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001-011-Succeed TRINITY B1 - SAMPLE-PAGES PDF
001-011-Succeed TRINITY B1 - SAMPLE-PAGES PDF
TABLE OF CONTENTS
Preparation for Trinity ISE I Task 1 Long reading page 4
Section 1: Questions 1-5 Title Matching page 5
Section 2: Questions 6-10 Selecting the True Statements page 8
Section 3: Questions 11-15 Completing Sentences page 10
Preparation for Trinity ISE I Task 2 Multi-text reading page 12
Section 1: Questions 16-20 Multiple Matching page 13
Section 2: Questions 21-25 Selecting the True Statements page 17
Section 3: Questions 26-30 Completing Summary Notes page 20
Preparation for Trinity ISE I Task 3 Reading into writing page 22
Article page 23
Descriptive Essay page 29
Discursive Essay page 35
Preparation for Trinity ISE I Task 4 Extended writing page 46
Review page 47
Letters and Emails (Informal) page 54
Letters and Emails (Formal) page 57
TRINITY ISE I Reading & Writing PRACTICE TEST 1 page 60
TRINITY ISE I Reading & Writing PRACTICE TEST 2 page 66
TRINITY ISE I Reading & Writing PRACTICE TEST 3 page 72
TRINITY ISE I Reading & Writing PRACTICE TEST 4 page 78
TRINITY ISE I Reading & Writing PRACTICE TEST 5 page 84
TRINITY ISE I Reading & Writing PRACTICE TEST 6 page 90
Trinity ISE I Speaking & Listening Overview, Tips and Advice page 98
Preparation for Trinity ISE I - Listening Part 1 Independent Listening page 100
Preparation for Trinity ISE I - Listening Part 2 Listening Task 1: Festivals page 103
Preparation for Trinity ISE I - Listening Part 3 Listening Task 2: Health and
page 106
Fitness
Listening Task Cards page 109
Listening Additional Material page 112
Preparation for Trinity ISE I - Speaking Part 1 Be Polite! page 116
Preparation for Trinity ISE I - Speaking Part 2 Explain yourself! page 119
Preparation for Trinity ISE I - Speaking Part 3 Quick-fire round! page 122
Preparation for Trinity ISE I - Speaking Part 4 Rules are rules! page 124
Preparation for Trinity ISE I - Speaking Part 5 Bonjour! page 126
Speaking Project: A step-by-step method of preparation for the Topic Task page 128
Speaking - Additional Material page 131
Speaking - Answers to PART 2: Exercise 5 page 131
While Trinity College London seeks reasonably to ensure that an approved publication is accurate and suitable
for exam preparation, Trinity cannot accept any liability for its content.
Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omission.
We will be happy to insert the appropriate acknowledgements in any subsequent editions.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the Publisher. Any person who does any unau-
thorised act in relation to this publication may be liable to criminal prosecution and civil claims for damages.
l Preparing for TRINITY ISE I (CEFR B1) Reading - Writing - Speaking - Listening - Students Book - ISBN: 9781781643174
2
l Preparing for TRINITY ISE I (CEFR B1) Reading - Writing - Speaking - Listening - Overprinted Edition with answers - ISBN: 9781781643181
001-011-Succeed TRINITY B1 - Prep Reading - TASK 1-TB_CAE-PR-TEST-1.qxd 16-Mar-16 2:00 AM Page 3
And you can also get extra practice and make your English-language learning more interesting by reading and writing about
things you enjoy in your free time. Here are some examples of what we mean by this:
Reading practice Read English-language magazines, newspapers or online articles, or online posts about things you are
interested in (e.g. rock bands or celebrities). Then think about what youve read and try to put the information in your own
words. For example, when you read an article, think of your own title for it and your own headings for the paragraphs.
Write summaries of the paragraphs in your own words. Highlight the really important or interesting sentences. Use your
dictionary to help you understand new words and build your vocabulary.
Writing practice After you read these English-language articles, write about them. Maybe there is interesting information
you want to share with other people. Write a blog post summarising what youve read. You have your own opinions. If
the author gives an opinion, think: do I agree with what the author said? Write a blog post sharing your thoughts on the
subject. Or, if the article is from a newspaper or magazine and the topic is important to you, write a letter to the editor
expressing your views. If you have a friend who you think would like to know about what you read, write them an email.
Use these opportunities to make practice a normal part of your routine. Hopefully, it will feel more natural and fun then.
It may even be easier because you are interested in what you are reading and writing about. And the great thing is you
are still practising exam skills.
Writing practice When you watch a good (or bad) film, when you read a book, or when you go to a restaurant for a
meal, blog about your experience. Write a review of the film, book or place. Describe it and think about why you liked
or didnt like it. Or share your experience with a friend. Write an email telling them why they should or shouldnt watch
the film, read the book or go to the place.
Writing practice Keep a diary. Write letters to yourself about your experiences that day, week or month. Write about
what happened at school. Write about your weekend activities. Write about your holidays. Or, if keeping a diary is too
old-fashioned, blog about all your experiences. But be careful not to share private information on the internet.
The point is, you can practise all the skills that you will learn in this book in a way that is more natural, meaningful and interest-
ing for you. Try it! Your English will improve and hopefully you will enjoy the learning experience more because it will feel more
real and relevant.
Then, as you come closer to the exam, you may want to think about reading and writing about exam-specific topics. If you do
want to do that, here are some topics you should focus on: Travel; Money; Fashion; Rules and regulations; Health and fitness;
Learning a foreign language; Festivals; Means of transport; Special occasions; Entertainment; Music.
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Preparation for
TRINITY Integrated Skills in English I
Reading & Writing Module
The text will be about 400 words. There will always be 5 paragraphs.
How long and hard will the text be? There may be some words you dont know but the text will be aimed
at level B1, which means you should recognise most of the words.
The 15 questions are divided into three sections.
Section 1
Questions 1-5 (Title matching)
You have to choose the best title for each of the 5 paragraphs. There
are 6 titles to choose from, so there is an extra one you wont need.
Section 2
Questions 6-10 (Selecting the true statements)
What about the 15 questions?
You are given 8 statements and you have to pick 5 that are true.
You can choose your answers in any order. As 5 statements are true,
3 are false or not stated.
Section 3
Questions 11-15 (Completing sentences)
You will have to write a word or phrase (up to three words) from the
text in a gap to complete each sentence. You must use an exact word
or phrase from the original text you cant use your own words.
How long should I spend on this task? Spend about 20 minutes on Task 1.
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1. How many snow or winter sports do you know? List them. Do you like snow sports? Why?/Why not?
2. Which of the snow sports are more traditional and which are more modern?
3. Where do you think the idea for snowboarding came from?
4. Do you think snow sports are dangerous? What do athletes do to protect themselves?
5. What do you think slopestyle snowboarding is? Slopestyle snowboarding is shown in one of the pictures above.
Exercise 1
1. A. Now lets read the text. When you are reading a text, always have a reason or purpose for reading. That way,
you will focus better. Here is your purpose for reading this time: Read the text about slopestyle snowboarding and
choose the correct topic, A, B or C, for each paragraph.
Here, you are obviously not expected to know all these snowboarding terms and a number of other words
and phrases in the text. You should ignore unfamiliar vocabulary and just go for the general meaning (gist).
Slopestyle Snowboarding
Paragraph 1 Many people thought it was impossible, but Billy Morgan just proved them wrong. Hes become the first
slopestyle snowboarder to perform a trick called the 1800 quadruple cork. Basically, he went head over heels four times in
the air before landing his snowboard on the ground again without falling over. The video of his amazing achievement has
been viewed thousands of times on the internet. And now, suddenly, everyone wants to know what exactly slopestyle is.
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Test 1
Task 1 Long reading
Read the following text about a method of foreign language learning and answer the 15 questions on the next page.
Paragraph 1
Tandem language learning is a new and exciting method of language learning. It involves two part-
ners who are, most preferably, native speakers of different languages. Both speakers want to learn a for-
eign language and will do so by helping each other. The word tandem itself means a bicycle with
two bicycle seats for two people to sit on, one behind the other. Therefore, one can easily under-
stand how the method got its name.
Paragraph 2
Tandem learning can vary. The language-partners can meet either in person or learn by e-mail, phone
or other media. Learning can be supported by various materials and methods: worksheets, textbooks
or simply informal conversation. The classic style in Tandem learning, though, is that half the time is
given to one partner, the other half to the other partner. For example, a Greek and an English speaker
usually can talk half an hour in Greek and afterwards half an hour in English.
Paragraph 3
The "language learning by exchange" approach first appeared in 19th century England, in what was
called the "mutual system", where pupils were helping each other in order to help the teacher with his
or her work. The Tandem method, though, appeared much later on, in 1971, in connection with the
"audio-visual method" and since then has developed up to the present day, taking different forms as
time went by.
Paragraph 4
Tandem learning is an approach suitable for every age group, from children to senior citizens. It can
be used at all levels of education; that is to say, preschool, elementary school, secondary school and
even university. Research has also shown that it is one of the most successful methods of language
learning for adults, particularly in companies.
Paragraph 5
At first, many people questioned this methods success when compared to traditional language
learning methods. However, research over the years has shown that this method greatly helps to
improve listening and speaking skills. The reason why, is that the two language partners speak, as
well as listen to each other much more than they would in a traditional class. Another benefit gained
through the Tandem method is cultural understanding, as speakers get to learn about the culture of
other countries through conversation. Some speakers have even noticed that they seem to under-
stand their native language more after Tandem sessions, as they start to think more about it.
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A
1. Paragraph 1
A Definition of the method
F
2. Paragraph 2 B Suitable candidates for the method
Test 1
C C Origins and history of the method
3. Paragraph 3
D Advantages of the method
B
4. Paragraph 4 E Disadvantages of the method
D F General background information on the method
5. Paragraph 5
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How is it different?
ISE I Speaking & Listening is one single exam, all done face-to-face
with the examiner.
Task Time
Total time: (This includes about 1 minute extra examiner administration time.) 14 minutes
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3 Dont give long rehearsed monologues (speeches). You will not get a high grade if you look and sound very unnatural and
3 Try to speak clearly and fluently. Avoid long, unnatural pauses, if possible. Dont wait for the right word to come into
your head; say whatever youre trying to say in another way instead.
3 Be polite at all times. Practise the art of turn-taking and disagreeing politely. Avoid rudeness, extreme language and
sarcasm at all costs.
3 Always try to explain/develop/exemplify the points you make. For example, its not enough to say:
I dont think people could survive today without mobile phones. You have to explain yourself: I dont think people could
survive today without mobile phones. After all, we need them to communicate, for directions, for entertainment and even
to do business on the move. We use them all the time.
3 Take notes in the Listening tasks when given the opportunity to by the examiner.
3 Prepare well for Speaking Task 1: the Topic Task. Spend time on your topic at home and in class and practise talking
about your topic as much as you can. Even discussing it in your own language with family at home will give you more
ideas for what to talk about on exam day. Most importantly, choose a topic you love you want this to be interesting,
not boring!
Integrated Skills
The Speaking & Listening exam is an integrated skills test. This means that, just like every day in real life, youll need to use
both your speaking and listening skills at the same time. For example, you dont read the instructions for any part of the
exam. The examiner tells you what to do, so you have to listen carefully at all times to what he/she says. In the Speaking
sections, you cant give one long speech. The examiner will interrupt you and ask you questions. You have to listen carefully
to what he/she says in order to reply in a suitable way and get a good grade in the Speaking tasks. In the Listening section,
after you listen to the recordings, you have to tell the examiner your answers. It's not just about listening its listening and
then speaking in the same task.
3 Always listen very carefully when the examiner is speaking. There are no written-down instructions for this exam you
have to be a good listener!
3 If, for some reason, you dont quite hear or understand what the examiner says the first time, dont worry! Just ask
him/her to say it again. Take the initiative.
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Listening
Part 1
Independent Listening
Part 1
Independent Listening
q q
TRUE FALSE
1. The Independent Listening section
of the exam lasts about 7 minutes.
Total time (1.) seven / ten minutes
q q
2. There is ONE task in the
Independent Listening section.
Listen (2.) once / twice to some basic
q q
3. Independent Listening Task 1 is the information in a (3.) talk / dialogue
start of the test of your listening skills.
q q
4. You are not allowed to take notes Then respond to (4.) four / six
while you listen.
questions with short answers.
q q
5. You listen to two different Task 1
The questions are (5.) asked by the
recordings.
examiner / written down.
q q
6. You write your answers down so that
the examiner can correct them.
The task lasts about 3 minutes.
q q
7. You only hear each recording Each correct answer carries one mark.
once.
8. During the Listening section of the Listen (6.) once / twice to a factual
q q
exam, you are in a large room with recording a (7.) talk / dialogue.
other students.
The first time, listen and tell the
examiner (8.) what the recording is
generally about / specific information
in the recording.
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Speaking
Part 1 - Be Polite!
D
To start this lesson, listen to the recording. Its got a
special message for you. (Track 18)
Part 1
Exercise 1
Youre going to listen to some recordings of situations
which have something in common.
E
Listen and match each recording (1-6) to the correct
picture (A-F). (Track 19)
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Part 1
5. How often are people rude to you? How often are you 5 Dont be a bad loser! e.g. Yes. OK. OK. You have a point.
rude to other people? So what?
6. Why should we respect and be kind to the elderly? When someone makes a good point, give them credit.
Its not a competition you have to win; its a discussion.
Exercise 2
Of course, being rude to people is not just impolite; its
5 Dont raise your voice! e.g. YOUAREWRO NG .
Your tone of voice should always be calm, relaxed and
also disrespectful. The problem is, sometimes when were soft. Never suddenly talk very loudly or shout! People
nervous or using a second language we can be rude by think this is aggressive and rude.
accident. You dont want this to happen in the exam when
you speak to the examiner, so lets think about how to
sound polite in English.
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