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    New Pass Trinity 9-10 - Student's Book PDF

    Uploaded by

    Fonsi Arc Rs

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    © All Rights Reserved
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    Tricia Hansen al mapas ; Student's Book Trinity Grades contents Page Language Functions Grammar review Evaluating options Mixed conditionals Hypothesising ‘Modals with the passive Expressing abstract ideas Review units 1-2-3, Should/might/could/must + Evaluating past actions have and the perfect infinitive Wish, hope and ifonly Expressing regrets, wishes and hopes. 38 Verbs followed by gerund. Paraphrasing and/or infinitive Reviewunits45-6 44 unit 7_ Roles in the family (A) / Equal opportuniti 46 Idioms & expressions Developing an argument UNIT 8 Use of the Internet (A) / Scientific development (B) 52 Intensifiers Defending a point of view 8g uw Qa iC) a oO NIT 9 School curriculum (A) / Stress management (B) 58 Expressions used in Expressing beliefs conversation Review units7-8.9 64 junit 10 Designer goods (A) / Future of the planet (B) 66 The passive Expressing opinions tentatively Tentative expressions UNIT 11 Communication (A) / Social issues (B) 2 Intensifiers & modifiers ‘Summarising arguments ideas INIT 12 Youth behaviour (A) / International events (B) 8 Signposting words Deducing & expressing assumptions Review units 10-11-12 84 Phonology Stress in two-syllable words ‘Topic and subject-area vocabulary Speaking with enthusiasm Intonation to convey attitude Stress in sentences Intonation of question tags, Using pause and intonation to give clarity ‘Stress in longer words Intonation of intensifiers & modifiers ty Grades 9-10 Overview ‘Trinity Takeaway Exam expert Topic (T) & Conversation (C) Selecting a topic for grade 9 (T) Researching subject areas (C) Mind maps & note taking (T) Responding to the examiner (C) ‘Anticipating examiner questions (1) Engaging the examiner inthe topic (T) Grade 10 subject areas (C) Formal topic presentation & discussion (T) Preparing a formal presentation (T) Responding to the examiner (T) Sharing responsibility (C) Presentation & discussion (T) Exam practice (C) Exam expert Interactive (I) & Listening (L) Introduction to the phase ()) Understanding the prompt (I) Controlling the interactive Phase () Maintaining & developing the discourse (I) Using functions ofthe grade () Exam practice (1) Introduction & exam practice (L) What the cans todo (!) Identifying context, & participants (L) ‘Anticipating what happens next () Using functions of the grade (I) Exam practice () Exam practice (L) ‘Appendix 1: Pairwork material ‘Appendix 2: Grading & marks exam overview TRINITY GRADED EXAMINATIONS IN SPOKEN ENGLISH (GESE), GRADES 9 AND 10 GESE Grade 9 (CEFR B2.3) Time: 15 minutes Format and procedure ‘At the beginning of the exam you and the examiner will exchange greetings and have a moment to relax before starting the Topic phase. 1. Discussion of a topic prepared by the candidate (up to 5 minutes) ‘iter you have talked to the examiner about your prepared topic, you will have a related discussion in which you will be expected to communicate facts, ideas and opinions in a structured way. You should be able to interact with the examiner and respond to questions as well as handle interruptions and clarify ‘and emphasise points where necessary. Interactive task (up to 4 minutes) ‘ter the examiner has read out the prompt, you are responsible for starting and maintaining the conversation by asking for information and developing the discussion. You will take turns with the ‘examiner using the appropriate language functions of the grade. Conversation on two subject areas selected by the examiner (up to 5 minutes) You will answer questions about two subject areas selected by the examiner from the list for Grade 9. You will share responsibility for developing and maintaining the conversation and respond to the examiner's comments. In the case of a breakdown in communication, you may need to paraphrase or rephrase. ‘Atthe end of the conversation phase you will say goodbye and leave the examination room. Grade 9 exam syllabus: Grammar + Verbs followed by gerund or infinitive + More complex forms of the passive with modals, + should/must/might/could + present perfect tense Correct verb patterns after wish and hope Functions Expressing abstract ideas Expressing regrets, wishes and hopes Expressing assumptions Paraphrasing Evaluating options Hypothesising Evaluating past actions or course of events ‘Subject areas for Conversation phase Dreams & nightmares Crime & punishment Technology Habits & obsessions Global environmental issues Design Phonology + Correct pronunciation of words relevant to the vocabulary for this grade Rising and falling intonation for keeping, giving up and offering turns Stress and rhythm to highlight and emphasise ‘main points and ideas Intonation and pitch to convey attitude eta GESE Grade 10 (CEFRC1,1) Time: 25 minutes Format and procedure 1. Topic presentation (up to 5 minutes) ‘You will give the examiner a handout before starting a formal discursive presentation which you have prepared. It should be organised in a structured way with an introduction, the development of points (giving examples and reasons) and finally a conclusion. Then you will ask the examiner to comment or ask questions. Topic discussion (up to 5 minutes) ‘You will initiate the discussion about your presentation and share responsibility with the examiner for its development. You will espond to the examiners questions and be prepared to defend your point of view. Interactive task (up to 5 minutes) ‘After the examiner has read out the prompt, you are responsible for the direction and maintenance of the interaction. You will take turns with the examiner by commenting and asking questions so that interaction develops naturally. Listening phase (up to 3 minutes) The examiner will ead out three short listening texts. In the first two you will tell the examiner in just a {few words how you think the passage finishes. In the third text you will answer a question about the ‘context and the people involved, Conversation on two subject areas selected by the examiner (up to 6 minutes) : ‘The examiner will ask you questions about two subject areas from either List A or List B. ‘You will share responsibilty with the examiner for the maintenance and direction of the conversation and will participate naturally without hesitation, Grade 10 exam syllabus: Language + Vocabulary specific to the topic and subject areas range of idiomatic expressions and colloquialisms | Rol Modifying words, eg. basically, quite, certainly Intensifiers, eg, absolutely, completely, totaly + Tentative expressions, eg. Imay be wrong but. Don't you think it might be.. + Signposting words, e.g. firstly, finally ‘Subject areas for Conversation phase ListB International events Equal opportunities Social issues ‘The future of the planet Scientific developments ‘Stress management the family Communication The school curriculum Youth behaviour Use of the Internet Designer goods Functions + Developing an argument + Defending a point of view + Expressing beliefs + Expressing opinions tentatively ‘Summarising information, ideas and arguments Deducing Phonology + The correct pronunciation of words relevant to the vocabulary at this grade Sounds with minimal interference from the first language Arange of stress and intonation patterns, pitch and volume to: engage and maintain the examiner's interest = signal the provision of new information — indicate discourse structure, Technology ARE YOU TECHY>? Z 5 1 Youhave your mobile phone switched on + o A Alithetime. B when you want to make a call “7 when you are alone / 2 Youuse a computer A 1-2hoursaday. B Ghoursormoreaday. € rarely 3 When you geta new high-tech gadget you A. enjoy experimenting and working out how to use it B_asksomeone to help you. put itaway in a drawer until you are in the mood. 4 When you receive an email you ‘A reply afterafew days. B_asksomeone to open it for you. reply immediately. 5 When youneed to drive somewhere you A look up the route on the internet. Buse sat nav. lookat a map. 6 Tosenda quick message you A sendatext. B usethe phone. € send an email 7. Tofind out about new music you A gotoamusic shop. Gg BB download from the Internet onto your MP3 player. listen to your digital radio. 8 When you take photographs you use your {A old camera and take itto a shop to get it developed digital camera and get a friend to print off the photos digital camera and print the photos on your computer. neal Technology Ta Look at the pictures of recent technological 3a (2) Listen to the five people and note down inventions on the previous page (A-F) and ‘what kind of technology or which gadget has match them to the list (1-6) below. ‘changed each person's life. 1 C1 SatNav Satelite navigation) 1 John 2 (0 touch-screen phone 2 Maria 3 CO laptop 3 Kieran 4 () digital camera 4 Dani 5 CO) ussflash drive 5 Mike 6 (1) MP3 player b G2) Listen again and note down how b Talkto your partner and decide, (a) how technology has changed their i important these inventions are in your ives, ‘and (b) what their advantages and disadvantages are. Eg. John receives hundreds of emails and loves it. ; © Now in pairs talk about your favourite Cece nee technological gadget and give reasons. Take chy you are, notes and tell the rest ofthe cass. Now compare your answers witha partner and then decide which of youis the most comfortable with new technology. Then check your scores atthe back ofthe bookon _—_4a Read the information below and decide what page 93. Aboutyou.comis. b What impressions do you get of Jack? Tell another student what kind of things you ‘would put on your homepage. EUR sens nds Account Name: Jack Cox Birthday: 11 November 1988 City: Oxtord Loves: reggae, travelling in Asia and politics April 10. Back in Oxford. Love it! 387 : April 11. Exam timetable out, Finish June 7 Jack's friends’ say: Love your hat. Elise x Got my air ticket to India for August 10. Holly = Emma = Sam Adam. Wanna come? Adam About you, about me. ‘These days | hardly ever go out to meet old friends or even make new ones. Rarely do | venture into a bar or club to socialise or listen to the latest band in town. You'll usually find me in my tiny university room peering at a laptop screen with my fingers mov- ing rapidly across the keyboard. Sad or what? That's doubtless what you all might think. No friends... never goes out. The latter is probably true but no friends, certainly not. Would you believe I've got 387 now. 387 | heer you say. Impossible! Well, OK it's not quite the same as meeting peo- ple face to face but it doesn’t mean to say it's not valuable. It's ‘such a brilliant idea, really, and means | can keep in touch with all my friends both at home, here at uni and of course all those peo- ple | met while travelling in Asia last year. | Another great advantage of Aboutyou is the opportunity to make new friends. Once you have set up your own homepage giving information about yourself such as interests and lifestyle, you'll quickly identity like-minded people and build many new online rélationships. A word of warning — only accept friends you already know or are sure you can trust. You can turn down anybody you're suspicious about. I've never had any problems but | know some people who have. ‘So how exactly do you communicate? Well if you'd like your life to remain private then it's probably best to send personal messages that nobody else can read. However, most of us thoroughly enjoy telling everyone on Aboutyou every trivial detail of our lives and then your friends move in to com- ment. You can also post photos of holidays and nights out, So, as you can see, Aboutyou is 2 fun way of socialising. You may be alone with your computer but in fact you're never alone. Could the future be social death without Aboutyou? 5a Read the text quickly and discuss in pairs b Now read the text again and discuss in pairs fender acy ane cn eee x ‘1 What is the prime function of Aboutyou? sf pei toaindeeiaeeeueaU Aboutyou friendship and a face-to-face one? 3. What risks do you think there might bein using Aboutyou? 4 What in your view isthe reason forthe popularity of such socal networking sites, especially among young people? SS 5 What does Jack mean when he saysit cold be social death without Aboutyou? ae Grammar review 6a Look at the structures (A-J) and match them. to'the correct sentence (1-10). F Third conditional G Passive H Past perfect A. Going to (future) B Present perfect, Present perfect, continuous D will future) 1 Reported speech E Second conditional J. Modal verbs 1 2 3 had been there many times before. You really should do more work! ‘Thousands of computers are produced in China every year. My grandmother has lived ina village all her life. ‘The director said the film was a great success. If Joined Aboutyou.com, | would make loads of fiends. | think hell be a brilliant politician, We've been studying English for 5 years, haven't we? My brother is going to get married next year. {Fhe hadn't worked so hard, he wouldn't have got into university last year. ex om © Qa a o o Qo Qo a o o Qa b Complete the following sentences using the correct form of the verb in brackets. My father 1972. (work) Ihe ‘at home that night, he wouldnt have had that terrible accident. (stay) ‘Thousands of emails every minute of the day. (send) Il were rich,1 money to charity. (ive) ina big factory since she always. I really think he. in the future. (be) early? (get up) -tich and famous In pairs answer the following questions. 11 How long have you been learning English? 2. Ifyou were the leader of your country, what ‘changes would you make? 3. What products are made in your region? \What did your family sy to you before you lefthome this morning? What do you think you will do in the future? lt Stress in two-syllable words Word stress in English is variable. Ina two- syllable word the stress might fall on the fist or second syllable, Unfortunately, if you put the stress on the wrong part of the word it can sound completely different and make it ‘unintelligible to a native speaker. Fortunately, {in most two-syllable words the stress is on the first syllable. a 'b in pairs try saying the word with the WRONG stress (i.e. on the second syllable) and see how different it sounds. G) ofcourse there are some exceptions to this ule! Listen to the following and repeat. 3 atone 4 machine 1 asleep 5. con'tol 2 mistake Most two-syllable verbs have stress on the second syllable. Eg. scape forget enjoy G) usten tothe 5 groups of two-syllable words below. Circle the word with different stress pattern from the others. regret shovel complete answer mistake 1 remove shopping careful agree middle reason shampoo crazy alone mimic 1 Evaluating options Imagine that you would like to buy a new ‘mobile phone and have been looking at the various options available. You are now

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