: How old is she?
Boy: Shes eight.
F Boy: This is my cat.
Girl: How old is it?
Boy: Its four years old.
8
1
2
3
4
5
6
7
8
Im nine.
Shes from France.
We arent from Hong Kong.
My name isnt Maria. Its Mary.
My name isnt John.
They arent Italian.
Im fine, thanks.
Hes from India.
9
1 hes
2 shes
3 its
42
4 youre
5 were
6 theyre
Recording scripts
10
In a pencil case
Pen / pencil / ruler / eraser / sharpener
In a school bag
Book / calculator / dictionary / notebook / pencil
case
Furniture
Cupboard / desk / chair
People
Student / teacher
11
Eleven / Twelve / Thirteen / Fourteen / Fifteen /

Sixteen / Seventeen / Eighteen / Nineteen
12
Example Eleven pencils

1 Thirteen watches
2 Fifteen classes
3 Twelve pens
4 Sixteen boys
5 Fourteen dictionaries
13
1 /s/ books
2 /z/ teachers
3 /iz/ watches
14
1 /s/
Books / Desks / Student / Pencils
2 /z/
Teachers / Erasers / Dictionaries / Boys
3 /iz/
Watches / Boxes / Classes / Pencil cases
15
4 Examiner: What are these in English?

Girl: Rulers.
5 Examiner: Whats this in English?
Boy: An eraser.
6 Examiner: Are you from Spain?
Girl: No, Portugal.
16
1 Examiner: Is your name Helen?

Girl: Yes, it is.
2 Examiner: Are you from Spain?
Boy: No, Im not.
3 Examiner: Is this a computer?
Girl : No, it isnt.
4 Examiner: Is he eleven?
Girl: Yes, he is.
5 Examiner: Are these pencil sharpeners?
Boy: Yes, they are.
6 Examiner: Are these rulers?
Girl: No, they arent.
17
Hello!
Is your name Sam?
Are you from Greece?
Are you eleven?
Is this your classroom?
How many students are there in your class?
18
1
2
3
4
5
6
7
8
Whats this?
What are these?
Is this a pencil case?
Is this a pencil sharpener?
Are these notebooks?
Are these pens?
How many are there?
Is this your pencil case?
1 Examiner: Are you eleven?

Girl: Yes, I am.
2 Examiner: Is she your teacher?
Girl: Yes, she is.
3 Examiner: Is this a pen?
Girl: No, it isnt.
43
Recording scripts
19
Group 1 one syllable

Coat / belt / jeans / gloves / dress / socks / shoes /
scarf / skirt / shirt / hat / shorts
Group 2 two syllables
Jumper / trousers / T-shirt / jacket / glasses /
trainers
20
1
2
3
4
5
6
7
8
9
10
11
12
brown shoes
a green shirt
pink glasses
a yellow skirt
white shorts
a red hat
a blue t-shirt
black trousers
a purple dress
grey socks
a beige coat
a orange scarf
21
this / these
22
1 Examiner: Whats this?

Girl: Its a hat.
2 Examiner: What are these?
Girl: Theyre shorts.
3 Examiner: What colour is it?
Girl: Its purple.
4 Examiner: What colour are they?
Girl: Theyre black.
5 Examiner: Are those shoes red?
Girl: No, they arent. Theyre orange.
6 Examiner: Is that a blue shirt?
Girl: Yes, it is.
23
1 Examiner: What colour is her hat?

Boy: Its red and white.
Examiner: And her gloves? What colour are
they?
44
Boy: Theyre red and white, too.

Examiner: And what colours her scarf?
Boy: Her scarf? Um... thats white.
2 Examiner: What colour is his t-shirt?
Girl: Um, its red, I think.
Examiner: And his hat? What colour is it?
Girl: His hat is... blue, I think. Yes, it is blue.
3 Examiner: And what colour are their shirts?
Girl: Their shirts? Um, theyre blue.
Examiner: What colour are their hats?
Girl: Theyre blue and red.
24
1
2
3
4
5
6
Whats this?
What are these?
Is this a hat?
What colour is it?
What colour are his trousers?
What colour are my shoes?
25
1
2
3
4
5
6
7
8
9
10
11
12
Head
Eye
Ear
Foot
Hair
Nose
Leg
Teeth
Mouth
Finger
Hand
Arm
26
1
2
3
4
5
6
7
8
9
Give me a pen.
Come here.
Open your book.
Point to the door.
Go to the window.
Touch your nose.
Stand up.
Show me your ears.
Sit down.
Recording scripts
Examiner: Wheres Bob from?
27
1
2
3
4
5
6
7
8
Hes tall and thin.

Her hair is long.
Its big and fat.
Shes small and very young.
Its thin and fast.
Shes old and her hair is short.
His hair is short.
Its small and white.
Boy: Hes from China.

Examiner: How old is he?
Boy: Hes two.
Examiner: And the orange fish. What are their
names?
Boy: Their names are Harry, Anna and Mary.
Examiner: Where are they from?
Boy: Theyre from Africa
Examiner: And how old are they?
28
Boy: Erm, they are... seven.
Tiny teeth.
Thin feet.
Examiner: Wheres the yellow fish from?

Boy: Shes from Brazil.
29
1
2
3
4
5
6
7
8
Examiner: Whats she called?

Open your book.
Show me page 21.
Are its ears long?
Point to your teacher.
Is my hair long?
Point to your ears.
Are they big?
Sit down.
Boy: Angela.
Examiner: And how old is Angela?
Boy: Six.
Examiner: And these two colourful fish?
Boy: Their names are Bubble and Squeak.
Examiner: Where are they from?
Boy: Theyre from Japan.
Examiner: How old are they?
30
Boy: Theyre... twelve.
Girl: Is it a girl?
Boy: No, its a boy.
Girl: Is he tall and thin?
32
A short slow sheep.
Boy: Yes, he is.

Girl: Are his eyes blue?
Boy: Yes, they are.
Girl: Its John.
Boy: Thats right.
31
Examiner: Hello Alex!

Boy: Hello!
Examiner: Are these your fish?
Boy: Yes, they are.
Examiner: Tell me about the blue fish. Whats his
name?
Boy: His names Bob.
33
Girl: This is my horse. Her names Penny. Shes five

years old. Her body is brown, her legs are brown
and her tail is black. Shes tall and shes fast. I love
her a lot.
34
1
2
3
4
5
6
7
Good morning.
Whats your name?
How old are you?
Where are you from?
Whats this?
What are these?
How many are there?
45
Recording scripts
8
9
10
11
12
13
14
15
16
What colour is it?

Is this your pencil?
Are these my books?
Show me the big dog.
Point to your nose.
Stand up.
Sit down.
Go to the door.
Come here.
35
Examiner: Tell me about your family, Li.

Girl: Hmm, my family. Well, my fathers 38 and his
names Jimmy. My mums called Lia.Shes 34. Ive
got grandparents. My grannys called Yan Yan and
my grandads name is Yul.
Examiner: Have you got any brothers or sisters?
Girl: Ive got one brother. His names Chen. Hes 10.
Examiner: Have you got any sisters?
Girl: No. I havent got a sister, but Ive got an auntie
called Jing and an uncle. His names Ho.
36
Twenty / Twenty-two / Twenty-eight / Thirty /

Thirty-six / Forty / Forty-seven / Fifty
37
1 Hes quite old, I think hes a granddad. Hes got

grey hair. Hes quite fat and hes got glasses.
2 Shes young and shes got long, dark hair. Shes
very pretty.
3 Hes got very short hair and quite big brown
eyes.
4 Shes quite old and shes got fair hair.
38
Examiner: Tell me about your parents.

Girl: Well, my mums quite young. Shes 35 and her
name is Kate. My dads 40. His names George, hes
got blond hair and hes quite tall.
Examiner: What does your mum look like ?
Girl: Shes very pretty. Shes got long dark hair and
brown eyes.
46
39
1
2
3
4
5
6
7
8
How many people are there in your family?

Have you got any aunts or uncles?
What are their names?
How old are they?
Whats your fathers name?
What does he look like?
How old is he?
Tell me about your mother.
40
1 Hi, Im Kristoffer. This is my house. Its very

small. It has got one floor. There arent many
rooms, but theres a big garden. There are some
trees in the garden. I like it very much.
2 Hello. My names Yiu and I live here. There are
35 floors and theres a lift! I live on the first floor.
In my flat there are three bedrooms and a big
living room. We have also got a small balcony
but there isnt a garage.
3 Hi, Im Angela and this is my house. There are
two floors. There are four bedrooms and my
bedroom is at the top of the house! Theres a
kitchen and a dining room. Theres a small
garden and a garage for our car, but there isnt
a swimming pool!
41
1 Where do you live?

2 How many rooms are there?
3 Is there a garden?
42
Boy: Our house is quite small. Their house is big.

Weve got two floors but their house has got three.
In our house there are three bedrooms upstairs. In
their house there are five. Our house has got one
bathroom, and their house has got two. Theres a
dining room in their house, but weve got a table
in our kitchen. Weve got a big garden and weve
got some trees. Their garden is quite small. They
havent got any trees but theyve got some pretty
flowers.
Recording scripts
43
48
1 Examiner: Have you got a big house?

Boy: No, we live in a flat.
2 Examiner: Are there many rooms in your
house?
Boy: Yes, our house has got five bedrooms.
3 Examiner: Have you got a garden?
Boy: No, but theres a balcony.
4 Examiner: Have you got a dining room in your
house?
Boy: No, weve got a big kitchen and we eat
there.
1 Boy: Wheres Angus?

Girl: Hes in front of the chair.
2 Boy: Are Pong and Fang under the table?
Girl: No, they arent.
3 Boy: Is there a puppy under the bed?
Girl: Yes, there is.
4 Boy: Wheres Duffy?
Girl: Hes between the drawers and the bed.
5 Boy: Is Bungle behind the bed?
Girl: No, he isnt.
49
44
1
2
3
4
Do you have a big house?

Are there many rooms in your house?
Do you have a garden?
Do you have a dining room in your house?
45
Girl: This is our room. The blue bed is mine and the
orange bed is Emmas. The CD player is mine. I love
music. The posters are hers, but I like them. The
soft toys are mine and the mobile phone is hers.
That watch is mine and the electronic game is
hers. The computer is mine, but Emma uses it too.
yours
ours
theirs
his
hers
47
Example Kim is on the bed.

1
2
3
4
5
6
50
Boy: On Monday morning I play tennis at school. I

like that. I have a guitar lesson on Tuesday
afternoons. On Wednesday afternoon we do art. I
like to draw and paint. On Thursday evening I
watch my favourite programme on TV. On
Saturday morning I meet my friends and we go
skateboarding. On Sunday evening I visit my
auntie. She has got a little boy, Thomas and I have
dinner with them.
51
46
1
2
3
4
5
Monday / Tuesday / Wednesday / Thursday / Friday /

Saturday / Sunday
Theres a table next to the bed.

The plant is between the radio and the clock.
The radio is under the books.
Theres a pencil case in the drawer.
The chair is in front of the desk.
Theres a pillow behind Kim.
January / February / March / April / May / June /

July / August / September / October / November /
December
52
1 In July Alison finishes school.

2 In August Alison swims all day.
3 In September Alison starts school again.
53
Group 1 /s/
starts, likes, eats
Group 2 /z/
swims, plays, opens
Group 3 /iz/
finishes, closes, washes
47
Recording scripts
54
1
2
3
4
5
6
7
8
9
10
11
12
57
What day is it today?

Is it Friday?
Is it August?
Whens your birthday?
Whens your dads birthday?
When do you go on holiday?
Do you go on holiday in June?
What do you do on Monday morning?
What do you do on Saturday afternoon?
What do your parents do on Sunday evening?
Do you go to school on Sunday?
Does your dad go to work on Monday
morning?
1 Examiner: Is she sleeping?

Boy: No, she isnt.
2 Examiner: Are they running?
Boy: Yes, they are.
3 Examiner: Is he playing?
Boy: No, he isnt.
4 Examiner: Are they eating?
Boy: Yes, they are.
5 Examiner: Am I reading?
Boy: No, you arent.
6 Examiner: Are you listening?
Boy: Yes, I am.
58
55
1 Its got a tail but it hasnt got wings. Its orange

and white. It swims very well. What is it?
2 Its body is long and thin. Its head is small and it
hasnt got legs. What is it?
3 Its got four legs and its white. Its tail is long
and its ears are small. What is it?
Im not
She isnt
He isnt
It isnt
You arent
They arent
59
56
1 Examiner: Is she running?

Boy: No, she isnt.
Examiner: Is she sleeping?
Boy: Yes, she is.
2 Examiner: Is he playing?
Boy: No, he isnt.
Examiner: Is he eating?
Boy: Yes, he is.
3 Examiner: Are they walking?
Boy: No, they arent.
Examiner: Are they playing?
Boy: Yes, they are.
4 Examiner: Are they eating?
Boy: No, they arent.
Examiner: Are they swimming?
Boy: Yes, they are.
48
1 Is this your dog?

2 Do you play tennis?
3 Are you doing homework?
60
Example
Examiner: Have you got a pet?
Girl: Yes, I have. Ive got two.
1 Examiner: What are they?
Girl: Ive got a puppy and a fish.
2 Examiner: What are they called?
Girl: My puppys called Spike and my fish is
called Bubble.
3 Examiner: What colour is your puppy?
Girl: Hes black, but hes got white feet.
4 Examiner: Has he got a tail?
Girl: Yes, he has. Hes got a short tail.
5 Examiner: Is he sleeping now?
Girl: No, he isnt. Hes playing.

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Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 14:49 Pagina 1

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 2

2011 Black Cat Publishing, Genoa, London

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

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 3

UNIT 1 Nice to meet you

Hello & goodbye

Review units 1-2

UNIT 4 The body

Show me your nose

Review units 3-4

Review units 5-6

Where do you live?

Review units 7-8

UNIT 9 Days and months

The pet shop

Review units 9-10

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 4

Brainstorming vocabulary and ideas

Use of the board

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 5

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 6

Lesson A Hello and Goodbye

have checked the answers, get learners to practise

Nice to meet you

1 England / 2 Italy / 3 USA / 4 Spain / 5 Hong Kong /

round the class, each learner saying the next

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

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 7

UNIT 1 Nice to meet you

Lesson B How old is she?

1 he / 2 He / 3 you / 4 I / 5 they / 6 They / 7 you /

Remember that the aim of this is to practise the

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 8

UNIT 1 Nice to meet you

See the methodology notes on drills at the

The aim here is to review and practise present

Then focus on the contracted short forms by

3 Communication Task, page 9

1 shes / 2 you / 3 are / 4 I / 5 is not / 6 arent

1 Im nine. / 2 Shes from France. / 3 We arent from

Trinity 1-2_TB OK_Trinity 1-2_TB 09/02/11 15:33 Pagina 9

time, use the audio to drill the vocabulary items

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

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

1 teacher / 2 cupboard / 3 desk / 4 book / 5 chair /

Examiner: Whats this?

First, bring students attention to the Focus box on

Vocabulary grouping activities like this one are

Candidate: Its a/an...

Focus on pronunciation. You need to point out to

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Teacher: Whats this?

At this point you dont need to expect fuller

1 twelve / 2 thirteen / 3 fourteen / 4 fifteen /

Once you have done these examples altogether,

1 thirteen watches / 2 fifteen classes / 3 twelve

Ask learners to repeat the words after you, giving

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