New_Pass_Trinity_3-4_-_Teacher_s_Book.pdf

NEWTrinityTeachers BookPass3-4Stuart CochraneTrinity GradesISE 0Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:22 Pagina 1 2011 Black Cat Publishing,Genoa,LondonFirst edition:February 2011Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions.We would be pleasedto insert the appropriate acknowledgement in any subsequent edition of this publication.All rights reserved.No part of this publication may be reproduced,stored in a retrieval system,or transmitted,in any form or by any means,electronic,mechanical,photocopying,recording or otherwise,without the previous written permission of the publisher.The publisher reserves the right to concede authorisation for the reproduction of up to 15%of this publication upon payment of the establishedfee.All requests for such authorisation should be forwarded to AIDRO(Associazione Italiana per i Diritti di Riproduzione delle OperedellIngegno),corso di Porta Romana,108 20122 Milano email segreteriaaidro.org;www.aidro.orgIn accordance with DL 74/92,the use of any commercial brand images and/or logos in this text is purely illustrative and should in no way beinterpreted as endorsement on the part of Black Cat Publishing of such products and/or brands.Printed in Italy by:Stamperia Artistica Nazionale,Trofarello,TurinReprint I II III IV V VIYear 2011 2012 2013 2014 2015 2016Internet:www.blackcat-email:infoblackcat-Editors:Maria Grazia DonatiBook and cover design:Maura SantiniPage layout:Veronica PaganinDesign coordinator:Simona CorniolaPicture research:Alice GraziotinArt Director:Nadia MaestriPicture CreditsCideb ArchiveTrinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 23GRADE 3GRADE 4ContentsUNIT1Home life and free time9UNIT2Local places11UNIT3Dates to remember13Writing file 115Review units 1-316UNIT4A place to study17UNIT5Jobs19UNIT6Weather22Writing file 224Review units 4-625UNIT7Holidays26UNIT8Shopping28UNIT9Food30Writing file 332Review units 7-933UNIT10At the weekend and through the year34UNIT11Sports and hobbies36UNIT12School and work38Writing file 439Review units 10-1240Recording scripts 41Procedures file4Diagnostic test7Trinity 3-4_TB_Trinity 3-4_TB 17/02/11 09:18 Pagina 34Listening taskRemember that there is no formal listening test in theTrinity Grades 3 and 4 exam.The listening practice inthe this book is here for three main reasons:to provide examples of target language(grammar,vocabulary and functions)in context.Theseexamples are usually highlighted in the Grammar&Practice section that followsto give learners a chance to hear typical examconversationsto provide practice in this skill.Its important that you point out to learners that theydont need to worry too much about the listeningsince it will not be formally tested in the exam at thislevel.Stage 1If theres a picture to illustrate the topic,elicitinformation from your students which will helpprepare them for what theyre going to listen to,e.g.in Unit 1,page 9,the photo of Kelvin can be used as aprompt to ask student who the boy might be,wherehe lives and what kind of life he leads.Stage 2Tell students what kind of conversation theyre goingto be listening to,e.g.a candidate and examinertalking about the candidates topic,or a radiopresenter talking about the local entertainmentevents.Stage 3Before students listen,go through the task/s theyhave to do while listening,using the followingprocedure.1 Get students to read the instructions.2 Ask students to volunteer to tell you what theyhave to do;this could be in the students firstlanguage(L1)if you are teaching in a mono-lingual environment and you speak the L1yourself.3 Select a student who you are reasonably sure willhave understood what to do,and ask her/him toexplain to the class.4 Check that she/he gives the correct instructions!Give further clarification yourself,if necessary.5 Give students a further chance to ask questionsabout what they have to do,or the meaning ofvocabulary items in the task/s.Stage 4Play the recording a first time.If you judge that moststudents have managed to hear a good proportion ofthe answers,get them to compare their answers inpairs,then play the recording again and get them tocheck with their partner a second time.However,ifyou think that,after the first time,a lot of studentshavent managed to hear most of the answers(lookout for blank faces!),then play it a second time beforethey check answers in pairs,then play it a third time,and let them compare again in pairs after this.Stage 5Now elicit answers from students.If all students agreeon an answer to a question,and it is the correctanswer,confirm that its correct.However,where thereis disagreement on the correct answer,write all thepossible answers that students give you for thatquestion on the board,put a big question mark nextto them,and tell students that,in a minute,youllreplay that part of the recording so that they can listenagain.Finish eliciting answers for all the questions inthe task,then go back to the answers that are in doubtand,one at a time,replay the relevant parts of therecording,repeatedly if necessary,until all studentsagree on the correct answer.At this point,you can rubout the other possible answers on the board,leavingonly the correct one for that question.Stage 6You could play the recording one last time,now thatstudents have all the answers,so that they can listenwith a new level of understanding.You will have todecide whether its appropriate to do this,or not;itcould be that,if students have had to listenrepeatedly to various parts of the recording in Stage5 in order to agree on answers,they wont be veryenthusiastic about listening yet another time.Procedures fileTrinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 45Procedures fileBrainstorming vocabulary and ideasBrainstorming is a good way to introduce an activity,and is of ten suggested in the procedures for eachunit in this book.The advantages of starting anactivity with a brainstorming session are:it helps to get learners focussed on the topic ofthe task to follow it helps learners revivevocabulary that they know,but havent usedrecentlyit provides a chance for peer teaching i.e.working in groups,students will share words andexpressions with each other it gives you a chance to see what your learnersknow and what knowledge gaps exist it demonstrates a way for learners to approachtheir learning and(by your writing their ideas onthe board)how to organise their learning.Stage 1Give students a specified time limit to think together(in pairs or small groups)and to make a list of all thevocabulary they can connected with the subject inhand.Make it clear that they should also be preparedto provide an explanation about what theword/phrase means.Encourage learners to explain toeach other in their group what words mean if theyare new to other members of the group.Stage 2Now ask students to tell you their words/phrasesfrom Stage 1.Write them up on the board as they doso.Its important,here,that,if students are notfamiliar with a word/phrase that another studentgives,they ask about the meaning;when this arises,the student who gives the word/phrase in questionshould also try and explain it obviously,if she/hehas difficulty doing this,you will need to help.As youwrite on the board,demons t rate different ways oforganising ideas visually.For example,you could putsimple column headings or draw a mind map.Stage 3If there are target vocabulary items that need to beintroduced,e.g.because later tasks depend on them,and they didnt come up in Stage 2,introduce themnow yourself.How you do this will depend on thevocabulary itself,e.g.some items will be bestintroduced through pictures,others by explainingthe meaning and eliciting from students theword/phrase.Speaking tasksGenerally encourage learners to speak as muchEnglish as they can,although at this level it isunrealistic to expect learners not to resort to their L1when they need explanation and help.However,there will be times that you will need to insist onEnglish only,especially during speaking tasks.Thereare three types of speaking task in the book:1 Structured practice of particular languageforms or vocabularyThese usually follow vocabulary and grammarfocus sections of the book.During this kind ofspeaking practice,it is important that learners areactually using the target structure or vocabulary inorder to achieve the task.You will need to monitorto make sure this is the case.If not,encouragelearners to use the new language.Equally,dontinsist on correcting other errors at this stage;theimportant thing is to get the target structurecorrect.2 Freer speaking practiceThis kind of speaking task doesnt requite learnersto use any particular structure.Learners will talkabout topics which are typical exam topics,butthey are free to use the language they thinknecessary.These tasks are intended to encouragefluency,so theres no need to insist on completeaccuracy while they are completing the task.3 Exam practiceThese provide a chance for learners to practiseanswering typical exam questions.Each taskfocuses on a certain stage of the interview,and ona particular skill or exam technique.The aim of thiskind of practice is to help your learners to becomemore familiar with what the interview entails andto help them prepare for likely questions.Itsimportant that this kind of practice is followed upwith a feedback phase.This can be peer feedbackwhich learners give to each other,plus moregeneral feedback from you on things that younoticed while monitoring.The procedure suggested on page 6 applied mainlyto the fluency focussed practice mentioned above(types 2 and 3),but may occasionally also apply totype 1.Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 56Procedures fileStage 1Start off by giving a model yourself of what studentshave to do,for example,where they have to tell oneanother about their own personal experiences inrelation to the subject,tell them about a relevantexperience that you have had.You could choose areliable student from the class to go through theactivity with you before the rest of the class start.Stage 2Give students the chance to prepare for what theyregoing to talk about.For fluency-type speaking tasks,students will usually be preparing alone.Set a timelimit,e.g.,five minutes,and encourage them to makenotes to organise their thoughts and to help themwith what theyre going to say,but not to write ascript.Make it clear that,during this preparationphase,they can consult you about vocabulary theyneed,etc.,but that during the speaking phase thatwill follow,they cant.While they are preparing,youshould circulate,helping and answering questions asnecessary.Stage 3Students now perform the speaking phase.Explainthat you will be listening to them during this phase,but you will not be answering questions.Emphasisethat the aim here is for them to practise speakingfluently,without interrupting their flow to ask abouthow to say something.While they are speaking,monitor and make notes about any aspects that youthink they do particularly well,and also any aspectsthat could be improved,including grammar andvocabulary mistakes that you hear.If students try andask you for help while you are monitoring,tell themthat you will help them afterwards,but,for themoment,they should try and say it in a different way.Make sure that learners are not simply reading thenotes that they made in the preparation stage.Insome cases,it is better for learners to close theirnotebooks altogether once they are ready to speak.When they are approaching the end of this phase,start writing the points you have noted up on theboard.Put them in two columns,perhaps headed bya smiling face for the points for praise and anunsmiling/frowning face for the points forimprovement.Stage 4When students have finished Stage 3,ask them ifthey noticed anything that they themselves or theirpartner did particularly well and get them to tell theclass(in this way,they are reflecting on their ownperformance and that of their peers).After this,gothrough the points for praise that you wrote on theboard,followed by the points for improvement.Dontmention which student/s made the individualmistakes;instead,elicit the correct version from allthe students and correct it on the board.Stage 5Now give students an opportunity to ask you aboutthings they may have realised they didnt know howto say when they were doing the speaking phase.Answer these queries and write the words/phrasesthey want to know on the board.Stage 6Now get students to repeat the speaking phase(Stage 3 above)with a different partner/s.The aim ofrepeating this phase is that,after the correction andquery phases(Stages 4 and 5 above),they have achance to improve their performance in the task.Trinity TakeawayAt the end of each unit,the Trinity Takeaway sectionsprovide the students with useful examiner/candidatelanguage for the exam.Its important that you pointout to learners that they mustnt memorise the mini-dialogues,but use them as examples of the type ofconversation they will have with the examiner.There is also a section a the end of the book withfurther examples of examiner/candidate language,which are recorded.After listening,you can:ask students to read the mini-dialogues out loudto practise question/answer intonation ask students to write similar mini-dialogues usingdifferent vocabulary from the unit.Pronunciation ProfIn the SB a character presents the pronunciation activitywhich is connected to the grammar and vocabularyin the unit.At this level,it is useful to focus on a fewsounds,to establish the basics of good pronunciation.All pronunciation exercises are recorded.Trinity 3-4_TB_Trinity 3-4_TB 14/02/11 11:51 Pagina 67Guidance for teachersThe test should be done in class.Any number of students can take the test at the same time.Photocopy the Diagnostic test answer sheet and give one to each student.Students select their answers from theoptions given on pages 8-9 of their coursebooks.The CD should be played without interruption.It is important to understand that the Diagnostic test is not a precision instrument.It will help you in decidingwhether particular students are in a position to start preparing for a Grade 3 or Grade 4 examination.It will helpyou in the sense that it tests listening comprehension and receptive knowledge of appropriate responses toquestions.However,to this information you must add your own knowledge of the students speaking skills,andadditionally for ISE I,their productive writing skills and their reading skills.The test is designed to determinewhether students are ready to start preparing for a specific examination not whether they are ready to take it.When assessing students readiness,you,as the teacher,must also add your knowledge of the individual studentin terms of her/his application,motivation and normal rate of progress.The questions are distributed as follows:Questions 1 20 relate to the Grade 3 syllabus.Questions 21 40 relate to the Grade 4 syllabus.When interpreting scores(see bel