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cEsE Grade" 9-1O

Teacher's Book
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Procedures tile 4

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Recording scripts 38
 Fr**e$asr*§ fE§s
ReadEmg'Éesks
There are no reading tasks in the Trinity GESE
examinations so it is essential that the reading
texts are regarded as a springboard for discussion
and vocabulary extension. lt is usually a good idea
to draw students'attention to any captions or
pictures related to the text and ask them to
anticipate what the text is about. Then students
could be asked to skim the text. At this point you
may like to explain problem vocabulary or elicit
definitions from the students. Students will need
10-15 minutes to read the text in greater detail or
you could ask them to read through the questions
and scan the text. Exploit the text and questions as
much as possible to generate the language of the
level.
Note:
. Skimming - reading the text quickly to get a to become more independent and use
general idea of what it is about
. Scanning - reading through the text looking for
specific pieces of information
Listenimg tasks
This guidance is to help teachers with the
general listening tasks in each of the units in this
book, not for the listening tasks for Grade 10.
Prepare students for the listening by using any
illustrations or headings, then by telling them who
the speakers are, how many of them there will be
and what they are going to talk about.
It might be helpful to mention register and
regional or national accents as they need an
awareness of English as a global language.
Introduce any difficult vocabulary. As the students'
listening skills develop, you may wish to skip this
introductory phase and elicit the relevant answers
from the students after the first listening.
Read through any questions or true/false exercises
before playing the CD again. Students should then
complete the tasks. lf the students are still having
difficulty understanding the text, play the CD
again, stopping where necessary for further
explanation. Encourage students to discuss any
problems they had undeistanding the listéning
and to reflect on any issues raised by the speakers.
4
Srainetsr¡s¡ing suh§ect areas
and voe*hularg
Try and engage the students'immediate interest in
the subject area by focusing on the pictures and
getting them to talk about them in pairs before
moving on to group or class discussion, Monitor
the pair work to ensure that only English is being
spoken and that they are concentrating on the
task you have given them. The questions are
designed to provoke discussion but if you feel
there are other questions on the subject which
they will relate to, try asking them. At this level, it
is important students are sufficiently stimulated to
want to express themselves well in English on a
wide range of subjects.
You can approach new vocabulary in a variety of
ways. At this level students should be encouraged
English/English dictionaries or the lnternet to look
up new words. However, if you feel students are
not yet ready for this, it could be introduced
gradually with individual students asked to
prepare definitions for the next lesson or
paraphrases of terms and expressions. You could
then concentrate on explaining more complex
vocabulary. Translation should be avoided.
&r*urp & pair werÉ{ & rse* páay
Group and pair work is a most effective tool in
getting as many students as possible speaking
English at the same time. lnsist, right from the
start, that only English is spoken and at this level
students should be encouraged to help and
support each other with any difficulties. Role play
can be extremely useful for less outgoing students
who feel more comfortable'being someone else'
and it can be a way of bringing characters alive
from the Listening or Reading texts.
Srar¡'¡crEer f*ea¿c
The Grammar focus sections include the main
structures for Grades 9 and 'l 0 as well as revision of
more complex areas. Some time should be spent
introducing each structure and students should be
given the opportunity to discuss nuances of
meaning and form.
Students should then be given thorough oral
practice before moving on to the exercises.
Fa¡s'asáE*e': {*tzs*
The Function focus sections draw students'
attention to the functional language they need to
be able to use at Grade 9 and 10. Give them every
opportunity to absorb this language by
completing the tasks and using it in speaking
activities.
?rá*É*er Take*way
At the end of each unit, the Trinity Takeaway
sections provide the students with useful
examiner/candidate language for the exam. lt's
important that you point out to learners that they
mustn't memorise the mini-dialogues, 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 Student's
Book (pages 86-92) 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.

fixar* *Epe€
The Exam expert section in each unit gives the
students thorough preparation in the specific skills
needed for each phase ofthe exam. Many ofthe
activities are designed to ensure that students
produce exactly what is required of them during
the examination. You may, however, need to
remind them of the procedures and to monitor
their work. Above all, encourage them to be
positive and creative, speak English at every
opportunity and thoroughly enjoy the Trinity
examination experiencel
UNIT I
?ecfu*x*§egy
Trinity subject area Technology
Grade 9
Language Grammar review
Functions Evaluating opt¡ons
Topic Phase Selecting a topic for Grade 9
lnteractive Phase lntroduction to the phase
Phonology Stress in two-syllable words ?
i
V*eahe.clary, pages 6-7 LEstenir,g* pageT
€& Before looking at page 6, introduce the subject of 3A Explain to students the importance of
technology and ask students to name their understanding different English accents. Tell
favourite gadget or technological device, i.e. them they will hear speakers from countries such
mobile phone, Iaptop, netbook etc. Ask students as lndia, the United States and the UK talking
to look at the pictures on page 6 and complete about technology.
the matching exercise (pagel, exercise 1a). Tell students that for the first listening they are
Monitor and give support or clarification if looking for specific information: what kind of
needed. technology has changed each person's life.
ffix#ffi
lC 2D 3F 4E 5A 68
ffi*ffi
1mobile phone 2 computer 3 medical technology
4 computers/chatrooms 5 MP3 player
§ h Encourage students to look at this subject in
greater depth and talk about the dangers of 3b Rdv¡se students that they will listen again and
excessive use as well as the benefits. now need to find out how this technology has
Possible areas for discussion: health risks; rapid changed each person's life.
and easy communication; lnternet as an excellent #ffi:Hiffi
source of information but some risks; opportunity Maria can share personal experiences and compare
to work, listen to music, etc. wherever you are; notes with others on the lnternet; Kieran notes how
problems with Sat Nav; children spending too medical technology has brought about many
much time on computers or game consoles. changes in lndia; Dani is able to communicate easily
with her family while far away; Mike has been able to
3a the questionnaire is designed as a fun exercise to
lose weight in an enjoyable way.
establish how much influence technology has on
our Iives. Elicit from students the meaning of 3e Make sure when students are working in pairs
'techy'- someone who has a great interest in that they give reasons for their choice. Remind
technology. Students complete the them to listen carefully to what their partner says,
questionnaire. take notes and be ready to report back to the rest
of the class.
2b Cet students to check their answers with a
partner before they work out their scores. Explain
the point system. Ask them if they think their
score is a fair assessment of their attitude towards
technology. Perhaps fou could completé the
questionnaire too!
 #"*adÉ*g,pages 7-8
4A Give students 2 minutes to look at the profile on
Aboutyou.com. They will probably deduce pretty
quickly that it is a social networking site. Ask
them about other similar websites and get them
to discuss in pairs/groups which ones they use
and what they think of them.
€b nst students to discuss their impressions of Jack.
Students discuss in pairs what they would put on
their homepage and then prepare their own.
3 You don't know whether you can trust people
and if they are lying. Some people may be
involved in criminal activities.
4 lt's a very easy and cheap way to make new
friends and seems natural in our current cyber
age.
5 lack means that if you don't belong to a social
networking site like Aboutyou, you may not have
the opportunity to make friends and socialise
because all young people do this these days.

?:;!.,,::i|:::lÉ;í:í,,.::;:{;:"qS *rammar f*e*su page 9

Student, has plenty of friends (387), interested in
travelling, music and polltics.
5A Rsk students to quickly read the text for gist and
then discuss in pairs what new information they
have about Jack. lt may be useful at this point to
comment on the style and register of the text:
very informal chatty style.
lj.Í,ii¡i;{::;i¡t
He hardly ever goes out and spends most of his time
on the computer.
He has a lot of friends from home, travelling and
university.
He enjoys telling his friends all the tr¡vial details of his
life and finding out about theirs.
Sfu fxplain any vocabulary or phrases in the text
which you think might cause difficulty. For
example, you may need to explain the following
in the context ofthe text:
venture: risk/be brave enough to do something
peer: Iook curiously/searchingly
sad: pathetic
*a fh¡s is intended as a general revision exercise and
gives you the opportunity to find out if the
students have any problems with areas of
grammar (Grades 1-8), which they should be very
familiar with for Grades 9 and 10. Go through the
exercise as a class first and discuss which tense
should be used and why.Then ask students to
complete the exercise individually.
!::,:3:í::;É3:i
1H 2) 3G 48 5t 6E 7D 8C 9A 10F
*fu nst students to decide which tense they are
going to use and why before they complete the
sentence.
t.:.::É4"+Á:¿.:*
t hasworked 2hadstayed 3aresent 4wouldgive
up 6 will be
5 Does... get
#€ Encourage students to complete this exercise
spontaneously but afterwards you may wish to
check their awareness of the tenses they used.
***re*l*gz1 pa ges 9- 1 o

like-minded: sharing the same ideas and Give examples of two-syllable words and how
opinions different it sounds if you change the stress.
E.g.
trivial: ordi naryluni mportant
'London Lon'don
post (photo): display online 'butter but'ter
Give the students 'l 0-15 minutes to read the text 'sofa so'fa
in greater detail and answer the questions.
7* Rsk students to listen and repeat (individually or
í-1i1:7..:.1i-i!:.¡ as a group) what they hear on the CD.
'l to keep in touch with old friends and make new
ones Ffu you can refer students back to the examples
above if necessary.
2 With an Aboutyou friendship you only
communicate online and there is no need to ever 7*
go out whereas with a face-to-face one you meet t={jf::a:??E
..-".4j:.:-+.:...-::¿í,.,;-
each other and communicate directly. 1 'reason 2 sham'poo 3 com'plete 4'answer
5 mi'stake
fE¡ncticrr foeus, page 1o lmt*ragtiv* phes*, pase t l
Emphasise the importance of the functions for Grade 'E&A Stress the differences between the lnteractive
9 (as well as the grammar). phase and the other phases of the exam. Ask
§ m¡s communication activity so make sure
is a students to underline keywords and then
students are working in pairs or small groups. explain why they are important.
Encourage them to express their own views and
to use the suggested language.They should
ffi
1 I really don't know what to do in the future. I had
consider as many options as possible before a great idea the other day but now l'm not so
reaching a decision. 5Ure.
Get students to report back to the rest ofthe class 2 Someone stole my friend's computer last week.
and give reasons for their choice of phone. She thinks she knew who did it but is not
Students might say: absolutely sure.
I have decided to buy a Moon 8500 mainly because
l'd like to be able to listen to music as well as use the r*k
phone. l'd also love to have an orange phone. lt's ffitrffi
Possible questions:
such a cool colour!
1 What idea did you have? Why are you not so sure?
Yepie pÉ?§§*u page 11 What are the options you have?
9* Rsk students to brainstorm topics they might 2 Who does your friend think did it? Why is she not
consider doing for the exam. You could start off sure? What made her think one knew who did it?
by getting students to give as many ideas as .§Se
Students can checkthe Exam overview on
possible, perhaps going through the alphabet. pages 4-5 ofthe Student's Book before
(Athletics, Beatles, Com puting, Dubrovn ik, etc.)
completing the quiz.
Encourage them to think of a wide range of
subjects before they work in pairs and then select ffiffiffi
their three favourites.
IY 2N 3N 4Y 5Y 6Y 7DK 8N

*fu Ariely explain why these four points are ?r!*ity Takeaway, pase 11
important. After they have completed the table Get students to memorise the takeaway and use the
you could ask students who answered 'no'to the functions included in it as much as possible when
questions to explain why it probably isn't a good practising for the exam.
topic.
9e lell students they are go¡ng to hear four students
talking about their topic. As a class discuss any
problems these students might have, bearing in
mind their comments. Ask them which topic they
think would be the best/worst. This should be
discussed with students, opinions may vary.

ffi
Rosa: Y because she's very interested in her topic
Stefano:Y because he knows a lot about the subject
Tham: N because he will probably prepare too much
material
Florian: N because her topic is too easy for Grade 9
Unit 2
#rcffi# & ffirere#sáerceffiá
Trinity subject area Crime & punishment
Grade 9
Language Mixed conditionals
Functions Hypothesising
Conversation Phase Researching subject areas
lnteractive Phase Understanding the prompt
Phonology Topic & subject-area vocabulary

V****eSlA*zg, page 12 **adEa':g* pages 12-13

lntroduce the subject area by getting students to list
in pairs all the crimes they can think of and then
discuss all possible forms of punishment. Elicit the
crimes, write them on the board and ask students to
suggest the most appropriate punishment for each
crime.
E* Ask the class to discuss the headline'Cybercrime.
The crime of the centuryl'and elicit from students
what they think the article is about. Ask students
if they or their families have ever been victims of
cybercrime.
?* po¡nt out to students that it is sometimes useful

?e Rsk students to look at the pictures and discuss to scan reading material to find specific
what crimes they represent. information especially when researching their
topic. Give the students a few minutes to scan the
3'* article and find the answers.

?;:;:",*::;;l;j:,
A Shoplifting B Bribery C Dumping rubbish
D Arson
Te You should encourage students to discuss in
greater length what factors make a crime more
serious: violence, premeditation, suffering of the
victim. Ask students what other act¡ons could be
considered crimes although they may not always
be against the law. For instance, is graffiti or
pollution a crime?
Get students to compare their lists and discuss
the differences.
t d ffr¡s could be a pair or group activity. Students
could make a list and then compare in pairs. lf
students all come from the same town, they may
all have very similar lists. ln this case they could
compare the situation in their town/city with
another (e.9. NewYork, Sáo Paulo).
Other crimes that could be mentioned: fraud,
corruption, perjury, murder, road rage, speeding.
Pairs or groups should report back to the rest of
the class.
{,:i:¿::{í:;*
1 computer hacking, financial scams, identity theft
2 Be careful about the information you share on
line; Use a password which is difficult to guess; Do
not use a website which seems suspicious; Be
careful about opening up emails from people you
don't know
Ég Cet students to read the text again before
completing the exercise. Encourage them to work
in pairs and discuss the various possibilities.
ii:l;í;'íjili.:É¡
1 password 2 identity theft 3 A computer geek
4 unscrupulous cyber criminal 5 hacking 6 freeze
yourbankaccount Tfinancialscam Shardened
criminal
After they have finished, ask the students to turn over
their books and get individual students to explain the
meaning in their own words.
ád ffr¡s may be an opportunity to discuss online
shopping and the kind of information you are
asked to give.
Reading, page 14
3A There are some interesting puns and expressions
in the headlines. Try to elicit comments from the
students before giving your explanation.
to vanish into thin air: to disappear completely
Madoffwith you money: An amusing play on
words. His name is Madoff but to make off with
some money would mean to run away with the
money.
Madoff dubbed King Con: A con man is
somebody who commits fraud. King Con sounds
similar to King Kong the giant gorillal
3b Rfter reading the article, ask students to discuss
Bernard Madoff's character, how he was able to
con so many people and what they think would
be the most appropriate punishment. Should he
in fact be allowed to work to repay some of the
money he stole?
Llstening, page 14
4& Encourage students to discuss the long-term
benefits of education in prison. Can they think of
any drawbacks? After the first listening elicit from
the class a brief summary of the scheme.
4b Cet students to discuss in pairs the meaning of
the vocabulary.
ffiffi
illiterate: unable toread or write; stimulating: make
you interested or excited; innovative: a new way of
doing something; enhance: improve; compulsory:
obligatory; intimidate: frighten or discourage.
4e Rst students to check through the statements
before listening again. They should then
complete the true/false exercise. Listen once
again to check and stop the CD at the relevant
parts.
W
1T 2F 3F 4DK 5T 6T
VmeabuEaty, page 14
5 Go through the theory box with students before
they do the exercise.
W-Yff"ffi
1 robbed, stole 2 was stolen 3 has been burgled
4 robbers/thieves 5 burglar
Grammar fccuso page t5
At this level students should already be familiar with
the different conditionals. Give examples and make
sure they understand the difference between the
second conditional (impossible or unlikely situation
in the present) and the third conditional (unreal
situation in the past). Then introduce them to mixed
conditionals when we want to imagine past events
with results in the present.
6a tne matching exercise gets students to look
carefully at sentence construction as well as
meaning. Get students to work out which part of
the sentence refers to present time and which
refers to past time. These are all examples of
mixed conditionals.
ffi,ffi
1D 2C 38 4A
6h
W
1 would be at university now.
2 had invested the money
3 he wouldn't be In hospitaltoday.
4 hadn't eaten lunch.
5 hadn't committed fraud
ñc
ffi#Wffi
1 would
I be able to call him.
2 I were you.
3 they would still be friends.
4 the weather had been better.
5 I lived in Paris.
6 ld see a doctor.
7 they had gone to the meeting.
8 l'd say'yesi
F¡¡nctEon foe*s, page 16
7& Students should use conditionals and modals to
practise the function'Hypothesisingi
Brainstorm ideas about how their lives could have
been (in the past) different.
. different school/university
. born in another country
. differentjob/career
. live in a city/countryside
. live in a flat/house with a garden
. only child/lots of brothers and sisters
Now get the class to work on their ideas in pairs.
7b Draw the mind map on the board and share ideas
on future changes in your country. Elicit
sentences from the class using modals and
conditionals. Then ask students to add more ideas
to their own mind map and make sentences with
their partner.
Fá:*neá*gy, page 16
*k
?3#trÉ3ffi
1 'cybercrime 2 po'tential 3 un'scrupulous
4 i'dentity 5 a'ppropriate 6 'inmate 7 i'lliterate
8 in'vestment 9 pro'fessional 10 'burgle
{**ver*atieffi pfua§er page 1 7
!mt*raetiv* pB?ese, page 17
TS Make sure students know how important ¡t is to
understand the prompt to deal appropriately
with the situation and ask the right questions.
Give students a few minutes to read through the
prompts, then work in Pairs.
Remind students of the functions for Grade 9' You
can checkthese on pages 4-5 ofthe Studentt
Book. Monitor and give feedback after students
have finished the activitY.
Triati*y Tak**way, pase 17
Encourage students to memorise the takeaway and
recap at the beginning ofthe next lesson'

*& You may like to run through the main features of

the Conversation phase.You could read through
the relevant parts ofthe Exam overview on pages
4-5 of the Student's Book before students
complete the true/false task, or they could do the
task first followed up by a general class
discussion.
{ffi#?ffi
1 F(2subjectareas) 2F(upto5 minutes) 3T 4T
(the subject areas covered in units 1-6 of this book)
5T 6F
th Emphasise the importance of thorough
preparation and research. Get them to work in
pairs or groups and use their dictionaries.
Monitor and give feedback at the end of the task.
{ffiÉ:i!ffi:ffitrffi
Vocabulary:
bribery, pickpocketi ng, drug trafficking, identity
theft, hardened criminal, scam
Examiner's Questions:
What alternatives are there to prison?
How difficult is it to give up a life of crime?
Your Answers:
ln my view, it is often more beneficial in the long-
term to give convicted criminals the chance to do
community service.
I think it would be very difficult to give up being a

criminal partly because it may be very difficult to find

a job.

Your questions:
lf you had been the judge, what sentence would you
have given Bernard Madoff?

7'
ffies§gm
Trinity subject area ?
Design ,
Grade 9 I
Language Modals with the passive r
,.*

Functions Expressing abstract ideas

?i

Topic phase Mind maps & note taking ,r

lnteractive Phase Controlling the lnteractive phase I

i
Phonology Speaking with enthusiasm
i
Veeabu[any, pase 18 7 to place close together
?a Rst students to look at the four pictures and say 8 have differing feelings
how they feel about them. These adjectives may
be useful: inspiring, unusual, hi-tech, curious, üramrmar fee*s, page 2o
spectacular, elegant, magical, sleek, modern, §& Remind students of all the modal verbs (shoutd,
traditional. ought to, cou!d, must, can, might, will, would, need,
Encourage students to think about what they have to) and draw attention to their passive form.
look like as well as how useful they are. Ask students to complete the matching exercise
in pairs. Ask them which sentences are modal
3 h you may need to explain the following terms:
passives (1, 3).
state-of-the-art: the very latest
retro: revived from the past ffiffi?
1B 2F 3C 4D
outrageous: extravagant, shocking 5E 6A
tc Explain to students that this is a hotel in Spain §fu Go through the expressions and explain that
built around a traditional 19th-century these are more sophisticated ways of expressing
farmhouse. You could ask them about its opinions (rather than simply saying'l think').
aesthetic/functional value as discussed in I a. Show them that intonation is important, too.
Then ask students to combine the expressions
Heading, page t9 with a modal verb to comment on the clothes in
É* Possible points to mention: abstract forms and the pictures.
wild features; own home covered in corrugated §{ Go through the examples with the class before
Steel; buildings famous for'spectacle' rather than getting them to make other sentences in pairs.
'intrinsic valuei
F¡"lmetÉs¡'¡ fl*eassu page 2t
3b Cet students to underline the phrases in the text
and discuss their meaning in pairs or groups.
4 Encourage students to be as imaginative as
possible in their interpretat¡on of the quotations.
Monitor and give feedback.
ffi:Hffi.ffi
1 introduce entirely new
an
§A Students may need to use their dictlonaries to
complete this task.
way of doing things
2 seems confused and in need of more work ffiffiffi
1 love 2 beauty 3 truth 4 peace 5 friendship
3 an architect who doesn't have his designs built
4 recognised throughout the world
5 a star or celebrity in the world of architerture
6 9o well with
 §b Clve students 5-10 minutes to make sentences.
They may need some support especially with
abstract nouns, You may need to g¡ve some more
examples.
E.g. Happiness is a chocolate cake!
5< Depending on the size and type of your class you
could do this exercise in pairs or as a whole class.
LE=á*r:t*g, page 21
4& Brainstorm possible areas a young fashion
designer might cover: training, talent, money,
interests, designs, new collection.
Sb L¡sten to the track once and ask students for their
general impressions of Victoria. Read the
questions, then listen again and ask students to
note down the answers.
l;li:ri,:,il;:;j
1 first London Fashion Fair.
lt's Victoria's
2 She was influenced by her mum's interest in
fashion and was good at arty subjects at school
so she went on to do a degree courts in Fashion
Design.
3 finding herfirst job
4 lt's innovative and slightly retro in ice cream
colours.
Wfu***l*ggu page 21
F& Emphasise the importance of speaking with
enthusiasm to engage the listener. Tell the
students if their voice rises at the end of the
sentence and key words are stressed, this is very
effective.
t.a.:L..11. '¡Ei.a'4
',r ¿." ;i:r_.1 ;¿r.;., ;
Speaker 1
?*
?:;:ti:i:i::*
1 ld like to speakabout abstract ideas.
2 I would like to tell you about fashion design.
3 Actually, my topic is hip hop music.
4 l've chosen to talk about cultural differences in
Europe.
V*pá*. **ea*,page22
* You may like to dlscuss the features of the Topic
phase before the true/false task, or students
could do it first and then discuss.
."
: :t)É.j--¿t i¿. -;.¿a¿l
1T 2F 3T 4T 5F 6T 7T 8F
9& ln Unlt 1 students considered their choice of
topic. Once they have decided, they need to
prepare in greater detail. Ask them to look at the
sample mind map'My cultural exchangei Point
out to them that they should be thinking about
lexis, language of the grade, opinions, etc. Then
ask them to prepare their own mind map. Check
with individual students that their topics are
appropriate and that mind maps conta¡n the right
information. This mind map is only for
preparation, and that they cannot use full
sentences in the exam.
Éb nst students to prepare notes. Emphasise the
topic should not be a written script and in no
clrcumstances should be memorised.
*C tt might be a good idea for you to demonstrate
this role play in front of the class with one of the
more confident students.
!a:É*rasÉlsre pi?esÉ, page 23
?*A Cet students to focus on the important facts in
the prompt as this is what they need to do in
the exam.
Yl:iíF;Í:áÉ-::í*
1 a fantastic new joblin Australia
2 possible questions: Doesn't he want to work in
Australia? What kind of job is it?
T*fu L¡sten to the candidate doing the lnteractive
phase and ask students to read through the
true/false questions, Iisten again and then
complete the task. Point out that there is the
'don't know'option too. Go through answers
together. The students will benefit from any
debate about the correct answers.
r§:t;:#:,{iii
1T 2T 3F 4F 5F 6T 7DK 8F
3&e fl¡clt possible questions from students before
they do the same lnteractive task in pairs.
E'E* C¡ve students time to discuss each point in
detail. Monitor and then give feedback.
:-'i;-t:,LÁÉ;..33
A 1 the examiner 2 he/she said something that
he/she regrets 3 What did you say exactly?
4 suggest that they talk to this person again
73
B 1 a friend or relative 2 she spent a lot of money
on a dress that she probably doesn't need 3 How REVI EW UN ITS I -3
much did it cost? 4 suggest that she tries to take
1
it back to the shop
c t theexaminer 2Helsheregretsadecisions 1E 2F 3J 41 5D 6G 7 B 8A 9c 10H
he/she made in the past. 3 Why do you think you
z
would've enjoyed it more? 4 suggest taking
- 1 was prosecuted
some time out now
2 hadn't given, wouldn't be/wouldn't have been
1! b nst students to work in different pairs.
3 wouldn't have become
TrEni§ Ta!<*away, page 23 4 be siven

Get students to memorise the takeaway and recap in 5 be introduced

the next lesson.

7 had
8 understands/understood, can't/couldn't

§
I lf I learnt Spanish, I could work In South America.
2 lf I applied for university, I would have more
opportunities.
3 lf I hadn't been so stupid, I wouldn't be in prison
for fraud now.
4 lf they banned cars in city centres, it would
certainly reduce pollution.

&
1l 2W 3C 4t 5C 6T 7T 8T 9T 10W
§
A
1 my best friend
2 to go on holiday with her family
3 Why did your friend regret it?
4 lt was really hard work! She had to cook for 10
people every day!
B
1 the examiner
2 not to go to the United States
3 Why didn't you go?
4 lf l'd gone, I wouldn't have been able to go to
university.
 I
I

Unit 4
#§*hx§ emry§r*§'iffiemta§ §ssue§
Trinity subject area Global environmental issues
Grade 9
Language sh ou I d/m ig ht/cou ld/m u st and the perfect infin itive
Functions Evaluating past actions
Conversation phase Responding to the examiner
lnteractive Phase Maintaining & developing the discourse
Phonology lntonation to convey attitude

Vceabulary, page 26 R*ading, page27

'Eñ lntroduce the subject by asking studentsto give
3A Cet students to discuss what the headlines might
examples of global environmental issues. be referring to. There might be a variety of
Get students to look at the pictures and discuss interpretations and this should be encouraged.
the questions in pairs. Encourage them to look
closely at the pictures and talk freely about
2b Clve students a few minutes to skim the text and

feelings and emotions as well as the
circumstances.
{ffiffiffiffiry,
1 A melting ice in the North Pole B drought
C flooding D oil spill in the sea
2 Polar bears no longer have their natural habitat.
Where there is drought it is difficult to grow crops
so people are starving.
Flooding means roads are impassable and many
homes are ruined.
When there is an oil spill at sea many birds and
fish die as a consequence.
3 desperate, angry,frustrated, starving
4 Possible answers:
I would move to another country.
I would ask for help.
5 charities, governments, international
organisations, the army
?h ln this exercise you are asking students to
examine the effects of climate change in their
area. Get one student in each group to take notes
and report back to the rest of the class at the end
of the discussion. ffi
lE 2C 3D 4A 58
then ask them which is the most appropriate
headline and why.
ffi
Scientists reject global
cooling
§S Rsk students to look at the questions and then
spend 5-10 minutes rereading the text to find the
an5wer5.
ffi
1 They trap heat around the Earth, which causes
globalwarming.
2 No, because the gases stay in the atmosphere for
up to 100 years.
3 The concentration of carbon dioxide in the
atmosphere is rising and also the rate of increase
is accelerating.
4 more extreme weather with a higher risk of
hurricanes, storms, heat waves and drought
2d Cet students to highlight the vocabulary in the
text, try and work out the meaning from the
context and complete the matching exercise.
Give further explanation if necessary.

75
§rarxmar fegus, page 28 4h nst students to read the questions, listen to the
Go through the grammar explanation with the CD and then answer the questions. They can take
students and make sure they understand the notes.
differences between should have done, might have
done, could have done and must hqve done.
ffi
1 He was concerned about the environment.
Give examples from your own life: ldidn't eat any 2 lovely and warm
breakfast this morning and now l'm hungry; I should 3 He separates it into three bags for compost,
have eaten something. recycling and landfill.
Then elicit examples from the students: I could have 4 The wind turbine is rather noisy and his friends
helped my mum cook the dinner last night but I was
make fun of him.
watching a good programme onTV.
¡le nst students to listen again and complete the
3a Cet students to complete exercise and then go
true/false/don't know task as they listen.
over it together.
ffishould have ffi
1F 2T 3T 4DK 5T 6F
1 2 shouldn't have 3 might/could have
4 might/could have 5 might/could have 4d nst students to consider what steps can be taken
to create a carbon-neutral lifestyle (not just in the
3h home but in their daily lives). They should then
POSSIBLE ANSWERS: report their ideas back to the class.
1 should have called them 2 could have died
3 shouldn't have done that 4 must have gone home F§:c*t*togg* page 29
5 must have been cleaned §a

List*xEng, pase 29
ffis
1Welldone!A 2Terrible!V 3 Excellent!A 4How
4a try and get students to guess the meaning of terrible for you! V 5 That sounds very interesting! A
these words. You may be able to give them some 6 Great! A
clues.

ffi;ffi Fumcticffi foea;su page 3o

carbon neutral: not emitting carbon dioxide into the
atmosphere
solar panel: device that converts solar energy (from
the sun) into heat or electricity
wind turbine: machine powered by wind
triple glazing: (window with) three panes of glass
(for maximum insulation)
compost: mixture of decomposed vegetation used
as a fertilizer
eco warrior: environmenta I activist
key worker: worker considered essential to the
community
landfill: place where rubbish is buried
6a Cet students to brainstorm all the areas where we
have harmed/damaged the environment in the
past and fill in the gaps on the mind map.
Sfu follow up exercise 6a by asking students to talk
to each other about their past mistakes and
comment on what they should/might/could have
done.
fonv*rsatier* pt?a§€, pages 3o-31
7 Rsk students about the main features of the
conversation phase (discussed in Unit 2). Get
students to complete the matching exercise. Go
over the answers and discuss why each point is
important. For example:'Don't forget to react to
what the examiner says.'The candidate shouldn't
just sit and listen to the examiner but show they
have understood and make appropriate
comments or ask questions.
ffiffi§ffi
1F 2D 38 4A 5C 6E
&a Go through the phrases and expressions and give th Go through the conversation with the students
examples of their usage. Explain that they can giving examples of the candidate's responses (but
help the students during the interview especially don't do it all for them). Then get them to work in
if they are feeling nervous or not sure what to say. pairs and swap roles.
Ask them to listen and tick the expressions they
hear.
ffiffi
1 Really, why's that?
W
let me think about that, l'm not sure what you meanr
2 What exactly happened?
3 That must have been awful.To be honest, ldon't
anyway, sort of I don't know about that like flying much, either.
§b 4 Yes, so I did a course to overcome my fear. Why

{§ffiof coping with not understanding

1 Ways 5
don't you do a course?
At first, but it really worked. Now I can fly
2 Hesitation fillers 3 Ways of reacting anywhere.

$t Listen to the examiner and discuss with the

6 You're quite right. Carbon emissions are an
issue...
students the most appropriate responses.
ffi'ffiffitrffiffi#ffi 9c Students should work in pairs. After minutes
5-1 0

1 Absolutely! 2 ldon't believe it! 3 Sorry, ldidn't ask some students to have their conversations in
quite catch that 4 How interesting! 5 I don't know front of the class. Discuss any alternative
about that possibilities.

Interactive phase, page 31 Trini§ Takeaway, pase 31

9a Get students to discuss each point and why it Get students to practice the takeaway in pairs
should be a'do'or a'don'ti swapping roles.
Emphasise the importance of the candidate
taking responsibility in the lnteractive phase.
7W
1 Don't 2 Do 3 Do 4 Don't 5 Don't 6 Do

t7
Unit 5
ffimfu§ás & *fusess§*§€s
Trinity subject area Habits & obsessions
Grade 9
Language wish, hope and if only
Functions Expressing regrets, wishes and hopes
Topic phase Anticipating examiner questions
!nteractive Phase Using functions of the grade
Phonology Stress in sentences
,"3

R*ad!*:9, pase 32 3a-h Cet students to compile a list individually and

3& lntroduce the subject by talking about your daily then discuss in pairs.
habits and asking students about theirs. Get
PE':e*cá*gg, pase 33
students to talk about how often they drink
coffee, go shopping, etc. And if they think they do 4
any of these things too much. f;ffitr€{# I was recently appointed a director at

our head office in New York. Of course I was highly

f b nst students what the difference is between a
delighted to get the job especially as I am still quite
habit and obsession. Habit - something you do
young, only 32, but it is proving to be more difficult
regularly; Obsession - something you can't stop
than I had imagined. As a consequence, I am working
doing. Get students to skim through the three
really long hours, sometimes even sleeping in the
texts and decide in pairs if they are habits or
office just to finish stuff off and even to demonstrate
obsessions. Ask them how they decided.
to my colleagues how committed I am.
'Eg telt students the questions are based on the text,
but they are mainly expressing personal opinions. Gr*rcrc4r feea¡gu page 34

Wtrffi#Éffi:ffi 5a Make sure students understand that when we use

1 obsession with football, dieting, workaholic wish/if onlywe are generally expressing
(students can decide which problem is the most dissatisfaction or a desire for change. Point out that
difficult to deal with) the tenses used do not reflect real time. Ask students
2 A workaholic is somebody who can't stop to consider firstly what time frame the sentence is
worki ng. chocoh ol ic, al coholic, shopa h ol i c referring to and then choose the appropriate tense.
3 influence of the media, Hollywood film stars, mffiffi 1 were 2 hadn't started 3 would ring
access to cosmetic surgery 4 would improve 5 had stayed 6 would go 7 to
4 lf it affects relationships and people's personal move 8 had... driven 9 were 10 'll take
Iives or leads to violence, it could be considered 5k
more than just a game.
ffi.wffiH:E#É
V*e*fuu1ary, pase 33 1 I wish I hadn't taken that job.
3 ft¡s discussion could be in groups or as a class. 2 lf only I could remember his address.
Hopefully, students will have heard of all these 3 I wish he would get to work on time.

celebrities and know something about them. 4 lf only I hadn't done something so stupid.
ffiT;ffi pressures of celgbrity status, 5 I wish the weather in England would change!
desire for perfection, too much wealth, inability to
sustain personal relationships
i

F**x€i,*x f*sá"e=, page 35 1 F - the student must involve the

'{:¡:li,iriiÍii
#e this pract¡ses the structures in exercise 5 with examiner in the phase 2T 3 F - you must make
emphasis on functional use. Tell students they are comments and ask the examiner questions 4 F - you
matching situations rather than exact meaning. can role play or you can be yourself 5 T

?rÍií!¡|Íilf:; 1E 2H 3G 4F sc 68 7D 8A Ée Cet students to read through the prompts and

etu
"'{í,!il:i:üii!tliÍ'íiÍ{
1 lf only my boss would get the sack.
2 I hope to fall in love and get married in the future.
3 | wish I could travel round South America.
4 I shouldn't have done what I did.
#á Encourage students to speak freely about
themselves, their hopes and wishes.
&d you can extend this exercise by asking students
to think of similar questions to ask each other
which express the same functions.
discuss which functions they might use in the
lnteractive phase. lt is quite possible that there
will be several functions for each prompt.
ri:iÍ:li;íí,F,i:il"-Í;:.i?,ií#
1A,B 2C,D,E 38 4A,B 58 68
9fu try and encourage students to think about the
kind of questions you would make to elicit the
appropriate function.
?,lftííi'lÍl;li:1.1¡:::.i:!i..íÉÉ
1 Why didn't you?
2 What sort of thing did you have in mind?
3 lt could be from an old friend, couldn't it?

E-l*t*rt-É*§, page 36 4 What do you think you could have done?

5 ln what way?
Fa Students may well have already talked about
their habits so ask them to concentrate on
6 What exactly did it say?/Where had she been?

differences in life patterns.

V*pZ* **&**,page 37
lssues for discussion: extreme hot weather, short
?*a Look at the examples and point out to students
winter days, shift work, rushhour traffic and transport
that they must think about what the examiner
problems
might say or ask in response to what they have
7b just said. Get students in pairs to match 1-5 with
!f{.raT:1Í=-;=:a
I ti 4.1. 1i4 -¿,. A-E. They could do this by one student making
i;}.2a;-aá.i¿-j|,¿.;.

The people are Jo, her husband Mark and Eva, the au the comment and the other experimenting with
pair. They all have different routines. the examiner's replies to see which sounds most
appropriate.
7e Explain that an au pairis a person (usually from
!;f::*:_Í!íi:ii,j r D 2A 38 4E sc
abroad) who lives with a family and helps look
after the children. Students listen and answer the c*h
questions. Remind students about the use of ', r':.ax =: j',1':'-'?
i .::i 9\:
must or might when you are making assumptions. 1 What do you like about ska?
2.,í,iÍl:iii!íEfÍÉ,;1i|.Ti 2 ln what way?
1 Jo must be working. 3 Can you tell me a bit more about the types of
2 Eva andthe kids might be getting up. changes?
3 Eva must be picking uP George. 4 would you do?
Really! What
4 Mark must be sleeping. 5 Why do you think that is?
5 Eva might be clearing uP.
E*€ Encourage students to interrupt and ask as

F* O¡v¡de the class into small groups. One member many questions as Possible.
of each group takes notes and reports back'
Tze*e*S T*k**wxzg, page 37
árc€**aqt1v* p*axx, page 36 Get students to practice the takeaway in pairs. Recap
* Remind students about the key elements of the in the next lesson.
lnteractive phase, i.e. iaking control, asking
questions and keeping the interaction goin9.
Unit 5
§}remffir§ & n§gktmare§
n
Trinity subject area Dreams & nightmares I
II
,*
Grade 9
F
Language verbs followed by gerund and/or infinitive *
'r
Functions Paraphrasing Y
4,
Topic phase Engaging the examiner in the topic *
*
t
lnteractive Phase Exam practice {.
Él

Phonology lntonation of question tags q

r-
't

Readi*9, page 38 L[sten§ng, page 39

! a Give students a few minutes to talk to their
partner about any dreams or nightmares they can
remember.
'Efu
Encourage students to skim the text in just a few
minutes and then tell their partner what they
have found out about dreams. Ask them to
highlight or note down the main points. They can
examine the texts in more detail in exercise 1c.
They may find it surprising that many people
have multiple dreams in the night and also that
dreams are considered to be a biological
necessity.
t C Now give students 1 0-1 5 minutes to read both
texts and answer the questions.
ffiW
1 Dreams are events or stories that occur in the mind.
2 We all experience brain activity during sleep.
3 lt is when your eyes move rapidly backwards and
forward under your eyelids.
4 We often forget dreams because of antibiotics,
high stress levels or alcohol consumption or even
too much or too little sleep.
5 Because they are frightening and often wake you
up and often take place in the early morning so
you are more likely to remember them.
6 They help us resolve issues or problems in our
daily lives.
áA Look at the pictures and ask students to suggest
what Charlotte's dream is about. You could come
up with a few fun ideas to start off with, anything,
in fact connected with lobster and coconut-
romantic dinner in a five star restaurant/fishing
for lobster. You may need to explain the meaning
of the following words:
huddled: crowded together; snuggle: find a
warm comfortable place; wolfing down: gulp,
eating very quickly; hearty: (in this context)
substantial; lapping: washing against; fidgeting:
moving restlessly
Students should listen three tlmes so the first
time they can be reasonably relaxed, get used to
the speaker's voice and listen for gist.
ffi,ffffi
Picture A: The lobster was brought on a silver platter
for lunch.
Picture B: The waiter cut open the coconut and
handed it to her.
Picture C: Waves were lapping at her feet and her
toes fidgeted !n the warm white sand.
eh
ffi
1 At home the bad weather makes her feel
depressed, but in her dream the sunny weather
makes her happy.

7 People can be more stressed or irritable.
8 lt can be both. lt may reflect problems in the
relationship or lt may simply mean that that
person is important to you.
2 At home she has a demanding job and the
weather is bad. On holiday she is on a beautiful
beach relaxing and enjoying the great weather.
3 They are the colours of coconut and lobster.
4 disappointed and maybe a little depressed
 Vccabulary, page 3e Fa¡r¡eti*c? f**us, page 41
3a Before students start the task, read through the notes
ffi t luxuriating 2elegant 3perfect on paraphrasing together and make sure they
4 wonderful 5 paradise understand what the function,paraphrasing, means
and why it might be useful in the Trinity exam.
3b
#ffi:#-E 1 elegant 2 Luxuriating 3 paradise 6*
4 perfect 5 wonderful '€€"*ffiFAgffi
3e Rsk students to share stories about their dreams.
1 While I was having breakfast sometime between
8 and 9 two cars crashed outside my house and a
Gram¡-*ar feeus, page 4o man seemed to be trapped inside one of them.
4* Lookat the explanation on gerunds and 2 The point I was trying to make was that a child
infinitives. There are many verbs and expressions acquires language when interacting with the
that are followed by a gerund or infinitive and
immediate family, friends, relatives and teachers
these exercises concentrate on the most as well as reading books and watching television.
common. You may need to give more examples: 3 I actually meant to emphasise that in Zanzibar,

I love watching TV. where the economy depends largely on

ldon't mind learning English. agriculture and fishing, improvements in ,l999
She wants to be a teacher. were the result of an expanding clove industry.

*::1EF:;X# sh
Verbs followed by gerund: enjoy, con,t stand, deny,
Explain to students that during the exam they may
don't mind, avoid, consider, suggest, can,t help
sometimes need to retell a story giving more detail.
Verbs followed by infinitive; refuse, persuade, decide, Encourage them to be imaginative.
agree, offer

4& Fhar:*{*gy o page 42

ffiF;:;;8trÉ:,#*:tr#
1 can't stand 2 refused 3 enjoy 4 avoids
5 decided 6 agreed 7 denied g offered
§A Explain lhat remember/forget + gerund refers
back to something you did before the moment
which you remember or forget it whereas
remember/forget + infin¡tive refers to things at the
moment of remem beri n g/forgetti n g.
Examples: I remember (now) living in Germany
(30 years ago).
He forgot (sometime in past) to post the letter.
1A You can remember now posting the letter in
the past.
B You remembered before you posted the letter.
2A You finished doing your homework because
you wanted to watch the football.
B You finished watching the football.
Sfu fetl students this is a general revision exercise of
gerunds and infinitives (i.e. there may be verbs
not referred to in this section). Remind them that
a verb after a preposition will always be a gerund.
{:JffiffiJ I having2 meeting 3 to take
4shouting 5tosend 6totake
7a
tr§Éffiffi tA 2A 38 48 5A
rtu
{tr#ffi tF 2R 3R 4R sF
?epÉe pá?a§€, page 42
Before students attempt this tas( explain the importance
of involving the examiner in the topic by displaying
their interest and enthusiasm and also having
questions ready to ask the examiner. Demonstrate
the importance of intonation and the difference
between sounding bored and interested. Make sure
they understand they must not memorise the topic.
*& lntroduce the idea of question tags as a useful
tool in the Topic phase which can be used to
check information or ask for agreement. Remind
students how they are constructed and then get
them to add the question tags to the statements.
E.g.The Mediterraneon diet is very heatthy, isn,t it?
f,ffiéffi I aren'tthey? 2didn,tthey?
it?
3 couldn't 4 won't it? 5 isn,t it?
27
*a t§€ Encourage student C to be both positive and
ffi#.*É critical. lf they are uncomfortable with this role,
Possible questions: students could just work in pairs and then at the
1 What do you think should be done about these end report back on their own performance and
problems? ls the situation the same in the UK? where they went wrong.
2 Do you enjoy eating junk food? Why/why not?
?r§*᧠Ta*<*aeray, pase 43
3 What would you advise these models to do?
Get students to practice the takeaway in pairs and
4 ls there anything you wish you had learnt when
recap at the beginning ofthe next lesson.
you were younger?

Eett*nsetáve ph***, page 43 REVI EW UNITS 4-6

?#a Remind students of the importance of
understanding the prompt. Otherwise they may j
ask the wrong questions. They can ask the 11 2F 38 4E 5J 6D 7H 8C 9A lOG
examiner to repeat the prompt if they haven,t
clearly understood. z
Get them to underline key parts of the prompt
1 Greenhouse 2 Drought 3 neutral 4 hurricane
and then think about the functional language
5 workaholic 6 obsessed 7 confidence 8 issues
they might use. Get students to discuss in pairs
9 anxieties 10 Luxuriating
how they think the conversation might develop.
Ask them to think of some questions. For
3
example, What kind of programmes do you wish
they would show? Don't you like realityTV?
1G 2F 38 4E 5A 6C 7D
7ffi.ffi{{t € Possible questions:
the rubbish on TV the popularity of reality shows,
what kinds of programmes are interesting (to the
1 Would you go and see Twilight, if you had the
chance?
examiner, candidate)
2 Dancing is quite a demanding career, isn't it?
tSb Cet students in pairs to role play the lnteractive 3 What do you think is important in real friendship?
phase.They could take turns in being the
candidate. Monitor and check the candidate is
4 You must have had an experience like mine,
haven't you?
involving the examiner and that there is real
interaction.
5 Possible questions:
ée Get students to read through the questions
1 What made her a brilliant teacher?
before listening to the sample lnteractive phase.
Then ask them to discuss the questions in pairs
2 Why's that?

before listening again.

3 Really! Did something happen?

With question 3 ask them to thlnk about the 4 Has he decided to do something else?
differences between their own lnteractive phase
in exercise 10b and the one on the CD. # Possible questions:

*:{,-F:,Í:ffi:i;E3f* I lf computers hadn't been invented, would there

I Not really. The examiner
is totally against reality
TV whereas you get the impression the candidate
likes them. However, on the whole, she talks
about her friends rather than herself.
2 Not about reality TV but the examiner does agree
with her suggestion that she should turn the TV
offand read a book.
be less crime these days?
2 Are there any buildings in your country which
should never have been built?
3 How far do you think our lives have been affected
by climate change?
4 Do you have any habits that you wish you could
change?
5 Do you remember having nightmares?
 UNIT 7
ffi*#*ru xw *fu* #wmaeg $ep
*qww# *ryry*w%wrca%s*ru €ffik
Trinity subject areas Roles in the family (A)
Equal opportunities (B)
Grade 10
Language ldioms & expressions
Functions Developing an argument
Conversation Phase Grade 10 subject areas
Listening Phase lntroduction & exam practice
Phonology Using pauses and intonation to give clarity

This unit moves on to preparation for Grade 10 e*

(advanced stage) so it may be worth familiarising the
students with the format of the book before starting.
;:L:ii:::E
Explain that two subject areas will be covered in each
1 a family that includes near relatives in addition to
the nuclear family, i.e. aunts, uncles, grandparents
unit and that there is more information about this on
page 50. The subject areas in list A are for teenagers 2 a family that only includes mother, father and
children
and less mature candidates and those in list B are for
adults and more mature candidates. 3 a family with mother, father, children (the parents
are married)
'€
**a* "*Zar'-{,
pa ge 46 4 afamily with only one parent in the home, or
parents who are not married, or the father stays at
? nsk students to read through the statistics and in
home to look after the children while his wife
groups/pairs discuss the reasons for the
goes out to work, i.e. not a traditional family
developments. Then get them to compare the UK
to their own country and note down any 3{ Encourage students to talk openly about their
differences/ similarities. They may need to check own families. Compare their families with your
information on the lnternet. Get feedback from family too.
one member of each group at the end. á***gtz*:g* €****, page 47
Possible areas for discussion:
More one-parent families, fewer births, young
E* Encourage students to work in pairs and discuss
people less inclined to marry, higher divorce rate,
the meaning of the expressions.
women more interested in a career, importance i +: :,.! .í,. ¿i..':¡.: :::). l;
of technology in family life l tears 2shoulder 3swim 4blind 5mind 6talk
7 chest 8 end 9 move 10 head
;:-:t.:.-: L:.:-, : t :.:'.:.,::..1: :r:..t.:-: :'. : .:í. 3tu
=

Picture A: Grandmother and grandchildren - caring role

-.a.
:.:.a ..,.;.,;:.;: :. .:

Picture B: Mum multi-tasking 1 a shoulderto cry on 2 bored to tears 3 laughed

Picture C: Big family
my head off
4 to make a move 5 sink or swim
- relationship between brothers
6 turned a blind eye
and sisters, demands on parents
Picture D: Dad taking child to school - juggling work
and fatherhood

23
 t'rj, ,r
!'1-.::rt .::t!\:qe#
?
i:+.l.:!+4:|t*in# 41t
&*

Fh*m*áogy, page47 was very forward thinking for the time: had very

4a progressive ideas (towards the disabled)

had decisions made over my head:wasexcluded
ffiEEá from decision making
And now the news headlines. p A
which was a huge boost to my confidence: made
Floods in Pakistan have left millions homeless and
me feel a lot more confident
without running water. p A
Charities are sending in emergency supplies as soon
2 "áWffiffiffi
racial groups, elderly people, over weight people,
as weather conditions permit. p V
sick people, political groups, religious groups
A man has been arrested in connection with a fire in
Birmingham last night. p A F¿¡r¡etíon f*eus, page 49
He is thought to have been in the New Street area
7& Emphasise the importance of planning and
when the fire started. p V
preparation in developing an argument.There
And finally, the weather. p A may be some variations in the order in which
Heavy rain will be moving in from the west. V students wish to do this but it ¡s essential they go
through this process.
§-É*t*ni*"tg', page 48
§a Explain that'equal opportunities,is the second
Tffiffi
A3 85 C4 D2 El F6
subject area. Follow the suggested procedure for
listening tasks in the procedures File on pages 4_
& ltr¡s task could be prepared at home so that
students have the opportunity to discuss ideas
5. You might like to discuss the meaning of
with others, prepare the mind map, etc.
hiqhllying and city before listening.
Otherwise make sure they are given sufficient
7ffitrffiá classtime and can work in pairs or groups.
very tiring, alone, negative experience

3tr
'xffi
I because it was with a prestigious investment
bank and the salary was very good
2 a sum of money you receive as a bonus when you
start a job
3 like-minded new recruits, lots of socialising
4 She became exhausted and depressed.
5 They were sexist and treated her differently
because she was a woman.
6 Possible opinions: No, because she gave up
good job. Yes, because she is happier now.
ffiead§ng, page 48
6a Explain that the reading text looks at equal
opportunities for the disabled. you may like to
discuss as a class the kind of problems disabled
people might encounter in their daily lives before
focusing on Simon's difficulties.
6b
{íH.§:#.Wt
1 although some companies have a long woy to go:
although some companies could do a great deal
more (for the disabled)
#ffiffiffi
Advantages:
mother at home to look after small
children, no need for child care, secure environment,
time to prepare healthy meals
Disadvantages: mother might not have the chance
to pursue own career and be bored at home all day,
could have a higher income if both parents work,
father might not be able to see his children much
due to demands ofjob
§a Advise students to listen critically to the
candidate's arguments as well as noting down the
a
two advantages mentioned.
mffi,ffiiffi
1 Families are happier and more secure.
2 The mother will feel a greater level satisfaction.
§tu
Wffi
Many mothers want to work; some families need two
incomes; not all husbands can find a good,job; this is
an idealised concept of family life.
 r-

*€ Students will need to listen to the recording Lá****á*g **e§*, pages 5o-51
again. Ask students to guess what the missing *Ée Cet students to listen to the candidate and
words are before they listen. complete the true/false task. Go through the
These words are like signposts indicating to the answers together and where the answer is false,
listener what is coming next. Encourage students discuss why. You may need to explain'predict,
to use them. deduce and infer'(predict - work out what is
"::
.¿t:!:
i-,t,:.:,.r:;¿
-..1tit
-Í-.:': : going to happen nexl;deduce - come to a
- +,

1 Firstly and most importantly 2 Finally 3 To sum up conclusion from the Information given; infer -
work out what is being implied).
1*
¡. .' .-. .' "i.-rí '.v.t.'l' a,.r:..:.;i.¿.;.*:;...;::¿
:).',,_: -: r:,;1. -,,.:,-;. -, .
1 F - candidates should focus on what the examiner
listen to English radio and watch TV in English;
practise speaking to a native speaker; listen to songs
is saying so they can reply appropriately 2T3F -
therearetwotype 1 andonetype2 6F 4T 5T
in English and sing along only speak English in your
the candidate needs to finish the passage 7 f 8T
English class
Familiarise students with the examiner's introduction

t*r¡v*t**ZE*# to the listening and make sure they fully understand

#3*&&*? page 5o
what they will have to do.
Before starting this part read through the notes on
the subject areas for the conversation. Advise G?fu nsk students to work in pairs taking turns to be
students on which list you think will be most suitable candidate/exam iner. Check that their responses
for them. Ask students to complete the table. are close to or the same as below and discuss
any discrepancies.
31* _ :-: - .1 !: r .-."'"::'i': a:".-:j :' ,-:
:l-. : .
f.ta'J.:t:7 |'.fJ:':i
| .- 1-;1' \ a -;: : {.- ,
1 she was getting married.
Possible prompts: 2 the sun came out.
Roles in the family - house husbands, working
?Eg Make sure students are clear about the
mothers, children studying/helping out at home,
difference between Type 1 and Type 2 before
who does the cooking?
looking at the Type 2 passage.
Use of the Internet - chatrooms, studying on the
lnternet, booking holidays, games, email !-:::i:;:E:í:i
a music festival/rock concert
Equal opportunities - gender, race, disability,
feasibility of equal opportunity, definition of equal
7rá*Élrg Ta*<*avsazgr page 5t
opportunity
Get students to practise the takeaway moving round
3?tu the class and changing partners.
Get students to fill in the box with their questions.
!::.: \'f l':: -.4' :1
".:'+..:f
\ i ;.¿i,.:. ¿:. :i.i.l: ;

Possible questions:
to stay at
ls it less socially acceptable for the father
home and look after the children than for the mother?
Do you think there are any dangers in using chat
rooms?
How far do you think it is possible to achieve equality
for all?
Get students to look at their prompts in exercise I 1a
and in pairs think of examiner questions for each one.

25
 UNIT 8
&§se *g €§€* §m&erss*á {eF
§s§eree§ff§e dewe§epsffi *m'á?s €
ffi F

Trinity subject area Use of the lnternet (A)

Scientific developments (B) I
Grade 10 ?
t
Language lntensifiers í
,
Functions Defending a point of view +:

z
Topic Phase Formal topic presentation & discussion
?
lnteractive Phase What the candidate needs to do
,"

Phonology Stress in longer words

"-z
Y*cab*rlary, page 52 E€ Some of these questions are opinion rather than
§A Cet students to look at the pictures in pairs or fact.
groups and brainstorm the different functions of W;"-Éffi
the lnternet. 1 that ¡t was a stupid idea and he was too old
'E
b n¿a any new functions to this list and then get
2 He argued that they had nothing to lose.
students to decide on the two most ¡mportant 3 He could communicate with relatives in Australia.
and two least important. They can then compare 4 He researched his family tree and got some
with a partner and discuss their reasons. Get gardening tips.
feedback from the class. 5 An elderly person (with grey, i.e.'silver'halr) who
uses the Internet.
E Some of this vocabularywill already befamiliarto
students because of its common usage. 3* lf possible encourage students to use the lnternet
Students work on their own. to research scientific developments. Some
ffi
1D 28 3G 4H 5C
students who are only preparing for Subject Area
A may prefer not to do this.
61 7E 8A 9J IOF

Lást*t'l§mg, page 53 He*afua:áarrg* page 53

§& Generate a discussion on whether you are ever
too old to learn. Ask students to talk about their
grandparents'(or other older members of their
family) attitude to computer technology.
3fo follow the procedure for listening in the procedures
File (pages 4-5). You may need to explain sheltered
accommodation - a place (usually apartments)
where retired people live in the UK.They have
some supervision but retain their independence.
After the first Listening, elicit from students
reasons why they think Charles is a particular age.
Remind students that they are now preparing
Scientific Developments (from List B subject areas).
4e Rsk students to discuss the importance of these
scientists and how their work has affected Iife
today. lf students are unable to recognise the
people, you may wish to give their names and
then see if they are able to then identify their
contribution to science.
tr:
1 Marie Curie - discovered radium
2 Alexander Fleming - discovered penicillin

ffiffi"ffi.H;§_§:ffi Chartes is in shettered

3 Marconi - developed wireless telegraphy
accommodation so he is probably elderly.
 ffi*edE*g, page 54 ??a***l*gy* page 55
§& lntroduce the topic of genetically-modified foods f#
by finding out if anyone in the class knows what
!;l:;.:tri-í::# 1 oppor'tu nity 2 im' possibte
they are and why they are used. You could also
3 'precious 4 a'ttention 5 dis'organised
ask them about the general use of chemicals in
6 i'lliterate 7 arti'ficial 8 pho'tography
food and organic foods.
7q.
5e lh¡s exercise designed to draw students'
is
?;i,+k"lzljéI¡"::3
attention to the fact that a text (or in their case a
presentation) should have a clear structure. Ask 1 'photograph pho'tographer photo'graphic
them if they notice anything about the 2 'national natio'nality nationali'sation
sequencing ofthe paragraphs and then get them 3 'politics po'litical poli'tician
to decide on the correct order. Discuss what 4 com'pete compe'tition com'petitor
factors helped students decide - key words like,in 5 'analyse a'nalysis ana'lytical
conclusion'indicate the last paragraph. Ask them
which paragraph seems to be the best ?ee*xZí*ra ?x*as*u page 56
introduction.
S* Rsk students to use the information from the text
:==:r::.il:*-;x
on GM food to complete the table.
1D 2A 38 4E 5C
?;=,i;!i::iil3ii,
2é Cive students 10-15 minutes to read the text Benefits: benefit the environment, prevent
again and prepare their answers before starvation in the Third World by making crops easier
discussing them in pairs. With question 3 try and to grow and making them more nutritious
get students to commit to a particular viewpoint.
Drawbacks: might be tox¡c, not enough known
- -:..: ! 1r:_i!::1t
about long-term effects, cross-breeding could occur
1 lt benefits the environment and there is lesser
need for chemicals. lt prevents Third World *b p¡v¡¿e the class into A and B pairs and stress that

starvation, certain crops can improve nutrition. they should take either argument A or B.
2 lt could produce dangerous toxins and those *á After students complete the mind map,
engineered to produce drugs could crossbreed brainstorm the disadvantages of the lnternet.
with food varieties.
** Oivi¿e the students into A and B pairs and ask
them to use points from the previous task to
Lx*g**gx f**e**u page 55
discuss opposing arguments.
6& Before students do this task, go through the
*< Make sure students prepare a mind map to
information on intensifiers giving examples of
prepare their arguments.
words that collocate together, for example, highty
For example: texting
successful and those wh ich do not like, deeply
q uick/easy/cheap/insta nt commu n ication.
successful.
í:i;';.i:í:ii.l:í:: V*pÉ*
absolutely/utterly appalled, ridiculously cheap, highly
**a**, page 57

profitable, a bsol utely/utterly stu pid, strongly advise, 3*a

strongly oppose, deeply ashamed, absolutely stunning,
absolutely amazing, highly unusual, deeply upset
*b
i.l}.r:3:::.r|?::
1 ridiculously cheap 2 utterly appalled 3 strongly
believe 4 ridiculously easy 5 strongly supports
6 absolutely brilliant 7 highly successful
8 absolutely beautiful
:..:,).:Í:-i. :E 1, 2, s, 6
3**
i,;ii.:::t:j-,:r,iij.
spend time preparing presentation, make sure
presentation will generate language of the grade,
topic presentation should not be taken from list of
subject areas for the Conversation phase, presentation
should have a clear structure, a memorised script will
have a negative effect on assessment

27
lnteractive phase, page 57 Trinity Takeaway, page 57
Ita Co through the advice about what the student Get students to practise the takeaway in pairs and
needs to do in the lnteractive phase andstress then use the basic format to create new sentences.
the importance of the student maintaining the
interaction by asking questions and using G.l 0
language to develop the conversation. Then get
students to listen to the example of the
lnteractive phase. Encourage them to make a
critical assessment of the candidate,s
performance.
Comments: A good performance. The candidate
listened to what the examiner said and then
asked relevant questions. His advice to the
examiner was to listen to the music and try to
enjoy itl
 UNIT 9
§eh*cl ee¡rricslum {A}
§ürss§ ${a§?agemeffiü {B}
Trinity subject areas School curriculum (A)
Stress management (B)
Grade 10
Language Expressions used in conversation
Functions Expressing beliefs
Topic Phase Preparing a formal presentation
Listening Phase ldentifying context & participants

V*eabutary, page 58 Heading* page 59

Ía Cet students to start their discussion by looking at
the pictures which show more conventional
school subjects:
A Chemistry B Classroom study C Music
D Drawing E Computer technology F Athletics
Ask students to make a list of what they think are
the compulsory subjects in England. They should
bear in m¡nd that there is a broader range of
subjects than in some countries. Encourage
students to discuss the relevance of some
trad¡tional subjects (such as Classics) in the
modern world. When you have told them what
the compulsory subjects are, ask them how they
feel about lessons in citizenship, sex and
relationship education and careers education.
Compulsory subjects in England:
Art and design, Citizenship, Design &Technology,
English, Geography, History, lnformation and
Communication, Maths, Modern Foreign
Languages, Music, Physical Education, Religious
Education, Science
?a nsk students to look at the headline and discuss
whether everyone does speak English.
You could tell the class that many native English
speakers assume that everyone will speak English
when they travel. Ask them if they find people
who speak their language when they travel.
3fu follow the suggested procedure for reading in
the Procedures File. You may need to explain the
meaning of the following words:
overjoyed: very happy
core skill: essential skill
rounded person: (in this context) developed,
complete
preserve: (in this context) area, territory
lag behind: make slower progress,
retrograde: backward (in a negative sense)
ffiffiffi
I generation
a of monolingual teenagers
2 They absorb language with amazing speed and
enthusiasm.

tfo tt may be interesting to compare the list of

3 He thinks that learning a foreign language is an
important part of one's development.
subjects in the students'country with that in the
UK and discuss any cultural/historical reasons for
4 50o/oof Europeans learn a foreign language at
prlmary school and all of them have to continue
the differences. Ask students which subjects they
learning a language until the end of compulsory
think are particularly important and which ones
education.
they think are irrelevant.
5 No, he thinks it is a retrograde step.

3* Cet the students to discuss the questions in pairs

and then feedback as a class.
 tiste*Eng, page 6o f,t¡c,ccáE** f*c*s, page 61
3& Encourage students to talk about stress in their 5a th¡s task is designed to help students express
own lives. You may mention possible causes of beliefs in a variety of different ways. Go through
,,é
-a stress, such as work, illness, relationships, money. alternatives 1-8, pointing out that some are much
:= stronger than others and then ask them to match
3k follow the suggested procedure for listening
with the most appropriate clause.
z
= tasks in the Procedures File.

##ffi;#t
í"tzT"a:::1
'utú_ái.a*:<:
íi
1 She'sworried if she doesn't get the right grades,
1B 2C,D,E,F 3A,C,D 4A,C,D,E 5C,F 6G,H
she won't be able to go to university.
7D,E 8A,D
2 work out a revision plan and set herself daily §b
goals iz"r;,]1=:'t+
b;.b¿.¿;;.
a.aE

3 yoga and sport
4 only a small part of it
§C Cet students to listen again to Claire and Mr
Jones and tick the expressions they use.
very strong: l'm absolutely convinced, I feel strongly
quite strong: I'm a great bellever in, l've always
maintained that
not very strong: I think, I suspect, I share your opinion

,#ffiT-r;x &e Rllow students 10-15 minutes to discuss the

honestly, regarding, as I was saying, actually, well, to issues in some depth.
tellyou the truth, anyway, in fact. ?,,;"#"§íi.€^€tr-EÉ:rí:ffi
How many more roads!: construction of new roads
L*r:gxeg* f*e*s, pages 6o-61
PIane crazy: expansion of airports and air travel
4É Before start¡ng the task, draw attention to Justice for Justine: this could be a case of neglect or
phrases in bold in the table which give examples miscarriage of justice
of where the expressions, words or phrases might Make poverty history: the campaign to end of
be used. poverty, especially in theThird World
ffi€;tffif;#ffiEÉ Clean up. Don't cover up: corruption or pollution
Returning to main point: as I was saying
Sb nst students to look back at exercise 5a before
Giving an opinion or expressing a feeling: to tell
completing this task.
you the truth, to be honest, frankly
For emphasis or contrast: actually, in fact, as a &g Cet students to think of other issues that theyfeel
matter of fact strongly about. They might be connected to race,
religion, politics or their local community.
Focusing on a particular point: regarding, with
reference to, as fa r as. . . is concerned, concerning
T*pÉx p*za**, page 62
4tu
3* Remind students of: the importance of choosing
V,áW'tr3,H7;;H;J:i{Éá a presentation topic suitable for Grade 10; using
1 With regards 2 Anyway 3 To tell you the truth formal language; preparing notes; not
4 actually 5 As I was saying memorising (ask them how the examiner will
4* ¡lic¡t a variety of alternative responses from know the candidate has memorised the
students for each point. presentation).

{:;:ffi" íF{ffiffi
Presentation 1:
1 topic suitable for a lower Grade
2 language too informal
3no
4 more like a chat with a friend than a formal
presentation
 Presentation 2:
?ttu
1 topic aood
2 language appropriate for grade 10 {trtWfffi
Possible examiner questions:
3 yes
What is the speaker talking about?
4 fast delivery, weak pronunciation.
Sounds as
though candidate has memorised it. Why is the speaker feeling like this?

S& Students should be given plenty §'§g Rst students to listen to two more
of time to listening
decide on their topic to ensure they texts on the CD and get them to answer
make the the
right choice. They might benefit from questions.
the questions in pairs.
discussing
7ffi.ffi
Eb you could refer students to Unit 3, page 1 going to the cinema 2 jogging/running
22 for
examples of mind maps. Explain to
students the ?ri*íty ?*keaway,
importance of signposting especially in pase 63
indicating
to the examiner that the presentation Ask students to pract¡se the takeaway.
has a clear Once they are
structure. Go through the signposting phrases confident, they could practise the takeaway
folláwed
giving examples of how you would by the introduction to their presentation.
uie them.
Sa nt th¡s point students should be producing
detailed notes using the mind maps
and
signposting phrases. you may need to give
REVIEW UNITS 7.9
them
more time for research and preparation. ,!

L3stcreing p§:ase, pase 63 Across

3&* Rem¡nd students thatType 1 compulsory 2 isolated 4 opportunities
2 Listening requires 7 surf
8 achievement 9 revision
the candidate to identify participant,
Iontexts or
settings. Key words can often help Down
the
candidate do this. Firstl» get students 1 controversial 3 attachment 5 starvation
to check
the meaning of the highlighted words 6 nuclear
and then
take turns reading the text to each
other. Note: 7
A ward is a room for patients in hospital. you
could also ask the students who the
speaker is (a
1 deeply 2 ridiculously 3 Actually 4 To be honest
visitor). 5 Anyway

#ffirum 3
in a hospital
lH 2G 3C 4D 5E 6F 78 8A
ffiffitrEEzr
4
4 football 5 television
I money/wallet.
§Se tn¡s fun activity to help students identify
is a
2 got on the wrong train.
groups of related vocabulary. you
could, for
example, write the word party onthe
board. §
Students might call out music, friends,
dancing, mobile phone
lights, food, drinks, fun, birthday,etc.
until the
student guesses what they are referring
to. 6
§ta
1T 2F 3T 4T 5F 6F 7T 8T
#ffié.*
too much, don,t think I can cope, can,t
sleep, nervous,
worrying

37
 ¡i:r¡iiir¡i:i¡i:-
UN IT IO
ffi*xñgffi*r g**ds €eB
ffiryx*wtr* eff €fue p§mffieÉ €ffiF
Trinity subject areas Designer goods (A)
Future of the planet
Grade 10
Language The passive
Functions Expressing opinions tentatively
Topic Phase Responding to the examiner
Listening Phase Anticipating what happens next
Phonology weak forms
ffieadE*9, pages66-67
Ee Get students to look at the headline and predict
what the article is about. You may need to explain
the meaning of rip-off. Divide the class into small
groups and discuss'Designer goodsi Try to steer
students away from simply talking about fashion
and get them to discuss the deeper moral and
ethical issues, such as materialism, exploitation,
Third World poverty and the cult of the celebrity.
'lb Move students on to discussing fake designer
goods. Look at the comments and give students a 3
few minutes to think up their own.
?{ On first reading, students should look at register
and style. An awareness of this is important when
they are preparing their own presentations. You
may wish to give students time to look up some
vocabulary but this will be looked at in greater
detail in exercise 1e. Point out the style is
informal, chatty, direct and at times polemic. The
article would probably appear in a women's
magazine or a tabloid newspaper.
Ed
#5#.{ɧt
Fake designer goods: good - cheap, friends might
think you are'upper class'or a celebrity;
bad - they aren't as good as the real thing
Real designer goods: good - good quality, keep big
corporations in business;
bad - obscene to spend so much money on luxury
goods
(B)
X*
{feffil"Ez
1D 2E 3F 4G 58 6C 74 8H
Fur¿eÉi*s? f**a¿s, page 67
áú
'{:{:#ji¡Í;ffifrffi
1 Don't you think all politicians are corrupt?
2 I have my doubts but I think that the family is the
foundation of society.
I may be wrong but it seems that English food ls
terrible.
4 I suspect that community service is a better form
of punishment than prison.
5 l'm not totally convinced but generally I think
young people have a very easy life.
6 I have my doubts but I think compulsory
education is a waste of time for some students.
7 I feel that in special circumstances young people
should be able to leave school before 18.
8 lt's possible that she's made a big mistake.
?fu Cet students to brainstorm their ideas about
these topics before using the expressions to
express their views tentatively.
H*adÉrag, page 68
3& Students should be reminded that the style of the
presentation should be quite formal, although, of
course, they would only be preparing notes, not a
whole text like this. Students have to decide
I

E
which style is the most appropriate
for their
presentation. They are
supposed to choose the
Ph*r:c{*g:y, page 7o
second text because it is
I more formal. There are 6&
examples of the passive in
this text which is a
useful way of formalising
tt're tangrage.
WÁffi 1 and 2 for 3 have, had 4 at 5 can
§fu Some answers can be T*p§c pfoase, pageTo
found in the text and
others are speculation or
L opinion. F& Students might like to
#ffiHm look at the Exam overview
on pages 4_5 of the SB before
I buying and throwing away a lot completing the task.
2 They are probably too lazy
of goods
*WffiS rc 2D 38 4E 54
or don,tiant to ?& nst studentsto think about the questions
inconvenience themselves the
in uny wuyl" examiner might ask. This should
3 organising rubbish for recycling
performance in the discussion
Áelp their
4 It won,t be recycled. "*w"x3 of tne tof ic.
5 lt is not environmentally friendly.
Possible quest¡ons:
6 lt is environmentally friendly,
creates jobs and 1 Why do you think that is?
creates a product which
is in demanj. 2 Could you tell me what the
advantages are?
S* Rsk students to prepare
an environmentally 3 Don,t you think these rock
concerts la ,"ur,
friendly business plan in groups publicise the problems
una rlrou Ou.L of poverty?
to the rest of the class, *ño
.un tt un url"r, ¡t,
viabitity. L§sá*r:í*g phas*, page71
&rarc?ffiar f,*eugu page 69 S& Remind students about
the two types of listening.
They looked at Type 2 in
4A Remind students that if the pr"rior, *¡t unO ur"
the action reported now going to practise Type
the past they should use the p.rt;^fi;;;;" is in 1. Here they have to

{yw
1 They are rumoured to have
provide a suitable ending
usually involves having a
to the passage. This
clear un¿ersÉnJing of
the situation and speculating
got married last week. uOort *Áut
2 He is considered to be
the greatest leader of all ilme. happened before or mlght
lrappen afte;
3 He is alleged to have stolen
all the monef &b One student in each pair
4 He is said to have had five
wives that no áne passage.
reads out the listening
knew aboutl
5 fffiÉtrfrF1,
He is believed to be very
rich. 1 They are queuing up for
tickets for a sports event,
4b probably a football match.
ffiffi
I established
was
2 They found out about the
queue all night because
match and decided to
2 was, set up 3 is, considered they were so determined
4 has been expanded 5 to get tickets.
have b""r,;J;;;:;'
6 are derived 7 have been
handed down
3 They had sold out.

*q
L§stearámg, pageTo
YÉE#S#.:1
5& L¡sten to the report once
and elicit the reason for I our suitcases still hadn,t arrived/there
the protest: against globalwarminS was still no
the building of a new runway
r;;;;"p sign of our suitcases.
at Heathrow airport. 2 if he passes.
Then get students to took
tÁrorgl,i;" ri.ür"r,, 3 she was a vegetarian.
4 it arrived.
*;ffiffi#.
I l;,!Z want to srop the buitding of a new runway
2 DK 3 T 4F _2o/o
?a"ámáfur ?xk*awey, page 71
of theproblem S f _ ¡t,ii Oe
peaceful and safe 6 T Get students to practise the
takeaway in pairs
substituting other ideas once
they are confident.

33
U

Csreáffiasm§emɧes€ €ep
§*s§m§ sesrue§ €#F
Trinity subject areas
Grade
Language
Functions
Conversation Phase
lnteractive Phase
Phonology
Communication (A)
Social issues (B)
10
I ntensifiers & modifiers
Summarising arguments & ideas
Sharing responsibility
Using functions of the grade
lntonation of intensifiers & modifiers

V*eafualáargeu page72
?& Encourage students to brainstorm the more
abstract concept of communication before
moving on to the specific. They could prepare a
'Communication'mind map before looking at the
pictures and check if their ideas are similar to
those shown in the pictures. Once they have
discussed the pictures, ask them to report back to
the rest ofthe class so as to exchange as many
ideas as possible.
ln particular, get them to look at how technology
has changed the way we communicate and also
cultural differences especially in the use of body
language and ways of greeting.
Felráqáá*n f*eus, page 73
e L§*t*mEng, page74
#w&ffi
face-to-face communication. Many people
Less
communicate through social networking sites and by
texting.
3a
ru.TS#,ffJ tc 2E 38 4A 5A
Bca*E:':9, pagesT3-74
#e
Possible issues: unemployment, drug abuse,"
poverty, ageing population, corruption, caring for the
sick and disabled
4fu you may need to explain some vocabulary before
students read their text: meningitis, social
services, casual work.
Encourage students to read the text several times
and then close their books before they start
summarising.
&<
Ti:Éái{í;ii
Possible solutions:
He could get a relative to help.
His parents could move into a care home.
Toby could have counseling.
The school might give him help and advice.
He could go on a holiday for young people and carers
could look after his parents for a week.
§e Explain the following if necessary:
cosmopolitan: with d iverse cu Itu ra I influences
float: a truck used to carry an exhibit in a parade
eclectic: a variety of styles
Ieaking: accidental escape of water/gas
kaleidoscope: a tube you look through to see
different patterns and colours
Discuss with students why'kaleidoscope'is an
appropriate way of describing London.
§fu follow the procedure for listening tasks in the
Procedures file on pages 4-5.
?;Éffiffirffge
lively, cosmopolitan, varied cultural influences
 §r
{snversation p}¡ase! page76
Wffi
I lndia cosmopolitan
2
0
3 parades, dancing
o consi¿ered ',
4 music, colours 5 proximity
nu¡r,
labour market g contribution , doyou think young peopte sometimes
Il,
behave badly?
§d Encourage students to talk about
immigrant
groups in their own countries 2 Ithink it,s changed the way we
do so many things
as well uith"i, o*n
experiences of travelling abroad. - study, work, stay in touch with people.
, ,:y important do you think body language is in
Language feeus, page 75 a job interview?
We have already looked at 4 Actually, it,s very important as
I think it says much
the most common
intensifiers in Unit 8 but there.r" more than a CV or a conversation
naturally collocate with certain
,r"y;;;;rs wrr¡ch 5 What are the disadv,
can.
adjectives, for
example: he is critically ill. 6 wer, despite :r":;:1;:l?:"JJff :"
Sa
^"-,ilf
who produce them are often
in ffr¡r¿ Worá
countr¡es and they get a very
small part of the
Twffi#" money.
1D 2E 38 4C 5F 6A
tr*fu Remind students to try to
use the functions of
the grade in their questions.

The financial crisis in the city

was greatly
l¡lt*raetive phase, page 77
exaggerated.
lXa
The forest cottage was virtually
impossible to find.
The young film star was strikingly
beautiful. 2DE ¡A,B 4D
7 Go through the notes on
modifiers before
students complete the task. Trin§§ Tak*away, pase77
Ask students to write some
I The film was rather boring. similar
candidate/examiner exchanges
2 and then practise
That joke was pretty stupid. saying them in pairs.
3 The lndian restaurant in town
is fairly cheap.
4 The building is quite traditional.

Fhonolag:y, page76
Sa Oo,the exercise, get students to give
feedback as
a classand then go through ,f," ih"ory '
Oo*
together.

§tu

W
1H 2H 3F 4F 5H 6F

35
 Y*wɧe fu*fumw§mwr €e3
§ re*errereɧ*mms eereáeek
€ffi§
Trinity subject areas Youth behaviour (A)
lnternational events (B)
Grade 10
Language Signposting words
Functions Deducing & expressing assumptions
Topic phase Presentation & discussion
Interact¡ve Phase Exam practice
Listening phase Exam practice
Conversation phase Exam practice

V*e*b*€xry, page 78 #*adEng, page 79

Before looking at the text and photographs talk
3*
about youth behaviour as a class and elicit examples
that students have experienced. Examples:young f:¿TíE3ffiffiStr;í#:í#
Sporting events (OIympic Games, FIFA World Cup),
people caring for elderly friends/relatives, shoplifting,
playing in a football team, vandalism Charity rock concerts (Live Aid, Live g), lnternational
film festivals and award ceremonies (Cannes)
Ee Rsk students to read the text about the gap year
3b Cet students to read the statement and to try and
experience. Then in pairs get them to discuss
write their own about the power of music.
what experiences the photographs show.
7E€.€:ii-4,Éf.íí,T:i3;".é 3e
1 teaching/looking after children, working in a wild :y'r!f:.11;É-,!Í!:t
!*zi::á*Ja*j
life park, working with slum communities 1 excited,cosmopolitan,enthusiastic,lively
2 to give back something to communities across 2 They were cheering and clapping.
the world, learn about another culture 3 (Get students to answer this question using
the
3 lt would depend on their knowledge and experience third conditional)
and if the work they are doing is really relevant. 4 The festival has taken place in 27 countries and
4 volunteering: helping deprived communities has audiences and artists from all over the world.
especially in the third world; travelling: main aim
is enjoyment and experiencing the pleasure of Fc"sgi*áE** f**uso page 8o
travelling and seeing the world
Go through the introduction making sure students
3b understand the nuances in meaning and the present
and past forms.
>-:z:.:2--.í-.4:+:Z¿.
I She learnt Portuguese and tried to find out as
much as she could about the country.
2 She was shocked by
f#á1ffiíñ 1 must have been 2 can't have 3 can,t
the poverty, but she enjoyed be 4 must/could have left 5 must be
working with the kids and teaching them English.
3 She found the whole experience rewarding and
§* ftis could be completed in pairs or groups.
also had a good social life. Monitor and give feedback.
 {**gx*g* l*qe¿*, page 8 1
i".:.1;l:.it,?;i:: I it was closed/fully booked. 2 drove
#* Check that students understand
what off. 3 at a railway station
signposting is and explain that it is an important é*b
element in their presentation.
.r i -ri,ir'rrir,:"r
¿-.t;:,,".i:. :¡ .';:,: ,:: .:
':

&b
Type 1, task 1: that they had found
the keys.
ii.ii,,:j:,:!=,,!,'t':j-t, 1.;:. . 1 l,ll start by 2 Moving Type 1, task 2: people are concerned
on to about its effect
the next point 3 Moreover 4 To sum
up on the environment.
Type 2: The Olympic Games
V*pát p'**x*, page 81
7a Sriefly remind students what is important {.*a=,a*r**ZZ*.* p',*&*ee page 83
about
the presentation (see Units g and 9).
and ask students to complete the
Listen once éá This is a fun revision activity designed
as a
true/false confiden ce-b u i ld i n g exe rcise.
exercise.
'Trzrzitv
',..:,.|i:il:ií.'i 1T 21 31 4F T*fu*a;a¡a*
-_..*p, pageg3
?fu Sfre was clearly well-prepared, Practise the takeaway in pairs and
the presentation once students are
had a clear structure and she had using it with confidence, ask them to
notes *hi.f, ,h" substitute other
handed over to the examiner. Unfortunately, events and to make appropriate comments:
she
had obviously memorised most of Example:
it anO sfoke
too quickly so it was sometimes difficult
to Examiner: I went to the World Cup in
South Africa.
understand her.
Condidate: Wow! That must have been
amazing! t
** ¡h¡s should be a positive experience
and help suppose you visited Cape Town. Did you
go on safari tooT
students improve their presentations.
Make sure
students have the opportun¡ty to
complete both
Score Card A page g l (for themselves)
and Score
REVIEW UNITS IO.I2
Card B page 94 (for their partner).
Go round the z
class to check on the number
of points thef Revise the meaning of these words
awarded themselves. before students
write the sentences or they could revise
the units for
&* Remind students they should choose homework and do the exercise in class.
a topic that Monitor
interests them and which they will students as they check their answers
be motivated in pairs.
to talk about.
Z

Erct*reatí,s* pfua**, page 82 1 wouldn't 2 believed 3 had

known 4 been
sentenced 5 should have 6 could have
É These tasks are the final stages
of the consolidation 7 have 8 avoid 9 must l0 had
been
process. Encourage students
I 1 wanted
to deal with the 12 were l3 rather 14anyway
15 absolutely
lnteractive tasks as they would in 16 virtually l7 was designed lg
the examination. sink
Try and ensure they don,t have
a chance to read É
through the prompts before attempting
them and
make sure the listening task is read
ouiloud.
1 25 minutes 2 presentation notes 3 Formal
and
discursive 45minutes 5totakecontrol
-'*í*{**Éizg 63 76
#:*e**, page 82 8 List A is for younger candidates and
List B for more
mature candidates but you can choose
3*a Here we have two examples of
the Listening
which list you
want to do.
phase at Grade ,l0, each with
three short
passages. The students should now be familiar 4.

with the format: two of the passages 1 The school curriculum 2

require an Use ofthe lnternet
ending and with the third they have 3 Designer goods 4 Communication
to anslúer a 5 Stress
question. Keep to exactly the same management 6 Social issues
wording as is 7 The future of the
used in the exam. planet 8 Scientific developments

37

i
I
ffi***r#*rery **n§pem
#
John: Hello. My name's John. Has technology improved
my life? Well, I receive hundreds of emails every week
and really love it. Anyone who doesn't think technology
i{ has radically improved our lives is completely out of
touch.
Maria: My name's Maria. I have had a mental illness for
some time now and the lnternet has been a lifeline.
There are thousands of people out there in a similar
situation, with whom I can share experiences and
compare notes. I may never see these people but being
in touch for a moment or two can make all the
difference.
Keiran: My name's Keiran Chakrabati and l'm from lndia.
I would like you all to know what incredible changes
have taken place in lndia as a result of technology.
Medical technology has brought about many changes.
Twenty five years ago there was no cure for diabetics - éz*
my grandfather died from it - but today diabetes is
controllable.
Dani: l'm Dani and I got married 3 years ago' l'm in the
US army and was sent abroad a few moths ago.
Computer technology has allowed us to talk, chat and
share our lives together. lt allows us to send instant
messages which is very important when we are making
decisions regarding our family and their education as
well as my career.
Mike: Hi, l'm Mike. I have always been a fan of
technology but the MP3 player has had the greatest
impact on my life. I have wanted to lose weight for some
time and really need to take more exercise and music
really motivates me. ln the past it took so long to find
the right track on the CD or I would listen to the same
CD over and over again. Now that I have my MP3 player I
have no excuse but to get those trainers on and go for a
run. With a selection of 5,000 songs, and more to
download, I never get boredl
#4
1 'laptop 5 'gadget
2 'email 6 'homepage
3 'mobile 7 'website
4'photo 8 'access
#a
1a'sleep 4 ma'chine
2 mis'take 5 con'trol
3 a'lone
38
1 re'move re'gret 'reason
2 'shopping 'shovel sham'poo
3 'ca refu I com'plete 'crazy
4 a'gree 'answer a'lone
5 'middle mi'stake 'mimic
*
Rosa: I'm going to talk about lssues in Athletics. I think
this is really interesting and I can't wait to talk about it.
Stefano: My topic is my university thesis because I am
very knowledgeable about it.
Tham: My choice is nuclear physics. l've got as much
material as possible in case I run out of things to say.
Florian: I think I will talk about my last holiday because
it's an easy topic and I won't make many mistakes.
Sophie Wray: Good evening. This is Sophie Wray with
our weekly report on education.
Tonight we look into educational developments in
prisons ¡n recent years. An innovative approach to
teaching and learning has resulted in a radical
improvement in educational standards, and in some
cases the most amazing achievements.
Jack Dunwoody, governor ofa London prison speaks
about how the new scheme was introduced.
Jack Dunwoody: Well, we've realised for some time that
many of our inmates have special educational needs,
some arrive here illiterate and this of course can only
make their lives more difficult. They have often had a
very negative experience of school and are worried
about failing or looking stupid in front of others. So we
started to consider ways of helping them that would
both enhance their lives while serving their prison
sentence and improve their chances of getting a job
once they have been released.
We brought in specially-trained teachers who worked
with the students either one-to-one or in small groups
and used materials that were both stimulating and fun.
Sophie Wray: So how did the men feel about these
classes?
Jack Dunwoody:The men felt less intimidated in this
kind of learning situation and as they began to improve,
they became more confident and enthusiastic about the
classes. ln fact, they weren't compulsory, they actually
attended because they wanted to. Many revealed to the
teachers that they had wanted to learn to read for years
but were frightened to admit that they had a problem.
 Within a year many were ordering books
from the lnterviewer: Go on...
library, reading newspapers and looking
on the lnternet Victoria: Well, you know, the fashion industry
for information. What was most amazing is so
was when they dominated by big names and you sort of need
began writing short stories and even plays. a lot of
capital to develop your own label but, anyway,l
Sophie Wray: I understand that there was
then a rather managed to get a job working for a major
exciting development. retailer in
London and that gave me my first break. lt
Jack Dunwoody: yes, yes. We had heard was really
about a special hard work, though. you had to be prepared
group set up to encourage offenders to work long
to lead more hours for not much money but I was lucky
positive lives and participate in the to be given
arts. They organised the chance to develop my own ideas and
a competition and one of the lads entered it. designL
He had lnterviewer: Absolutely... So I think wed all like
been in prison about g years and he wrote to know
this brilliant something about your new collection. We are going
play about life inside. To our total
astonishment he won to
like it, aren't we?
first prize. lt's actually on at a London theatre
now. Not Victoria: Sure, it's amazing! I would say that,
only is he over the moon but the other lads wouldn,t l?
feel, well, if Actually, I think the style is both innovative
he can do it, why not us? and slightly
retro. The clothes are in delicious ice
Sophie Wray:Thank you very much Jack cream colouri...
Dunwoody, the strawberry, pistachio... , made from natural
governor ofa London prison. ethnically_
sourced fabrics. yeah, you,ll love them.
Earlier on today...
lnterviewer: Can,t wait!
éa,¡-
éi**
1 cybercrime 6 inmate Speaker
2 potential 7 illiterate
1

l've decided to talk about Frank Gehry.

3 unscrupulous g investment
4 identity Speaker 2
g professional
l've decided to talk about Frank Gehry.
5 appropriate 10 burgle

ás& {,*
lnterviewer: Hello, Victoria.
lt,s wonderful to have this
1 ld like to speak about abstract ideas.
opportunity to talk to you at your first London 2 I would like to tell you about fashion design.
Fashion
Fair. You must be so excited. 3 Actually, my topic is hip hop music.
Victoria: Oh, yeah. ltt really cool. This is 4 l've chosen to talk about cultural differences in Europe.
the moment
l've been waiting for all my life. Well, you
can imagine l,m étzr.
rather nervous but erm...
Examiner: For the next part, I,ll tell you something.
lnterviewer: Of course but erm. . . can you Then
tell me when you have to ask me questions to find
you first became interested in fashion? out more
information, you need to keep the conversation
going.
Victoria: I suppose I must have been influenced After about four minutes, l,ll end the conversatio-n.
by my Are
mum. She was always sort of talking about you ready?
clothei,
buying fashion magazines and always wanted
my sister Candidate: yes, I am.
and I to look smart.
Examiner: My brother has just been offered
lnterviewer: Reallyl And how did you feel about a fantastic
thatT job. The only problem is that itt
in Australia.
Victoria: Sometimes it could be Iike a bit annoying
Candidate: Oh really, but that,s a great opportunity,
when you just wanted to wear jeans and trainers isn,t
and it?
chill out.
Examiner: I suppose so. lt,s just not that easy, you
lnterviewer: And was there know
a moment when you moving such a long way away.
realised you wanted to be a designer?
Candidate: Mmm. Well these days it,s not so
Victoria: Not really, more of a gradual realisation far. you?e
like I there in a day.
was good at arty subjects so itjust seemed
natural to go Examiner: lndeedl But there are other problems.
on to do a foundation course.in Art and
Design. After Candidate: I see, so what are these other problems?
that I did a degree course in Fashion Design,
which was Examiner: Well, paul, that,s my brother, you
absolutely brilliant but then came the more
difficult know het
bit. got a very nice girlfriend here in England and...

39
 Candidate:That's wonderful. Can't she 9o with him?
Examiner:To be absolutely honest, I don't think she
wants to. She loves it here. Shet got a good job and
they're not even marriedlWhy should she follow him to
Australia?
Candidate: lt depends how much Paul wants the job in
Australia. ls it important for his career?
Examiner: Yes it is, actually.
Candidate: Well, in that case, I think he will have to
decide which is more ¡mportant - his career or his
girlfriend. He'll have to talk it over with her. Whatt her
name?
Examiner: Laura
Candidate: OK. Laura and Paul will have a really long
talk about their future, their careers and the possibility
of moving to Australia. Hopefully, they can reach a
decision together.
Examiner:That sounds like a good idea to me.Thanks
very much for your advice, l'll have a word with Paul
tonight and see what he saYs.
Candidate: OK Good luck!
lnterviewer: Why did you decide to move into a carbon
neutral home, Simon.
Simon Grant: Well I suppose I had been concerned
about environmental issues for some time but I had
never had this opportunity before.Then the local
council offered key workers the chance to move into
these houses at a greatly reduced rent. I could have
waited to buy my own but when I looked around this
one, ljust knew I wanted to live here.
lnterviewer: lt does seem really nice, not at all basic or
uncomfortable as you might imagine.
Simon Grant: Mmm and you wouldn't believe how
lovely and warm it is in the winterlThere are solar panels
on the roof and we've got triple glazing and under floor
heating - this means we can't have carpets though.
lnterviewer: What else do you do to ensure the house is
carbon neutral?
Simon Grant: l'm very careful to separate allthe
rubbish. I have three bags in the cupboard - one for
compost, one for recycling and one for landfill. lt
obviously takes longer but you soon get used to it.
lnterviewer: Mmm does sound a bit time-consuming. ls
there anything you find annoying about the whole eco-
friendly thing?
Simon Grant: Well I must say that the wind turbine on
the roof is rather noisy, oh and I do get a bit fed up with
40
my friends making fun of me and saying l'm an eco
warrior, etc. But they'll realise eventually that l'm right
and probably end up getting a house like mine!
Generally when we are enthusiastic and positive our
voice goes high to show this:
A: I think my carbon-neutral home is great!
B: lt sounds amazing!
When we are negative or unimpressed our voice goes
down:
A:The oil spill in the Gulf of Mexico is terrible.
B: Oh, it's absolutely awful.
Sometimes the language is positive but the intonation is
negative which indicates you are being sarcastic or don't
really like the information you have received:
A:The weather is going to be appalling this weekend.
B: Wonderfull
é=r*
1 done!
Well 4 How terrible for You!
2 Terriblel 5 That sounds very interestingl
3 Excellent! 6 Greatl
*t**
Examiner: Now let's move on to the Conversation phase'
ld like to ask you about the environment. Don't you think
people should do more to reduce their carbon footprint?
Candidate: l'm sorry, l'm not sure what you mean'
Examiner: Well, what l'm trying to say is that people
should help the environment by using less electricity,
not travelling by air and so on.
Candidate: I don't know about that. I think the issue of
global warming is greatly exaggerated. Anyway, I love
travelling by air... lt's sort of a great experience, a way to
see the world.
Examiner: So you don't feel you should do anything to
reduce global warming?
Candidate: Well, let me think about that. ''
Prompt 1
Examiner: I think everyone should learn English, don't
you?
Prompt 2
Examiner: l've got I children.
Prompt 3
Examiner:This computer defines and manages
business language to exchange data.
E
Prompt 4
Examiner; China has a population of 1.3 billion but only
300,000 people play golfl
Prompt 5
Examiner: Actually, in my view, not enough is being
I
done to combat global warming.
),
I English classes. Sometimes, Mark is around and gives
#1*g
Iwas recently appointed a director at our head office in
New York. Of course I was highly delighted to get the
job especially as I am still quite young, only 32, but it is
proving to be more difficult than I had imagined. As a
consequence, I am working really long hours,
sometimes even sleeping in the office just to finish stuff
off and even to demonstrate to my colleagues how
committed lam.
One, Jo
Jo: I don't think we have a typical routine in our family
mainly because of our jobs. I work as a radio presenter
and start work at 6 a.m. so my alarm goes off at about 4
when I get up, have a shower and so on. My husband is
a policeman and does shiftwork so that makes life even
more complicated. Well, when we decided to have
children we knew we would have to find a permanent
solution to our childcare problems. Our parents didn,t
live nearby so they couldn,t help out. So we took on an
au pair from Poland and she,s absolutely brilliant. She
gets up with the kids about 7.30, gives them their
breakfast and then takes them to school and nursery.
Our younger child, George, is only three and he goes to
the local nursery for the morning so Eva, thatt the au
pair, picks him up about 12 and then looks after him
until I get back about teatime.
Two, Mark
Mark Well, to be honest, when Jo became pregnant I
just wanted her to give up her job but she really loves
it
and we had to find some sort of compromise. Well, you
know, women these days, and I couldn,t afford to give
up my job. lnitially, she took 6 months off work and I had
a month's paternity leave which was quite good. l,m not
much help with the childcare, I wish I could do more,
because I work shifts and they change every week so it
makes it very difficult to plan. ln general, though, I work
at nights and often get home just as Jo is leaving.
Three, Eva
Eva: ltt a b¡t crazy in this house with people coming and
go¡ng at strange times and no regular routine but the
kids are great and I enjoy thejob. I try and ensure that
their days are structured and we generally do the same
things everyday at roughly the same time. I help them
wash and get dressed in the morning and then the three
of us have breakfast together before walking to school
which is close by. I then have a couple of hours off to
clear up or do some shopping and on Fridays I go to
me a hand with the chores and Jo always cooks.
Charlotte: lt was a depressing December day, pouring
with rain and very cold. people huddled under
umbrellas in the street or rushing to the bus stop trying
to avoid stepping in the puddles. ld had a terrible day at
work and couldn't wait to get home and snuggle up
beside a nice warm fire with a good book.
After wolfing down a hearty supper, I lay down on the
sofa and half watched the TV news. War in Afganistan,
oil slick in the Gulf of Mexico, hospital scandal... Then
quite effortlessly I fell sound asleep.
There was the sound of the waves lapping at my feet,
my toes fidgeting in the warm white sand.
Luxuriating in the sun's heat and radiance, I gazed up at
the indigo sky above me and hoped this moment would
last for ever. Lazily, I picked up my book, read a few
pages, then caught the eye ofa waiter dressed in
elegant white. Coconut milk, lobster on a silver platter
for Iunch. Perhaps a few strawberries. Sounds perfect.
Can't wait.
A few minutes later, lunch arrived pink and cream in
perfect harmony. Was I to eat alone? I turned and there
beside me sat a smiling Adonis. He cut open the
coconut, smiled and handed it to me.. This was so
wonderful! Paradise, heaven even, but would ¡t last?
TV newsreader: And that is the end of the news.
Charlotte: Oh no, back to reality!
ízs*
1 t's a lovely day, isn't it?
f
2 That film was horrible, wasn,t it?
3 You've been to Paris, haven,t you?
4 The train leaves in l0 minutes, doesn,t it?
5 Cricket's terribly boring, isn,t it?
j,
&;-:!#
, *, .or" from England, don,t you?
2 I think the family is very important, don,t you?
3 I can look at my notes, can,t l?
4 Obama is still the US president, isn,t he?
5 Technology has changed our lives dramatically, hasn,t
it?
47
 Candidate: I see, but why do you think realityTV shows
are such rubbish?
Examiner: Well, honestly, all they seem to show is
people brushing their teeth or having arguments. Why
would I want to waste my time looking at that?
Candidate: Many friends of mine enjoy the spectacle.
think if you persevered and watched the programmes
more often, you too might get hooked.
Examiner: Oh, I don't think so.
Candidate: So if you were a TV producer, what sort of
programmes would you be showing?
Examiner: ln my view, we definitely need more
documentaries and more in depth interviews with
politicians.
Candidate: Hmm, you think that would go down well
with young people, do you? Most of my friends are
totally disillusioned by the world of politics. They are
more interested in their everyday lives or the lives of
celebrities.
Examiner: Exactly, we are all totally obsessed by the
lives of rich footballers and their wives. lt's ridiculous!
Candidate: So if some people want more reality TV and
you want more serious documentaries, how can we
satisfy everyone?
Examiner: l'm not sure but lwish we could have more
balanced programming.
Candidate: What do you mean by that?
Examiner: Well, you know, more of a choice so I don't
feel I have to watch that rubbish.
Candidate: Have you ever thought about simply
switching the TV off and reading a good book?
Examiner: Well, now that IS a good idea. Perhaps
should do thatl
*a+&
Radio newsreader: And now the news headlines.
Floods in Pakistan have left millions homeless and
without running water.
Charities are sending in emergency supplies as soon as
weather conditions permit.
A man has been arrested in connection with a fire in
Birmingham last night.
He is thought to have been in the New Street area when
the fire started.
And finally, the weather. Heavy rain will be moving in
from the west.
42
lnterviewer:5o, tell me, how did you get your first job
in the city?
Sally Smith: I had always been considered clever at
school and, of course, getting a place at Oxford
University was a great achievement. Well, um, when I
I
graduated I applied for lots of jobs still a bit uncertain
about which direction to go. Then I was delighted to be
offered a job in the city with a prestigious investment
bank. The starting salary was pretty good and I was even
given a golden hello bonus which hit my bank account
as I arrived. How could I say no? lt seemed irresistible.
lnterviewer: Absolutely! And how did you find the
working environment when you first started?
Sally Smith: Mmn, well, you know to start off with, it
was a question of survival - sink or swim. The new
recruits were mostly like me young, cocky, ambitious
twenty-somethings with degrees from the top
universities. To begin with, we socialised with each other
a lot - rather tedious parties with lots of small talk. But
before long reality kicked in. We were expected to work
incredibly long hours often till midnight and I frequently
fell asleep at my desk. Once my boss even sent round a
cab to pick me up at 2 a.m. as there was some sort of a
crisis in the office. I became exhausted and quite
depressed - you, know, I never even saw my friends, but
the worst thing about it was the male-dominated
environment.
lnterviewer: How do you mean?
Sally Smith: Well, lfelt very isolated. lwas the only
woman in a team of 25 and I always seemed to be
viewed as a secretary, not as a banker. My colleagues
would generally assume that I would make the coffee
I and often made sexist remarks which lfound quite
offensive. I knew I was good at myjob, as good as the
rest of the team actually, if not better, but seemed to get
precious little credit.
lnterviewer: So do you think you were treated
differently because you were a woman?
Sally Smith: Oh, of course. Well, in the end, I met up
with my best friend to talk things over. ljust had to get it
off my chest. When she heard what my job was like she
told me to resign. And that's what I did. I haven't
regretted it.
Candidate: Well, I would like to state categorically, that I
am totally in favour of traditional family roles.
Firstly and most importantly, I think families organised
in this way are much happier and more secure. You only
 have to look around you to see the difficulties some
Firstly, we learnt about email which was a major
families experience when both parents are working.
ln breakthrough for me tos you know, l,ve lots of relatives
my view, if you decide to get married and have children
in Australia, hardly ever see them really. Well, when
you should accept your responsibilities even if it I

means sent them an email and got a reply within minutes it

sacrificing your career. The mother should stay at home,
was absolutely brilliant, amazing!
look after the children, tidy the house and of course
Now l'm back in touch with family I hardly ever heard
cook delicious meals for all the family. Moreover, she
will from.
undoubtedly experience satisfaction because she will
Another thing, surfing the net. Thought that really was
know she is doing a good job and that everyone is
for the young things, my grandson and the like, but you
content.
can get information about just about anything. l,ve
As for her husband, he will hopefully find a challenging
researched my family tree, looked up the weather
and enjoyablejob and earn enough moneyto support
forecast and even got a few gardening tips. l,m a silver
his family.
surfer now.
Obviously, from time to time, it may be possible for his
I would recommend the lnternet to anyone. Don,t be
wife to work part-time, especially when the children
start scared just because it's something new.
school and this might help finance holidays and family
treats. Although the father might get home quite late
in 4"¿:**
the evening he should have some family time when
they 1 oppor'tunity 5 dis'organised
eat together and of course at the weekends when
they 2 im'possible 6 i'lliterate
can go out together for walks or to the cinema"
3 'precious 7 arti'ficial
Finally, I would like to say, that I grew up in a family
like 4 a'ttention 8 pho'tography
this and had a perfect childhood. To sum up, I would
say
a traditional family is definitely the best way to é.=r¡7
ensure
happiness for your children. 1 'photograph pho,tographer photo'graphic
qzt*
2'national natio'nality nationali,sation
3'politics po'litical poli,tician
Candidate: Well, yes, the Grade i 0 Listening is a bit 4 com'pete compe,tition com,petltor
different to most Listening tasks. There are two types 5'analyse a,nalysis ana'lytical
and the examiner will read out two of Type 1 and
one of :'1
Type 2. With Type 1 the candidate has to give a
suitable e:fi*
ending whereas with Type 2 the examiner asks the Examiner: Firstly, it is highly recommended that you
candidate a question about the people or place. All spend considerable time preparing your presentation,
the
texts are very short and the candidate is only expected which must be discursive in nature.
to give a short answer. you certainly don,t need to take You should select your topic carefully to ensure that it
notes but you will have to listen very carefully and hasthe potential to generate Grade t0 language and
sometimes have to predict, deduce and infer. also ensure that is not chosen from the list of subject
areas for the Conversation phase. you will be giving a
formal presentation, so it must have a clear structure
Charles: Well, you knory I live in sheltered with an introduction, followed by a series of reasoned
accommodation in Birmingham. Recently we got a new arguments which lead to an appropriate conclusion.
manager and she decided to get the lnternet installed It is also essential to prepare brief notes in the form of a
in
our communal sitting room. What a stupid idea we all handout to give to the examiner at the start of the
thought, I mean like at our age... far too late to start presentation. You will be able to retain your own notes
learning about cyberspacel What was she thinking but this should not take the form of a memorised script,
of?
Then lrene, that's the manager, organised classes and which will have a negative effect on your assessment.
my mate Harry said'Come on. Let,s give it a try. What You are strongly advised to ensure that your
have we got to lose? Who cares if we look stupid? presentation lasts no longer than 5 minutes. you will not
Well, I
thought to myself, Actually, I doi but anyway, off we be interrupted during that time but the examiner will
went 10 otlock on a Monday.morning. The teacher was take some notes for use during the discussion phase.
great, very patient, and made us go over things When you have finished, you should initiate the
again
and again until we had got the hang of it. discussion phase by asking if the examiner has any
questions or comments.

43

4c;,*
Examiner: Now let's move on to the lnteractive phase.
ln this task I'll start by telling you something. you,ll have
to ask me questions to find out more information and
make comments. lt's your responsibility to mainta¡n the
conversation. Are you ready?
Candidate: Yes, I am.
Examiner: My son's been playing the guitar for some
time now but recently het formed a band. They practise
regularly in our house and the noise is unbearable.
I don't think I can put up with this for much longer!
Candidate: Oh, really! So how often do they play?
Examiner: Every night and you wouldn,t believe how
much noise they make.
Candidate: Have you asked them to turn the music down?
Examiner: I have but it doesn't seem any quieter to me.
Candidate: But isn't it a good idea for young people to
be enjoying themselves and doing something creative?
Examiner: I suppose so but, you know, they show no
consideration whatsoever.
Candidate: I see, so where exactly do they play?
Examiner: ln our sitting room where I like to relax or
watch TV.
Candidate: But have you tried talking to them about it?
Examiner: Oh, yes I have. They just think I am a very
boring dad.
Candidate: Surely you could discuss the situation with
them, couldn't you?
Examiner: lt's hopeless. They think I should be enjoying
their music.
Candidate: Well. Have you tried Iistening to them to see
what they're like. They might be amazing.
Examiner:To be honest, I haven't.
Candidate: I think you should try. Who knows? you
might find they have great musical talent and will
become rich and famous some day.
Examiner: Ok. l'll give it a try, Thanks for the advice.
é=**
Student: Honestly, Mr Jones, l'm so anxious about my
exams that I don't know if l'm going to be able to cope.
It's just really important, you know, and if I don,t get the
right grades, they won't accept me at university and
then what will I do?
Teacher: Well, the first thing you should do is calm
down. You really are not helping yourself by panicking.
To tell you the truth, you haven't been working as hard
as you should but it's not too late.
44
Student: But the problem is ljust don't know where to
sta rt.
Teacher: Mmn, well, as I was saying, you need to study
harder and get organised. Work out a revision plan and
every day set yourself a goal so that you know what
you've achieved. That way I think you'll feel less panicy
and more in control of the situation.
Student: ln fact, I have tried to do that but l'm just so
tired I can't concentrate and like I fall asleep at my desk
and then I can't sleep at night because l'm worrying
about everything.
Teacher: lt sounds to me as though you should try some
relaxation techniques. Try and chill out a bit more.
Actually, something like yoga or sport might reduce the
stress and help you keep calm.
Also, you should eat lots of healthy food and avoid
caffeine. You drink a lot of coffee, don,t you?
Student: Yeah well, actually, when l'm tired and trying to
study I do drlnk quite a bit.
Teacher: That probably isn't doing you much good.
Herbal tea would probably be a lot better. That,s what I
have when l'm feeling stressed. Anyway, the other thing
is you really must take lots of breaks when you are
revising. Actually, you can only concentrate for so long.
lf you take a break, have a chat, go for a walk or
something, you will feel more alert and refreshed when
you return to your desk.
Student: OK, l'll give it a try.
Teacher: And remember, believe in yourself. you have
the ability to do well, provided you prepare for the
exams properly and really you must try to keep things in
perspective. Yes, the exams are crucial right now, but
they are only a small part of your entire life. Don,t forget
that. Right, l'd better be going. l've got a class now. Good
luck then and regarding that essay you still haven,t
finished...
,'j
4=eg
Presentation 1
Candidate 1: Hi there! Well, ld like to tell you about my
sister's wedding. lt really was a great event. We were all so
excited and you wouldn't believe how beautiful she
looked. My mum and lwent with Chelsea, that! my sister,
to buy the dress and had a wonderful day out together
shopping, chatting and ofcourse we had lunch together
in a nice restaurant. Anyway, on the day of her wedding...
Presentation 2
Candidate 2: My presentation today focuses on the
problems of young people in my country. Here are some
brief notes that I have prepared.

d*e*
Examiner: Now let's move on to the lnteractive phase.
ln this task l'll start by telling you something. You'll have
to ask me quest¡ons to find out more information and
make comments. lt's your responsibility to ma¡nta¡n the
conversation. Are you ready?
Candidate: Yes, I am.
Examiner: My son's been playing the guitar for some
t¡me now but recently he's formed a band. They practise
regularly in our house and the noise is unbearable.
I don't think I can put up with this for much longerl
Candidate: Oh, really! 5o how often do they play?
Examiner: Every night and you wouldn't believe how
much noise they make.
Candidate: Have you asked them to turn the music down?
Examiner: I have but !t doesn't seem any quieter to me.
Candidate: But isn't it a good idea for young people to
be enjoying themselves and doing something creative?
Examiner: I suppose so but, you know, they show no
consideration whatsoever.
Candidate: I see, so where exactly do they play?
Examiner: ln our sitting room where I like to relax or
watch TV.
Candidate: But have you tried talking to them about it?
Examiner: Oh, yes I have. They just think I am a very
boring dad.
Candidate: Surely you could discuss the s¡tuation with
them, couldn't you?
Examiner: lt's hopeless. They think I should be enjoying
their music.
Candidate: Well. Have you tried listening to them to see
what they're like. They might be amazing.
Examiner:To be honest, I haven't.
Candidate: I think you should try. Who knows? you
might find they have great musical talent and will
become rich and famous some day.
Examiner: Ok. l'll give it a try, Thanks for the advice.
é*=*
Student: Honestly, Mr Jones, l'm so anxious about my
exams that I don't know if l'm going to be able to cope.
It's just really important, you know, and if I don't get the
right grades, they won't accept me at university and
then what will I do?
Teacher: Well, the first thing you should do is calm
down. You really are not helping yourself by panicking.
To tell you the truth, you haven't been working as hard
as you should but it's not too late.
44
Student: But the problem is Ijust don't know where to
start.
Teacher: Mmn, well, as I was saying, you need to study
harder and get organised. Work out a revision plan and
every day set yourself a goal so that you know what
you've achieved. That way I think you'll feel less panicy
and more in control of the situation.
Student: ln fact, I have tried to do that but l'm just so
tlred I can't concentrate and like I fall asleep at my desk
and then I can't sleep at n¡ght because l'm worrying
about everything.
Teacher: lt sounds to me as though you should try some
relaxation techniques. Try and chill out a bit more.
Actually, something like yoga or sport might reduce the
stress and help you keep calm.
Also, you should eat lots of healthy food and avoid
caffeine. You drink a lot of coffee, don't you?
Student: Yeah well, actually, when l'm tired and trying to
study I do drink quite a bit.
Teacher:That probably isn't doing you much good.
Herbal tea would probably be a lot better. That's what I
have when l'm feeling stressed. Anyway, the other thing
is you really must take lots of breaks when you are
revising. Actually, you can only concentrate for so long.
lf you take a break, have a chat, go for a walk or
something, you will feel more alert and refreshed when
you return to your desk.
Student: OK, l'll give it a try.
Teacher: And remember, believe in yourself. You have
the ability to do well, provided you prepare for the
exams properly and really you must try to keep things in
perspective. Yes, the exams are crucial right now, but
they are only a small part of your entire |ife. Don't forget
that. Right, ld better be going. l've got a class now. Good
luck then and regarding that essay you stiil haven't
finished. . .
¡"1
é3eg
Presentat¡on 1
Candidate 1: Hi there! Well, ld like to tell you about my
sister's wedding. lt really was a great event. We were all so
excited and you wouldn't believe how beautiful she
looked. My mum and I went with Chelsea, that's my sister,
to buy the dress and had a wonderful day out together
shopping, chatting and ofcourse we had lunch together
in a nice restaurant. Anyway, on the day of her wedding...
Presentation 2
Candidate 2: My presentation today focuses on the
problems of young people in my country. Here are some
brief notes that I have prepared.
I
Examiner: Thank you
Candidate 2: Firstly, l'll concentrate on the difficulties
many, including myself, experience and then l'll look at
the reasons for these. Finally, I will attempt to find
alternative solutions and make recommendations which
I
might help us all ¡n the future.
l disrupt the airport at a time when the infrastructure
I é*xb
Student: lt really is getting too much. I don't think I can
cope for much longer. l'm up until 2 a.m. going through
my notes and drinking endless cups of coffee. Then l'm
up early to do a bit more revision before going to
school. t can't sleep because l'm so nervous and keep on
worrying about whether I will remember everything the
next day. Anyway, this time next week it will all be over.
*:a*
Task 1
Speaker 1: I love coming here. lt's just such a different
atmosphere. lt's almost completely dark, there's a sense
of anticipation and everyone is getting comfortable or
eat¡ng a bag of popcorn. Then all of a sudden the music
starts, the credits come on and you can sit back and
enter a world of escapism.
Task 2
Speaker 2: Sometimes ljust don't know why I do it. The
alarm wakes me up and I fall out of bed, get the trainers
on and speed offdown the road at a rapid pace. After
about half an hour l'm back home for a quick shower,
cup of coffee and then l'm off to work. I usually spend
the rest of the day feeling terrible with sore feet and an
aching back.
#rB
News reader: Good morning. This is the 8 otlock news.
Hundreds are expected to join the protesters camped at
London Heathrow airport today to demonstrate against
giobal warming. They are demanding that the
government abandons plans to build a new runway. A
fifth terminal already opened in 2008. Our reporter Nick
Brown spoke to one of the campaigners Emily Armstrong.
Emily Armstrong: We are taking this action because the
government is completely ignoring the effects of the
aviation industry on the environment. lt is absolute
madness to expand Heathrow airport at a time when we
should all be looking at ways of reducing carbon
emissions.
Nick Brown: But the air transport industry claims that
they are only 2o/o of the problem and are being unfairly
blamed.
Emily Armstrong: Well, in our view, it is an area of
growth that should be restricted right now if we care
about the future of this planet. The industry should play
their part and passengers should also make their
contribution by using more environmentally friendly
methods of transport.
Nick Brown:There have been reports that you will
is
already stretched due to the terrorist threat.
Emily Armstrong: Absolutely not! Our demonstration
wlll be both peaceful and safe and our intention is to
raise the profile of our cause.
Nick Brown: Thank you very much for speaking to us.
e&
1 Come and meet him in my office.
2 They are not leaving until midday.
3 She's staying at home today.
4 They must have taken the train.
5 I can speak four languages.
€38É
1 I love fish and chips.
2 ls this a present for me?
3 I would have comeif I had known.
4 He's dt the cinema.
5 She con speak six languages.
#B
We landed very late in the evening totally exhausted
and couldn't wait to get home. We stood around for
about half an hour and nothing happened. Suddenly,
suitcases started to rattle along beside us and
everyone moved forward anxiously trying to spot
theirs. We watched and waited for what seemed an
age.Then we turned round and realised everyone
else had gone and...
I feel sorry for John. He gets his exam results on
Thursday and he's getting really stressed out about it.
He needs really high grades to get into university but
actually he hardly did any work at all so it will be a
miracle...
Everyone arrived about 7.30 for the dinner party. I
had invited B guests and they weren't particularly
close friends of mine so I was feeling slightly
apprehensive. Anyway, I had prepared a delicious
dinner, an assortment of cold meats to start with
followed by steak. They all sat down and started
eating except Kate who was staring at the meat and
to my horror I realised...
He had set the alarm for 7 a.m. The interview was at 9
so that would give him plenty of time to have a
45
 shower, get on some suitable clothes and catch the
train into the city centre. The next morning
everything went pretty well and he was pacing
the
platform waiting for the 8.19 train. By g.30
there was
still no sign of the train but just as he was about
to
give up...
*a¡&
Examiner: So we,ll move on to the Conversation phase
now. Let's talk about communication. To what
extent do
you think technology has affected the way
we
communicate these days?
Candidate: Oh well, enormously. We seem to have
drifted away from face-to-face communication.
Most of
my friends are totally obsessed with social networking
or texting, so rarely leave the comfort of their
own
bedrooms.
Examiner: Really! But is this real communication?
Candidate: I suppose it depends what you think
commun¡cation is. ln my view, communication
is about
a variety of things. Of course it is about
speaking,
listening and responding but it is also about
boáy
language, tone ofvoice, and even laughter
and tears. A
computer or text simply can,t relay this sort of
information. This means that there can be confusion
and
even misunderstandin g.
Examiner: Mmn, has this ever happened to you?
Candidate: Oh yes. I can give you an example,
if you
like. The other day I had arranged to
meet my friánd
Maria at the cinema but I was running late
and couldn,t
make it. ljust texted Maria and said,,Sorry,
can,t comel
She was absolutely furious because she
didn,t feel I had
made a proper apology. ln other words, in this
instance
my communications skills were not brilliant
because she
didn't feel that I really was sorry. lf I had spoken
to her
directly, it might have been different.
#*
Radio DJ: Good morning this is Radio UK. And
now,The
Changing Face of Londoni Our reporter Rajesh
Kumar,
whose own family moved from lndia to England
in the
'50s, reports on the shaping of London
as a multicultural
city.
Rajesh Kumar: Here I am in Soho, possibly
the most
cosmopolitan area of London, w¡th restaurants
from
exotic places all over the world and a rich and
diverse
mix of languages and ethnic backgrounds. Just
down
the road, there is Chinatown which developed
in the
'70s after the arrival of immigrants from
Hong Kong.
Every February Chinese New year is celebrated
in tÁe
46
streets there with colourful parades and dragon
and lion
dancing. A day trip to China with no carbon emissions!
ln August the Notting Hill Carnival celebrates
the music
and colours ofthe Caribbean. Set up in ,l960 by
the first
West lndian immigrants, it has now become
a most
spectacular event with massive floats, amazing
costumes and an eclectic range of music blasting
out of
powerfu I sound systems.
Now l'm in Southall, on the outskirts of London
and
close to where my family used to live. 550/o of
the
population here are lndian or pakistani many
of whom
moved here because of its proximity to Heathrow
airport, where they first arrived in the ,60s. The air is
still
rich with the sounds, smells and colours of Delhi
or
Lahore and it is no coincidence that Chicken
Tikka
Massala, served in lndian restaurants, ¡s so popular
in
this country that it is often considered the British
national dish.
ln recent years, however, immigration patterns
have
been changing and now many of the immigrants you
see in London come from eastern European
countries,
where there is greater freedom of movement since
joining the
EU. They often come here for a short periods,
and are able to fill the gaps in the labour market. polish
plumbers have become renowned in a country
where it
had become almost impossible to find someone
to fix a
leaking tap. But they,re not only plumbers and
dentists,
they work in bars and restaurants, pick strawberries
and
cut hair while simultaneously weaving their own
culture
and language with ours and making yet another
contribution to London,s rich kaleidoscope.
é+**
Mark HiJen. What did you think of the film Eat pray
Love?
Jen: I thought it was quite good but rather overrated.
Mark Oh, I thought it was rather good and of course
Julia Roberts is still strikingly beautifull
thought it was rather good.
I
I thought it was quite good.
€rsF
1 The crossword was virtually impossible to do.
2 The story was greatly exaggerated in the newspapers.
3 I thought that book was rather boring.
4 She was seriously injured in the car crash.
5 That dress is extremely expensive.
6 This exercise is fairly difficult.
 My intention was to visit undiscovered countries and
*4{;e
really understand the people and the culture.
Lucy: My name's Lucy. l'm I9 and in my first year at
Having made that decision, I planned my route. lwould
university in Newcastle. Last year I took a gap year and
travel mainly by train in the interests of the environment
decided to do some voluntary work in Rio de Janeiro.
and also so that I could see and absorb more. I was very
The month before I went I did an intensive portuguese
keen to go east through Russia and Mongolia and then
language course and tried to find out as much as
on to China so firstly I booked my rail ticket from paris to
possible about Rio. I had seen the film City of God with
St Petersburg. I felt rather nervous as I waved goodbye
its brutal betrayal of poverty and gang warfare but was
to my parents and boarded the train but I was also filled
still unprepared for what I saw in those first few days in
with nervous anticipation.
the'favelasi the city's most impoverished
What would I see? Who would I meet? I had so many
neighbourhoods, which was where I was working.
diverse experiences I couldn't possibly tell you about
Fortunately, I was not alone, there were several
them all. However,...
volunteers there and we juggled a bit of English
teaching with entertaining the kids and keeping them 4.+*g
out of trouble. I personally found it a very rewarding
Examiner: l'm going to read you three short passages and
experience and felt I got to know the people and culture
after l've finished each one, I would like you to either
in a way that would never be possible on a package
suggest a suitable ending or answer some questions. l,ll
holiday.
then move on to the next passage. Are you ready?
i don't think I fundamentally changed anything out
These two passages are incomplete. When t stop, ld like
there but I did make a contribution, no matter how
you to tell me in just a few words how you think the
small.
passage finishes.
And as for the fun aspect, yeah well it was great, super
1 I was getting really uptight. We had to leave now or we
cool in fact! Samba, beaches, sunshine and even a touch
would miss our flight. ljust couldn,t find the car keys
of romance. What more could you want on a gap yearl
anywhere. The children were no help at all so I told them
4Z:* to get in the car and wait. Just when I was about to give
up and call a taxi, John and Katy shouted from the car...
Examiner: Hello. Whatt your name?
Candidate: Hello. My namet Emilia.
ÉT C*
Examiner: lt's very nice to meet you Emilia. My name,s
Examiner: 2 Flying has always been considered the
John. Now you're doing Grade 10 so we,ll start off with
safest, fastest and most comfortable way of travelling.
the presentation. What are you going to talk about?
We have all become used to jetting off here, there and
Candidate: Well, Íd like to talk about my experiences everywhere to see the world and be back in the office
travelling. early Monday morning. Now, however, with climate
Examiner; And have you any notes for me? change...
Candidate; Yes, here you are and here is a map showing
the route I took on my trip.
Examiner: Thank you very much, would you like to Examiner:4fter l've read this passage, t,ll askyou about
sta rt? what you've read.

Candidate: Yes, lh like to start off by telling you why 3 lt was such an amazing event and I think it had a very
I

decided to go on my journey round the world, then I will
go into a little more detail about the trip and finally I will
assess the benefits of such a trip for a young person.
When I finished my final exams at school, I realised that
I
positive effect on tourism and the economy. Thousands
of people came, new hotels and stadiums were built and
then athletes achieved so much for both themselves
and their countries.

needed a challenge, a break from my normal life living What event is the speaker talking about?
at home and seeing the friends I had had for years. Of
course I wanted to go to university but I decided to For tracks 5 1 -56, see Student,s Book pages g6-92.
delay that for a year and see more of the world. I didn,t
really want to visit tourist places everyone goes to like
Paris, New York, Sydney.

47
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Te ch n i cal su pe,rvr'sor: Dan iele Pag iari
I

Book design'. Gloriana Conte, Marco Fiorello

Page layout: Carlo Cibrario-Sent
Picture research: Alice Graziotin
Cover picture research'. Michele Riffaldi, Alice Graziotin
Cover design: Tiziana Pesce, Michele Riffaldi

Ari Director: Nadia Maestrr

The publisher would like to thank Christine Barker and Sheena Macdonald for their invaluable
help

O 2016 Black Cat, Milan, London

First Edition: January 2016
Printed in ltaly

Cover image: Shutterstock.com / lstockphoto.com

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Reprint : 01 2.3 4 5 6"7 89 10 11

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Pass Trinity now has been updated to cover lhe Trinity syllabus.
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