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Trinity Grades

TrinityTeacher’s Book

NEWPass

9-10

Tricia Hansen

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:38 Pagina 1

© 2011 Black Cat Publishing, Genoa, LondonFirst edition: February 2011

Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased toinsert the appropriate acknowledgement in any subsequent edition of this publication.All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, elec-tronic, mechanical, photocopying, recording or otherwise, without the previous written permission of the publisher.The publisher reserves the right to concede authorisation for the reproduction of up to 15% of this publication upon payment of the establishedfee. All requests for such authorisation should be forwarded to AIDRO (Associazione Italiana per i Diritti di Riproduzione delle Opere dell’Ingegno),Corso di Porta Romana, 108 – 20122 Milano – email [email protected]; www.aidro.org

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Procedures File 4

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UNIT 1 Technology 6

UNIT 2 Crime & punishment 9

UNIT 3 Design 12

Review units 1-3 14

UNIT 4 Global environmental issues 15

UNIT 5 Habits & obsessions 18

UNIT 6 Dreams & nightmares 20

Review units 4-6 22

UNIT 7 Roles in the family (A) 23

Equal opportunities (B)

UNIT 8 Use of the Internet (A) 26

Scientific developments (B)

UNIT 9 School curriculum (A) 29

Stress management (B)Review units 7-9 31

UNIT 10 Designer goods (A) 32

Future of the planet (B)

UNIT 11 Communication (A) 34

Social issues (B)

UNIT 12 Youth behaviour (A) 36

International events (B)Review units 10-12 37

Recording scripts 38

Contents


4

Reading tasksThere are no reading tasks in the Trinity GESEexaminations so it is essential that the readingtexts are regarded as a springboard for discussionand vocabulary extension. It is usually a good ideato draw students’ attention to any captions orpictures related to the text and ask them toanticipate what the text is about. Then studentscould be asked to skim the text. At this point youmay like to explain problem vocabulary or elicitdefinitions from the students. Students will need10-15 minutes to read the text in greater detail oryou could ask them to read through the questionsand scan the text. Exploit the text and questions asmuch as possible to generate the language of thelevel.

Note:

• Skimming – reading the text quickly to get ageneral idea of what it is about

• Scanning – reading through the text looking forspecific pieces of information

Listening tasksThis guidance is to help teachers with thegeneral listening tasks in each of the units in thisbook, not for the listening tasks for Grade 10.

Prepare students for the listening by using anyillustrations or headings, then by telling them whothe speakers are, how many of them there will beand what they are going to talk about.

It might be helpful to mention register andregional or national accents as they need anawareness of English as a global language.Introduce any difficult vocabulary. As the students’listening skills develop, you may wish to skip thisintroductory phase and elicit the relevant answersfrom the students after the first listening.

Read through any questions or true/false exercisesbefore playing the CD again. Students should thencomplete the tasks. If the students are still havingdifficulty understanding the text, play the CDagain, stopping where necessary for furtherexplanation. Encourage students to discuss anyproblems they had understanding the listeningand to reflect on any issues raised by the speakers.

Brainstorming subject areas and vocabularyTry and engage the students’ immediate interest inthe subject area by focusing on the pictures andgetting them to talk about them in pairs beforemoving on to group or class discussion. Monitorthe pair work to ensure that only English is beingspoken and that they are concentrating on thetask you have given them. The questions aredesigned to provoke discussion but if you feelthere are other questions on the subject whichthey will relate to, try asking them. At this level, itis important students are sufficiently stimulated towant to express themselves well in English on awide range of subjects.

You can approach new vocabulary in a variety ofways. At this level students should be encouragedto become more independent and useEnglish/English dictionaries or the Internet to lookup new words. However, if you feel students arenot yet ready for this, it could be introducedgradually with individual students asked toprepare definitions for the next lesson orparaphrases of terms and expressions. You couldthen concentrate on explaining more complexvocabulary. Translation should be avoided.

Group & pairwork & role playGroup and pair work is a most effective tool ingetting as many students as possible speakingEnglish at the same time. Insist, right from thestart, that only English is spoken and at this levelstudents should be encouraged to help andsupport each other with any difficulties. Role playcan be extremely useful for less outgoing studentswho feel more comfortable ‘being someone else’and it can be a way of bringing characters alivefrom the Listening or Reading texts.

Procedures file


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Procedures file

Grammar focusThe Grammar focus sections include the mainstructures for Grades 9 and 10 as well as revision ofmore complex areas. Some time should be spentintroducing each structure and students should begiven the opportunity to discuss nuances ofmeaning and form.

Students should then be given thorough oralpractice before moving on to the exercises.

Function focusThe Function focus sections draw students’attention to the functional language they need tobe able to use at Grade 9 and 10. Give them everyopportunity to absorb this language bycompleting the tasks and using it in speakingactivities. They are most likely to be using it in theInteractive phase of the exam.

Exam expertThe Exam expert section in each unit gives thestudents thorough preparation in the specific skillsneeded for each phase of the exam. Many of theactivities are designed to ensure that studentsproduce exactly what is required of them duringthe examination. You may, however, need toremind them of the procedures and to monitortheir work. Above all, encourage them to bepositive and creative, speak English at everyopportunity and thoroughly enjoy the Trinityexamination experience!

Trinity TakeawayAt the end of each unit, the Trinity Takeawaysections provide the students with usefulexaminer/candidate language for the exam. It’simportant that you point out to learners that theymustn’t memorise the mini-dialogues, but usethem as examples of the type of conversation theywill have with the examiner.

There is also a section a the end of the Student’sBook (pages 86-92) with further examples ofexaminer/candidate language, which arerecorded.

After listening, you can:

• ask students to read the mini-dialogues outloud to practise question/answer intonation

• ask students to write similar mini-dialoguesusing different vocabulary from the unit.


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UNIT 1Technology

Trinity subject area TechnologyGrade 9Language Grammar reviewFunctions Evaluating options Topic Phase Selecting a topic for Grade 9Interactive Phase Introduction to the phasePhonology Stress in two-syllable words

Listening, page 7

3a Explain to students the importance ofunderstanding different English accents. Tellthem they will hear speakers from countries suchas India, the United States and the UK talkingabout technology.Tell students that for the first listening they arelooking for specific information: what kind oftechnology has changed each person’s life.

1 mobile phone 2 computer 3 medical technology4 computers/chatrooms 5 MP3 player

3b Advise students that they will listen again andnow need to find out how this technology haschanged each person’s life.

Maria can share personal experiences and comparenotes with others on the Internet; Kieran notes howmedical technology has brought about manychanges in India; Dani is able to communicate easilywith her family while far away; Mike has been able tolose weight in an enjoyable way.

3c Make sure when students are working in pairsthat they give reasons for their choice. Remindthem to listen carefully to what their partner says,take notes and be ready to report back to the restof the class.

ANSWERS

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Vocabulary, pages 6-7

1a Before looking at page 6, introduce the subject oftechnology and ask students to name theirfavourite gadget or technological device, i.e.mobile phone, laptop, netbook etc. Ask studentsto look at the pictures on page 6 and completethe matching exercise (page 7, exercise 1a).Monitor and give support or clarification ifneeded.

1 C 2 D 3 F 4 E 5 A 6 B

1b Encourage students to look at this subject ingreater depth and talk about the dangers ofexcessive use as well as the benefits.

Possible areas for discussion: health risks; rapidand easy communication; Internet as an excellentsource of information but some risks; opportunityto work, listen to music, etc. wherever you are;problems with Sat Nav; children spending toomuch time on computers or game consoles.

2a The questionnaire is designed as a fun exercise toestablish how much influence technology has onour lives. Elicit from students the meaning of‘techy’ – someone who has a great interest intechnology. Students complete thequestionnaire.

2b Get students to check their answers with apartner before they work out their scores. Explainthe point system. Ask them if they think theirscore is a fair assessment of their attitude towardstechnology. Perhaps you could complete thequestionnaire too!

ANSWERS


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UNIT 1 Technology

Reading, pages 7-8

4a Give students 2 minutes to look at the profile onAboutyou.com. They will probably deduce prettyquickly that it is a social networking site. Askthem about other similar websites and get themto discuss in pairs/groups which ones they useand what they think of them.

4b Ask students to discuss their impressions of Jack.Students discuss in pairs what they would put ontheir homepage and then prepare their own.

Student, has plenty of friends (387), interested intravelling, music and politics.

5a Ask students to quickly read the text for gist andthen discuss in pairs what new information theyhave about Jack. It may be useful at this point tocomment on the style and register of the text:very informal chatty style.

He hardly ever goes out and spends most of his timeon the computer.He has a lot of friends from home, travelling anduniversity.He enjoys telling his friends all the trivial details of hislife and finding out about theirs.

5b Explain any vocabulary or phrases in the textwhich you think might cause difficulty. Forexample, you may need to explain the followingin the context of the text:

venture: risk/be brave enough to do something

peer: look curiously/searchingly

sad: pathetic

like-minded: sharing the same ideas andopinions

trivial: ordinary/unimportant

post (photo): display online

Give the students 10-15 minutes to read the textin greater detail and answer the questions.

1 to keep in touch with old friends and make newones

2 With an Aboutyou friendship you onlycommunicate online and there is no need to evergo out whereas with a face-to-face one you meeteach other and communicate directly.

ANSWERS

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3 You don’t know whether you can trust peopleand if they are lying. Some people may beinvolved in criminal activities.

4 It’s a very easy and cheap way to make newfriends and seems natural in our current cyberage.

5 Jack means that if you don’t belong to a socialnetworking site like Aboutyou, you may not havethe opportunity to make friends and socialisebecause all young people do this these days.

Grammar focus, page 9

6a This is intended as a general revision exercise andgives you the opportunity to find out if thestudents have any problems with areas ofgrammar (Grades 1-8), which they should be veryfamiliar with for Grades 9 and 10. Go through theexercise as a class first and discuss which tenseshould be used and why. Then ask students tocomplete the exercise individually.

1 H 2 J 3 G 4 B 5 I 6 E 7 D 8 C 9 A 10 F

6b Ask students to decide which tense they aregoing to use and why before they complete thesentence.

1 has worked 2 had stayed 3 are sent 4 would give5 Does... get up 6 will be

6c Encourage students to complete this exercisespontaneously but afterwards you may wish tocheck their awareness of the tenses they used.

Phonology, pages 9-10

Give examples of two-syllable words and howdifferent it sounds if you change the stress.E.g.�London Lon�don�butter but�ter�sofa so�fa

7a Ask students to listen and repeat (individually oras a group) what they hear on the CD.

7b You can refer students back to the examplesabove if necessary.

7d

1 �reason 2 sham�poo 3 com�plete 4 �answer5 mi�stake

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Function focus, page 10

Emphasise the importance of the functions for Grade9 (as well as the grammar).

8 This is a communication activity so make surestudents are working in pairs or small groups.Encourage them to express their own views andto use the suggested language. They shouldconsider as many options as possible beforereaching a decision.Get students to report back to the rest of the classand give reasons for their choice of phone.Students might say:I have decided to buy a Moon 8500 mainly becauseI’d like to be able to listen to music as well as use thephone. I’d also love to have an orange phone. It’ssuch a cool colour!

Topic phase, page 11

9a Ask students to brainstorm topics they mightconsider doing for the exam. You could start offby getting students to give as many ideas aspossible, perhaps going through the alphabet.(Athletics, Beatles, Computing, Dubrovnik, etc.)Encourage them to think of a wide range ofsubjects before they work in pairs and then selecttheir three favourites.

9b Briefly explain why these four points areimportant. After they have completed the tableyou could ask students who answered ‘no’ to thequestions to explain why it probably isn’t a goodtopic.

9c Tell students they are going to hear four studentstalking about their topic. As a class discuss anyproblems these students might have, bearing inmind their comments. Ask them which topic theythink would be the best/worst. This should bediscussed with students, opinions may vary.

Rosa: Y because she’s very interested in her topicStefano: Y because he knows a lot about the subjectTham: N because he will probably prepare too muchmaterialFlorian: N because her topic is too easy for Grade 9

ANSWERS

Interactive phase, page 11

10a Stress the differences between the Interactivephase and the other phases of the exam. Askstudents to underline keywords and thenexplain why they are important.

1 I really don’t know what to do in the future. I hada great idea the other day but now I’m not sosure.

2 Someone stole my friend’s computer last week.She thinks she knows who did it but is notabsolutely sure.

10b

Possible questions:1 What idea did you have? Why are you not so sure?2 Who does your friend think did it? Why is she not

sure?

10c Students can check the Exam overview onpages 4-5 of the Student’s Book beforecompleting the quiz.

1 Y 2 N 3 N 4 Y 5 Y 6 Y 7 DK 8 N

Trinity Takeaway, page 11

Get students to memorise the takeaway and use thefunctions included in it as much as possible whenpractising for the exam.

ANSWERS

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UNIT 1 Technology


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Unit 2Crime & punishment

Trinity subject area Crime & punishmentGrade 9Language Mixed conditionalsFunctions Hypothesising Conversation Phase Researching subject areasInteractive Phase Understanding the promptPhonology Topic & subject-area vocabulary

Reading, pages 12-13

2a Ask the class to discuss the headline ‘Cybercrime.The crime of the century!’ and elicit from studentswhat they think the article is about. Ask studentsif they or their families have ever been victims ofcybercrime.

2b Point out to students that it is sometimes usefulto scan reading material to find specificinformation especially when researching theirtopic. Give the students a few minutes to scan thearticle and find the answers.

1 computer hacking, financial scams, identity theft2 Be careful about the information you share on

line; Use a password which is difficult to guess; Donot use a website which seems suspicious; Becareful about opening up emails from people youdon’t know.

2c Get students to read the text again beforecompleting the exercise. Encourage them to workin pairs and discuss the various possibilities.

1 password 2 identity theft 3 A computer geek4 unscrupulous cyber criminal 5 hacking 6 freezeyour bank account 7 financial scam 8 hardenedcriminalAfter they have finished, ask the students to turn overtheir books and get individual students to explain themeaning in their own words.

2d This may be an opportunity to discuss onlineshopping and the kind of information you areasked to give.

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Vocabulary, page 12

Introduce the subject area by getting students to listin pairs all the crimes they can think of and thendiscuss all possible forms of punishment. Elicit thecrimes, write them on the board and ask students tosuggest the most appropriate punishment for eachcrime.

1a Ask students to look at the pictures and discusswhat crimes they represent.

1b

A Shoplifting B Bribery C Dumping rubbishD Arson

1c You should encourage students to discuss ingreater length what factors make a crime moreserious: violence, premeditation, suffering of thevictim. Ask students what other actions could beconsidered crimes although they may not alwaysbe against the law. For instance, is graffiti orpollution a crime? Get students to compare their lists and discussthe differences.

1d This could be a pair or group activity. Studentscould make a list and then compare in pairs. Ifstudents all come from the same town, they mayall have very similar lists. In this case they couldcompare the situation in their town/city withanother (e.g. New York, São Paulo).Other crimes that could be mentioned: fraud,corruption, perjury, murder, road rage, speeding.Pairs or groups should report back to the rest ofthe class.

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Reading, page 14

3a There are some interesting puns and expressionsin the headlines. Try to elicit comments from thestudents before giving your explanation.to vanish into thin air: to disappear completelyMadoff with you money: An amusing play onwords. His name is Madoff but to make off withsome money would mean to run away with themoney.Madoff dubbed King Con: A con man issomebody who commits fraud. King Con soundssimilar to King Kong the giant gorilla!

3b After reading the article, ask students to discussBernard Madoff’s character, how he was able tocon so many people and what they think wouldbe the most appropriate punishment. Should hein fact be allowed to work to repay some of themoney he stole?

Listening, page 14

4a Encourage students to discuss the long-termbenefits of education in prison. Can they think ofany drawbacks? After the first listening elicit fromthe class a brief summary of the scheme.

4b Get students to discuss in pairs the meaning ofthe vocabulary.

illiterate: unable to read or write; stimulating: makeyou interested or excited; innovative: a new way ofdoing something; enhance: improve; compulsory:obligatory; intimidate: frighten or discourage.

4c Ask students to check through the statementsbefore listening again. They should thencomplete the true/false exercise. Listen onceagain to check and stop the CD at the relevantparts.

1 T 2 F 3 F 4 DK 5 T 6 T

Vocabulary, page 14

5 Go through the theory box with students beforethey do the exercise.

1 robbed, stole 2 was stolen 3 has been burgled4 robbers/thieves 5 burglar

ANSWERS

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At this level students should already be familiar withthe different conditionals. Give examples and makesure they understand the difference between thesecond conditional (impossible or unlikely situationin the present) and the third conditional (unrealsituation in the past). Then introduce them to mixedconditionals when we want to imagine past eventswith results in the present.

6a The matching exercise gets students to lookcarefully at sentence construction as well asmeaning. Get students to work out which part ofthe sentence refers to present time and whichrefers to past time. These are all examples ofmixed conditionals.

1 D 2 C 3 B 4 A

6b

1 would be at university now.2 had invested the money3 he wouldn’t be in hospital today.4 hadn’t eaten lunch.5 hadn’t committed fraud

6c

1 I would 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 I’d see a doctor.7 they had gone to the meeting.8 I’d say ‘yes’.


7a Students should use conditionals and modals topractise the function ‘Hypothesising’.Brainstorm ideas about how their lives could havebeen (in the past) different.• different school/university• born in another country• different job/career• live in a city/countryside• live in a flat/house with a garden• only child/lots of brothers and sistersNow get the class to work on their ideas in pairs.

ANSWERS

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UNIT 2 Crime & Punishment


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UNIT 2 Crime & Punishment

7b Draw the mind map on the board and share ideason future changes in your country. Elicitsentences from the class using modals andconditionals. Then ask students to add more ideasto their own mind map and make sentences withtheir partner.

Phonology, page 16

8b

1 �cybercrime 2 po�tential 3 un�scrupulous4 i�dentity 5 a�ppropriate 6 �inmate 7 i�lliterate8 in�vestment 9 pro�fessional 10 �burgle

Conversation phase, page 17

9a You may like to run through the main features ofthe Conversation phase. You could read throughthe relevant parts of the Exam overview on pages4-5 of the Student’s Book before studentscomplete the true/false task, or they could do thetask first followed up by a general classdiscussion.

1 F (2 subject areas) 2 F (up to 5 minutes) 3 T 4 T(the subject areas covered in units 1-6 of this book)5 T 6 F

9b Emphasise the importance of thoroughpreparation and research. Get them to work inpairs or groups and use their dictionaries.Monitor and give feedback at the end of the task.

Vocabulary: bribery, pickpocketing, drug trafficking, identitytheft, 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:In my view, it is often more beneficial in the long-term to give convicted criminals the chance to docommunity service.I think it would be very difficult to give up being acriminal partly because it may be very difficult to finda job.

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

ANSWERS

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10 Make sure students know how important it is tounderstand the prompt to deal appropriatelywith the situation and ask the right questions.Give students a few minutes to read through theprompts, then work in pairs. Remind students of the functions for Grade 9. Youcan check these on pages 4-5 of the Student’sBook. Monitor and give feedback after studentshave finished the activity.


Encourage students to memorise the takeaway andrecap at the beginning of the next lesson.


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Unit 3Design

Trinity subject area DesignGrade 9Language Modals with the passiveFunctions Expressing abstract ideas Topic phase Mind maps & note takingInteractive Phase Controlling the Interactive phasePhonology Speaking with enthusiasm

7 to place close together 8 have differing feelings


3a Remind students of all the modal verbs (should,ought to, could, must, can, might, will, would, need,have to) and draw attention to their passive form.Ask students to complete the matching exercisein pairs. Ask them which sentences are modalpassives (1, 3).

1 B 2 F 3 C 4 D 5 E 6 A

3b Go through the expressions and explain thatthese are more sophisticated ways of expressingopinions (rather than simply saying ‘I think’).Show them that intonation is important, too.Then ask students to combine the expressionswith a modal verb to comment on the clothes inthe pictures.

3c Go through the examples with the class beforegetting them to make other sentences in pairs.


4 Encourage students to be as imaginative aspossible in their interpretation of the quotations.

5a Students may need to use their dictionaries tocomplete this task.

1 love 2 beauty 3 truth 4 peace 5 friendship

ANSWERS

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Vocabulary, page 18

1a Ask students to look at the four pictures and sayhow they feel about them. These adjectives maybe useful: inspiring, unusual, hi-tech, curious,spectacular, elegant, magical, sleek, modern,traditional.Encourage students to think about what theylook like as well as how useful they are.

1b You may need to explain the following terms:state-of-the-art: the very latestretro: revived from the pastoutrageous: extravagant, shocking

1c Explain to students that this is a hotel in Spainbuilt around a traditional 19th-centuryfarmhouse. You could ask them about itsaesthetic/functional value as discussed in 1a.

Reading, page 19

2a Possible points to mention: abstract forms andwild features; own home covered in corrugatedSteel; buildings famous for ‘spectacle’ rather than‘intrinsic value’.

2b Get students to underline the phrases in the textand discuss their meaning in pairs or groups.Monitor and give feedback.

1 introduce an entirely new way of doing things 2 seems confused and in need of more work 3 an architect who doesn’t have his designs built 4 recognised throughout the world 5 a star or celebrity in the world of architecture 6 go well with

POSSIBLE ANSWERS


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UNIT 3 Design

5b Give students 5-10 minutes to make sentences.They may need some support especially withabstract nouns, You may need to give some moreexamples.E.g. Happiness is a chocolate cake!

5c Depending on the size and type of your class youcould do this exercise in pairs or as a whole class.

Listening, page 21

6a Brainstorm possible areas a young fashiondesigner might cover: training, talent, money,interests, designs, new collection.

6b Listen to the track once and ask students for theirgeneral impressions of Victoria. Read thequestions, then listen again and ask students tonote down the answers.

1 It’s Victoria’s first London Fashion Fair. 2 She was influenced by her mum’s interest in

fashion and was good at arty subjects at schoolso she went on to do a degree courts in FashionDesign.

3 finding her first job4 It’s innovative and slightly retro in ice cream

colours.

Phonology, page 21

7a Emphasise the importance of speaking withenthusiasm to engage the listener. Tell thestudents if their voice rises at the end of thesentence and key words are stressed, this is veryeffective.

Speaker 1

7b

1 I’d like to speak about abstract ideas.2 I would like to tell you about fashion design.3 Actually, my topic is hip hop music.4 I’ve chosen to talk about cultural differences in

Europe.


8 You may like to discuss the features of the Topicphase before the true/false task, or studentscould do it first and then discuss.

1 T 2 F 3 T 4 T 5 F 6 T 7 T 8 F

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9a In Unit 1 students considered their choice oftopic. Once they have decided, they need toprepare in greater detail. Ask them to look at thesample mind map ‘My cultural exchange’. Pointout to them that they should be thinking aboutlexis, language of the grade, opinions, etc. Thenask them to prepare their own mind map. Checkwith individual students that their topics areappropriate and that mind maps contain the rightinformation.

9b Ask students to prepare notes. Emphasise thetopic should not be a written script and in nocircumstances should be memorised.

9c It might be a good idea for you to demonstratethis role play in front of the class with one of themore confident students.


10a Get students to focus on the important facts inthe prompt as this is what they need to do inthe exam.

1 a fantastic new job/in Australia 2 possible questions: Doesn’t he want to work in

Australia? What kind of job is it?

10b Listen to the candidate doing the Interactivephase and ask students to read through thetrue/false questions, listen again and thencomplete the task. Point out that there is the‘don’t know’ option too. Go through answerstogether. The students will benefit from anydebate about the correct answers.

1 T 2 T 3 F 4 F 5 F 6 T 7 DK 8 F

10c Elicit possible questions from students beforethey do the same Interactive task in pairs.

11a Give students time to discuss each point indetail. Monitor and then give feedback.

A 1 the examiner 2 he/she said something thathe/she regrets 3 What did you say exactly?4 suggest that they talk to this person again

B 1 a friend or relative 2 she spent a lot of moneyon a dress that she probably doesn’t need 3 Howmuch did it cost? 4 suggest that she tries to takeit back to the shop

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C 1 the examiner 2 He/she regrets a decisionshe/she made in the past. 3 Why do you think youwould’ve enjoyed it more? 4 suggest takingsome time out now

11b Ask students to work in different pairs.


Get students to memorise the takeaway and recap inthe next lesson.

REVIEW UNITS 1-311 E 2 F 3 J 4 I 5 D 6 G 7 B 8 A 9 C 10 H

21 was prosecuted2 hadn’t given, wouldn’t be/wouldn’t have been3 wouldn’t have become4 be given5 be introduced6 be7 had8 understands/understood, can’t/couldn’t

31 If I learnt Spanish, I could work in South America.2 If I applied for university, I would have more

opportunities.3 If I hadn’t been so stupid, I wouldn’t be in prison

for fraud now.4 If they banned cars in city centres, it would

certainly reduce pollution.

41 I 2 W 3 C 4 I 5 C 6 T 7 T 8 T 9 T 10 W

5A1 my best friend2 to go on holiday with her family3 Why did your friend regret it?4 It was really hard work! She had to cook for 10

people every day!

B1 the examiner2 not to go to the United States3 Why didn’t you go?4 If I’d gone, I wouldn’t have been able to go to

university.

UNIT 3 Design


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Unit 4Global environmental issues

Trinity subject area Global environmental issuesGrade 9Language should/might/could/must and the perfect infinitiveFunctions Evaluating past actions Conversation phase Responding to the examinerInteractive Phase Maintaining & developing the discoursePhonology Intonation to convey attitude

Reading, page 27

2a Get students to discuss what the headlines mightbe referring to. There might be a variety ofinterpretations and this should be encouraged.

2b Give students a few minutes to skim the text andthen ask them which is the most appropriateheadline and why.

Scientists reject global cooling

2c Ask students to look at the questions and thenspend 5-10 minutes rereading the text to find theanswers.

1 They trap heat around the Earth, which causesglobal warming.

2 No, because the gases stay in the atmosphere forup to 100 years.

3 The concentration of carbon dioxide in theatmosphere is rising and also the rate of increaseis accelerating.

4 more extreme weather with a higher risk ofhurricanes, storms, heat waves and drought

2d Get students to highlight the vocabulary in thetext, try and work out the meaning from thecontext and complete the matching exercise.Give further explanation if necessary.

1 E 2 C 3 D 4 A 5 B

ANSWERS

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Vocabulary, page 26

1a Introduce the subject by asking students to giveexamples of global environmental issues. Get students to look at the pictures and discussthe questions in pairs. Encourage them to lookclosely at the pictures and talk freely aboutfeelings and emotions as well as thecircumstances.

1 A melting ice in the North Pole B droughtC 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 cropsso people are starving.Flooding means roads are impassable and manyhomes are ruined.When there is an oil spill at sea many birds andfish die as a consequence.

3 desperate, angry, frustrated, starving4 Possible answers:

I would move to another country.I would ask for help.

5 charities, governments, internationalorganisations, the army

1b In this exercise you are asking students toexamine the effects of climate change in theirarea. Get one student in each group to take notesand report back to the rest of the class at the endof the discussion.

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Go through the grammar explanation with thestudents and make sure they understand thedifferences between should have done, might havedone, could have done and must have done.Give examples from your own life: I didn’t eat anybreakfast this morning and now I’m hungry; I shouldhave eaten something.Then elicit examples from the students: I could havehelped my mum cook the dinner last night but I waswatching a good programme on TV.

3a Get students to complete exercise and then goover it together.

1 should have 2 shouldn’t have 3 might/could have4 might/could have 5 might/could have

3bPOSSIBLE ANSWERS:1 should have called them 2 could have died3 shouldn’t have done that 4 must have gone home5 must have been cleaned

Listening, page 29

4a Try and get students to guess the meaning ofthese words. You may be able to give them someclues.

carbon neutral: not emitting carbon dioxide into theatmospheresolar panel: device that converts solar energy (fromthe sun) into heat or electricitywind turbine: machine powered by windtriple glazing: (window with) three panes of glass(for maximum insulation)compost: mixture of decomposed vegetation usedas a fertilizereco warrior: environmental activistkey worker: worker considered essential to thecommunitylandfill: place where rubbish is buried

ANSWERS

ANSWERS

4b Ask students to read the questions, listen to theCD and then answer the questions. They can takenotes.

1 He was concerned about the environment.2 lovely and warm3 He separates it into three bags for compost,

recycling and landfill. 4 The wind turbine is rather noisy and his friends

make fun of him.

4c Ask students to listen again and complete thetrue/false/don’t know task as they listen.

1 F 2 T 3 T 4 DK 5 T 6 F

4d Ask students to consider what steps can be takento create a carbon-neutral lifestyle (not just in thehome but in their daily lives). They should thenreport their ideas back to the class.

Phonology, page 29

5a

1 Well done! s 2 Terrible! t 3 Excellent! s 4 Howterrible for you! t 5 That sounds very interesting! s6 Great! s


6a Get students to brainstorm all the areas where wehave harmed/damaged the environment in thepast and fill in the gaps on the mind map.

6b Follow up exercise 6a by asking students to talkto each other about their past mistakes andcomment on what they should/might/could havedone.

Conversation phase, pages 30-31

7 Ask students about the main features of theconversation phase (discussed in Unit 2). Getstudents to complete the matching exercise. Goover the answers and discuss why each point isimportant. For example: ‘Don’t forget to react towhat the examiner says.’ The candidate shouldn’tjust sit and listen to the examiner but show theyhave understood and make appropriatecomments or ask questions.

1 F 2 D 3 B 4 A 5 C 6 E

ANSWERS

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UNIT 4 Global environmental issues


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UNIT 4 Global environmental issues

8a Go through the phrases and expressions and giveexamples of their usage. Explain that they canhelp the students during the interview especiallyif they are feeling nervous or not sure what to say.Ask them to listen and tick the expressions theyhear.

let me think about that, I’m not sure what you mean,anyway, sort of, I don’t know about that

8b

1 Ways of coping with not understanding2 Hesitation fillers 3 Ways of reacting

8c Listen to the examiner and discuss with thestudents the most appropriate responses.

1 Absolutely! 2 I don’t believe it! 3 Sorry, I didn’tquite catch that 4 How interesting! 5 I don’t knowabout that


9a Get students to discuss each point and why itshould be a ‘do’ or a ‘don’t’.Emphasise the importance of the candidatetaking responsibility in the Interactive phase.

1 Don’t 2 Do 3 Do 4 Don’t 5 Don’t 6 Do

ANSWERS

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9b Go through the conversation with the studentsgiving examples of the candidate’s responses (butdon’t do it all for them). Then get them to work inpairs and swap roles.

1 Really, why’s that?2 What exactly happened?3 That must have been awful. To be honest, I don’t

like flying much, either. 4 Yes, so I did a course to overcome my fear. Why

don’t you do a course? 5 At first, but it really worked. Now I can fly

anywhere. 6 You’re quite right. Carbon emissions are an

issue…

9c Students should work in pairs. After 5-10 minutesask some students to have their conversations infront of the class. Discuss any alternativepossibilities.


Get students to practice the takeaway in pairsswapping roles.

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Unit 5Habits & obsessions

Trinity subject area Habits & obsessionsGrade 9Language wish, hope and if onlyFunctions Expressing regrets, wishes and hopes Topic phase Anticipating examiner questionsInteractive Phase Using functions of the gradePhonology Stress in sentences

3a-b Get students to compile a list individually andthen discuss in pairs.

Phonology, page 33

4I was recently appointed a director at

our head office in New York. Of course I was highlydelighted to get the job especially as I am still quiteyoung, only 32, but it is proving to be more difficultthan I had imagined. As a consequence, I am workingreally long hours, sometimes even sleeping in theoffice just to finish stuff off and even to demonstrateto my colleagues how committed I am.


5a Make sure students understand that when we usewish/if only we are generally expressingdissatisfaction or a desire for change. Point out thatthe tenses used do not reflect real time. Ask studentsto consider firstly what time frame the sentence isreferring to and then choose the appropriate tense.

1 were 2 hadn’t started 3 would ring4 would improve 5 had stayed 6 would go 7 tomove 8 had... driven 9 were 10 ‘ll take

5b

1 I wish I hadn’t taken that job.2 If only I could remember his address.3 I wish he would get to work on time.4 If only I hadn’t done something so stupid.5 I wish the weather in England would change!

ANSWERS

POSSIBLE ANSWERS

ANSWERS

Reading, page 32

1a Introduce the subject by talking about your dailyhabits and asking students about theirs. Getstudents to talk about how often they drinkcoffee, go shopping, etc. And if they think they doany of these things too much.

1b Ask students what the difference is between ahabit and obsession. Habit – something you doregularly; Obsession – something you can’t stopdoing. Get students to skim through the threetexts and decide in pairs if they are habits orobsessions. Ask them how they decided.

1c Tell students the questions are based on the text,but they are mainly expressing personal opinions.

1 obsession with football, dieting, workaholic(students can decide which problem is the mostdifficult to deal with)

2 A workaholic is somebody who can’t stopworking. chocoholic, alcoholic, shopaholic

3 influence of the media, Hollywood film stars,access to cosmetic surgery

4 If it affects relationships and people’s personallives or leads to violence, it could be consideredmore than just a game.

Vocabulary, page 33

2 This discussion could be in groups or as a class.Hopefully, students will have heard of all thesecelebrities and know something about them.

pressures of celebrity status,desire for perfection, too much wealth, inability tosustain personal relationships

POSSIBLE ANSWERS

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UNIT 5 Habits & obsessions


6a This practises the structures in exercise 5 withemphasis on functional use. Tell students they arematching situations rather than exact meaning.

1 E 2 H 3 G 4 F 5 C 6 B 7 D 8 A

6b

1 If only my boss would get the sack.2 I hope to fall in love and get married in the future.3 I wish I could travel round South America. 4 I shouldn’t have done what I did.

6c Encourage students to speak freely aboutthemselves, their hopes and wishes.

6d You can extend this exercise by asking studentsto think of similar questions to ask each otherwhich express the same functions.

Listening, page 36

7a Students may well have already talked abouttheir habits so ask them to concentrate ondifferences in life patterns.

Issues for discussion: extreme hot weather, shortwinter days, shift work, rushhour traffic and transportproblems

7b

The people are Jo, her husband Mark and Eva, the aupair. They all have different routines.

7c Explain that an au pair is a person (usually fromabroad) who lives with a family and helps lookafter the children. Students listen and answer thequestions. Remind students about the use ofmust or might when you are making assumptions.

1 Jo must be working.2 Eva and the kids might be getting up.3 Eva must be picking up George.4 Mark must be sleeping.5 Eva might be clearing up.

7d Divide the class into small groups. One memberof each group takes notes and reports back.


8 Remind students about the key elements of theInteractive phase, i.e. taking control, askingquestions and keeping the interaction going.

ANSWERS

POSSIBLE ANSWERS

ANSWERS

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1 F – the student must involve theexaminer in the phase 2 T 3 F – you must makecomments and ask the examiner questions 4 F – youcan role play or you can be yourself 5 T

9a Get students to read through the prompts anddiscuss which functions they might use in theInteractive phase. It is quite possible that therewill be several functions for each prompt.

1 A, B 2 C, D, E 3 B 4 A, B 5 B 6 B

9b Try and encourage students to think about thekind of questions you would make to elicit theappropriate function.

1 Why didn’t you?2 What sort of thing did you have in mind?3 It could be from an old friend, couldn’t it?4 What do you think you could have done?5 In what way?6 What exactly did it say?/Where had she been?


10a Look at the examples and point out to studentsthat they must think about what the examinermight say or ask in response to what they havejust said. Get students in pairs to match 1-5 withA-E. They could do this by one student makingthe comment and the other experimenting withthe examiner’s replies to see which sounds mostappropriate.

1 D 2 A 3 B 4 E 5 C

10b

1 What do you like about ska? 2 In what way? 3 Can you tell me a bit more about the types of

changes?4 Really! What would you do?5 Why do you think that is?

10c Encourage students to interrupt and ask asmany questions as possible.


Get students to practice the takeaway in pairs. Recapin the next lesson.

ANSWERS

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Unit 6Dreams & nightmares

Trinity subject area Dreams & nightmaresGrade 9Language verbs followed by gerund and/or infinitiveFunctions Paraphrasing Topic phase Engaging the examiner in the topicInteractive Phase Exam practicePhonology Intonation of question tags

Listening, page 39

2a Look at the pictures and ask students to suggestwhat Charlotte’s dream is about. You could comeup with a few fun ideas to start off with, anything,in fact connected with lobster and coconut–romantic dinner in a five star restaurant/fishingfor lobster. You may need to explain the meaningof the following words:

huddled: crowded together; snuggle: find awarm comfortable place; wolfing down: gulp,eating very quickly; hearty: (in this context)substantial; lapping: washing against; fidgeting:moving restlesslyStudents should listen three times so the firsttime they can be reasonably relaxed, get used tothe speaker’s voice and listen for gist.

Picture A: The lobster was brought on a silver platterfor lunch.Picture B: The waiter cut open the coconut andhanded it to her.Picture C: Waves were lapping at her feet and hertoes fidgeted in the warm white sand.

2b

1 At home the bad weather makes her feeldepressed, but in her dream the sunny weathermakes her happy.

2 At home she has a demanding job and theweather is bad. On holiday she is on a beautifulbeach relaxing and enjoying the great weather.

3 They are the colours of coconut and lobster.4 disappointed and maybe a little depressed

ANSWERS

ANSWERS

Reading, page 38

1a Give students a few minutes to talk to theirpartner about any dreams or nightmares they canremember.

1b Encourage students to skim the text in just a fewminutes and then tell their partner what theyhave found out about dreams. Ask them tohighlight or note down the main points. They canexamine the texts in more detail in exercise 1c.They may find it surprising that many peoplehave multiple dreams in the night and also thatdreams are considered to be a biologicalnecessity.

1c Now give students 10-15 minutes to read bothtexts and answer the questions.

1 Dreams are events or stories that occur in the mind.2 We all experience brain activity during sleep.3 It 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 eventoo much or too little sleep.

5 Because they are frightening and often wake youup and often take place in the early morning soyou are more likely to remember them.

6 They help us resolve issues or problems in ourdaily lives.

7 People can be more stressed or irritable.8 It can be both. It may reflect problems in the

relationship or it may simply mean that thatperson is important to you.

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UNIT 6 Dreams & nightmares

Vocabulary, page 39

3a1 luxuriating 2 elegant 3 perfect

4 wonderful 5 paradise

3b1 elegant 2 Luxuriating 3 paradise

4 perfect 5 wonderful

3c Ask students to share stories about their dreams.


4a Look at the explanation on gerunds andinfinitives. There are many verbs and expressionsthat are followed by a gerund or infinitive andthese exercises concentrate on the mostcommon. You may need to give more examples: I love watching TV. I don’t mind learning English.She wants to be a teacher.

Verbs followed by gerund: enjoy, can’t stand, deny,don’t mind, avoid, consider, suggest, can’t helpVerbs followed by infinitive: refuse, persuade, decide,agree, offer

4b

1 can’t stand 2 refused 3 enjoy 4 avoids5 decided 6 agreed 7 denied 8 offered

5a Explain that remember/forget + gerund refersback to something you did before the momentwhich you remember or forget it whereasremember/forget + infinitive refers to things at themoment of remembering/forgetting.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 becauseyou wanted to watch the football.

B You finished watching the football.

5b Tell students this is a general revision exercise ofgerunds and infinitives (i.e. there may be verbsnot referred to in this section). Remind them thata verb after a preposition will always be a gerund.

1 having 2 meeting 3 to take4 shouting 5 to send 6 to take

POSSIBLE ANSWERS

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Before students start the task, read through the noteson paraphrasing together and make sure theyunderstand what the function ‘paraphrasing’ meansand why it might be useful in the Trinity exam.

6a

1 While I was having breakfast sometime between8 and 9 two cars crashed outside my house and aman seemed to be trapped inside one of them.

2 The point I was trying to make was that a childacquires language when interacting with theimmediate family, friends, relatives and teachersas well as reading books and watching television.

3 I actually meant to emphasise that in Zanzibar,where the economy depends largely onagriculture and fishing, improvements in 1999were the result of an expanding clove industry.

6bExplain to students that during the exam they maysometimes need to retell a story giving more detail.Encourage them to be imaginative.

Phonology, page 42

7a1 A 2 A 3B 4 B 5 A

7b 1 F 2 R 3 R 4 R 5 F


Before students attempt this task, explain the importanceof involving the examiner in the topic by displayingtheir interest and enthusiasm and also havingquestions ready to ask the examiner. Demonstratethe importance of intonation and the differencebetween sounding bored and interested. Make surethey understand they must not memorise the topic.

8a Introduce the idea of question tags as a usefultool in the Topic phase which can be used tocheck information or ask for agreement. Remindstudents how they are constructed and then getthem to add the question tags to the statements.E.g. The Mediterranean diet is very healthy, isn’t it?

1 aren’t they? 2 didn’t they? 3 couldn’t it? 4 won’t it? 5 isn’t it?

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9a

Possible questions:1 What do you think should be done about these

problems? Is the situation the same in the UK?2 Do you enjoy eating junk food? Why/why not?3 What would you advise these models to do?4 Is there anything you wish you had learnt when

you were younger?


10a Remind students of the importance ofunderstanding the prompt. Otherwise they mayask the wrong questions. They can ask theexaminer to repeat the prompt if they haven’tclearly understood. Get them to underline key parts of the promptand then think about the functional languagethey might use. Get students to discuss in pairshow they think the conversation might develop.Ask them to think of some questions. Forexample, What kind of programmes do you wishthey would show? Don’t you like reality TV?

the rubbish on TV, the popularity of reality shows,what kinds of programmes are interesting (to theexaminer, candidate)

10b Get students in pairs to role play the Interactivephase. They could take turns in being thecandidate. Monitor and check the candidate isinvolving the examiner and that there is realinteraction.

11 Get students to read through the questionsbefore listening to the sample Interactive phase.Then ask them to discuss the questions in pairsbefore listening again. With question 3 ask them to think about thedifferences between their own Interactive phasein exercise 10b and the one on the CD.

1 Not really. The examiner is totally against realityTV whereas you get the impression the candidatelikes them. However, on the whole, she talksabout her friends rather than herself.

2 Not about reality TV but the examiner does agreewith her suggestion that she should turn the TVoff and read a book.

ANSWERS

POSSIBLE ANSWERS

ANSWERS

12a Encourage student C to be both positive andcritical. If they are uncomfortable with this role,students could just work in pairs and then at theend report back on their own performance andwhere they went wrong.


Get students to practice the takeaway in pairs andrecap at the beginning of the next lesson.

REVIEW UNITS 4-611 I 2 F 3 B 4 E 5 J 6 D 7 H 8 C 9 A 10 G

21 Greenhouse 2 Drought 3 neutral 4 hurricane5 workaholic 6 obsessed 7 confidence 8 issues9 anxieties 10 Luxuriating

31 G 2 F 3 B 4 E 5 A 6 C 7 D

4 Possible questions:

1 Would you go and see Twilight, if you had thechance?

2 Dancing is quite a demanding career, isn’t it?3 What do you think is important in real friendship?4 You must have had an experience like mine,

haven’t you?


1 What made her a brilliant teacher?2 Why’s that?3 Really! Did something happen?4 Has he decided to do something else?


1 If computers hadn’t been invented, would therebe less crime these days?

2 Are there any buildings in your country whichshould never have been built?

3 How far do you think our lives have been affectedby climate change?

4 Do you have any habits that you wish you couldchange?

5 Do you remember having nightmares?

UNIT 6 Dreams & nightmares


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UNIT 7Roles in the family (A)Equal opportunities (B)

Trinity subject areas Roles in the family (A)Equal opportunities (B)

Grade 10Language Idioms & expressionsFunctions Developing an argument Conversation Phase Grade 10 subject areasListening Phase Introduction & exam practicePhonology Using pauses and intonation to give clarity

2b

1 a family that includes near relatives in addition tothe nuclear family, i.e. aunts, uncles, grandparents

2 a family that only includes mother, father andchildren

3 a family with mother, father, children (the parentsare married)

4 a family with only one parent in the home, orparents who are not married, or the father stays athome to look after the children while his wifegoes out to work, i.e. not a traditional family

2c Encourage students to talk openly about theirown families. Compare their families with yourfamily too.

Language focus, page 47

3a Encourage students to work in pairs and discussthe meaning of the expressions.

1 tears 2 shoulder 3 swim 4 blind 5 mind 6 talk7 chest 8 end 9 move 10 head

3b

1 a shoulder to cry on 2 bored to tears 3 laughedmy head off 4 to make a move 5 sink or swim6 turned a blind eye

ANSWERS

ANSWERS

ANSWERS

This unit moves on to preparation for Grade 10(advanced stage) so it may be worth familiarising thestudents with the format of the book before starting.Explain that two subject areas will be covered in eachunit and that there is more information about this onpage 50. The subject areas in list A are for teenagersand less mature candidates and those in list B are foradults and more mature candidates.

Vocabulary, page 46

1 Ask students to read through the statistics and ingroups/pairs discuss the reasons for thedevelopments. Then get them to compare the UKto their own country and note down anydifferences/ similarities. They may need to checkinformation on the Internet. Get feedback fromone member of each group at the end.

Possible areas for discussion: More one-parent families, fewer births, youngpeople less inclined to marry, higher divorce rate,women more interested in a career, importanceof technology in family life

2a

Picture A: Grandmother and grandchildren – caring rolePicture B: Mum multi-taskingPicture C: Big family – relationship between brothersand sisters, demands on parentsPicture D: Dad taking child to school – juggling workand fatherhood

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Phonology, page 47

4a

And now the news headlines. P sFloods in Pakistan have left millions homeless andwithout running water. P sCharities are sending in emergency supplies as soonas weather conditions permit. P tA man has been arrested in connection with a fire inBirmingham last night. P sHe is thought to have been in the New Street areawhen the fire started. P tAnd finally, the weather. P sHeavy rain will be moving in from the west. t

Listening, page 48

5a Explain that ‘equal opportunities’ is the secondsubject area. Follow the suggested procedure forlistening tasks in the Procedures File on pages 4-5. You might like to discuss the meaning ofhigh-flying and city before listening.

very tiring, alone, negative experience

5b

1 because it was with a prestigious investmentbank and the salary was very good

2 a sum of money you receive as a bonus when youstart a job

3 like-minded new recruits, lots of socialising4 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 a

good job. Yes, because she is happier now.

Reading, page 48

6a Explain that the reading text looks at equalopportunities for the disabled. You may like todiscuss as a class the kind of problems disabledpeople might encounter in their daily lives beforefocusing on Simon’s difficulties.

6b

1 although some companies have a long way to go:although some companies could do a great dealmore (for the disabled)

ANSWERS

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was very forward thinking for the time: had veryprogressive ideas (towards the disabled)had decisions made over my head: was excludedfrom decision makingwhich was a huge boost to my confidence: mademe feel a lot more confident

2 racial groups, elderly people, over weight people,sick people, political groups, religious groups


7a Emphasise the importance of planning andpreparation in developing an argument. Theremay be some variations in the order in whichstudents wish to do this but it is essential they gothrough this process.

A 3 B 5 C 4 D 2 E 1 F 6

8 This task could be prepared at home so thatstudents have the opportunity to discuss ideaswith others, prepare the mind map, etc.Otherwise make sure they are given sufficientclass time and can work in pairs or groups.

Advantages: mother at home to look after smallchildren, no need for child care, secure environment,time to prepare healthy mealsDisadvantages: mother might not have the chanceto 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 muchdue to demands of job

9a Advise students to listen critically to thecandidate’s arguments as well as noting down thetwo advantages mentioned.

1 Families are happier and more secure.2 The mother will feel a greater level satisfaction.

9b

Many mothers want to work; some families need twoincomes; not all husbands can find a ‘good’ job; this isan idealised concept of family life.

POSSIBLE ANSWERS

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UNIT 7 Roles in the family (A) • Equal opportunities (B)


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UNIT 7 Roles in the family (A) • Equal opportunities (B)

9c Students will need to listen to the recordingagain. Ask students to guess what the missingwords are before they listen.These words are like signposts indicating to thelistener what is coming next. Encourage studentsto use them.

1 Firstly and most importantly 2 Finally 3 To sum up

10

listen to English radio and watch TV in English;practise speaking to a native speaker; listen to songsin English and sing along only speak English in yourEnglish class


Before starting this part read through the notes onthe subject areas for the conversation. Advisestudents on which list you think will be most suitablefor them. Ask students to complete the table.

11a

Possible prompts:

Roles in the family – house husbands, workingmothers, children studying/helping out at home,who does the cooking?Use of the Internet – chatrooms, studying on theInternet, booking holidays, games, emailEqual opportunities – gender, race, disability,feasibility of equal opportunity, definition of equalopportunity

11bGet students to fill in the box with their questions.

Possible questions:

Is it less socially acceptable for the father to stay athome and look after the children than for the mother?Do you think there are any dangers in using chatrooms?How far do you think it is possible to achieve equalityfor all?Get students to look at their prompts in exercise 11aand in pairs think of examiner questions for each one.

ANSWERS

POSSIBLE ANSWERS

ANSWERS

ANSWERS

Listening phase, pages 50-51

12a Get students to listen to the candidate andcomplete the true/false task. Go through theanswers together and where the answer is false,discuss why. You may need to explain ‘predict,deduce and infer’ (predict – work out what isgoing to happen next; deduce – come to aconclusion from the information given; infer –work out what is being implied).

1 F – candidates should focus on what the examineris saying so they can reply appropriately 2 T 3 F –there are two type 1 and one type 2 4 T 5 T 6 F –the candidate needs to finish the passage 7 T 8 T Familiarise students with the examiner’s introductionto the listening and make sure they fully understandwhat they will have to do.

12b Ask students to work in pairs taking turns to becandidate/examiner. Check that their responsesare close to or the same as below and discussany discrepancies.

1 she was getting married.2 the sun came out.

12c Make sure students are clear about thedifference between Type 1 and Type 2 beforelooking at the Type 2 passage.

a music festival/rock concert


Get students to practise the takeaway moving roundthe class and changing partners.

ANSWERS

POSSIBLE ANSWERS

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UNIT 8Use of the Internet (A)Scientific developments (B)

Trinity subject area Use of the Internet (A)Scientific developments (B)

Grade 10Language IntensifiersFunctions Defending a point of view Topic Phase Formal topic presentation & discussionInteractive Phase What the candidate needs to doPhonology Stress in longer words

3c Some of these questions are opinion rather thanfact.

1 that it was a stupid idea and he was too old2 He argued that they had nothing to lose.3 He could communicate with relatives in Australia.4 He researched his family tree and got some

gardening tips.5 An elderly person (with grey, i.e. ‘silver’ hair) who

uses the Internet.

3e If possible encourage students to use the Internetto research scientific developments. Somestudents who are only preparing for Subject AreaA may prefer not to do this.

Vocabulary, page 53

Remind students that they are now preparingScientific Developments (from List B subject areas).

4a Ask students to discuss the importance of thesescientists and how their work has affected lifetoday. If students are unable to recognise thepeople, you may wish to give their names andthen see if they are able to then identify theircontribution to science.

1 Marie Curie – discovered radium2 Alexander Fleming – discovered penicillin3 Marconi – developed wireless telegraphy

ANSWERS

ANSWERS

Vocabulary, page 52

1a Get students to look at the pictures in pairs orgroups and brainstorm the different functions ofthe Internet.

1b Add any new functions to this list and then getstudents to decide on the two most importantand two least important. They can then comparewith a partner and discuss their reasons. Getfeedback from the class.

2 Some of this vocabulary will already be familiar tostudents because of its common usage.Students work on their own.

1 D 2 B 3 G 4 H 5 C 6 I 7 E 8 A 9 J 10 F

Listening, page 53

3a Generate a discussion on whether you are evertoo old to learn. Ask students to talk about theirgrandparents’ (or other older members of theirfamily) attitude to computer technology.

3b Follow the procedure for listening in the ProceduresFile (pages 4-5). You may need to explain shelteredaccommodation – a place (usually apartments)where retired people live in the UK. They havesome supervision but retain their independence.After the first Listening, elicit from studentsreasons why they think Charles is a particular age.

Charles is in shelteredaccommodation so he is probably elderly.

ANSWERS

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UNIT 8 Use of the Internet (A)• Scientific developments (B)

Reading, page 54

5a Introduce the topic of genetically-modified foodsby finding out if anyone in the class knows whatthey are and why they are used. You could alsoask them about the general use of chemicals infood and organic foods.

5c This exercise is designed to draw students’attention to the fact that a text (or in their case apresentation) should have a clear structure. Askthem if they notice anything about thesequencing of the paragraphs and then get themto decide on the correct order. Discuss whatfactors helped students decide – key words like ‘inconclusion’ indicate the last paragraph. Ask themwhich paragraph seems to be the bestintroduction.

1 D 2 A 3 B 4 E 5 C

5d Give students 10-15 minutes to read the textagain and prepare their answers beforediscussing them in pairs. With question 3 try andget students to commit to a particular viewpoint.

1 It benefits the environment and there is lesserneed for chemicals. It prevents Third Worldstarvation, certain crops can improve nutrition.

2 It could produce dangerous toxins and thoseengineered to produce drugs could crossbreedwith food varieties.


6a Before students do this task, go through theinformation on intensifiers giving examples ofwords that collocate together, for example, highlysuccessful and those which do not like, deeplysuccessful.

absolutely/utterly appalled, ridiculously cheap, highlyprofitable, absolutely/utterly stupid, strongly advise,strongly oppose, deeply ashamed, absolutely stunning,absolutely amazing, highly unusual, deeply upset

6b

1 ridiculously cheap 2 utterly appalled 3 stronglybelieve 4 ridiculously easy 5 strongly supports6 absolutely brilliant 7 highly successful8 absolutely beautiful

ANSWERS

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Phonology, page 55

7b1 oppor�tunity 2 im�possible

3 �precious 4 a�ttention 5 dis�organised6 i�lliterate 7 arti�ficial 8 pho�tography

7c

1 �photograph pho�tographer photo�graphic2 �national natio�nality nationali�sation 3 �politics po�litical poli�tician4 com�pete compe�tition com�petitor5 �analyse a�nalysis ana�lytical


8a Ask students to use the information from the texton GM food to complete the table.

Benefits: benefit the environment, preventstarvation in the Third World by making crops easierto grow and making them more nutritiousDrawbacks: might be toxic, not enough knownabout long-term effects, cross-breeding could occur

8b Divide the class into A and B pairs and stress thatthey should take either argument A or B.

9a After students complete the mind map,brainstorm the disadvantages of the Internet.

9b Divide the students into A and B pairs and askthem to use points from the previous task todiscuss opposing arguments.

9c Make sure students prepare a mind map toprepare their arguments. For example: texting quick/easy/cheap/instant communication.


10a1, 2, 5, 6

10b

spend time preparing presentation, make surepresentation will generate language of the grade,topic presentation should not be taken from list ofsubject areas for the Conversation phase, presentationshould have a clear structure, a memorised script willhave a negative effect on assessment

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11a Go through the advice about what the studentneeds to do in the Interactive phase and stressthe importance of the student maintaining theinteraction and asking questions. Then getstudents to listen to the example of theInteractive phase. Encourage them to make acritical assessment of the candidate’sperformance.Comments: A good performance. The candidatelistened to what the examiner said and thenasked relevant questions. His advice to theexaminer was to listen to the music and try toenjoy it!


Get students to practise the takeaway in pairs andthen use the basic format to create new sentences.

UNIT 8 Use of the Internet (A)• Scientific developments (B)


29

UNIT 9School curriculum (A)Stress management (B)

Trinity subject areas School curriculum (A)Stress management (B)

Grade 10Language Expressions used in conversationFunctions Expressing beliefs Topic Phase Preparing a formal presentationListening Phase Identifying context & participants

Reading, page 59

2a Ask students to look at the headline and discusswhether everyone does speak English.You could tell the class that many native Englishspeakers assume that everyone will speak Englishwhen they travel. Ask them if they find peoplewho speak their language when they travel.

2b Follow the suggested procedure for reading inthe Procedures File. You may need to explain themeaning of the following words:overjoyed: very happycore skill: essential skillrounded person: (in this context) developed,completepreserve: (in this context) area, territorylag behind: make slower progress,retrograde: backward (in a negative sense)

1 a generation of monolingual teenagers2 They absorb language with amazing speed and

enthusiasm.3 He thinks that learning a foreign language is an

important part of one’s development.4 50% of Europeans learn a foreign language at

primary school and all of them have to continuelearning a language until the end of compulsoryeducation.

5 No, he thinks it is a retrograde step.

2c Get the students to discuss the questions in pairsand then feedback as a class.

ANSWERS

Vocabulary, page 58

1a Get students to start their discussion by looking atthe pictures which show more conventionalschool subjects:A Chemistry B Classroom study C MusicD Drawing E Computer technology F Athletics

Ask students to make a list of what they think arethe compulsory subjects in England. They shouldbear in mind that there is a broader range ofsubjects than in some countries. Encouragestudents to discuss the relevance of sometraditional subjects (such as Classics) in themodern world. When you have told them whatthe compulsory subjects are, ask them how theyfeel about lessons in citizenship, sex andrelationship education and careers education.Compulsory subjects in England: Art and design, Citizenship, Design & Technology,English, Geography, History, Information andCommunication, Maths, Modern ForeignLanguages, Music, Physical Education, ReligiousEducation, Science

1b It may be interesting to compare the list ofsubjects in the students’ country with that in theUK and discuss any cultural/historical reasons forthe differences. Ask students which subjects theythink are particularly important and which onesthey think are irrelevant.


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UNIT 9 School curriculum (A) • Stress management (B)

Listening, page 60

3a Encourage students to talk about stress in theirown lives. You may mention possible causes ofstress, such as work, illness, relationships, money.

3b Follow the suggested procedure for listeningtasks in the Procedures File.

1 She’s worried if she doesn’t get the right grades,she won’t be able to go to university.

2 work out a revision plan and set herself dailygoals

3 yoga and sport4 only a small part of it

3c Get students to listen again to Claire and MrJones and tick the expressions they use.

honestly, regarding, as I was saying, actually, well, totell you the truth, anyway, in fact.

Language focus, pages 60-61

4a Before starting the task, draw attention tophrases in bold in the table which give examplesof where the expressions, words or phrases mightbe used.

Returning to main point: as I was sayingGiving an opinion or expressing a feeling: to tellyou the truth, to be honest, franklyFor emphasis or contrast: actually, in fact, as amatter of factFocusing on a particular point: regarding, withreference to, as far as… is concerned, concerning

4b

1 With regards 2 Anyway 3 To tell you the truth4 actually 5 As I was saying

4c Elicit a variety of alternative responses fromstudents for each point.

ANSWERS

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5a This task is designed to help students expressbeliefs in a variety of different ways. Go throughalternatives 1-8, pointing out that some are muchstronger than others and then ask them to matchwith the most appropriate clause.

1 B, F 2 C, D, E, F 3 A, C, D 4 A, C, D, E 5 C, F 6 G, H7 D, E 8 A, D

5b

very strong: I’m absolutely convinced, I feel stronglyquite strong: I’m a great believer in, I’ve alwaysmaintained thatnot very strong: I think, I suspect, I share your opinion

6a Allow students 10-15 minutes to discuss theissues in some depth.

How many more roads!: construction of new roadsPlane crazy: expansion of airports and air travelJustice for Justine: this could be a case of neglect ormiscarriage of justiceMake poverty history: the campaign to end ofpoverty, especially in the Third WorldClean up. Don’t cover up: corruption or pollution

6b Ask students to look back at exercise 5a beforecompleting this task.

6c Get students to think of other issues that they feelstrongly about. They might be connected to race,religion, politics or their local community.


7a Remind students of: the importance of choosinga presentation topic suitable for Grade 10; usingformal language; preparing notes; notmemorising (ask them how the examiner willknow the candidate has memorised thepresentation).

Presentation 1:1 topic suitable for a lower Grade2 language too informal3 no4 more like a chat with a friend than a formal

presentation

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UNIT 9 School curriculum (A) • Stress management (B)

Presentation 2:1 topic good2 language appropriate for grade 103 yes4 fast delivery, weak pronunciation. Sounds as

though candidate has memorised it.

8a Students should be given plenty of time todecide on their topic to ensure they make theright choice. They might benefit from discussingthe questions in pairs.

8b You could refer students to Unit 3, page 22 forexamples of mind maps. Explain to students theimportance of signposting especially in indicatingto the examiner that the presentation has a clearstructure. Go through the signposting phrasesgiving examples of how you would use them.

9a At this point students should be producingdetailed notes using the mind maps andsignposting phrases. You may need to give themmore time for research and preparation.

Listening phase, page 63

10a Remind students that Type 2 Listening requiresthe candidate to identify participant, contexts orsettings. Key words can often help thecandidate do this. Firstly, get students to checkthe meaning of the highlighted words and thentake turns reading the text to each other. Note:A ward is a room for patients in hospital. Youcould also ask the students who the speaker is (avisitor).

in a hospital

10b This is a fun activity to help students identifygroups of related vocabulary. You could, forexample, write the word party on the board.Students might call out music, friends, dancing,lights, food, drinks, fun, birthday, etc. until thestudent guesses what they are referring to.

1 road accident 2 the Internet 3 a library 4 a doctor’s surgery 5 football 6 television

11a

too much, don’t think I can cope, can’t sleep, nervous,worrying

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11b

Possible examiner questions:What is the speaker talking about?Why is the speaker feeling like this?

11c Ask students to listen to two more listeningtexts on the CD and get them to answer thequestions.

1 going to the cinema 2 jogging/running


Ask students to practise the takeaway. Once they areconfident, they could practise the takeaway followedby the introduction to their presentation.

REVIEW UNITS 7-91Across1 compulsory 2 isolated 4 opportunities 7 surf 8 achievement 9 revision

Down1 controversial 3 attachment 5 starvation 6 nuclear

21 deeply 2 ridiculously 3 Actually 4 To be honest5 Anyway

31H 2G 3C 4D 5E 6F 7B 8A

41 money/wallet.2 got on the wrong train.

5mobile phone

61 T 2 F 3 T 4 T 5 F 6 F 7 T 8 T

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UNIT 10Designer goods (A) Future of the planet (B)

Trinity subject areas Designer goods (A)Future of the planet (B)

Grade 10Language The passiveFunctions Expressing opinions tentatively Topic Phase Responding to the examinerListening Phase Anticipating what happens nextPhonology weak forms

1e

1 D 2 E 3 F 4 G 5 B 6 C 7 A 8 H


2a

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.3 I may be wrong but it seems that English food is

terrible.4 I suspect that community service is a better form

of punishment than prison.5 I’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 It’s possible that she’s made a big mistake.

2b Get students to brainstorm their ideas aboutthese topics before using the expressions toexpress their views tentatively.

Reading, page 68

3a Students should be reminded that the style of thepresentation should be quite formal, although, ofcourse, they would only be preparing notes, not awhole text like this. Students have to decide

ANSWERS

POSSIBLE ANSWERS


1a Get students to look at the headline and predictwhat the article is about. You may need to explainthe meaning of rip-off. Divide the class into smallgroups and discuss ‘Designer goods’. Try to steerstudents away from simply talking about fashionand get them to discuss the deeper moral andethical issues, such as materialism, exploitation,Third World poverty and the cult of the celebrity.

1b Move students on to discussing fake designergoods. Look at the comments and give students afew minutes to think up their own.

1c On first reading, students should look at registerand style. An awareness of this is important whenthey are preparing their own presentations. Youmay wish to give students time to look up somevocabulary but this will be looked at in greaterdetail in exercise 1e. Point out the style isinformal, chatty, direct and at times polemic. Thearticle would probably appear in a women’smagazine or a tabloid newspaper.

1d

Fake designer goods: good – cheap, friends mightthink you are ‘upper class’ or a celebrity; bad – they aren’t as good as the real thing Real designer goods: good – good quality, keep bigcorporations in business; bad – obscene to spend so much money on luxurygoods

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UNIT 10 Designer goods (A) • Future of the planet (B)

which style is the most appropriate for theirpresentation. They are supposed to choose thesecond text because it is more formal. There areexamples of the passive in this text which is auseful way of formalising the language.

3b Some answers can be found in the text andothers are speculation or opinion.

1 buying and throwing away a lot of goods2 They are probably too lazy or don’t want to

inconvenience themselves in any way.3 organising rubbish for recycling4 It won’t be recycled.5 It is not environmentally friendly.6 It is environmentally friendly, creates jobs and

creates a product which is in demand.

3c Ask students to prepare an environmentallyfriendly business plan in groups and report backto the rest of the class, who can then assess itsviability.


4a Remind students that if the action reported is inthe past they should use the past infinitive.

1 They are rumoured to have got married last week.2 He is considered to be the greatest leader of all time.3 He is alleged to have stolen all the money.4 He is said to have had five wives that no one

knew about!5 He is believed to be very rich.

4b

1 was established 2 was, set up 3 is, considered4 has been expanded 5 have been, acclaimed 6 are derived 7 have been handed down

Listening, page70

5a Listen to the report once and elicit the reason forthe protest: against global warming and to stopthe building of a new runway at Heathrow airport. Then get students to look through the statementsbefore listening again and completing the task.

1 F – they want to stop the building of a new runway2 DK 3 T 4 F – 2% of the problem 5 F – it’ll bepeaceful and safe 6 T

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Phonology, page 70

6b1 and 2 for 3 have, had 4 at 5 can


7a Students might like to look at the Exam overviewon pages 4-5 of the SB before completing the task.

1 C 2 D 3 B 4 E 5 A7b Ask students to think about the questions the

examiner might ask. This should help theirperformance in the discussion of the topic.

Possible questions:1 Why do you think that is?2 Could you tell me what the advantages are?3 Don’t you think these rock concerts at least

publicise the problems of poverty?


8a Remind students about the two types of listening.They looked at Type 2 in the previous unit and arenow going to practise Type 1. Here they have toprovide a suitable ending to the passage. Thisusually involves having a clear understanding ofthe situation and speculating about whathappened before or might happen after.

8b One student in each pair reads out the listeningpassage.

1 They are queuing up for tickets for a sports event,probably a football match.

2 They found out about the match and decided toqueue all night because they were so determinedto get tickets.

3 They had sold out.

8c

1 our suitcases still hadn’t arrived/there was still nosign of our suitcases.

2 if he passes.3 she was a vegetarian.4 it arrived.


Get students to practise the takeaway in pairssubstituting other ideas once they are confident.

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UNIT 11Communication (A) Social issues (B)

Trinity subject areas Communication (A)Social issues (B)

Grade 10Language Intensifiers & modifiersFunctions Summarising arguments & ideas Conversation Phase Sharing responsibilityInteractive Phase Using functions of the gradePhonology Intonation of intensifiers & modifiers

4b You may need to explain some vocabulary beforestudents read their text: meningitis, socialservices, casual work.Encourage students to read the text several timesand then close their books before they startsummarising.

4c

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.

Listening, page 74

5a Explain the following if necessary:cosmopolitan: with diverse cultural influencesfloat: a truck used to carry an exhibit in a paradeeclectic: a variety of stylesleaking: accidental escape of water/gaskaleidoscope: a tube you look through to seedifferent patterns and coloursDiscuss with students why ‘kaleidoscope’ is anappropriate way of describing London.

5b Follow the procedure for listening tasks in theProcedures file on pages 4-5.

lively, cosmopolitan, varied cultural influencesPOSSIBLE ANSWERS

ANSWERS

Vocabulary, page 72

1a Encourage students to brainstorm the moreabstract concept of communication beforemoving on to the specific. They could prepare a‘Communication’ mind map before looking at thepictures and check if their ideas are similar tothose shown in the pictures. Once they havediscussed the pictures, ask them to report back tothe rest of the class so as to exchange as manyideas as possible.In particular, get them to look at how technologyhas changed the way we communicate and alsocultural differences especially in the use of bodylanguage and ways of greeting.


2

Less face-to-face communication. Many peoplecommunicate through social networking sites and bytexting.

3a1 C 2 E 3 B 4 A 5 A


4aPossible issues: unemployment, drug abuse,poverty, ageing population, corruption, caring for thesick and disabled

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UNIT 11 Communication (A) • Social issues (B)

5c

1 India 2 cosmopolitan 3 parades, dancing4 music, colours 5 proximity 6 considered 7 gaps,labour market 8 contribution

5d Encourage students to talk about immigrantgroups in their own countries as well as their ownexperiences of travelling abroad.


We have already looked at the most commonintensifiers in Unit 8 but there are many others whichnaturally collocate with certain adjectives, forexample: he is critically ill.

6a

1 D 2 E 3 B 4 C 5 F 6 A

6b

The financial crisis in the city was greatlyexaggerated.The forest cottage was virtually impossible to find.The young film star was strikingly beautiful.

7 Go through the notes on modifiers beforestudents complete the task.

1 The film was rather boring.2 That joke was pretty stupid.3 The Indian restaurant in town is fairly cheap.4 The building is quite traditional.

Phonology, page 76

8a Do the exercise, get students to give feedback asa class and then go through the theory boxtogether.

8b

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

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9

1 Why do you think young people sometimesbehave badly?

2 I think it’s changed the way we do so many things– study, work, stay in touch with people.

3 How important do you think body language is ina job interview?

4 Actually, it’s very important as I think it says muchmore than a curriculum or a conversation can.

5 What are the disadvantages of designer goods?6 Well, despite how much they cost, the people

who produce them are often in Third Worldcountries and they get a very small part of themoney.

10b Remind students to try to use the functions ofthe grade in their questions.


11a

1 B 2 D, E 3 A, B 4 D


Ask students to write some similarcandidate/examiner exchanges and then practisesaying them in pairs.

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UNIT 12Youth behaviour (A) International events (B)

Trinity subject areas Youth behaviour (A)International events (B)

Grade 10Language Signposting wordsFunctions Deducing & expressing assumptions Topic phase Presentation & discussionInteractive Phase Exam practiceListening phase Exam practiceConversation phase Exam practice

Reading, page 79

3a

Sporting events (Olympic Games, FIFA World Cup),Charity rock concerts (Live Aid, Live 8), Internationalfilm festivals and award ceremonies (Cannes)

3b Get students to read the statement and to try andwrite their own about the power of music.

3c

1 excited, cosmopolitan, enthusiastic, lively2 They were cheering and clapping.3 (Get students to answer this question using the

third conditional)4 The festival has taken place in 27 countries and

has audiences and artists from all over the world.


Go through the introduction making sure studentsunderstand the nuances in meaning and the presentand past forms.

41 must have been 2 can’t have 3 can’t

be 4 must/could have left 5 must be

5a This could be completed in pairs or groups.Monitor and give feedback.

POSSIBLE ANSWERS

ANSWERS

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Vocabulary, page 78

Before looking at the text and photographs talkabout youth behaviour as a class and elicit examplesthat students have experienced. Examples: Youngpeople caring for elderly friends/relatives, shoplifting,playing in a football team, vandalism

1a Ask students to read the text about the gap yearexperience. Then in pairs get them to discusswhat experiences the photographs show.

1 teaching/looking after children, working in a wildlife park, working with slum communities

2 to give back something to communities acrossthe world, learn about another culture

3 It would depend on their knowledge and experienceand if the work they are doing is really relevant.

4 volunteering: helping deprived communitiesespecially in the third world; travelling: main aimis enjoyment and experiencing the pleasure oftravelling and seeing the world

1b

1 She learnt Portuguese and tried to find out asmuch as she could about the country.

2 She was shocked by the poverty, but she enjoyedworking with the kids and teaching them English.

3 She found the whole experience rewarding andalso had a good social life.

POSSIBLE ANSWERS

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UNIT 12 Youth behaviour (A) • International events (B)


6a Check that students understand whatsignposting is and explain that it is an importantelement in their presentation.

6b1 I’ll start by 2 Moving on to

the next point 3 Moreover 4 To sum up


7a Briefly remind students what is important aboutthe presentation (see Units 8 and 9). Listen onceand ask students to complete the true/falseexercise.

1 T 2 T 3 T 4 F

7b She was clearly well-prepared, the presentationhad a clear structure and she had notes which shehanded over to the examiner. Unfortunately, shehad obviously memorised most of it and spoketoo quickly so it was sometimes difficult tounderstand her.

8a This should be a positive experience and helpstudents improve their presentations. Make surestudents have the opportunity to complete bothScore Card A page 81 (for themselves) and ScoreCard B page 94 (for their partner). Go round theclass to check on the number of points theyawarded themselves.

8b Remind students they should choose a topic thatinterests them and which they will be motivatedto talk about.


9 These tasks are the final stages of the consolidationprocess. Encourage students to deal with theInteractive tasks as they would in the examination.Try and ensure they don’t have a chance to readthrough the prompts before attempting them andmake sure the correct preamble is read out.


10a Here we have two examples of the Listeningphase at Grade 10, each with three shortpassages. The students should now be familiarwith the format: two of the passages require anending and with the third they have to answer aquestion. Keep to exactly the same wording as isused in the exam.

POSSIBLE ANSWERS

ANSWERS

1 it was closed/fully booked. 2 droveoff. 3 at a railway station

10b

Type 1, task 1: that they had found the keys.Type 1, task 2: people are concerned about its effecton the environment.Type 2: The Olympic Games


11 This is a fun revision activity designed as aconfidence-building exercise.


Practise the takeaway in pairs and once students areusing it with confidence, ask them to substitute otherevents and to make appropriate comments:Example:Examiner: I went to the World Cup in South Africa.Candidate: Wow! That must have been amazing! Isuppose you visited Cape Town. Did you go on safari too?

REVIEW UNITS 10-121Revise the meaning of these words before studentswrite the sentences or they could revise the units forhomework and do the exercise in class. Monitorstudents as they check their answers in pairs.

21 wouldn’t 2 believed 3 had known 4 beensentenced 5 should have 6 could have been7 have 8 avoid 9 must 10 had 11 wanted12 were 13 rather 14 anyway 15 absolutely16 virtually 17 was designed 18 sink

31 25 minutes 2 Presentation notes 3 Formal anddiscursive 4 5 minutes 5 to take control 6 3 7 68 List A is for younger candidates and List B for moremature candidates but you can choose which list youwant to do.

41 The school curriculum 2 Use of the Internet3 Designer goods 4 Communication 5 Stressmanagement 6 Social issues 7 The future of theplanet 8 Scientific developments

ANSWERS

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John: Hello. My name’s John. Has technology improvedmy life? Well, I receive hundreds of emails every weekand really love it. Anyone who doesn’t think technologyhas radically improved our lives is completely out oftouch.Maria: My name’s Maria. I have had a mental illness forsome time now and the Internet has been a lifeline.There are thousands of people out there in a similarsituation, with whom I can share experiences andcompare notes. I may never see these people but beingin touch for a moment or two can make all thedifference.Keiran: My name’s Keiran Chakrabati and I’m from India.I would like you all to know what incredible changeshave taken place in India as a result of technology.Medical technology has brought about many changes.Twenty five years ago there was no cure for diabetics –my grandfather died from it – but today diabetes iscontrollable.Dani: I’m Dani and I got married 3 years ago. I’m in theUS army and was sent abroad a few moths ago.Computer technology has allowed us to talk, chat andshare our lives together. It allows us to send instantmessages which is very important when we are makingdecisions regarding our family and their education aswell as my career.Mike: Hi, I’m Mike. I have always been a fan oftechnology but the MP3 player has had the greatestimpact on my life. I have wanted to lose weight for sometime and really need to take more exercise and musicreally motivates me. In the past it took so long to findthe right track on the CD or I would listen to the sameCD over and over again. Now that I have my MP3 player Ihave no excuse but to get those trainers on and go for arun. With a selection of 5,000 songs, and more todownload, I never get bored!

1 �laptop 5 �gadget2 �email 6 �homepage3 �mobile 7 �website4 �photo 8 �access

1 a�sleep 4 ma�chine2 mis�take 5 con�trol3 a�lone

2

3

4

1 re�move re�gret �reason2 �shopping �shovel sham�poo3 �careful com�plete �crazy4 a�gree �answer a�lone5 �middle mi�stake �mimic

Rosa: I think my topic is really great and I can’t wait totalk about it!Stefano: My topic is my university thesis because I amvery knowledgeable about it.Tham: I’ve got as much material as possible in case I runout of things to say.Florian: I think I will talk about my last holiday becauseit’s an easy topic and I won’t make many mistakes.

Sophie Wray: Good evening. This is Sophie Wray withour weekly report on education. Tonight we look into educational developments inprisons in recent years. An innovative approach toteaching and learning has resulted in a radicalimprovement in educational standards, and in somecases the most amazing achievements. Jack Dunwoody, governor of a London prison speaksabout how the new scheme was introduced.Jack Dunwoody: Well, we’ve realised for some time thatmany of our inmates have special educational needs,some arrive here illiterate and this of course can onlymake their lives more difficult. They have often had avery negative experience of school and are worriedabout failing or looking stupid in front of others. So westarted to consider ways of helping them that wouldboth enhance their lives while serving their prisonsentence and improve their chances of getting a jobonce they have been released. We brought in specially-trained teachers who workedwith the students either one-to-one or in small groupsand used materials that were both stimulating and fun.Sophie Wray: So how did the men feel about theseclasses?Jack Dunwoody: The men felt less intimidated in thiskind of learning situation and as they began to improve,they became more confident and enthusiastic about theclasses. In fact, they weren’t compulsory, they actuallyattended because they wanted to. Many revealed to theteachers that they had wanted to learn to read for yearsbut were frightened to admit that they had a problem.

6

7

5

Recording scripts


39

Recording scripts

Within a year many were ordering books from thelibrary, reading newspapers and looking on the Internetfor information. What was most amazing was when theybegan writing short stories and even plays.Sophie Wray: I understand that there was then a ratherexciting development.Jack Dunwoody: Yes, yes. We had heard about a specialgroup set up to encourage offenders to lead morepositive lives and participate in the arts. They organiseda competition and one of the lads entered it. He hadbeen in prison about 8 years and he wrote this brilliantplay about life inside. To our total astonishment he wonfirst prize. It’s actually on at a London theatre now. Notonly is he over the moon but the other lads feel, well, ifhe can do it, why not us?Sophie Wray: Thank you very much Jack Dunwoody, thegovernor of a London prison.Earlier on today...

1 cybercrime 6 inmate2 potential 7 illiterate3 unscrupulous 8 investment 4 identity 9 professional5 appropriate 10 burgle

Interviewer: Hello, Victoria. It’s wonderful to have thisopportunity to talk to you at your first London FashionFair. You must be so excited.Victoria: Oh, yeah. It’s really cool. This is the momentI’ve been waiting for all my life. Well, you can imagine I’mrather nervous but erm…Interviewer: Of course but erm… can you tell me whenyou first became interested in fashion?Victoria: I suppose I must have been influenced by mymum. She was always sort of talking about clothes,buying fashion magazines and always wanted my sisterand I to look smart.Interviewer: Really! And how did you feel about that?Victoria: Sometimes it could be like a bit annoyingwhen you just wanted to wear jeans and trainers andchill out.Interviewer: And was there a moment when yourealised you wanted to be a designer?Victoria: Not really, more of a gradual realisation like Iwas good at arty subjects so it just seemed natural to goon to do a foundation course in Art and Design. Afterthat I did a degree course in Fashion Design, which wasabsolutely brilliant but then came the more difficult bit.

8

9

Interviewer: Go on...Victoria: Well, you know, the fashion industry is sodominated by big names and you sort of need a lot ofcapital to develop your own label but, anyway, Imanaged to get a job working for a major retailer inLondon and that gave me my first break. It was reallyhard work, though. You had to be prepared to work longhours for not much money but I was lucky to be giventhe chance to develop my own ideas and designs.Interviewer: Absolutely... So I think we’d all like to knowsomething about your new collection. We are going tolike it, aren’t we?Victoria: Sure, it’s amazing! I would say that, wouldn’t I?Actually, I think the style is both innovative and slightlyretro. The clothes are in delicious ice cream colours…strawberry, pistachio… , made from natural ethnically-sourced fabrics. Yeah, you’ll love them.Interviewer: Can’t wait!

Speaker 1I’ve decided to talk about Frank Gehry.Speaker 2I’ve decided to talk about Frank Gehry.

1 I’d like to speak about abstract ideas.2 I would like to tell you about fashion design.3 Actually, my topic is hip hop music.4 I’ve chosen to talk about cultural differences in Europe.

Examiner: For the next part, I’ll tell you something. Thenyou have to ask me questions to find out moreinformation, you need to keep the conversation going.After about four minutes, I’ll end the conversation. Areyou ready?Candidate: Yes, I am.Examiner: My brother has just been offered a fantasticjob. The only problem is that it’s in Australia.Candidate: Oh really, but that’s a great opportunity, isn’tit?Examiner: I suppose so. It’s just not that easy, you knowmoving such a long way away.Candidate: Mmm. Well these days it’s not so far. You’rethere in a day.Examiner: Indeed! But there are other problems.Candidate: I see, so what are these other problems?Examiner: Well, Paul, that’s my brother, you know, he’sgot a very nice girlfriend here in England and…

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Candidate: That’s wonderful. Can’t she go with him?Examiner: To be absolutely honest, I don’t think shewants to. She loves it here. She’s got a good job andthey’re not even married! Why should she follow him toAustralia?Candidate: It depends how much Paul wants the job inAustralia. Is it important for his career?Examiner: Yes it is, actually.Candidate: Well, in that case, I think he will have todecide which is more important – his career or hisgirlfriend. He’ll have to talk it over with her. What’s hername?Examiner: LauraCandidate: OK. Laura and Paul will have to really longtalk about their future, their careers and the possibilityof moving to Australia. Hopefully, they can reach adecision together.Examiner: That sounds like a good idea to me. Thanksvery much for your advice, I’ll have a word with Paultonight and see what he says.Candidate: OK Good luck!Examiner: Right that’s the end of the Interactivephase…

Interviewer: Why did you decide to move into a carbonneutral home, Simon.Simon Grant: Well I suppose I had been concernedabout environmental issues for some time but I hadnever had this opportunity before. Then the localcouncil offered key workers the chance to move intothese houses at a greatly reduced rent. I could havewaited to buy my own but when I looked around thisone, I just knew I wanted to live here.Interviewer: It does seem really nice, not at all basic oruncomfortable as you might imagine.Simon Grant: Mmm and you wouldn’t believe howlovely and warm it is in the winter! There are solar panelson the roof and we’ve got triple glazing and under floorheating – this means we can’t have carpets though.Interviewer: What else do you do to ensure the house iscarbon neutral?Simon Grant: I’m very careful to separate all therubbish. I have three bags in the cupboard – one forcompost, one for recycling and one for landfill. Itobviously takes longer but you soon get used to it.Interviewer: Mmm does sound a bit time-consuming. Isthere anything you find annoying about the whole eco-friendly thing?

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Simon Grant: Well I must say that the wind turbine onthe roof is rather noisy, oh and I do get a bit fed up withmy friends making fun of me and saying I’m an ecowarrior, etc. But they’ll realise eventually that I’m rightand probably end up getting a house like mine!

Generally when we are enthusiastic and positive ourvoice goes high to show this:A: I think my carbon-neutral home is great!B: It sounds amazing!When we are negative or unimpressed our voice goesdown: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 isnegative which indicates you are being sarcastic or don’treally like the information you have received:A: The weather is going to be appalling this weekend.B: Wonderful!

1 Well done! 4 How terrible for you!2 Terrible! 5 That sounds very interesting!3 Excellent! 6 Great!

Examiner: Now let’s move on to the Conversation phase.I’d like to ask you about the environment. Don’t you thinkpeople should do more to reduce their carbon footprint?Candidate: I’m sorry, I’m not sure what you mean.Examiner: Well, what I’m trying to say is that peopleshould 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 ofglobal warming is greatly exaggerated. Anyway, I lovetravelling by air… It’s sort of a great experience, a way tosee the world.Examiner: So you don’t feel you should do anything toreduce global warming?Candidate: Well, let me think about that…

Prompt 1Examiner: I think everyone should learn English, don’tyou?Prompt 2Examiner: I’ve got 8 children.Prompt 3Examiner: This computer defines and managesbusiness language to exchange data.

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Prompt 4Examiner: China has a population of 1.3 billion but only300,000 people play golf!Prompt 5Examiner: Actually, in my view, not enough is beingdone to combat global warming.

I was recently appointed a director at our head office inNew York. Of course I was highly delighted to get thejob especially as I am still quite young, only 32, but it isproving to be more difficult than I had imagined. As aconsequence, I am working really long hours,sometimes even sleeping in the office just to finish stuffoff and even to demonstrate to my colleagues howcommitted I am.

One, JoJo: I don’t think we have a typical routine in our familymainly because of our jobs. I work as a radio presenterand start work at 6 a.m. so my alarm goes off at about 4when I get up, have a shower and so on. My husband isa policeman and does shiftwork so that makes life evenmore complicated. Well, when we decided to havechildren we knew we would have to find a permanentsolution to our childcare problems. Our parents didn’tlive nearby so they couldn’t help out. So we took on anau pair from Poland and she’s absolutely brilliant. Shegets up with the kids about 7.30, gives them theirbreakfast and then takes them to school and nursery.Our younger child, George, is only three and he goes tothe local nursery for the morning so Eva, that’s the aupair, picks him up about 12 and then looks after himuntil I get back about teatime. Two, MarkMark: Well, to be honest, when Jo became pregnant Ijust wanted her to give up her job but she really loves itand we had to find some sort of compromise. Well, youknow, women these days, and I couldn’t afford to giveup my job. Initially, she took 6 months off work and I hada month’s paternity leave which was quite good. I’m notmuch help with the childcare, I wish I could do more,because I work shifts and they change every week so itmakes it very difficult to plan. In general, though, I workat nights and often get home just as Jo is leaving.Three, EvaEva: It’s a bit crazy in this house with people coming andgoing at strange times and no regular routine but thekids are great and I enjoy the job. I try and ensure that

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their days are structured and we generally do the samethings everyday at roughly the same time. I help themwash and get dressed in the morning and then the threeof us have breakfast together before walking to schoolwhich is close by. I then have a couple of hours off toclear up or do some shopping and on Fridays I go toEnglish classes. Sometimes, Mark is around and givesme a hand with the chores and Jo always cooks.

Charlotte: It was a depressing December day, pouringwith rain and very cold. People huddled underumbrellas in the street or rushing to the bus stop tryingto avoid stepping in the puddles. I’d had a terrible day atwork and couldn’t wait to get home and snuggle upbeside a nice warm fire with a good book. After wolfing down a hearty supper, I lay down on thesofa and half watched the TV news. War in Afganistan,oil slick in the Gulf of Mexico, hospital scandal… Thenquite 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 atthe indigo sky above me and hoped this moment wouldlast for ever. Lazily, I picked up my book, read a fewpages, then caught the eye of a waiter dressed inelegant white. Coconut milk, lobster on a silver platterfor lunch. Perhaps a few strawberries. Sounds perfect.Can’t wait.A few minutes later, lunch arrived pink and cream inperfect harmony. Was I to eat alone? I turned and therebeside me sat a smiling Adonis. He cut open thecoconut, smiled and handed it to me.. This was sowonderful! Paradise, heaven even, but would it last?TV newsreader: And that is the end of the news.Charlotte: Oh no, back to reality!

1 It’s a lovely day, isn’t it?2 That film was horrible, wasn’t it?3 You’ve been to Paris, haven’t you?4 The train leaves in 10 minutes, doesn’t it?5 Cricket’s terribly boring, isn’t it?

1 You come 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 I?4 Obama is still the US president, isn’t he?5 Technology has changed our lives dramatically, hasn’t

it?

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Candidate: I see, but why do you think reality TV showsare such rubbish?Examiner: Well, honestly, all they seem to show ispeople brushing their teeth or having arguments. Whywould I want to waste my time looking at that?Candidate: Many friends of mine enjoy the spectacle. Ithink if you persevered and watched the programmesmore often, you too might get hooked.Examiner: Oh, I don’t think so.Candidate: So if you were a TV producer, what sort ofprogrammes would you be showing?Examiner: In my view, we definitely need moredocumentaries and more in depth interviews withpoliticians.Candidate: Hmm, you think that would go down wellwith young people, do you? Most of my friends aretotally disillusioned by the world of politics. They aremore interested in their everyday lives or the lives ofcelebrities.Examiner: Exactly, we are all totally obsessed by thelives of rich footballers and their wives. It’s ridiculous!Candidate: So if some people want more reality TV andyou want more serious documentaries, how can wesatisfy everyone?Examiner: I’m not sure but I wish we could have morebalanced programming.Candidate: What do you mean by that?Examiner: Well, you know, more of a choice so I don’tfeel I have to watch that rubbish.Candidate: Have you ever thought about simplyswitching the TV off and reading a good book?Examiner: Well, now that IS a good idea. Perhaps Ishould do that!

Radio newsreader: And now the news headlines.Floods in Pakistan have left millions homeless andwithout running water.Charities are sending in emergency supplies as soon asweather conditions permit.A man has been arrested in connection with a fire inBirmingham last night.He is thought to have been in the New Street area whenthe fire started.And finally, the weather. Heavy rain will be moving infrom the west.

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Interviewer: So, tell me, how did you get your first jobin the city?Sally Smith: I had always been considered clever atschool and, of course, getting a place at OxfordUniversity was a great achievement. Well, um, when Igraduated I applied for lots of jobs still a bit uncertainabout which direction to go. Then I was delighted to beoffered a job in the city with a prestigious investmentbank. The starting salary was pretty good and I was evengiven a golden hello bonus which hit my bank accountas I arrived. How could I say no? It seemed irresistible.Interviewer: Absolutely! And how did you find theworking environment when you first started?Sally Smith: Mmn, well, you know to start off with, itwas a question of survival – sink or swim. The newrecruits were mostly like me young, cocky, ambitioustwenty-somethings with degrees from the topuniversities. To begin with, we socialised with each othera lot – rather tedious parties with lots of small talk. Butbefore long reality kicked in. We were expected to workincredibly long hours often till midnight and I frequentlyfell asleep at my desk. Once my boss even sent round acab to pick me up at 2 a.m. as there was some sort of acrisis in the office. I became exhausted and quitedepressed – you, know, I never even saw my friends, butthe worst thing about it was the male-dominatedenvironment. Interviewer: How do you mean?Sally Smith: Well, I felt very isolated. I was the onlywoman in a team of 25 and I always seemed to beviewed as a secretary, not as a banker. My colleagueswould generally assume that I would make the coffeeand often made sexist remarks which I found quiteoffensive. I knew I was good at my job, as good as therest of the team actually, if not better, but seemed to getprecious little credit.Interviewer: So do you think you were treateddifferently because you were a woman?Sally Smith: Oh, of course. Well, in the end, I met upwith my best friend to talk things over. I just had to get itoff my chest. When she heard what my job was like shetold me to resign. And that’s what I did. I haven’tregretted it.

Candidate: Well, I would like to state categorically, that Iam totally in favour of traditional family roles.Firstly and most importantly, I think families organisedin this way are much happier and more secure. You only

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have to look around you to see the difficulties somefamilies experience when both parents are working. Inmy view, if you decide to get married and have childrenyou should accept your responsibilities even if it meanssacrificing your career. The mother should stay at home,look after the children, tidy the house and of coursecook delicious meals for all the family. Moreover, she willundoubtedly experience satisfaction because she willknow she is doing a good job and that everyone iscontent.As for her husband, he will hopefully find a challengingand enjoyable job and earn enough money to supporthis family. Obviously, from time to time, it may be possible for hiswife to work part-time, especially when the children startschool and this might help finance holidays and familytreats. Although the father might get home quite late inthe evening he should have some family time when theyeat together and of course at the weekends when theycan go out together for walks or to the cinema.Finally, I would like to say, that I grew up in a family likethis and had a perfect childhood. To sum up, I would saya traditional family is definitely the best way to ensurehappiness for your children.

Candidate: Well, yes, the Grade 10 Listening is a bitdifferent to most Listening tasks. There are two typesand the examiner will read out two of Type 1 and one ofType 2. With Type 1 the candidate has to give a suitableending whereas with Type 2 the examiner asks thecandidate a question about the people or place. All thetexts are very short and candidate is only expected togive a short answer. You certainly don’t need to takenotes but you will have to listen very carefully andsometimes have to predict, deduce and infer.

Charles: Well, you know, I live in shelteredaccommodation in Birmingham. Recently we got a newmanager and she decided to get the Internet installed inour communal sitting room. What a stupid idea we allthought, I mean like at our age… far too late to startlearning about cyberspace! What was she thinking of?Then Irene, that’s the manager, organised classes andmy mate Harry said ‘Come on. Let’s give it a try. Whathave we got to lose? Who cares if we look stupid? Well, Ithought to myself, ‘Actually, I do,’ but anyway, off wewent 10 o’clock on a Monday morning. The teacher wasgreat, very patient, and made us go over things againand again until we had got the hang of it.

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Firstly, we learnt about email which was a majorbreakthrough for me ’cos you know, I’ve lots of relativesin Australia, hardly ever seem them really. Well, when Isent them an email and got a reply within minutes itwas absolutely brilliant, amazing!Now I’m back in touch with family I hardly ever heardfrom.Another thing, surfing the net. Thought that really wasfor the young things, my grandson and the like, but youcan get information about just about anything. I’veresearched my family tree, looked up the weatherforecast and even got a few gardening tips. I’m a silversurfer now. I would recommend the Internet to anyone. Don’t bescared just because it’s something new.

1 oppor�tunity 5 dis�organised2 im�possible 6 i�lliterate3 �precious 7 arti�ficial4 a�ttention 8 pho�tography

1 �photograph pho�tographer photo�graphic2 �national natio�nality nationali�sation3 �politics po�litical poli�tician4 com�pete compe�tition com�petitor5 �analyse a�nalysis ana�lytical

Examiner: Firstly, it is highly recommended that youspend considerable time preparing your presentation,which must be discursive in nature. You should select your topic carefully to ensure that ithas the potential to generate Grade 10 language andalso ensure that is not chosen from the list of subjectareas for the Conversation phase. You will be giving aformal presentation, so it must have a clear structurewith an introduction, followed by a series of reasonedarguments which lead to an appropriate conclusion.It is also essential to prepare brief notes in the form of ahandout to give to the examiner at the start of thepresentation. You will be able to retain your own notesbut this should not take the form of a memorised script,which will have a negative effect on your assessment.You are strongly advised to ensure that yourpresentation lasts no longer than 5 minutes. You will notbe interrupted during that time but the examiner willtake some notes for use during the discussion phase.When you have finished, you should initiate thediscussion phase by asking if the examiner has anyquestions or comments.

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Examiner: Now let’s move on to the Interactive phase.In this task I’ll start by telling you something. You’ll haveto ask me questions to find out more information andmake comments. It’s your responsibility to maintain theconversation. Are you ready?Candidate: Yes, I am.Examiner: My son’s been playing the guitar for sometime now but recently he’s formed a band. They practiseregularly 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 howmuch 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 tobe enjoying themselves and doing something creative?Examiner: I suppose so but, you know, they show noconsideration whatsoever.Candidate: I see so where exactly do they play?Examiner: In our sitting room where I like to relax orwatch TV.Candidate: But have you tried talking to them about it?Examiner: Oh, yes I have. They just think I am a veryboring dad.Candidate: Surely you could discuss the situation withthem, couldn’t you?Examiner: It’s hopeless. They think I should be enjoyingtheir music.Candidate: Well. Have you tried listening to them to seewhat they’re like. They might be amazing.Examiner: To be honest, I haven’t.Candidate: I think you should try. Who knows? Youmight find they have great musical talent and willbecome rich and famous some day.Examiner: Ok. I’ll give it a try, Thanks for the advice.

Student: Honestly, Mr Jones, I’m so anxious about myexams that I don’t know if I’m going to be able to cope.It’s just really important, you know, and if I don’t get theright grades, they won’t accept me at university andthen what will I do?Teacher: Well, the first thing you should do is calmdown. You really are not helping yourself by panicking.To tell you the truth, you haven’t been working as hardas you should but it’s not too late.

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Student: But the problem is I just don’t know where tostart. Teacher: Mmn, well, as I was saying, you need to studyharder and get organised. Work out a revision plan andevery day set yourself a goal so that you know whatyou’ve achieved. That way I think you’ll feel less panicyand more in control of the situation.Student: In fact, I have tried to do that but I’m just sotired I can’t concentrate and like I fall asleep at my deskand then I can’t sleep at night because I’m worryingabout everything.Teacher: It sounds to me as though you should try somerelaxation techniques. Try and chill out a bit more.Actually, something like yoga or sport might reduce thestress and help you keep calm.Also, you should eat lots of healthy food and avoidcaffeine. You drink a lot of coffee, don’t you?Student: Yeah well, actually, when I’m tired and trying tostudy 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 Ihave when I’m feeling stressed. Anyway, the other thingis you really must take lots of breaks when you arerevising. Actually, you can only concentrate for so long.If you take a break, have a chat, go for a walk orsomething, you will feel more alert and refreshed whenyou return to your desk.Student: OK, I’ll give it a try.Teacher: And remember, believe in yourself. You havethe ability to do well, provided you prepare for theexams properly and really you must try to keep things inperspective. Yes, the exams are crucial right now, butthey are only a small part of your entire life. Don’t forgetthat. Right, I’d better be going. I’ve got a class now. Goodluck then and regarding that essay you still haven’tfinished…

Presentation 1Candidate 1: Hi there! Well, I’d like to tell you about mysister’s wedding. It really was a great event. We were all soexcited and you wouldn’t believe how beautiful shelooked. My mum and I went with Chelsea, that’s my sister,to buy the dress and had a wonderful day out togethershopping, chatting and of course we had lunch togetherin a nice restaurant. Anyway, on the day of her wedding…Presentation 2Candidate 2: My presentation today focuses on theproblems of young people in my country. Here are somebrief notes that I have prepared.

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Examiner: Thank youCandidate 2: Firstly, I’ll concentrate on the difficultiesmany, including myself, experience and then I’ll look atthe reasons for these. Finally, I will attempt to findalternative solutions and make recommendations whichmight help us all in the future.

Student: It really is getting too much. I don’t think I cancope for much longer. I’m up until 2 a.m. going throughmy notes and drinking endless cups of coffee. Then I’mup early to do a bit more revision before going toschool. I can’t sleep because I’m so nervous and keep onworrying about whether I will remember everything thenext day. Anyway, this time next week it will all be over.

Task 1Speaker 1: I love coming here. It’s just such a differentatmosphere. It’s almost completely dark, there’s a senseof anticipation and everyone is getting comfortable oreating a bag of popcorn. Then all of a sudden the musicstarts, the credits come on and you can sit back andenter a world of escapism.Task 2Speaker 2: Sometimes I just don’t know why I do it. Thealarm wakes me up and I fall out of bed, get the trainerson and speed off down the road at a rapid pace. Afterabout half an hour I’m back home for a quick shower,cup of coffee and then and I’m off to work. I usuallyspend the rest of the day feeling terrible with sore feetand an aching back.

News reader: Good morning. This is the 8 o’clock news.Hundreds are expected to join the protesters camped atLondon Heathrow airport today to demonstrate againstglobal warming. They are demanding that thegovernment abandons plans to build a new runway. Afifth terminal already opened in 2008. Our reporter NickBrown spoke to one of the campaigners Emily Armstrong.Emily Armstrong: We are taking this action because thegovernment is completely ignoring the effects of theaviation industry on the environment. It is absolutemadness to expand Heathrow airport at a time when weshould all be looking at ways of reducing carbonemissions. Nick Brown: But the air transport industry claims thatthey are only 2% of the problem and are being unfairlyblamed.Emily Armstrong: Well, in our view, it is an area of

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growth that should be restricted right now if we careabout the future of this planet. The industry should playtheir part and passengers should also make theircontribution by using more environmentally friendlymethods of transport.Nick Brown: There have been reports that you willdisrupt the airport at a time when the infrastructure isalready stretched due to the terrorist threat.Emily Armstrong: Absolutely not! Our demonstrationwill be both peaceful and safe and our intention is toraise the profile of our cause.Nick Brown: Thank you very much for speaking to us.

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.

1 I love fish and chips.2 Is this a present for me?3 I would have come if I had known.4 He’s at the cinema.5 She can speak six languages.

1 We landed very late in the evening totally exhaustedand couldn’t wait to get home. We stood around forabout half an hour and nothing happened. Suddenly,suitcases started to rattle along beside us andeveryone moved forward anxiously trying to spottheirs. We watched and waited for what seemed anage. Then we turned round and realised everyoneelse had gone and...

2 I feel sorry for John. He gets his exam results onThursday and he’s getting really stressed out about it.He needs really high grades to get into university butactually he hardly did any work at all so it will be amiracle...

3 Everyone arrived about 7.30 for the dinner party. Ihad invited 8 guests and they weren’t particularlyclose friends of mine so I was feeling slightlyapprehensive. Anyway, I had prepared a deliciousdinner, an assortment of cold meats to start withfollowed by steak. They all sat down and startedeating except Kate who was staring at the meat andto my horror I realised...

4 He had set the alarm for 7 a.m. The interview was at 9so that would give him plenty of time to have a

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shower, get on some suitable clothes and catch thetrain into the city centre. The next morningeverything went pretty well and he was pacing theplatform waiting for the 8.19 train. By 8.30 there wasstill no sign of the train but just as he was about togive up...

Examiner: So we’ll move on to the Conversation phasenow. Let’s talk about communication. To what extent doyou think technology has affected the way wecommunicate these days?Candidate: Oh well, enormously. We seem to havedrifted away from face-to-face communication. Most ofmy friends are totally obsessed with social networkingor texting, so rarely leave the comfort of their ownbedrooms.Examiner: Really! But is this real communication?Candidate: I suppose it depends what you thinkcommunication is. In my view, communication is abouta variety of things. Of course it is about speaking,listening and responding but it is also about bodylanguage, tone of voice, and even laughter and tears. Acomputer or text simply can’t relay this sort ofinformation. This means that there can be confusion andeven misunderstanding.Examiner: Mmn, has this ever happened to you?Candidate: Oh yes. I can give you an example, if youlike. The other day I had arranged to meet my friendMaria at the cinema but I was running late and couldn’tmake it. I just texted Maria and said, ‘Sorry, can’t come’.She was absolutely furious because she didn’t feel I hadmade a proper apology. In other words, in this instancemy communications skills were not brilliant because shedidn’t feel that I really was sorry. If I had spoken to herdirectly, it might have been different.

Radio DJ: Good morning this is Radio UK. And now ‘TheChanging Face of London’. Our reporter Rajesh Kumar,whose own family moved from India to England in the’50s, reports on the shaping of London as a multiculturalcity.Rajesh Kumar: Here I am in Soho, possibly the mostcosmopolitan area of London, with restaurants fromexotic places all over the world and a rich and diversemix of languages and ethnic backgrounds. Just downthe 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 the

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streets there with colourful parades and dragon and liondancing. A day trip to China with no carbon emissions! In August the Notting Hill Carnival celebrates the musicand colours of the Caribbean. Set up in 1960 by the firstWest Indian immigrants, it has now become a mostspectacular event with massive floats, amazingcostumes and an eclectic range of music blasting out ofpowerful sound systems.Now I’m in Southall, on the outskirts of London andclose to where my family used to live. 55% of thepopulation here are Indian or Pakistani many of whommoved here because of its proximity to Heathrowairport, where they first arrived in the ’60s. The air is stillrich with the sounds, smells and colours of Delhi orLahore and it is no coincidence that Chicken TikkaMassala, served in Indian restaurants, is so popular inthis country that it is often considered the Britishnational dish. In recent years, however, immigration patterns havebeen changing and now many of the immigrants yousee in London come from eastern European countries,where there is greater freedom of movement sincejoining the EU. They often come here for a short periods,and are able to fill the gaps in the labour market. Polishplumbers have become renowned in a country where ithad become almost impossible to find someone to fix aleaking tap. But they’re not only plumbers and dentists,they work in bars and restaurants, pick strawberries andcut hair while simultaneously weaving their own cultureand language with ours and making yet anothercontribution to London’s rich kaleidoscope.

Mark: Hi Jen. What did you think of the film Eat PrayLove?Jen: I thought it was quite good but rather overrated.Mark: Oh, I thought it was rather good and of courseJulia Roberts is still strikingly beautiful!

I thought it was rather good.I thought it was quite good.

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.

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Lucy: My name’s Lucy. I’m 19 and in my first year atuniversity in Newcastle. Last year I took a gap year anddecided to do some voluntary work in Rio de Janeiro. The month before I went I did an intensive Portugueselanguage course and tried to find out as much aspossible about Rio. I had seen the film City of God withits brutal betrayal of poverty and gang warfare but wasstill unprepared for what I saw in those first few days inthe ‘favelas’, the city’s most impoverishedneighbourhoods, which was where I was working.Fortunately, I was not alone, there were severalvolunteers there and we juggled a bit of Englishteaching with entertaining the kids and keeping themout of trouble. I personally found it a very rewardingexperience and felt I got to know the people and culturein a way that would never be possible on a packageholiday.I don’t think I fundamentally changed anything outthere but I did make a contribution , no matter howsmall. And as for the fun aspect, yeah well it was great, supercool in fact! Samba, beaches, sunshine and even a touchof romance. What more could you want on a gap year!

Examiner: Hello. What’s your name?Candidate: Hello. My name’s Emilia.Examiner: It’s very nice to meet you Emilia. My name’sJohn. Now you’re doing Grade 10 so we’ll start off withthe presentation. What are you going to talk about?Candidate: Well, I’d like to talk about my experiencestravelling.Examiner: And have you any notes for me?Candidate: Yes, here you are and here is a map showingthe route I took on my trip.Examiner: Thank you very much, would you like tostart?Candidate: Yes, I’d like to start off by telling you why Idecided to go on my journey round the world, then I willgo into a little more detail about the trip and finally I willassess the benefits of such a trip for a young person.When I finished my final exams at school, I realised that Ineeded a challenge, a break from my normal life livingat home and seeing the friends I had had for years. Ofcourse I wanted to go to university but I decided todelay that for a year and see more of the world. I didn’treally want to visit tourist places everyone goes to likeParis, New York, Sydney.

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46My intention was to visit undiscovered countries andreally understand the people and the culture.Having made that decision, I planned my route. I wouldtravel mainly by train in the interests of the environmentand also so that I could see and absorb more. I was verykeen to go east through Russia and Mongolia and thenon to China so firstly I booked my rail ticket from Paris toSt Petersburg. I felt rather nervous as I waved goodbyeto my parents and boarded the train but I was also filledwith nervous anticipation.What would I see? Who would I meet? I had so manydiverse experiences I couldn’t possibly tell you aboutthem all. However,...

Examiner: I’m going to read you three short passages andafter I’ve finished each one, I would like you to eithersuggest a suitable ending or answer some questions. I’llthen move on to the next passage. Are you ready?These two passages are incomplete. When I stop, I’d likeyou to tell me in just a few words how you think thepassage finishes.1 I was getting really uptight. We had to leave now or wewould miss our flight. I just couldn’t find the car keysanywhere. The children were no help at all so I told themto get in the car and wait. Just when I was about to giveup and call a taxi, John and Katy shouted from the car...

Examiner: 2 Flying has always been considered thesafest, fastest and most comfortable way of travelling.We have all become used to jetting off here, there andeverywhere to see the world and be back in the officeearly Monday morning. Now, however, with climatechange...

Examiner: After I’ve read this passage, I’ll ask you aboutsuch things as the context and people involved.3 It was such an amazing event and I think had a verypositive effect on tourism and the economy. Thousandsof people came, new hotels and stadiums were built andthen athletes achieved so much for both themselvesand their countries.What event is the speaker talking about?

For tracks 51-56, see Student’s Book pages 86-92.

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