Teachers Book Grades9 10 PDF

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:38 Pagina 1
Tricia Hansen
NEW
Pa ss
Trinity Teacher’s Book
Trinity Grades
9-10
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Editor: Joanna Burgess
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Page layout: Maura Santini
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© 2011 Black Cat Publishing, Genoa, London

First edition: February 2011
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Year 2011 2012 2013 2014 2015 2016
Contents
Procedures File 4
GRADE 9 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
GRADE 10
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
3
Procedures file
Reading tasks Brainstorming subject areas
There are no reading tasks in the Trinity GESE and vocabulary
examinations so it is essential that the reading Try and engage the students’ immediate interest in
texts are regarded as a springboard for discussion the subject area by focusing on the pictures and
and vocabulary extension. It is usually a good idea getting them to talk about them in pairs before
to draw students’ attention to any captions or moving on to group or class discussion. Monitor
pictures related to the text and ask them to the pair work to ensure that only English is being
anticipate what the text is about. Then students spoken and that they are concentrating on the
could be asked to skim the text. At this point you task you have given them. The questions are
may like to explain problem vocabulary or elicit designed to provoke discussion but if you feel
definitions from the students. Students will need there are other questions on the subject which
10-15 minutes to read the text in greater detail or they will relate to, try asking them. At this level, it
you could ask them to read through the questions is important students are sufficiently stimulated to
and scan the text. Exploit the text and questions as want to express themselves well in English on a
much as possible to generate the language of the wide range of subjects.
level.
You can approach new vocabulary in a variety of
Note: ways. At this level students should be encouraged
• Skimming – reading the text quickly to get a to become more independent and use
general idea of what it is about English/English dictionaries or the Internet to look
• Scanning – reading through the text looking for up new words. However, if you feel students are
specific pieces of information not yet ready for this, it could be introduced
gradually with individual students asked to
prepare definitions for the next lesson or
paraphrases of terms and expressions. You could
Listening tasks
then concentrate on explaining more complex
This guidance is to help teachers with the vocabulary. Translation should be avoided.
general listening tasks in each of the units in this
book, not for the listening tasks for Grade 10.
Prepare students for the listening by using any Group & pairwork & role play
illustrations or headings, then by telling them who
Group and pair work is a most effective tool in
the speakers are, how many of them there will be
getting as many students as possible speaking
and what they are going to talk about.
English at the same time. Insist, right from the
It might be helpful to mention register and start, that only English is spoken and at this level
regional or national accents as they need an students should be encouraged to help and
awareness of English as a global language. support each other with any difficulties. Role play
Introduce any difficult vocabulary. As the students’ can be extremely useful for less outgoing students
listening skills develop, you may wish to skip this who feel more comfortable ‘being someone else’
introductory phase and elicit the relevant answers and it can be a way of bringing characters alive
from the students after the first listening. from the Listening or Reading texts.
Read through any questions or true/false exercises
before playing the CD again. Students should then
complete the tasks. If the students are still having
difficulty understanding the text, play the CD
again, stopping where necessary for further
explanation. Encourage students to discuss any
problems they had understanding the listening
and to reflect on any issues raised by the speakers.
4
Procedures file
Grammar focus Trinity Takeaway

The Grammar focus sections include the main At the end of each unit, the Trinity Takeaway
structures for Grades 9 and 10 as well as revision of sections provide the students with useful
more complex areas. Some time should be spent examiner/candidate language for the exam. It’s
introducing each structure and students should be important that you point out to learners that they
given the opportunity to discuss nuances of mustn’t memorise the mini-dialogues, but use
meaning and form. them as examples of the type of conversation they
will have with the examiner.
Students should then be given thorough oral
practice before moving on to the exercises. There is also a section a the end of the Student’s
Book (pages 86-92) with further examples of
examiner/candidate language, which are
Function focus recorded.
The Function focus sections draw students’ After listening, you can:
attention to the functional language they need to
• ask students to read the mini-dialogues out
be able to use at Grade 9 and 10. Give them every
loud to practise question/answer intonation
opportunity to absorb this language by
completing the tasks and using it in speaking • ask students to write similar mini-dialogues
activities. They are most likely to be using it in the using different vocabulary from the unit.
Interactive phase of the exam.
Exam expert
The Exam expert section in each unit gives the
students thorough preparation in the specific skills
needed for each phase of the exam. Many of the
activities are designed to ensure that students
produce exactly what is required of them during
the examination. You may, however, need to
remind them of the procedures and to monitor
their work. Above all, encourage them to be
positive and creative, speak English at every
opportunity and thoroughly enjoy the Trinity
examination experience!
5
GRADE 9
UNIT 1
Technology
Trinity subject area Technology
Grade 9
Language Grammar review
Functions Evaluating options
Topic Phase Selecting a topic for Grade 9
Interactive Phase Introduction to the phase
Phonology Stress in two-syllable words
Vocabulary, pages 6-7 Listening, page 7

1a Before looking at page 6, introduce the subject of 3a Explain to students the importance of
technology and ask students to name their understanding different English accents. Tell
favourite gadget or technological device, i.e. them they will hear speakers from countries such
mobile phone, laptop, netbook etc. Ask students as India, the United States and the UK talking
to look at the pictures on page 6 and complete about technology.
the matching exercise (page 7, exercise 1a). Tell students that for the first listening they are
Monitor and give support or clarification if looking for specific information: what kind of
needed. technology has changed each person’s life.
ANSWERS ANSWERS
1C 2D 3F 4E 5A 6B 1 mobile phone 2 computer 3 medical technology
4 computers/chatrooms 5 MP3 player
1b Encourage students to look at this subject in
greater depth and talk about the dangers of 3b Advise students that they will listen again and
excessive use as well as the benefits. now need to find out how this technology has
Possible areas for discussion: health risks; rapid changed each person’s life.
and easy communication; Internet as an excellent ANSWERS
source of information but some risks; opportunity Maria can share personal experiences and compare
to work, listen to music, etc. wherever you are; notes with others on the Internet; Kieran notes how
problems with Sat Nav; children spending too medical technology has brought about many
much time on computers or game consoles. changes in India; Dani is able to communicate easily
with her family while far away; Mike has been able to
2a The questionnaire is designed as a fun exercise to
lose weight in an enjoyable way.
establish how much influence technology has on
our lives. Elicit from students the meaning of 3c Make sure when students are working in pairs
‘techy’ – someone who has a great interest in that they give reasons for their choice. Remind
technology. Students complete the them to listen carefully to what their partner says,
questionnaire. take notes and be ready to report back to the rest
of the class.
2b Get students to check their answers with a
partner before they work out their scores. Explain
the point system. Ask them if they think their
score is a fair assessment of their attitude towards
technology. Perhaps you could complete the
questionnaire too!
6
UNIT 1 Technology
Reading, pages 7-8 3 You don’t know whether you can trust people
4a Give students 2 minutes to look at the profile on and if they are lying. Some people may be
Aboutyou.com. They will probably deduce pretty involved in criminal activities.
quickly that it is a social networking site. Ask 4 It’s a very easy and cheap way to make new
them about other similar websites and get them friends and seems natural in our current cyber
to discuss in pairs/groups which ones they use age.
and what they think of them. 5 Jack means that if you don’t belong to a social
4b Ask students to discuss their impressions of Jack. networking site like Aboutyou, you may not have
Students discuss in pairs what they would put on the opportunity to make friends and socialise
their homepage and then prepare their own. because all young people do this these days.
POSSIBLE ANSWERS Grammar focus, page 9

Student, has plenty of friends (387), interested in 6a This is intended as a general revision exercise and
travelling, music and politics. gives you the opportunity to find out if the
5a Ask students to quickly read the text for gist and students have any problems with areas of
then discuss in pairs what new information they grammar (Grades 1-8), which they should be very
have about Jack. It may be useful at this point to familiar with for Grades 9 and 10. Go through the
comment on the style and register of the text: exercise as a class first and discuss which tense
very informal chatty style. should be used and why. Then ask students to
complete the exercise individually.
ANSWERS
He hardly ever goes out and spends most of his time ANSWERS
on the computer. 1 H 2 J 3 G 4 B 5 I 6 E 7 D 8 C 9 A 10 F
He has a lot of friends from home, travelling and 6b Ask students to decide which tense they are
university. going to use and why before they complete the
He enjoys telling his friends all the trivial details of his sentence.
life and finding out about theirs.
ANSWERS
5b Explain any vocabulary or phrases in the text 1 has worked 2 had stayed 3 are sent 4 would give
which you think might cause difficulty. For 5 Does... get up 6 will be
example, you may need to explain the following
in the context of the text:
6c Encourage students to complete this exercise
spontaneously but afterwards you may wish to
venture: risk/be brave enough to do something check their awareness of the tenses they used.
peer: look curiously/searchingly
sad: pathetic
Phonology, pages 9-10
Give examples of two-syllable words and how
like-minded: sharing the same ideas and
different it sounds if you change the stress.
opinions
E.g.
trivial: ordinary/unimportant London London
post (photo): display online butter butter
Give the students 10-15 minutes to read the text sofa sofa
in greater detail and answer the questions. 7a Ask students to listen and repeat (individually or
ANSWERS as a group) what they hear on the CD.
1 to keep in touch with old friends and make new
ones
7b You can refer students back to the examples
above if necessary.
2 With an Aboutyou friendship you only
communicate online and there is no need to ever 7d
go out whereas with a face-to-face one you meet ANSWERS
each other and communicate directly. 1 reason 2 shampoo 3 complete 4 answer
5 mistake
7
UNIT 1 Technology
GRADE 9
Function focus, page 10 Interactive phase, page 11

Emphasise the importance of the functions for Grade 10a Stress the differences between the Interactive
9 (as well as the grammar). phase and the other phases of the exam. Ask
8 This is a communication activity so make sure students to underline keywords and then
students are working in pairs or small groups. explain why they are important.
Encourage them to express their own views and ANSWERS
to use the suggested language. They should 1 I really don’t know what to do in the future. I had
consider as many options as possible before a great idea the other day but now I’m not so
reaching a decision. sure.
Get students to report back to the rest of the class 2 Someone stole my friend’s computer last week.
and give reasons for their choice of phone. She thinks she knows who did it but is not
Students might say: absolutely sure.
I have decided to buy a Moon 8500 mainly because
I’d like to be able to listen to music as well as use the
10b
phone. I’d also love to have an orange phone. It’s ANSWERS
such a cool colour! Possible questions:
1 What idea did you have? Why are you not so sure?
Topic phase, page 11 2 Who does your friend think did it? Why is she not
9a Ask students to brainstorm topics they might sure?
consider doing for the exam. You could start off 10c Students can check the Exam overview on
by getting students to give as many ideas as pages 4-5 of the Student’s Book before
possible, perhaps going through the alphabet. completing the quiz.
(Athletics, Beatles, Computing, Dubrovnik, etc.)
ANSWERS
Encourage them to think of a wide range of
1 Y 2 N 3 N 4 Y 5 Y 6 Y 7 DK 8 N
subjects before they work in pairs and then select
their three favourites.
Trinity Takeaway, page 11
9b Briefly explain why these four points are Get students to memorise the takeaway and use the
important. After they have completed the table functions included in it as much as possible when
you could ask students who answered ‘no’ to the practising for the exam.
questions to explain why it probably isn’t a good
topic.
9c Tell students they are going to hear four students
talking about their topic. As a class discuss any
problems these students might have, bearing in
mind their comments. Ask them which topic they
think would be the best/worst. This should be
discussed with students, opinions may vary.
ANSWERS
Rosa: Y because she’s very interested in her topic
Stefano: Y because he knows a lot about the subject
Tham: N because he will probably prepare too much
material
Florian: N because her topic is too easy for Grade 9
8
Unit 2
Crime & punishment
Trinity subject area Crime & punishment
Grade 9
Language Mixed conditionals
Functions Hypothesising
Conversation Phase Researching subject areas
Interactive Phase Understanding the prompt
Phonology Topic & subject-area vocabulary
Vocabulary, page 12 Reading, pages 12-13

Introduce the subject area by getting students to list 2a Ask the class to discuss the headline ‘Cybercrime.
in pairs all the crimes they can think of and then The crime of the century!’ and elicit from students
discuss all possible forms of punishment. Elicit the what they think the article is about. Ask students
crimes, write them on the board and ask students to if they or their families have ever been victims of
suggest the most appropriate punishment for each cybercrime.
crime. 2b Point out to students that it is sometimes useful
1a Ask students to look at the pictures and discuss to scan reading material to find specific
what crimes they represent. information especially when researching their
topic. Give the students a few minutes to scan the
1b article and find the answers.
ANSWERS ANSWERS
A Shoplifting B Bribery C Dumping rubbish 1 computer hacking, financial scams, identity theft
D Arson 2 Be careful about the information you share on
1c You should encourage students to discuss in line; Use a password which is difficult to guess; Do
greater length what factors make a crime more not use a website which seems suspicious; Be
serious: violence, premeditation, suffering of the careful about opening up emails from people you
victim. Ask students what other actions could be don’t know.
considered crimes although they may not always 2c Get students to read the text again before
be against the law. For instance, is graffiti or completing the exercise. Encourage them to work
pollution a crime? in pairs and discuss the various possibilities.
Get students to compare their lists and discuss
ANSWERS
the differences.
1 password 2 identity theft 3 A computer geek
1d This could be a pair or group activity. Students 4 unscrupulous cyber criminal 5 hacking 6 freeze
could make a list and then compare in pairs. If your bank account 7 financial scam 8 hardened
students all come from the same town, they may criminal
all have very similar lists. In this case they could After they have finished, ask the students to turn over
compare the situation in their town/city with their books and get individual students to explain the
another (e.g. New York, São Paulo). meaning in their own words.
Other crimes that could be mentioned: fraud,
corruption, perjury, murder, road rage, speeding.
2d This may be an opportunity to discuss online
shopping and the kind of information you are
Pairs or groups should report back to the rest of
asked to give.
the class.
9
UNIT 2 Crime & Punishment

GRADE 9
Reading, page 14 Grammar focus, page 15

3a There are some interesting puns and expressions At this level students should already be familiar with
in the headlines. Try to elicit comments from the the different conditionals. Give examples and make
students before giving your explanation. sure they understand the difference between the
to vanish into thin air: to disappear completely second conditional (impossible or unlikely situation
Madoff with you money: An amusing play on in the present) and the third conditional (unreal
words. His name is Madoff but to make off with situation in the past). Then introduce them to mixed
some money would mean to run away with the conditionals when we want to imagine past events
money. with results in the present.
Madoff dubbed King Con: A con man is
6a The matching exercise gets students to look
somebody who commits fraud. King Con sounds
carefully at sentence construction as well as
similar to King Kong the giant gorilla!
meaning. Get students to work out which part of
3b After reading the article, ask students to discuss the sentence refers to present time and which
Bernard Madoff’s character, how he was able to refers to past time. These are all examples of
con so many people and what they think would mixed conditionals.
be the most appropriate punishment. Should he
ANSWERS
in fact be allowed to work to repay some of the
1D 2C 3B 4A
money he stole?
6b
Listening, page 14
POSSIBLE ANSWERS
4a Encourage students to discuss the long-term 1 would be at university now.
benefits of education in prison. Can they think of 2 had invested the money
any drawbacks? After the first listening elicit from
3 he wouldn’t be in hospital today.
the class a brief summary of the scheme.
4 hadn’t eaten lunch.
4b Get students to discuss in pairs the meaning of 5 hadn’t committed fraud
the vocabulary.
6c
ANSWERS
illiterate: unable to read or write; stimulating: make POSSIBLE ANSWERS
you interested or excited; innovative: a new way of 1 I would be able to call him.
doing something; enhance: improve; compulsory: 2 I were you.
obligatory; intimidate: frighten or discourage. 3 they would still be friends.
4 the weather had been better.
4c Ask students to check through the statements
before listening again. They should then 5 I lived in Paris.
complete the true/false exercise. Listen once 6 I’d see a doctor.
again to check and stop the CD at the relevant 7 they had gone to the meeting.
parts. 8 I’d say ‘yes’.
ANSWERS
1 T 2 F 3 F 4 DK 5 T 6 T Function focus, page 16
7a Students should use conditionals and modals to
Vocabulary, page 14 practise the function ‘Hypothesising’.
5 Go through the theory box with students before Brainstorm ideas about how their lives could have
they do the exercise. been (in the past) different.
• different school/university
ANSWERS
• born in another country
1 robbed, stole 2 was stolen 3 has been burgled
• different job/career
4 robbers/thieves 5 burglar
• live in a city/countryside
• live in a flat/house with a garden
• only child/lots of brothers and sisters
Now get the class to work on their ideas in pairs.
10
UNIT 2 Crime & Punishment

7b Draw the mind map on the board and share ideas Interactive phase, page 17
on future changes in your country. Elicit 10 Make sure students know how important it is to
sentences from the class using modals and understand the prompt to deal appropriately
conditionals. Then ask students to add more ideas with the situation and ask the right questions.
to their own mind map and make sentences with Give students a few minutes to read through the
their partner. prompts, then work in pairs.
Remind students of the functions for Grade 9. You
Phonology, page 16
can check these on pages 4-5 of the Student’s
8b Book. Monitor and give feedback after students
ANSWERS have finished the activity.
1 cybercrime 2 potential 3 unscrupulous
4 identity 5 appropriate 6 inmate 7 illiterate Trinity Takeaway, page 17
8 investment 9 professional 10 burgle Encourage students to memorise the takeaway and
recap at the beginning of the next lesson.
Conversation phase, page 17
9a You may like to run through the main features of
the Conversation phase. You could read through
the relevant parts of the Exam overview on pages
4-5 of the Student’s Book before students
complete the true/false task, or they could do the
task first followed up by a general class
discussion.
ANSWERS
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)
5T 6F
9b Emphasise the importance of thorough
preparation and research. Get them to work in
pairs or groups and use their dictionaries.
Monitor and give feedback at the end of the task.
POSSIBLE ANSWERS
Vocabulary:
bribery, pickpocketing, drug trafficking, identity
theft, hardened criminal, scam
Examiner’s Questions:
What alternatives are there to prison?
How difficult is it to give up a life of crime?
Your Answers:
In my view, it is often more beneficial in the long-
term to give convicted criminals the chance to do
community service.
I think it would be very difficult to give up being a
criminal partly because it may be very difficult to find
a job.
Your questions:
If you had been the judge, what sentence would you
have given Bernard Madoff?
11
GRADE 9
Unit 3
Design
Trinity subject area Design
Grade 9
Language Modals with the passive
Functions Expressing abstract ideas
Topic phase Mind maps & note taking
Interactive Phase Controlling the Interactive phase
Phonology Speaking with enthusiasm
Vocabulary, page 18 7 to place close together

1a Ask students to look at the four pictures and say 8 have differing feelings
how they feel about them. These adjectives may
be useful: inspiring, unusual, hi-tech, curious, Grammar focus, page 20
spectacular, elegant, magical, sleek, modern, 3a Remind students of all the modal verbs (should,
traditional. ought to, could, must, can, might, will, would, need,
Encourage students to think about what they have to) and draw attention to their passive form.
look like as well as how useful they are. Ask students to complete the matching exercise
in pairs. Ask them which sentences are modal
1b You may need to explain the following terms: passives (1, 3).
state-of-the-art: the very latest
retro: revived from the past ANSWERS
outrageous: extravagant, shocking 1B 2F 3C 4D 5E 6A
1c Explain to students that this is a hotel in Spain 3b Go through the expressions and explain that
built around a traditional 19th-century these are more sophisticated ways of expressing
farmhouse. You could ask them about its opinions (rather than simply saying ‘I think’).
aesthetic/functional value as discussed in 1a. Show them that intonation is important, too.
Then ask students to combine the expressions
Reading, page 19 with a modal verb to comment on the clothes in
2a Possible points to mention: abstract forms and the pictures.
wild features; own home covered in corrugated 3c Go through the examples with the class before
Steel; buildings famous for ‘spectacle’ rather than getting them to make other sentences in pairs.
‘intrinsic value’.
Function focus, page 21
2b Get students to underline the phrases in the text 4 Encourage students to be as imaginative as
and discuss their meaning in pairs or groups.
possible in their interpretation of the quotations.
Monitor and give feedback.
5a Students may need to use their dictionaries to
POSSIBLE ANSWERS
complete this task.
1 introduce an entirely new way of doing things
ANSWERS
2 seems confused and in need of more work
1 love 2 beauty 3 truth 4 peace 5 friendship
3 an architect who doesn’t have his designs built
4 recognised throughout the world
5 a star or celebrity in the world of architecture
6 go well with
12
UNIT 3 Design
5b Give students 5-10 minutes to make sentences. 9a In Unit 1 students considered their choice of
They may need some support especially with topic. Once they have decided, they need to
abstract nouns, You may need to give some more prepare in greater detail. Ask them to look at the
examples. sample mind map ‘My cultural exchange’. Point
E.g. Happiness is a chocolate cake! out to them that they should be thinking about
5c Depending on the size and type of your class you lexis, language of the grade, opinions, etc. Then
could do this exercise in pairs or as a whole class. ask them to prepare their own mind map. Check
with individual students that their topics are
Listening, page 21 appropriate and that mind maps contain the right
6a Brainstorm possible areas a young fashion information.
designer might cover: training, talent, money, 9b Ask students to prepare notes. Emphasise the
interests, designs, new collection. topic should not be a written script and in no
6b Listen to the track once and ask students for their circumstances should be memorised.
general impressions of Victoria. Read the
questions, then listen again and ask students to
9c It might be a good idea for you to demonstrate
this role play in front of the class with one of the
note down the answers.
more confident students.
ANSWERS
1 It’s Victoria’s first London Fashion Fair. Interactive phase, page 23
2 She was influenced by her mum’s interest in 10a Get students to focus on the important facts in
fashion and was good at arty subjects at school the prompt as this is what they need to do in
so she went on to do a degree courts in Fashion the exam.
Design. ANSWERS
3 finding her first job 1 a fantastic new job/in Australia
4 It’s innovative and slightly retro in ice cream 2 possible questions: Doesn’t he want to work in
colours. Australia? What kind of job is it?
Phonology, page 21 10b Listen to the candidate doing the Interactive
7a Emphasise the importance of speaking with phase and ask students to read through the
enthusiasm to engage the listener. Tell the true/false questions, listen again and then
students if their voice rises at the end of the complete the task. Point out that there is the
sentence and key words are stressed, this is very ‘don’t know’ option too. Go through answers
effective. together. The students will benefit from any
debate about the correct answers.
ANSWERS
Speaker 1 ANSWERS
1 T 2 T 3 F 4 F 5 F 6 T 7 DK 8 F
7b
10c Elicit possible questions from students before
ANSWERS
they do the same Interactive task in pairs.
1 I’d like to speak about abstract ideas.
2 I would like to tell you about fashion design. 11a Give students time to discuss each point in
3 Actually, my topic is hip hop music. detail. Monitor and then give feedback.
4 I’ve chosen to talk about cultural differences in ANSWERS
Europe. A 1 the examiner 2 he/she said something that
he/she regrets 3 What did you say exactly?
Topic phase, page 22 4 suggest that they talk to this person again
8 You may like to discuss the features of the Topic B 1 a friend or relative 2 she spent a lot of money
phase before the true/false task, or students on a dress that she probably doesn’t need 3 How
could do it first and then discuss. much did it cost? 4 suggest that she tries to take
ANSWERS it back to the shop
1T 2F 3T 4T 5F 6T 7T 8F
13
UNIT 3 Design
GRADE 9
C 1 the examiner 2 He/she regrets a decisions

he/she made in the past. 3 Why do you think you REVIEW UNITS 1-3
would’ve enjoyed it more? 4 suggest taking
1
some time out now
1 E 2 F 3 J 4 I 5 D 6 G 7 B 8 A 9 C 10 H
11b Ask students to work in different pairs.
2
Trinity Takeaway, page 23 1 was prosecuted
Get students to memorise the takeaway and recap in 2 hadn’t given, wouldn’t be/wouldn’t have been
the next lesson.
3 wouldn’t have become
4 be given
5 be introduced
6 be
7 had
8 understands/understood, can’t/couldn’t
3
1 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.
4
1 I 2 W 3 C 4 I 5 C 6 T 7 T 8 T 9 T 10 W
5
A
1 my best friend
2 to go on holiday with her family
3 Why did your friend regret it?
4 It was really hard work! She had to cook for 10
people every day!
B
1 the examiner
2 not to go to the United States
3 Why didn’t you go?
4 If I’d gone, I wouldn’t have been able to go to
university.
14
Unit 4
Global environmental issues
Trinity subject area Global environmental issues
Grade 9
Language should/might/could/must and the perfect infinitive
Functions Evaluating past actions
Conversation phase Responding to the examiner
Interactive Phase Maintaining & developing the discourse
Phonology Intonation to convey attitude
Vocabulary, page 26 Reading, page 27

1a Introduce the subject by asking students to give 2a Get students to discuss what the headlines might
examples of global environmental issues. be referring to. There might be a variety of
Get students to look at the pictures and discuss interpretations and this should be encouraged.
the questions in pairs. Encourage them to look
2b Give students a few minutes to skim the text and
closely at the pictures and talk freely about
then ask them which is the most appropriate
feelings and emotions as well as the
headline and why.
circumstances.
ANSWERS
POSSIBLE ANSWERS
Scientists reject global cooling
1 A melting ice in the North Pole B drought
C flooding D oil spill in the sea 2c Ask students to look at the questions and then
2 Polar bears no longer have their natural habitat. spend 5-10 minutes rereading the text to find the
Where there is drought it is difficult to grow crops answers.
so people are starving. ANSWERS
Flooding means roads are impassable and many 1 They trap heat around the Earth, which causes
homes are ruined. global warming.
When there is an oil spill at sea many birds and 2 No, because the gases stay in the atmosphere for
fish die as a consequence. up to 100 years.
3 desperate, angry, frustrated, starving 3 The concentration of carbon dioxide in the
4 Possible answers: atmosphere is rising and also the rate of increase
I would move to another country. is accelerating.
I would ask for help. 4 more extreme weather with a higher risk of
5 charities, governments, international hurricanes, storms, heat waves and drought
organisations, the army
2d Get students to highlight the vocabulary in the
1b In this exercise you are asking students to text, try and work out the meaning from the
examine the effects of climate change in their context and complete the matching exercise.
area. Get one student in each group to take notes Give further explanation if necessary.
and report back to the rest of the class at the end ANSWERS
of the discussion. 1E 2C 3D 4A 5B
15
UNIT 4 Global environmental issues

GRADE 9
Grammar focus, page 28 4b Ask students to read the questions, listen to the
Go through the grammar explanation with the CD and then answer the questions. They can take
students and make sure they understand the notes.
differences between should have done, might have ANSWERS
done, could have done and must have done. 1 He was concerned about the environment.
Give examples from your own life: I didn’t eat any 2 lovely and warm
breakfast this morning and now I’m hungry; I should 3 He separates it into three bags for compost,
have eaten something. recycling and landfill.
Then elicit examples from the students: I could have 4 The wind turbine is rather noisy and his friends
helped my mum cook the dinner last night but I was make fun of him.
watching a good programme on TV.
4c Ask students to listen again and complete the
3a Get students to complete exercise and then go true/false/don’t know task as they listen.
over it together.
ANSWERS
ANSWERS 1 F 2 T 3 T 4 DK 5 T 6 F
1 should have 2 shouldn’t have 3 might/could have
4 might/could have 5 might/could have 4d Ask students to consider what steps can be taken
to create a carbon-neutral lifestyle (not just in the
3b home but in their daily lives). They should then
POSSIBLE ANSWERS: report their ideas back to the class.
1 should have called them 2 could have died
3 shouldn’t have done that 4 must have gone home Phonology, page 29
5 must have been cleaned 5a
ANSWERS
Listening, page 29 1 Well done! s 2 Terrible! t 3 Excellent! s 4 How
4a Try and get students to guess the meaning of terrible for you! t 5 That sounds very interesting! s
these words. You may be able to give them some 6 Great! s
clues.
ANSWERS Function focus, page 30
carbon neutral: not emitting carbon dioxide into the 6a Get students to brainstorm all the areas where we
atmosphere have harmed/damaged the environment in the
solar panel: device that converts solar energy (from past and fill in the gaps on the mind map.
the sun) into heat or electricity
6b Follow up exercise 6a by asking students to talk
wind turbine: machine powered by wind to each other about their past mistakes and
triple glazing: (window with) three panes of glass comment on what they should/might/could have
(for maximum insulation) done.
compost: mixture of decomposed vegetation used
as a fertilizer Conversation phase, pages 30-31
eco warrior: environmental activist 7 Ask students about the main features of the
key worker: worker considered essential to the conversation phase (discussed in Unit 2). Get
community students to complete the matching exercise. Go
landfill: place where rubbish is buried over the answers and discuss why each point is
important. For example: ‘Don’t forget to react to
what the examiner says.’ The candidate shouldn’t
just sit and listen to the examiner but show they
have understood and make appropriate
comments or ask questions.
ANSWERS
1F 2D 3B 4A 5C 6E
16
UNIT 4 Global environmental issues

8a Go through the phrases and expressions and give 9b Go through the conversation with the students
examples of their usage. Explain that they can giving examples of the candidate’s responses (but
help the students during the interview especially don’t do it all for them). Then get them to work in
if they are feeling nervous or not sure what to say. pairs and swap roles.
Ask them to listen and tick the expressions they
POSSIBLE ANSWERS
hear.
1 Really, why’s that?
ANSWERS 2 What exactly happened?
let me think about that, I’m not sure what you mean,
3 That must have been awful. To be honest, I don’t
anyway, sort of, I don’t know about that
like flying much, either.
8b 4 Yes, so I did a course to overcome my fear. Why
ANSWERS don’t you do a course?
1 Ways of coping with not understanding 5 At first, but it really worked. Now I can fly
2 Hesitation fillers 3 Ways of reacting anywhere.
8c Listen to the examiner and discuss with the 6 You’re quite right. Carbon emissions are an
students the most appropriate responses. issue…
POSSIBLE ANSWERS 9c Students should work in pairs. After 5-10 minutes

1 Absolutely! 2 I don’t believe it! 3 Sorry, I didn’t ask some students to have their conversations in
quite catch that 4 How interesting! 5 I don’t know front of the class. Discuss any alternative
about that possibilities.
Interactive phase, page 31 Trinity Takeaway, page 31

9a Get students to discuss each point and why it Get students to practice the takeaway in pairs
should be a ‘do’ or a ‘don’t’. swapping roles.
Emphasise the importance of the candidate
taking responsibility in the Interactive phase.
ANSWERS
1 Don’t 2 Do 3 Do 4 Don’t 5 Don’t 6 Do
17
GRADE 9
Unit 5
Habits & obsessions
Trinity subject area Habits & obsessions
Grade 9
Language wish, hope and if only
Functions Expressing regrets, wishes and hopes
Topic phase Anticipating examiner questions
Interactive Phase Using functions of the grade
Phonology Stress in sentences
Reading, page 32 3a-b Get students to compile a list individually and

1a Introduce the subject by talking about your daily then discuss in pairs.
habits and asking students about theirs. Get
Phonology, page 33
students to talk about how often they drink
coffee, go shopping, etc. And if they think they do 4
any of these things too much. ANSWERS I was recently appointed a director at
our head office in New York. Of course I was highly
1b Ask students what the difference is between a delighted to get the job especially as I am still quite
habit and obsession. Habit – something you do
young, only 32, but it is proving to be more difficult
regularly; Obsession – something you can’t stop
than I had imagined. As a consequence, I am working
doing. Get students to skim through the three
really long hours, sometimes even sleeping in the
texts and decide in pairs if they are habits or
office just to finish stuff off and even to demonstrate
obsessions. Ask them how they decided.
to my colleagues how committed I am.
1c Tell students the questions are based on the text,
but they are mainly expressing personal opinions. Grammar focus, page 34
POSSIBLE ANSWERS 5a Make sure students understand that when we use
1 obsession with football, dieting, workaholic wish/if only we are generally expressing
(students can decide which problem is the most dissatisfaction or a desire for change. Point out that
difficult to deal with) the tenses used do not reflect real time. Ask students
2 A workaholic is somebody who can’t stop to consider firstly what time frame the sentence is
working. chocoholic, alcoholic, shopaholic referring to and then choose the appropriate tense.
3 influence of the media, Hollywood film stars, ANSWERS 1 were 2 hadn’t started 3 would ring
access to cosmetic surgery 4 would improve 5 had stayed 6 would go 7 to
4 If it affects relationships and people’s personal move 8 had... driven 9 were 10 ‘ll take
lives or leads to violence, it could be considered 5b
more than just a game.
POSSIBLE ANSWERS
Vocabulary, page 33 1 I wish I hadn’t taken that job.
2 This discussion could be in groups or as a class. 2 If only I could remember his address.
Hopefully, students will have heard of all these 3 I wish he would get to work on time.
celebrities and know something about them. 4 If only I hadn’t done something so stupid.
POSSIBLE ANSWERS pressures of celebrity status, 5 I wish the weather in England would change!
desire for perfection, too much wealth, inability to
sustain personal relationships
18
UNIT 5 Habits & obsessions

Function focus, page 35 ANSWERS 1 F – the student must involve the
6a This practises the structures in exercise 5 with examiner in the phase 2 T 3 F – you must make
emphasis on functional use. Tell students they are comments and ask the examiner questions 4 F – you
matching situations rather than exact meaning. can role play or you can be yourself 5 T
ANSWERS 1 E 2 H 3 G 4 F 5 C 6 B 7 D 8 A 9a Get students to read through the prompts and
6b discuss which functions they might use in the
Interactive phase. It is quite possible that there
POSSIBLE ANSWERS will be several functions for each prompt.
1 If only my boss would get the sack.
POSSIBLE ANSWERS
2 I hope to fall in love and get married in the future.
1 A, B 2 C, D, E 3 B 4 A, B 5 B 6 B
3 I wish I could travel round South America.
4 I shouldn’t have done what I did. 9b Try and encourage students to think about the
kind of questions you would make to elicit the
6c Encourage students to speak freely about appropriate function.
themselves, their hopes and wishes.
POSSIBLE ANSWERS
6d You can extend this exercise by asking students 1 Why didn’t you?
to think of similar questions to ask each other 2 What sort of thing did you have in mind?
which express the same functions. 3 It could be from an old friend, couldn’t it?
Listening, page 36 4 What do you think you could have done?
5 In what way?
7a Students may well have already talked about
their habits so ask them to concentrate on 6 What exactly did it say?/Where had she been?
differences in life patterns.
Topic phase, page 37
Issues for discussion: extreme hot weather, short
winter days, shift work, rushhour traffic and transport 10a Look at the examples and point out to students
problems that they must think about what the examiner
might say or ask in response to what they have
7b just said. Get students in pairs to match 1-5 with
ANSWERS A-E. They could do this by one student making
The people are Jo, her husband Mark and Eva, the au the comment and the other experimenting with
pair. They all have different routines. the examiner’s replies to see which sounds most
appropriate.
7c Explain that an au pair is a person (usually from
abroad) who lives with a family and helps look ANSWERS 1 D 2 A 3 B 4 E 5 C
after the children. Students listen and answer the 10b
questions. Remind students about the use of
POSSIBLE ANSWERS
must or might when you are making assumptions. 1 What do you like about ska?
POSSIBLE ANSWERS 2 In what way?
1 Jo must be working. 3 Can you tell me a bit more about the types of
2 Eva and the kids might be getting up. changes?
3 Eva must be picking up George. 4 Really! What would you do?
4 Mark must be sleeping. 5 Why do you think that is?
5 Eva might be clearing up.
10c Encourage students to interrupt and ask as
7d Divide the class into small groups. One member many questions as possible.
of each group takes notes and reports back.
Interactive phase, page 36 Get students to practice the takeaway in pairs. Recap
8 Remind students about the key elements of the in the next lesson.
Interactive phase, i.e. taking control, asking
questions and keeping the interaction going.
19
GRADE 9
Unit 6
Dreams & nightmares
Trinity subject area Dreams & nightmares
Grade 9
Language verbs followed by gerund and/or infinitive
Functions Paraphrasing
Topic phase Engaging the examiner in the topic
Interactive Phase Exam practice
Phonology Intonation of question tags
Reading, page 38 Listening, page 39

1a Give students a few minutes to talk to their 2a Look at the pictures and ask students to suggest
partner about any dreams or nightmares they can what Charlotte’s dream is about. You could come
remember. up with a few fun ideas to start off with, anything,
in fact connected with lobster and coconut–
1b Encourage students to skim the text in just a few
romantic dinner in a five star restaurant/fishing
minutes and then tell their partner what they
for lobster. You may need to explain the meaning
have found out about dreams. Ask them to
of the following words:
highlight or note down the main points. They can
examine the texts in more detail in exercise 1c. huddled: crowded together; snuggle: find a
They may find it surprising that many people warm comfortable place; wolfing down: gulp,
have multiple dreams in the night and also that eating very quickly; hearty: (in this context)
dreams are considered to be a biological substantial; lapping: washing against; fidgeting:
necessity. moving restlessly
Students should listen three times so the first
1c Now give students 10-15 minutes to read both time they can be reasonably relaxed, get used to
texts and answer the questions. the speaker’s voice and listen for gist.
ANSWERS ANSWERS
1 Dreams are events or stories that occur in the mind. Picture A: The lobster was brought on a silver platter
2 We all experience brain activity during sleep. for lunch.
3 It is when your eyes move rapidly backwards and Picture B: The waiter cut open the coconut and
forward under your eyelids. handed it to her.
4 We often forget dreams because of antibiotics, Picture C: Waves were lapping at her feet and her
high stress levels or alcohol consumption or even toes fidgeted in the warm white sand.
too much or too little sleep.
5 Because they are frightening and often wake you
2b
up and often take place in the early morning so ANSWERS
you are more likely to remember them. 1 At home the bad weather makes her feel
6 They help us resolve issues or problems in our depressed, but in her dream the sunny weather
daily lives. makes her happy.
7 People can be more stressed or irritable. 2 At home she has a demanding job and the
weather is bad. On holiday she is on a beautiful
8 It can be both. It may reflect problems in the
beach relaxing and enjoying the great weather.
relationship or it may simply mean that that
person is important to you. 3 They are the colours of coconut and lobster.
4 disappointed and maybe a little depressed
20
UNIT 6 Dreams & nightmares

Vocabulary, page 39 Function focus, page 41
3a Before students start the task, read through the notes
ANSWERS 1 luxuriating 2 elegant 3 perfect on paraphrasing together and make sure they
4 wonderful 5 paradise understand what the function ‘paraphrasing’ means
and why it might be useful in the Trinity exam.
3b
6a
ANSWERS 1 elegant 2 Luxuriating 3 paradise
4 perfect 5 wonderful POSSIBLE ANSWERS
1 While I was having breakfast sometime between
3c Ask students to share stories about their dreams. 8 and 9 two cars crashed outside my house and a
man seemed to be trapped inside one of them.
Grammar focus, page 40
2 The point I was trying to make was that a child
4a Look at the explanation on gerunds and acquires language when interacting with the
infinitives. There are many verbs and expressions
immediate family, friends, relatives and teachers
that are followed by a gerund or infinitive and
as well as reading books and watching television.
these exercises concentrate on the most
3 I actually meant to emphasise that in Zanzibar,
common. You may need to give more examples:
where the economy depends largely on
I love watching TV.
agriculture and fishing, improvements in 1999
I don’t mind learning English.
were the result of an expanding clove industry.
She wants to be a teacher.
ANSWERS 6b
Verbs followed by gerund: enjoy, can’t stand, deny, Explain to students that during the exam they may
don’t mind, avoid, consider, suggest, can’t help sometimes need to retell a story giving more detail.
Verbs followed by infinitive: refuse, persuade, decide, Encourage them to be imaginative.
agree, offer
Phonology, page 42
4b
7a
POSSIBLE ANSWERS
1 can’t stand 2 refused 3 enjoy 4 avoids ANSWERS 1 A 2 A 3B 4 B 5 A
5 decided 6 agreed 7 denied 8 offered 7b
5a Explain that remember/forget + gerund refers ANSWERS 1 F 2 R 3 R 4 R 5 F
back to something you did before the moment
which you remember or forget it whereas Topic phase, page 42
remember/forget + infinitive refers to things at the Before students attempt this task, explain the importance
moment of remembering/forgetting. of involving the examiner in the topic by displaying
Examples: I remember (now) living in Germany their interest and enthusiasm and also having
(30 years ago). questions ready to ask the examiner. Demonstrate
He forgot (sometime in past) to post the letter. the importance of intonation and the difference
1A You can remember now posting the letter in between sounding bored and interested. Make sure
the past. they understand they must not memorise the topic.
B You remembered before you posted the letter. 8a Introduce the idea of question tags as a useful
2A You finished doing your homework because tool in the Topic phase which can be used to
you wanted to watch the football. check information or ask for agreement. Remind
B You finished watching the football. students how they are constructed and then get
5b Tell students this is a general revision exercise of them to add the question tags to the statements.
gerunds and infinitives (i.e. there may be verbs E.g. The Mediterranean diet is very healthy, isn’t it?
not referred to in this section). Remind them that ANSWERS 1 aren’t they? 2 didn’t they?
a verb after a preposition will always be a gerund. 3 couldn’t it? 4 won’t it? 5 isn’t it?
ANSWERS 1 having 2 meeting 3 to take
4 shouting 5 to send 6 to take
21
UNIT 6 Dreams & nightmares

GRADE 9
9a 12a Encourage student C to be both positive and

ANSWERS critical. If they are uncomfortable with this role,
Possible questions: students could just work in pairs and then at the
1 What do you think should be done about these end report back on their own performance and
problems? Is the situation the same in the UK? where they went wrong.
2 Do you enjoy eating junk food? Why/why not? Trinity Takeaway, page 43
3 What would you advise these models to do? Get students to practice the takeaway in pairs and
4 Is there anything you wish you had learnt when recap at the beginning of the next lesson.
you were younger?
Interactive phase, page 43 REVIEW UNITS 4-6

10a Remind students of the importance of
understanding the prompt. Otherwise they may 1
ask the wrong questions. They can ask the 1 I 2 F 3 B 4 E 5 J 6 D 7 H 8 C 9 A 10 G
examiner to repeat the prompt if they haven’t
clearly understood. 2
Get them to underline key parts of the prompt 1 Greenhouse 2 Drought 3 neutral 4 hurricane
and then think about the functional language 5 workaholic 6 obsessed 7 confidence 8 issues
they might use. Get students to discuss in pairs 9 anxieties 10 Luxuriating
how they think the conversation might develop.
Ask them to think of some questions. For 3
example, What kind of programmes do you wish
1G 2F 3B 4E 5A 6C 7D
they would show? Don’t you like reality TV?
ANSWERS 4 Possible questions:
the rubbish on TV, the popularity of reality shows,
1 Would you go and see Twilight, if you had the
what kinds of programmes are interesting (to the
chance?
examiner, candidate)
2 Dancing is quite a demanding career, isn’t it?
10b Get students in pairs to role play the Interactive 3 What do you think is important in real friendship?
phase. They could take turns in being the 4 You must have had an experience like mine,
candidate. Monitor and check the candidate is haven’t you?
involving the examiner and that there is real
interaction. 5 Possible questions:
11 Get students to read through the questions 1 What made her a brilliant teacher?
before listening to the sample Interactive phase.
2 Why’s that?
Then ask them to discuss the questions in pairs
3 Really! Did something happen?
before listening again.
With question 3 ask them to think about the 4 Has he decided to do something else?
differences between their own Interactive phase
in exercise 10b and the one on the CD.
6 Possible questions:
1 If computers hadn’t been invented, would there
POSSIBLE ANSWERS
be less crime these days?
1 Not really. The examiner is totally against reality
TV whereas you get the impression the candidate 2 Are there any buildings in your country which
likes them. However, on the whole, she talks should never have been built?
about her friends rather than herself. 3 How far do you think our lives have been affected
2 Not about reality TV but the examiner does agree by climate change?
with her suggestion that she should turn the TV 4 Do you have any habits that you wish you could
off and read a book. change?
5 Do you remember having nightmares?
22
UNIT 7
Roles in the family (A)
Trinity subject areas Roles in the family (A)
Grade 10
Language Idioms & expressions
Functions Developing an argument
Conversation Phase Grade 10 subject areas
Listening Phase Introduction & exam practice
Phonology Using pauses and intonation to give clarity
This unit moves on to preparation for Grade 10 2b

(advanced stage) so it may be worth familiarising the
ANSWERS
students with the format of the book before starting. 1 a family that includes near relatives in addition to
Explain that two subject areas will be covered in each the nuclear family, i.e. aunts, uncles, grandparents
unit and that there is more information about this on
2 a family that only includes mother, father and
page 50. The subject areas in list A are for teenagers
children
and less mature candidates and those in list B are for
adults and more mature candidates. 3 a family with mother, father, children (the parents
are married)
Vocabulary, page 46 4 a family with only one parent in the home, or
parents who are not married, or the father stays at
1 Ask students to read through the statistics and in home to look after the children while his wife
groups/pairs discuss the reasons for the goes out to work, i.e. not a traditional family
developments. Then get them to compare the UK
to their own country and note down any 2c Encourage students to talk openly about their
differences/ similarities. They may need to check own families. Compare their families with your
information on the Internet. Get feedback from family too.
one member of each group at the end.
Language focus, page 47
Possible areas for discussion:
More one-parent families, fewer births, young
3a Encourage students to work in pairs and discuss
the meaning of the expressions.
people less inclined to marry, higher divorce rate,
women more interested in a career, importance ANSWERS
of technology in family life 1 tears 2 shoulder 3 swim 4 blind 5 mind 6 talk
7 chest 8 end 9 move 10 head
2a
3b
POSSIBLE ANSWERS
Picture A: Grandmother and grandchildren – caring role ANSWERS
Picture B: Mum multi-tasking 1 a shoulder to cry on 2 bored to tears 3 laughed
my head off 4 to make a move 5 sink or swim
Picture C: Big family – relationship between brothers
6 turned a blind eye
and sisters, demands on parents
Picture D: Dad taking child to school – juggling work
and fatherhood
23
UNIT 7 Roles in the family (A) • Equal opportunities (B)

GRADE 10
Phonology, page 47 was very forward thinking for the time: had very
progressive ideas (towards the disabled)
4a had decisions made over my head: was excluded
ANSWERS from decision making
And now the news headlines. P s which was a huge boost to my confidence: made
Floods in Pakistan have left millions homeless and me feel a lot more confident
without running water. P s 2 POSSIBLE ANSWERS
Charities are sending in emergency supplies as soon racial groups, elderly people, over weight people,
as weather conditions permit. P t sick people, political groups, religious groups
A man has been arrested in connection with a fire in
Birmingham last night. P s Function focus, page 49
He is thought to have been in the New Street area 7a Emphasise the importance of planning and
when the fire started. P t preparation in developing an argument. There
And finally, the weather. P s may be some variations in the order in which
Heavy rain will be moving in from the west. t students wish to do this but it is essential they go
through this process.
Listening, page 48 POSSIBLE ANSWERS
5a Explain that ‘equal opportunities’ is the second A3 B5 C4 D2 E1 F6
subject area. Follow the suggested procedure for 8 This task could be prepared at home so that
listening tasks in the Procedures File on pages 4- students have the opportunity to discuss ideas
5. You might like to discuss the meaning of with others, prepare the mind map, etc.
high-flying and city before listening. Otherwise make sure they are given sufficient
ANSWERS class time and can work in pairs or groups.
very tiring, alone, negative experience POSSIBLE ANSWERS
5b Advantages: mother at home to look after small
children, no need for child care, secure environment,
ANSWERS
time to prepare healthy meals
1 because it was with a prestigious investment
Disadvantages: mother might not have the chance
bank and the salary was very good
to pursue own career and be bored at home all day,
2 a sum of money you receive as a bonus when you
could have a higher income if both parents work,
start a job
father might not be able to see his children much
3 like-minded new recruits, lots of socialising due to demands of job
4 She became exhausted and depressed.
5 They were sexist and treated her differently
9a Advise students to listen critically to the
candidate’s arguments as well as noting down the
because she was a woman.
two advantages mentioned.
6 Possible opinions: No, because she gave up a
good job. Yes, because she is happier now. ANSWERS
1 Families are happier and more secure.
Reading, page 48 2 The mother will feel a greater level satisfaction.
6a Explain that the reading text looks at equal 9b

opportunities for the disabled. You may like to POSSIBLE ANSWERS
discuss as a class the kind of problems disabled Many mothers want to work; some families need two
people might encounter in their daily lives before incomes; not all husbands can find a ‘good’ job; this is
focusing on Simon’s difficulties. an idealised concept of family life.
6b
ANSWERS
1 although some companies have a long way to go:
although some companies could do a great deal
more (for the disabled)
24
UNIT 7 Roles in the family (A) • Equal opportunities (B)

9c Students will need to listen to the recording Listening phase, pages 50-51
again. Ask students to guess what the missing 12a Get students to listen to the candidate and
words are before they listen. complete the true/false task. Go through the
These words are like signposts indicating to the answers together and where the answer is false,
listener what is coming next. Encourage students discuss why. You may need to explain ‘predict,
to use them. deduce and infer’ (predict – work out what is
ANSWERS going to happen next; deduce – come to a
1 Firstly and most importantly 2 Finally 3 To sum up conclusion from the information given; infer –
work out what is being implied).
10
ANSWERS
POSSIBLE ANSWERS
1 F – candidates should focus on what the examiner
listen to English radio and watch TV in English;
is saying so they can reply appropriately 2 T 3 F –
practise speaking to a native speaker; listen to songs
there are two type 1 and one type 2 4 T 5 T 6 F –
in English and sing along only speak English in your
the candidate needs to finish the passage 7 T 8 T
English class
Familiarise students with the examiner’s introduction
Conversation phase, page 50 to the listening and make sure they fully understand
what they will have to do.
Before starting this part read through the notes on
the subject areas for the conversation. Advise 12b Ask students to work in pairs taking turns to be
students on which list you think will be most suitable candidate/examiner. Check that their responses
for them. Ask students to complete the table. are close to or the same as below and discuss
any discrepancies.
11a
POSSIBLE ANSWERS
ANSWERS
1 she was getting married.
Possible prompts: 2 the sun came out.
Roles in the family – house husbands, working
mothers, children studying/helping out at home,
12c Make sure students are clear about the
difference between Type 1 and Type 2 before
who does the cooking?
looking at the Type 2 passage.
Use of the Internet – chatrooms, studying on the
Internet, booking holidays, games, email ANSWERS
a music festival/rock concert
Equal opportunities – gender, race, disability,
feasibility of equal opportunity, definition of equal
opportunity
Get students to practise the takeaway moving round
11b the class and changing partners.
Get students to fill in the box with their questions.
ANSWERS
Possible questions:
Is it less socially acceptable for the father to stay at
home and look after the children than for the mother?
Do you think there are any dangers in using chat
rooms?
How far do you think it is possible to achieve equality
for all?
Get students to look at their prompts in exercise 11a
and in pairs think of examiner questions for each one.
25
GRADE 10
UNIT 8
Use of the Internet (A)
Trinity subject area Use of the Internet (A)
Grade 10
Language Intensifiers
Functions Defending a point of view
Topic Phase Formal topic presentation & discussion
Interactive Phase What the candidate needs to do
Phonology Stress in longer words
Vocabulary, page 52 3c Some of these questions are opinion rather than

fact.
1a Get students to look at the pictures in pairs or
groups and brainstorm the different functions of ANSWERS
the Internet. 1 that it was a stupid idea and he was too old
2 He argued that they had nothing to lose.
1b Add any new functions to this list and then get
3 He could communicate with relatives in Australia.
students to decide on the two most important
and two least important. They can then compare 4 He researched his family tree and got some
with a partner and discuss their reasons. Get gardening tips.
feedback from the class. 5 An elderly person (with grey, i.e. ‘silver’ hair) who
uses the Internet.
2 Some of this vocabulary will already be familiar to
students because of its common usage. 3e If possible encourage students to use the Internet
Students work on their own. to research scientific developments. Some
students who are only preparing for Subject Area
ANSWERS
A may prefer not to do this.
1 D 2 B 3 G 4 H 5 C 6 I 7 E 8 A 9 J 10 F
Listening, page 53 Vocabulary, page 53

Remind students that they are now preparing
3a Generate a discussion on whether you are ever
Scientific Developments (from List B subject areas).
too old to learn. Ask students to talk about their
grandparents’ (or other older members of their 4a Ask students to discuss the importance of these
family) attitude to computer technology. scientists and how their work has affected life
today. If students are unable to recognise the
3b Follow the procedure for listening in the Procedures
people, you may wish to give their names and
File (pages 4-5). You may need to explain sheltered
then see if they are able to then identify their
accommodation – a place (usually apartments)
contribution to science.
where retired people live in the UK. They have
some supervision but retain their independence. ANSWERS
After the first Listening, elicit from students 1 Marie Curie – discovered radium
reasons why they think Charles is a particular age. 2 Alexander Fleming – discovered penicillin
3 Marconi – developed wireless telegraphy
POSSIBLE ANSWERS Charles is in sheltered
accommodation so he is probably elderly.
26
UNIT 8 Use of the Internet (A)• Scientific developments (B)

Reading, page 54 Phonology, page 55
5a Introduce the topic of genetically-modified foods 7b
by finding out if anyone in the class knows what ANSWERS 1 opportunity 2 impossible
they are and why they are used. You could also 3 precious 4 attention 5 disorganised
ask them about the general use of chemicals in 6 illiterate 7 artificial 8 photography
food and organic foods.
7c
5c This exercise is designed to draw students’
ANSWERS
attention to the fact that a text (or in their case a
1 photograph photographer photographic
presentation) should have a clear structure. Ask
2 national nationality nationalisation
them if they notice anything about the
sequencing of the paragraphs and then get them 3 politics political politician
to decide on the correct order. Discuss what 4 compete competition competitor
factors helped students decide – key words like ‘in 5 analyse analysis analytical
conclusion’ indicate the last paragraph. Ask them
which paragraph seems to be the best Function focus, page 56
introduction. 8a Ask students to use the information from the text
ANSWERS on GM food to complete the table.
1D 2A 3B 4E 5C
ANSWERS
5d Give students 10-15 minutes to read the text Benefits: benefit the environment, prevent
again and prepare their answers before starvation in the Third World by making crops easier
discussing them in pairs. With question 3 try and to grow and making them more nutritious
get students to commit to a particular viewpoint. Drawbacks: might be toxic, not enough known
ANSWERS about long-term effects, cross-breeding could occur
1 It benefits the environment and there is lesser
8b Divide the class into A and B pairs and stress that
need for chemicals. It prevents Third World
they should take either argument A or B.
starvation, certain crops can improve nutrition.
2 It could produce dangerous toxins and those 9a After students complete the mind map,
engineered to produce drugs could crossbreed brainstorm the disadvantages of the Internet.
with food varieties. 9b Divide the students into A and B pairs and ask
them to use points from the previous task to
Language focus, page 55 discuss opposing arguments.
6a Before students do this task, go through the 9c Make sure students prepare a mind map to
information on intensifiers giving examples of prepare their arguments.
words that collocate together, for example, highly For example: texting
successful and those which do not like, deeply quick/easy/cheap/instant communication.
successful.
ANSWERS Topic phase, page 57
absolutely/utterly appalled, ridiculously cheap, highly
profitable, absolutely/utterly stupid, strongly advise,
10a
strongly oppose, deeply ashamed, absolutely stunning, ANSWERS 1, 2, 5, 6
absolutely amazing, highly unusual, deeply upset 10b
6b ANSWERS
ANSWERS spend time preparing presentation, make sure
1 ridiculously cheap 2 utterly appalled 3 strongly presentation will generate language of the grade,
believe 4 ridiculously easy 5 strongly supports topic presentation should not be taken from list of
6 absolutely brilliant 7 highly successful subject areas for the Conversation phase, presentation
8 absolutely beautiful should have a clear structure, a memorised script will
have a negative effect on assessment
27
UNIT 8 Use of the Internet (A)• Scientific developments (B)

GRADE 10
Interactive phase, page 57 Trinity Takeaway, page 57

11a Go through the advice about what the student Get students to practise the takeaway in pairs and
needs to do in the Interactive phase and stress then use the basic format to create new sentences.
the importance of the student maintaining the
interaction and asking questions. Then get
students to listen to the example of the
Interactive phase. Encourage them to make a
critical assessment of the candidate’s
performance.
Comments: A good performance. The candidate
listened to what the examiner said and then
asked relevant questions. His advice to the
examiner was to listen to the music and try to
enjoy it!
28
UNIT 9
School curriculum (A)
Trinity subject areas School curriculum (A)
Grade 10
Language Expressions used in conversation
Functions Expressing beliefs
Topic Phase Preparing a formal presentation
Listening Phase Identifying context & participants

1a Get students to start their discussion by looking at 2a Ask students to look at the headline and discuss
the pictures which show more conventional whether everyone does speak English.
school subjects: You could tell the class that many native English
A Chemistry B Classroom study C Music speakers assume that everyone will speak English
D Drawing E Computer technology F Athletics when they travel. Ask them if they find people
Ask students to make a list of what they think are who speak their language when they travel.
the compulsory subjects in England. They should 2b Follow the suggested procedure for reading in
bear in mind that there is a broader range of the Procedures File. You may need to explain the
subjects than in some countries. Encourage meaning of the following words:
students to discuss the relevance of some overjoyed: very happy
traditional subjects (such as Classics) in the core skill: essential skill
modern world. When you have told them what rounded person: (in this context) developed,
the compulsory subjects are, ask them how they complete
feel about lessons in citizenship, sex and preserve: (in this context) area, territory
relationship education and careers education. lag behind: make slower progress,
Compulsory subjects in England: retrograde: backward (in a negative sense)
Art and design, Citizenship, Design & Technology,
English, Geography, History, Information and ANSWERS
1 a generation of monolingual teenagers
Communication, Maths, Modern Foreign
Languages, Music, Physical Education, Religious 2 They absorb language with amazing speed and
Education, Science enthusiasm.
3 He thinks that learning a foreign language is an
1b It may be interesting to compare the list of important part of one’s development.
subjects in the students’ country with that in the
4 50% of Europeans learn a foreign language at
UK and discuss any cultural/historical reasons for
primary school and all of them have to continue
the differences. Ask students which subjects they
learning a language until the end of compulsory
think are particularly important and which ones
education.
they think are irrelevant.
5 No, he thinks it is a retrograde step.
2c Get the students to discuss the questions in pairs
and then feedback as a class.
29
UNIT 9 School curriculum (A) • Stress management (B)

GRADE 10
Listening, page 60 Function focus, page 61

3a Encourage students to talk about stress in their 5a This task is designed to help students express
own lives. You may mention possible causes of beliefs in a variety of different ways. Go through
stress, such as work, illness, relationships, money. alternatives 1-8, pointing out that some are much
stronger than others and then ask them to match
3b Follow the suggested procedure for listening
with the most appropriate clause.
tasks in the Procedures File.
ANSWERS
ANSWERS
1 B, F 2 C, D, E, F 3 A, C, D 4 A, C, D, E 5 C, F 6 G, H
1 She’s worried if she doesn’t get the right grades,
7 D, E 8 A, D
she won’t be able to go to university.
2 work out a revision plan and set herself daily 5b
goals ANSWERS
3 yoga and sport very strong: I’m absolutely convinced, I feel strongly
4 only a small part of it quite strong: I’m a great believer in, I’ve always
maintained that
3c Get students to listen again to Claire and Mr
Jones and tick the expressions they use. not very strong: I think, I suspect, I share your opinion
ANSWERS 6a Allow students 10-15 minutes to discuss the

honestly, regarding, as I was saying, actually, well, to issues in some depth.
tell you the truth, anyway, in fact. POSSIBLE ANSWERS
How many more roads!: construction of new roads
Language focus, pages 60-61 Plane crazy: expansion of airports and air travel
4a Before starting the task, draw attention to Justice for Justine: this could be a case of neglect or
phrases in bold in the table which give examples miscarriage of justice
of where the expressions, words or phrases might Make poverty history: the campaign to end of
be used. poverty, especially in the Third World
POSSIBLE ANSWERS Clean up. Don’t cover up: corruption or pollution
Returning to main point: as I was saying
6b Ask students to look back at exercise 5a before
Giving an opinion or expressing a feeling: to tell completing this task.
you the truth, to be honest, frankly
For emphasis or contrast: actually, in fact, as a 6c Get students to think of other issues that they feel
matter of fact strongly about. They might be connected to race,
religion, politics or their local community.
Focusing on a particular point: regarding, with
reference to, as far as… is concerned, concerning
4b 7a Remind students of: the importance of choosing
POSSIBLE ANSWERS a presentation topic suitable for Grade 10; using
1 With regards 2 Anyway 3 To tell you the truth formal language; preparing notes; not
4 actually 5 As I was saying memorising (ask them how the examiner will
4c Elicit a variety of alternative responses from know the candidate has memorised the
students for each point. presentation).
POSSIBLE ANSWERS
Presentation 1:
1 topic suitable for a lower Grade
2 language too informal
3 no
4 more like a chat with a friend than a formal
presentation
30
UNIT 9 School curriculum (A) • Stress management (B)

Presentation 2: 11b
1 topic good ANSWERS
2 language appropriate for grade 10 Possible examiner questions:
3 yes What is the speaker talking about?
4 fast delivery, weak pronunciation. Sounds as Why is the speaker feeling like this?
though candidate has memorised it.
11c Ask students to listen to two more listening
8a Students should be given plenty of time to texts on the CD and get them to answer the
decide on their topic to ensure they make the questions.
right choice. They might benefit from discussing
ANSWERS
the questions in pairs. 1 going to the cinema 2 jogging/running
8b You could refer students to Unit 3, page 22 for
examples of mind maps. Explain to students the Trinity Takeaway, page 63
importance of signposting especially in indicating
Ask students to practise the takeaway. Once they are
to the examiner that the presentation has a clear
confident, they could practise the takeaway followed
structure. Go through the signposting phrases
by the introduction to their presentation.
giving examples of how you would use them.
9a At this point students should be producing
detailed notes using the mind maps and REVIEW UNITS 7-9
signposting phrases. You may need to give them
more time for research and preparation. 1
Across
Listening phase, page 63 1 compulsory 2 isolated 4 opportunities 7 surf
10a Remind students that Type 2 Listening requires 8 achievement 9 revision
the candidate to identify participant, contexts or Down
settings. Key words can often help the 1 controversial 3 attachment 5 starvation
candidate do this. Firstly, get students to check 6 nuclear
the meaning of the highlighted words and then
take turns reading the text to each other. Note: 2
A ward is a room for patients in hospital. You
1 deeply 2 ridiculously 3 Actually 4 To be honest
could also ask the students who the speaker is (a
5 Anyway
visitor).
ANSWERS 3
in a hospital 1H 2G 3C 4D 5E 6F 7B 8A
10b This is a fun activity to help students identify
groups of related vocabulary. You could, for 4
example, write the word party on the board. 1 money/wallet.
Students might call out music, friends, dancing, 2 got on the wrong train.
lights, food, drinks, fun, birthday, etc. until the
student guesses what they are referring to. 5
ANSWERS mobile phone
1 road accident 2 the Internet 3 a library
4 a doctor’s surgery 5 football 6 television 6
11a 1T 2F 3T 4T 5F 6F 7T 8T
ANSWERS
too much, don’t think I can cope, can’t sleep, nervous,
worrying
31
GRADE 10
UNIT 10
Designer goods (A)
Trinity subject areas Designer goods (A)
Grade 10
Language The passive
Functions Expressing opinions tentatively
Topic Phase Responding to the examiner
Listening Phase Anticipating what happens next
Phonology weak forms
Reading, pages 66-67 1e

1a Get students to look at the headline and predict ANSWERS
what the article is about. You may need to explain 1D 2E 3F 4G 5B 6C 7A 8H
the meaning of rip-off. Divide the class into small
groups and discuss ‘Designer goods’. Try to steer Function focus, page 67
students away from simply talking about fashion 2a
and get them to discuss the deeper moral and
POSSIBLE ANSWERS
ethical issues, such as materialism, exploitation,
1 Don’t you think all politicians are corrupt?
Third World poverty and the cult of the celebrity.
2 I have my doubts but I think that the family is the
1b Move students on to discussing fake designer foundation of society.
goods. Look at the comments and give students a 3 I may be wrong but it seems that English food is
few minutes to think up their own. terrible.
1c On first reading, students should look at register 4 I suspect that community service is a better form
and style. An awareness of this is important when of punishment than prison.
they are preparing their own presentations. You 5 I’m not totally convinced but generally I think
may wish to give students time to look up some young people have a very easy life.
vocabulary but this will be looked at in greater 6 I have my doubts but I think compulsory
detail in exercise 1e. Point out the style is education is a waste of time for some students.
informal, chatty, direct and at times polemic. The 7 I feel that in special circumstances young people
article would probably appear in a women’s should be able to leave school before 18.
magazine or a tabloid newspaper. 8 It’s possible that she’s made a big mistake.
1d 2b Get students to brainstorm their ideas about
ANSWERS these topics before using the expressions to
Fake designer goods: good – cheap, friends might express their views tentatively.
think you are ‘upper class’ or a celebrity;
bad – they aren’t as good as the real thing Reading, page 68
Real designer goods: good – good quality, keep big 3a Students should be reminded that the style of the
corporations in business; presentation should be quite formal, although, of
bad – obscene to spend so much money on luxury course, they would only be preparing notes, not a
goods whole text like this. Students have to decide
32
UNIT 10 Designer goods (A) • Future of the planet (B)

which style is the most appropriate for their Phonology, page 70
presentation. They are supposed to choose the
second text because it is more formal. There are 6b
examples of the passive in this text which is a ANSWERS 1 and 2 for 3 have, had 4 at 5 can
useful way of formalising the language.
3b Some answers can be found in the text and
others are speculation or opinion. 7a Students might like to look at the Exam overview
on pages 4-5 of the SB before completing the task.
ANSWERS
1 buying and throwing away a lot of goods ANSWERS 1 C 2 D 3 B 4 E 5 A
2 They are probably too lazy or don’t want to 7b Ask students to think about the questions the
inconvenience themselves in any way. examiner might ask. This should help their
performance in the discussion of the topic.
3 organising rubbish for recycling
4 It won’t be recycled. ANSWERS
Possible questions:
5 It is not environmentally friendly.
1 Why do you think that is?
6 It is environmentally friendly, creates jobs and
creates a product which is in demand. 2 Could you tell me what the advantages are?
3 Don’t you think these rock concerts at least
3c Ask students to prepare an environmentally publicise the problems of poverty?
friendly business plan in groups and report back
to the rest of the class, who can then assess its Listening phase, page 71
viability.
8a Remind students about the two types of listening.
Grammar focus, page 69 They looked at Type 2 in the previous unit and are
now going to practise Type 1. Here they have to
4a Remind students that if the action reported is in
provide a suitable ending to the passage. This
the past they should use the past infinitive.
usually involves having a clear understanding of
ANSWERS the situation and speculating about what
1 They are rumoured to have got married last week. happened before or might happen after.
2 He is considered to be the greatest leader of all time.
3 He is alleged to have stolen all the money.
8b One student in each pair reads out the listening
passage.
4 He is said to have had five wives that no one
knew about! ANSWERS
1 They are queuing up for tickets for a sports event,
5 He is believed to be very rich.
probably a football match.
4b 2 They found out about the match and decided to
ANSWERS queue all night because they were so determined
1 was established 2 was, set up 3 is, considered to get tickets.
4 has been expanded 5 have been, acclaimed 3 They had sold out.
6 are derived 7 have been handed down
8c
Listening, page70 ANSWERS
1 our suitcases still hadn’t arrived/there was still no
5a Listen to the report once and elicit the reason for sign of our suitcases.
the protest: against global warming and to stop
2 if he passes.
the building of a new runway at Heathrow airport.
Then get students to look through the statements 3 she was a vegetarian.
before listening again and completing the task. 4 it arrived.
ANSWERS
1 F – they want to stop the building of a new runway
2 DK 3 T 4 F – 2% of the problem 5 F – it’ll be Get students to practise the takeaway in pairs
peaceful and safe 6 T substituting other ideas once they are confident.
33
GRADE 10
UNIT 11
Communication (A)
Social issues (B)
Trinity subject areas Communication (A)
Social issues (B)
Grade 10
Language Intensifiers & modifiers
Functions Summarising arguments & ideas
Conversation Phase Sharing responsibility
Interactive Phase Using functions of the grade
Phonology Intonation of intensifiers & modifiers
Vocabulary, page 72 4b You may need to explain some vocabulary before

students read their text: meningitis, social
1a Encourage students to brainstorm the more
services, casual work.
abstract concept of communication before
Encourage students to read the text several times
moving on to the specific. They could prepare a
and then close their books before they start
‘Communication’ mind map before looking at the
summarising.
pictures and check if their ideas are similar to
those shown in the pictures. Once they have 4c
discussed the pictures, ask them to report back to ANSWERS
the rest of the class so as to exchange as many Possible solutions:
ideas as possible. He could get a relative to help.
In particular, get them to look at how technology His parents could move into a care home.
has changed the way we communicate and also Toby could have counseling.
cultural differences especially in the use of body The school might give him help and advice.
language and ways of greeting. He could go on a holiday for young people and carers
could look after his parents for a week.
Function focus, page 73
2 Listening, page 74
ANSWERS 5a Explain the following if necessary:
Less face-to-face communication. Many people cosmopolitan: with diverse cultural influences
communicate through social networking sites and by float: a truck used to carry an exhibit in a parade
texting. eclectic: a variety of styles
leaking: accidental escape of water/gas
3a
kaleidoscope: a tube you look through to see
ANSWERS 1 C 2 E 3 B 4 A 5 A different patterns and colours
Discuss with students why ‘kaleidoscope’ is an
Reading, pages 73-74 appropriate way of describing London.
4a 5b Follow the procedure for listening tasks in the
Possible issues: unemployment, drug abuse, Procedures file on pages 4-5.
poverty, ageing population, corruption, caring for the POSSIBLE ANSWERS
sick and disabled lively, cosmopolitan, varied cultural influences
34
UNIT 11 Communication (A) • Social issues (B)

5c Conversation phase, page 76
ANSWERS 9
1 India 2 cosmopolitan 3 parades, dancing
POSSIBLE ANSWERS
4 music, colours 5 proximity 6 considered 7 gaps,
1 Why do you think young people sometimes
labour market 8 contribution
behave badly?
5d Encourage students to talk about immigrant 2 I think it’s changed the way we do so many things
groups in their own countries as well as their own – study, work, stay in touch with people.
experiences of travelling abroad. 3 How important do you think body language is in
a job interview?
Language focus, page 75 4 Actually, it’s very important as I think it says much
We have already looked at the most common more than a curriculum or a conversation can.
intensifiers in Unit 8 but there are many others which 5 What are the disadvantages of designer goods?
naturally collocate with certain adjectives, for 6 Well, despite how much they cost, the people
example: he is critically ill. who produce them are often in Third World
6a countries and they get a very small part of the
money.
ANSWERS
1D 2E 3B 4C 5F 6A 10b Remind students to try to use the functions of
the grade in their questions.
6b
POSSIBLE ANSWERS Interactive phase, page 77
The financial crisis in the city was greatly
exaggerated. 11a
The forest cottage was virtually impossible to find. POSSIBLE ANSWERS
The young film star was strikingly beautiful. 1 B 2 D, E 3 A, B 4 D
7 Go through the notes on modifiers before Trinity Takeaway, page 77

students complete the task.
Ask students to write some similar
POSSIBLE ANSWERS
candidate/examiner exchanges and then practise
1 The film was rather boring.
saying them in pairs.
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 as
a class and then go through the theory box
together.
8b
ANSWERS
1H 2H 3F 4F 5H 6F
35
GRADE 10
UNIT 12
Youth behaviour (A)
Trinity subject areas Youth behaviour (A)
Grade 10
Language Signposting words
Functions Deducing & expressing assumptions
Topic phase Presentation & discussion
Interactive Phase Exam practice
Listening phase Exam practice
Conversation phase Exam practice

Before looking at the text and photographs talk 3a
about youth behaviour as a class and elicit examples POSSIBLE ANSWERS
that students have experienced. Examples: Young Sporting events (Olympic Games, FIFA World Cup),
people caring for elderly friends/relatives, shoplifting, Charity rock concerts (Live Aid, Live 8), International
playing in a football team, vandalism film festivals and award ceremonies (Cannes)
1a Ask students to read the text about the gap year 3b Get students to read the statement and to try and
experience. Then in pairs get them to discuss write their own about the power of music.
what experiences the photographs show.
3c
POSSIBLE ANSWERS
1 teaching/looking after children, working in a wild ANSWERS
life park, working with slum communities 1 excited, cosmopolitan, enthusiastic, lively
2 to give back something to communities across 2 They were cheering and clapping.
the world, learn about another culture 3 (Get students to answer this question using the
3 It would depend on their knowledge and experience third conditional)
and if the work they are doing is really relevant. 4 The festival has taken place in 27 countries and
4 volunteering: helping deprived communities has audiences and artists from all over the world.
especially in the third world; travelling: main aim
is enjoyment and experiencing the pleasure of Function focus, page 80
travelling and seeing the world Go through the introduction making sure students
1b understand the nuances in meaning and the present
and past forms.
ANSWERS
1 She learnt Portuguese and tried to find out as 4
much as she could about the country. ANSWERS 1 must have been 2 can’t have 3 can’t
2 She was shocked by the poverty, but she enjoyed be 4 must/could have left 5 must be
working with the kids and teaching them English.
5a This could be completed in pairs or groups.
3 She found the whole experience rewarding and Monitor and give feedback.
also had a good social life.
36
UNIT 12 Youth behaviour (A) • International events (B)

Language focus, page 81 ANSWERS 1 it was closed/fully booked. 2 drove
6a Check that students understand what off. 3 at a railway station
signposting is and explain that it is an important 10b
element in their presentation. ANSWERS
6b Type 1, task 1: that they had found the keys.
POSSIBLE ANSWERS 1 I’ll start by 2 Moving on to Type 1, task 2: people are concerned about its effect
the next point 3 Moreover 4 To sum up on the environment.
Type 2: The Olympic Games
Conversation phase, page 83
7a Briefly remind students what is important about
the presentation (see Units 8 and 9). Listen once 11 This is a fun revision activity designed as a
and ask students to complete the true/false confidence-building exercise.
exercise.
ANSWERS 1 T 2 T 3 T 4 F
Practise the takeaway in pairs and once students are
7b She was clearly well-prepared, the presentation
using it with confidence, ask them to substitute other
had a clear structure and she had notes which she
events and to make appropriate comments:
handed over to the examiner. Unfortunately, she
had obviously memorised most of it and spoke Example:
too quickly so it was sometimes difficult to Examiner: I went to the World Cup in South Africa.
understand her. Candidate: Wow! That must have been amazing! I
suppose you visited Cape Town. Did you go on safari too?
8a This should be a positive experience and help
students improve their presentations. Make sure
students have the opportunity to complete both
Score Card A page 81 (for themselves) and Score
REVIEW UNITS 10-12
Card B page 94 (for their partner). Go round the 1
class to check on the number of points they Revise the meaning of these words before students
awarded themselves. write the sentences or they could revise the units for
homework and do the exercise in class. Monitor
8b Remind students they should choose a topic that students as they check their answers in pairs.
interests them and which they will be motivated
to talk about. 2
1 wouldn’t 2 believed 3 had known 4 been
Interactive phase, page 82 sentenced 5 should have 6 could have been
9 These tasks are the final stages of the consolidation 7 have 8 avoid 9 must 10 had 11 wanted
process. Encourage students to deal with the 12 were 13 rather 14 anyway 15 absolutely
Interactive tasks as they would in the examination. 16 virtually 17 was designed 18 sink
Try and ensure they don’t have a chance to read 3
through the prompts before attempting them and 1 25 minutes 2 Presentation notes 3 Formal and
make sure the correct preamble is read out. discursive 4 5 minutes 5 to take control 6 3 7 6
8 List A is for younger candidates and List B for more
Listening phase, page 82 mature candidates but you can choose which list you
10a Here we have two examples of the Listening want to do.
phase at Grade 10, each with three short
4
passages. The students should now be familiar
with the format: two of the passages require an 1 The school curriculum 2 Use of the Internet
ending and with the third they have to answer a 3 Designer goods 4 Communication 5 Stress
question. Keep to exactly the same wording as is management 6 Social issues 7 The future of the
used in the exam. planet 8 Scientific developments
37
Recording scripts
2 5
John: Hello. My name’s John. Has technology improved 1 remove regret reason
my life? Well, I receive hundreds of emails every week 2 shopping shovel shampoo
and really love it. Anyone who doesn’t think technology 3 careful complete crazy
has radically improved our lives is completely out of 4 agree answer alone
touch. 5 middle mistake mimic
Maria: My name’s Maria. I have had a mental illness for
6
some time now and the Internet has been a lifeline.
There are thousands of people out there in a similar Rosa: I think my topic is really great and I can’t wait to
situation, with whom I can share experiences and talk about it!
compare notes. I may never see these people but being Stefano: My topic is my university thesis because I am
in touch for a moment or two can make all the very knowledgeable about it.
difference. Tham: I’ve got as much material as possible in case I run
Keiran: My name’s Keiran Chakrabati and I’m from India. out of things to say.
I would like you all to know what incredible changes Florian: I think I will talk about my last holiday because
have taken place in India as a result of technology. it’s an easy topic and I won’t make many mistakes.
Medical technology has brought about many changes.
Twenty five years ago there was no cure for diabetics – 7
my grandfather died from it – but today diabetes is Sophie Wray: Good evening. This is Sophie Wray with
controllable. our weekly report on education.
Dani: I’m Dani and I got married 3 years ago. I’m in the Tonight we look into educational developments in
US army and was sent abroad a few moths ago. prisons in recent years. An innovative approach to
Computer technology has allowed us to talk, chat and teaching and learning has resulted in a radical
share our lives together. It allows us to send instant improvement in educational standards, and in some
messages which is very important when we are making cases the most amazing achievements.
decisions regarding our family and their education as Jack Dunwoody, governor of a London prison speaks
well as my career. about how the new scheme was introduced.
Mike: Hi, I’m Mike. I have always been a fan of Jack Dunwoody: Well, we’ve realised for some time that
technology but the MP3 player has had the greatest many of our inmates have special educational needs,
impact on my life. I have wanted to lose weight for some some arrive here illiterate and this of course can only
time and really need to take more exercise and music make their lives more difficult. They have often had a
really motivates me. In the past it took so long to find very negative experience of school and are worried
the right track on the CD or I would listen to the same about failing or looking stupid in front of others. So we
CD over and over again. Now that I have my MP3 player I started to consider ways of helping them that would
have no excuse but to get those trainers on and go for a both enhance their lives while serving their prison
run. With a selection of 5,000 songs, and more to sentence and improve their chances of getting a job
download, I never get bored! once they have been released.
We brought in specially-trained teachers who worked
3 with the students either one-to-one or in small groups
1 laptop 5 gadget and used materials that were both stimulating and fun.
2 email 6 homepage Sophie Wray: So how did the men feel about these
3 mobile 7 website classes?
4 photo 8 access
Jack Dunwoody: The men felt less intimidated in this
4 kind of learning situation and as they began to improve,
they became more confident and enthusiastic about the
1 asleep 4 machine
classes. In fact, they weren’t compulsory, they actually
2 mistake 5 control
attended because they wanted to. Many revealed to the
3 alone
teachers that they had wanted to learn to read for years
but were frightened to admit that they had a problem.
38
Recording scripts
Within a year many were ordering books from the Interviewer: Go on...
library, reading newspapers and looking on the Internet Victoria: Well, you know, the fashion industry is so
for information. What was most amazing was when they dominated by big names and you sort of need a lot of
began writing short stories and even plays. capital to develop your own label but, anyway, I
Sophie Wray: I understand that there was then a rather managed to get a job working for a major retailer in
exciting development. London and that gave me my first break. It was really
Jack Dunwoody: Yes, yes. We had heard about a special hard work, though. You had to be prepared to work long
group set up to encourage offenders to lead more hours for not much money but I was lucky to be given
positive lives and participate in the arts. They organised the chance to develop my own ideas and designs.
a competition and one of the lads entered it. He had Interviewer: Absolutely... So I think we’d all like to know
been in prison about 8 years and he wrote this brilliant something about your new collection. We are going to
play about life inside. To our total astonishment he won like it, aren’t we?
first prize. It’s actually on at a London theatre now. Not Victoria: Sure, it’s amazing! I would say that, wouldn’t I?
only is he over the moon but the other lads feel, well, if Actually, I think the style is both innovative and slightly
he can do it, why not us? retro. The clothes are in delicious ice cream colours…
Sophie Wray: Thank you very much Jack Dunwoody, the strawberry, pistachio… , made from natural ethnically-
governor of a London prison. sourced fabrics. Yeah, you’ll love them.
Earlier on today... Interviewer: Can’t wait!
8 10
1 cybercrime 6 inmate Speaker 1
2 potential 7 illiterate I’ve decided to talk about Frank Gehry.
3 unscrupulous 8 investment Speaker 2
4 identity 9 professional I’ve decided to talk about Frank Gehry.
5 appropriate 10 burgle
11
9
1 I’d like to speak about abstract ideas.
Interviewer: Hello, Victoria. It’s wonderful to have this 2 I would like to tell you about fashion design.
opportunity to talk to you at your first London Fashion 3 Actually, my topic is hip hop music.
Fair. You must be so excited. 4 I’ve chosen to talk about cultural differences in Europe.
Victoria: Oh, yeah. It’s really cool. This is the moment
I’ve been waiting for all my life. Well, you can imagine I’m 12
rather nervous but erm… Examiner: For the next part, I’ll tell you something. Then
Interviewer: Of course but erm… can you tell me when you have to ask me questions to find out more
you first became interested in fashion? information, you need to keep the conversation going.
Victoria: I suppose I must have been influenced by my After about four minutes, I’ll end the conversation. Are
mum. She was always sort of talking about clothes, you ready?
buying fashion magazines and always wanted my sister Candidate: Yes, I am.
and I to look smart. Examiner: My brother has just been offered a fantastic
Interviewer: Really! And how did you feel about that? job. The only problem is that it’s in Australia.
Victoria: Sometimes it could be like a bit annoying Candidate: Oh really, but that’s a great opportunity, isn’t
when you just wanted to wear jeans and trainers and it?
chill out. Examiner: I suppose so. It’s just not that easy, you know
Interviewer: And was there a moment when you moving such a long way away.
realised you wanted to be a designer? Candidate: Mmm. Well these days it’s not so far. You’re
Victoria: Not really, more of a gradual realisation like I there in a day.
was good at arty subjects so it just seemed natural to go Examiner: Indeed! But there are other problems.
on to do a foundation course in Art and Design. After Candidate: I see, so what are these other problems?
that I did a degree course in Fashion Design, which was Examiner: Well, Paul, that’s my brother, you know, he’s
absolutely brilliant but then came the more difficult bit. got a very nice girlfriend here in England and…
39
Recording scripts
Candidate: That’s wonderful. Can’t she go with him? Simon Grant: Well I must say that the wind turbine on
Examiner: To be absolutely honest, I don’t think she the roof is rather noisy, oh and I do get a bit fed up with
wants to. She loves it here. She’s got a good job and my friends making fun of me and saying I’m an eco
they’re not even married! Why should she follow him to warrior, etc. But they’ll realise eventually that I’m right
Australia? and probably end up getting a house like mine!
Candidate: It depends how much Paul wants the job in
14
Australia. Is it important for his career?
Generally when we are enthusiastic and positive our
Examiner: Yes it is, actually.
voice goes high to show this:
Candidate: Well, in that case, I think he will have to
A: I think my carbon-neutral home is great!
decide which is more important – his career or his
B: It sounds amazing!
girlfriend. He’ll have to talk it over with her. What’s her
When we are negative or unimpressed our voice goes
name?
down:
Examiner: Laura
A: The oil spill in the Gulf of Mexico is terrible.
Candidate: OK. Laura and Paul will have to really long B: Oh, it’s absolutely awful.
talk about their future, their careers and the possibility
Sometimes the language is positive but the intonation is
of moving to Australia. Hopefully, they can reach a
negative which indicates you are being sarcastic or don’t
decision together.
really like the information you have received:
Examiner: That sounds like a good idea to me. Thanks A: The weather is going to be appalling this weekend.
very much for your advice, I’ll have a word with Paul B: Wonderful!
tonight and see what he says.
Candidate: OK Good luck! 15
Examiner: Right that’s the end of the Interactive 1 Well done! 4 How terrible for you!
phase… 2 Terrible! 5 That sounds very interesting!
3 Excellent! 6 Great!
13
Interviewer: Why did you decide to move into a carbon 16
neutral home, Simon. Examiner: Now let’s move on to the Conversation phase.
Simon Grant: Well I suppose I had been concerned I’d like to ask you about the environment. Don’t you think
about environmental issues for some time but I had people should do more to reduce their carbon footprint?
never had this opportunity before. Then the local Candidate: I’m sorry, I’m not sure what you mean.
council offered key workers the chance to move into Examiner: Well, what I’m trying to say is that people
these houses at a greatly reduced rent. I could have should help the environment by using less electricity,
waited to buy my own but when I looked around this not travelling by air and so on.
one, I just knew I wanted to live here. Candidate: I don’t know about that. I think the issue of
Interviewer: It does seem really nice, not at all basic or global warming is greatly exaggerated. Anyway, I love
uncomfortable as you might imagine. travelling by air… It’s sort of a great experience, a way to
Simon Grant: Mmm and you wouldn’t believe how see the world.
lovely and warm it is in the winter! There are solar panels Examiner: So you don’t feel you should do anything to
on the roof and we’ve got triple glazing and under floor reduce global warming?
heating – this means we can’t have carpets though. Candidate: Well, let me think about that…
Interviewer: What else do you do to ensure the house is
carbon neutral? 17
Simon Grant: I’m very careful to separate all the Prompt 1
rubbish. I have three bags in the cupboard – one for Examiner: I think everyone should learn English, don’t
compost, one for recycling and one for landfill. It you?
obviously takes longer but you soon get used to it. Prompt 2
Interviewer: Mmm does sound a bit time-consuming. Is Examiner: I’ve got 8 children.
there anything you find annoying about the whole eco- Prompt 3
friendly thing? Examiner: This computer defines and manages
business language to exchange data.
40
Recording scripts
Prompt 4 their days are structured and we generally do the same

Examiner: China has a population of 1.3 billion but only things everyday at roughly the same time. I help them
300,000 people play golf! wash and get dressed in the morning and then the three
Prompt 5 of us have breakfast together before walking to school
Examiner: Actually, in my view, not enough is being which is close by. I then have a couple of hours off to
done to combat global warming. clear up or do some shopping and on Fridays I go to
English classes. Sometimes, Mark is around and gives
18 me a hand with the chores and Jo always cooks.
I was recently appointed a director at our head office in
New York. Of course I was highly delighted to get the 20
job especially as I am still quite young, only 32, but it is Charlotte: It was a depressing December day, pouring
proving to be more difficult than I had imagined. As a with rain and very cold. People huddled under
consequence, I am working really long hours, umbrellas in the street or rushing to the bus stop trying
sometimes even sleeping in the office just to finish stuff to avoid stepping in the puddles. I’d had a terrible day at
off and even to demonstrate to my colleagues how work and couldn’t wait to get home and snuggle up
committed I am. beside a nice warm fire with a good book.
After wolfing down a hearty supper, I lay down on the
19 sofa and half watched the TV news. War in Afganistan,
One, Jo oil slick in the Gulf of Mexico, hospital scandal… Then
Jo: I don’t think we have a typical routine in our family quite effortlessly I fell sound asleep.
mainly because of our jobs. I work as a radio presenter There was the sound of the waves lapping at my feet,
and start work at 6 a.m. so my alarm goes off at about 4 my toes fidgeting in the warm white sand.
when I get up, have a shower and so on. My husband is Luxuriating in the sun’s heat and radiance, I gazed up at
a policeman and does shiftwork so that makes life even the indigo sky above me and hoped this moment would
more complicated. Well, when we decided to have last for ever. Lazily, I picked up my book, read a few
children we knew we would have to find a permanent pages, then caught the eye of a waiter dressed in
solution to our childcare problems. Our parents didn’t elegant white. Coconut milk, lobster on a silver platter
live nearby so they couldn’t help out. So we took on an for lunch. Perhaps a few strawberries. Sounds perfect.
au pair from Poland and she’s absolutely brilliant. She Can’t wait.
gets up with the kids about 7.30, gives them their A few minutes later, lunch arrived pink and cream in
breakfast and then takes them to school and nursery. perfect harmony. Was I to eat alone? I turned and there
Our younger child, George, is only three and he goes to beside me sat a smiling Adonis. He cut open the
the local nursery for the morning so Eva, that’s the au coconut, smiled and handed it to me.. This was so
pair, picks him up about 12 and then looks after him wonderful! Paradise, heaven even, but would it last?
until I get back about teatime. TV newsreader: And that is the end of the news.
Two, Mark Charlotte: Oh no, back to reality!
Mark: Well, to be honest, when Jo became pregnant I
21
just wanted her to give up her job but she really loves it
and we had to find some sort of compromise. Well, you 1 It’s a lovely day, isn’t it?
know, women these days, and I couldn’t afford to give 2 That film was horrible, wasn’t it?
up my job. Initially, she took 6 months off work and I had 3 You’ve been to Paris, haven’t you?
a month’s paternity leave which was quite good. I’m not 4 The train leaves in 10 minutes, doesn’t it?
much help with the childcare, I wish I could do more, 5 Cricket’s terribly boring, isn’t it?
because I work shifts and they change every week so it 22
makes it very difficult to plan. In general, though, I work
1 You come from England, don’t you?
at nights and often get home just as Jo is leaving.
2 I think the family is very important, don’t you?
Three, Eva 3 I can look at my notes, can’t I?
Eva: It’s a bit crazy in this house with people coming and 4 Obama is still the US president, isn’t he?
going at strange times and no regular routine but the 5 Technology has changed our lives dramatically, hasn’t
kids are great and I enjoy the job. I try and ensure that it?
41
Recording scripts
23 25
Candidate: I see, but why do you think reality TV shows Interviewer: So, tell me, how did you get your first job
are such rubbish? in the city?
Examiner: Well, honestly, all they seem to show is Sally Smith: I had always been considered clever at
people brushing their teeth or having arguments. Why school and, of course, getting a place at Oxford
would I want to waste my time looking at that? University was a great achievement. Well, um, when I
Candidate: Many friends of mine enjoy the spectacle. I graduated I applied for lots of jobs still a bit uncertain
think if you persevered and watched the programmes about which direction to go. Then I was delighted to be
more often, you too might get hooked. offered a job in the city with a prestigious investment
Examiner: Oh, I don’t think so. bank. The starting salary was pretty good and I was even
Candidate: So if you were a TV producer, what sort of given a golden hello bonus which hit my bank account
programmes would you be showing? as I arrived. How could I say no? It seemed irresistible.
Examiner: In my view, we definitely need more Interviewer: Absolutely! And how did you find the
documentaries and more in depth interviews with working environment when you first started?
politicians. Sally Smith: Mmn, well, you know to start off with, it
Candidate: Hmm, you think that would go down well was a question of survival – sink or swim. The new
with young people, do you? Most of my friends are recruits were mostly like me young, cocky, ambitious
totally disillusioned by the world of politics. They are twenty-somethings with degrees from the top
more interested in their everyday lives or the lives of universities. To begin with, we socialised with each other
celebrities. a lot – rather tedious parties with lots of small talk. But
before long reality kicked in. We were expected to work
Examiner: Exactly, we are all totally obsessed by the
incredibly long hours often till midnight and I frequently
lives of rich footballers and their wives. It’s ridiculous!
fell asleep at my desk. Once my boss even sent round a
Candidate: So if some people want more reality TV and
cab to pick me up at 2 a.m. as there was some sort of a
you want more serious documentaries, how can we
crisis in the office. I became exhausted and quite
satisfy everyone?
depressed – you, know, I never even saw my friends, but
Examiner: I’m not sure but I wish we could have more the worst thing about it was the male-dominated
balanced programming. environment.
Candidate: What do you mean by that? Interviewer: How do you mean?
Examiner: Well, you know, more of a choice so I don’t Sally Smith: Well, I felt very isolated. I was the only
feel I have to watch that rubbish. woman in a team of 25 and I always seemed to be
Candidate: Have you ever thought about simply viewed as a secretary, not as a banker. My colleagues
switching the TV off and reading a good book? would generally assume that I would make the coffee
Examiner: Well, now that IS a good idea. Perhaps I and often made sexist remarks which I found quite
should do that! offensive. I knew I was good at my job, as good as the
rest of the team actually, if not better, but seemed to get
24 precious little credit.
Radio newsreader: And now the news headlines. Interviewer: So do you think you were treated
Floods in Pakistan have left millions homeless and differently because you were a woman?
without running water. Sally Smith: Oh, of course. Well, in the end, I met up
Charities are sending in emergency supplies as soon as with my best friend to talk things over. I just had to get it
weather conditions permit. off my chest. When she heard what my job was like she
A man has been arrested in connection with a fire in told me to resign. And that’s what I did. I haven’t
Birmingham last night. regretted it.
He is thought to have been in the New Street area when
the fire started. 26
And finally, the weather. Heavy rain will be moving in Candidate: Well, I would like to state categorically, that I
from the west. am totally in favour of traditional family roles.
Firstly and most importantly, I think families organised
in this way are much happier and more secure. You only
42
Recording scripts
have to look around you to see the difficulties some Firstly, we learnt about email which was a major
families experience when both parents are working. In breakthrough for me ’cos you know, I’ve lots of relatives
my view, if you decide to get married and have children in Australia, hardly ever seem them really. Well, when I
you should accept your responsibilities even if it means sent them an email and got a reply within minutes it
sacrificing your career. The mother should stay at home, was absolutely brilliant, amazing!
look after the children, tidy the house and of course Now I’m back in touch with family I hardly ever heard
cook delicious meals for all the family. Moreover, she will from.
undoubtedly experience satisfaction because she will Another thing, surfing the net. Thought that really was
know she is doing a good job and that everyone is for the young things, my grandson and the like, but you
content. can get information about just about anything. I’ve
As for her husband, he will hopefully find a challenging researched my family tree, looked up the weather
and enjoyable job and earn enough money to support forecast and even got a few gardening tips. I’m a silver
his family. surfer now.
Obviously, from time to time, it may be possible for his I would recommend the Internet to anyone. Don’t be
wife to work part-time, especially when the children start scared just because it’s something new.
school and this might help finance holidays and family
treats. Although the father might get home quite late in 29
the evening he should have some family time when they 1 opportunity 5 disorganised
eat together and of course at the weekends when they 2 impossible 6 illiterate
can go out together for walks or to the cinema. 3 precious 7 artificial
Finally, I would like to say, that I grew up in a family like 4 attention 8 photography
this and had a perfect childhood. To sum up, I would say
30
a traditional family is definitely the best way to ensure
happiness for your children. 1 photograph photographer photographic
2 national nationality nationalisation
27 3 politics political politician
Candidate: Well, yes, the Grade 10 Listening is a bit 4 compete competition competitor
different to most Listening tasks. There are two types 5 analyse analysis analytical
and the examiner will read out two of Type 1 and one of
31
Type 2. With Type 1 the candidate has to give a suitable
ending whereas with Type 2 the examiner asks the Examiner: Firstly, it is highly recommended that you
candidate a question about the people or place. All the spend considerable time preparing your presentation,
texts are very short and candidate is only expected to which must be discursive in nature.
give a short answer. You certainly don’t need to take You should select your topic carefully to ensure that it
notes but you will have to listen very carefully and has the potential to generate Grade 10 language and
sometimes have to predict, deduce and infer. also ensure that is not chosen from the list of subject
areas for the Conversation phase. You will be giving a
28 formal presentation, so it must have a clear structure
Charles: Well, you know, I live in sheltered with an introduction, followed by a series of reasoned
accommodation in Birmingham. Recently we got a new arguments which lead to an appropriate conclusion.
manager and she decided to get the Internet installed in It is also essential to prepare brief notes in the form of a
our communal sitting room. What a stupid idea we all handout to give to the examiner at the start of the
thought, I mean like at our age… far too late to start presentation. You will be able to retain your own notes
learning about cyberspace! What was she thinking of? but this should not take the form of a memorised script,
Then Irene, that’s the manager, organised classes and which will have a negative effect on your assessment.
my mate Harry said ‘Come on. Let’s give it a try. What You are strongly advised to ensure that your
have we got to lose? Who cares if we look stupid? Well, I presentation lasts no longer than 5 minutes. You will not
thought to myself, ‘Actually, I do,’ but anyway, off we be interrupted during that time but the examiner will
went 10 o’clock on a Monday morning. The teacher was take some notes for use during the discussion phase.
great, very patient, and made us go over things again When you have finished, you should initiate the
and again until we had got the hang of it. discussion phase by asking if the examiner has any
questions or comments.
43
Recording scripts
Student: But the problem is I just don’t know where to

32
start.
Examiner: Now let’s move on to the Interactive phase. Teacher: Mmn, well, as I was saying, you need to study
In this task I’ll start by telling you something. You’ll have harder and get organised. Work out a revision plan and
to ask me questions to find out more information and every day set yourself a goal so that you know what
make comments. It’s your responsibility to maintain the you’ve achieved. That way I think you’ll feel less panicy
conversation. Are you ready? and more in control of the situation.
Candidate: Yes, I am. Student: In fact, I have tried to do that but I’m just so
Examiner: My son’s been playing the guitar for some tired I can’t concentrate and like I fall asleep at my desk
time now but recently he’s formed a band. They practise and then I can’t sleep at night because I’m worrying
regularly in our house and the noise is unbearable. about everything.
I don’t think I can put up with this for much longer! Teacher: It sounds to me as though you should try some
Candidate: Oh, really! So how often do they play? relaxation techniques. Try and chill out a bit more.
Examiner: Every night and you wouldn’t believe how Actually, something like yoga or sport might reduce the
much noise they make. stress and help you keep calm.
Candidate: Have you asked them to turn the music down? Also, you should eat lots of healthy food and avoid
Examiner: I have but it doesn’t seem any quieter to me. caffeine. You drink a lot of coffee, don’t you?
Candidate: But isn’t it a good idea for young people to Student: Yeah well, actually, when I’m tired and trying to
be enjoying themselves and doing something creative? study I do drink quite a bit.
Examiner: I suppose so but, you know, they show no Teacher: That probably isn’t doing you much good.
consideration whatsoever. Herbal tea would probably be a lot better. That’s what I
Candidate: I see so where exactly do they play? have when I’m feeling stressed. Anyway, the other thing
Examiner: In our sitting room where I like to relax or is you really must take lots of breaks when you are
watch TV. revising. Actually, you can only concentrate for so long.
If you take a break, have a chat, go for a walk or
Candidate: But have you tried talking to them about it?
something, you will feel more alert and refreshed when
Examiner: Oh, yes I have. They just think I am a very
you return to your desk.
boring dad.
Student: OK, I’ll give it a try.
Candidate: Surely you could discuss the situation with
Teacher: And remember, believe in yourself. You have
them, couldn’t you?
the ability to do well, provided you prepare for the
Examiner: It’s hopeless. They think I should be enjoying
exams properly and really you must try to keep things in
their music.
perspective. Yes, the exams are crucial right now, but
Candidate: Well. Have you tried listening to them to see they are only a small part of your entire life. Don’t forget
what they’re like. They might be amazing. that. Right, I’d better be going. I’ve got a class now. Good
Examiner: To be honest, I haven’t. luck then and regarding that essay you still haven’t
Candidate: I think you should try. Who knows? You finished…
might find they have great musical talent and will
become rich and famous some day. 34
Examiner: Ok. I’ll give it a try, Thanks for the advice. Presentation 1
Candidate 1: Hi there! Well, I’d like to tell you about my
33 sister’s wedding. It really was a great event. We were all so
Student: Honestly, Mr Jones, I’m so anxious about my excited and you wouldn’t believe how beautiful she
exams that I don’t know if I’m going to be able to cope. looked. My mum and I went with Chelsea, that’s my sister,
It’s just really important, you know, and if I don’t get the to buy the dress and had a wonderful day out together
right grades, they won’t accept me at university and shopping, chatting and of course we had lunch together
then what will I do? in a nice restaurant. Anyway, on the day of her wedding…
Teacher: Well, the first thing you should do is calm Presentation 2
down. You really are not helping yourself by panicking. Candidate 2: My presentation today focuses on the
To tell you the truth, you haven’t been working as hard problems of young people in my country. Here are some
as you should but it’s not too late. brief notes that I have prepared.
44
Recording scripts
Examiner: Thank you growth that should be restricted right now if we care
Candidate 2: Firstly, I’ll concentrate on the difficulties about the future of this planet. The industry should play
many, including myself, experience and then I’ll look at their part and passengers should also make their
the reasons for these. Finally, I will attempt to find contribution by using more environmentally friendly
alternative solutions and make recommendations which methods of transport.
might help us all in the future. Nick Brown: There have been reports that you will
disrupt the airport at a time when the infrastructure is
35 already stretched due to the terrorist threat.
Student: It really is getting too much. I don’t think I can Emily Armstrong: Absolutely not! Our demonstration
cope for much longer. I’m up until 2 a.m. going through will be both peaceful and safe and our intention is to
my notes and drinking endless cups of coffee. Then I’m raise the profile of our cause.
up early to do a bit more revision before going to Nick Brown: Thank you very much for speaking to us.
school. I can’t sleep because I’m so nervous and keep on
worrying about whether I will remember everything the 38
next day. Anyway, this time next week it will all be over. 1 Come and meet him in my office.
2 They are not leaving until midday.
36
3 She’s staying at home today.
Task 1 4 They must have taken the train.
Speaker 1: I love coming here. It’s just such a different 5 I can speak four languages.
atmosphere. It’s almost completely dark, there’s a sense
of anticipation and everyone is getting comfortable or 39
eating a bag of popcorn. Then all of a sudden the music 1 I love fish and chips.
starts, the credits come on and you can sit back and 2 Is this a present for me?
enter a world of escapism. 3 I would have come if I had known.
Task 2 4 He’s at the cinema.
Speaker 2: Sometimes I just don’t know why I do it. The 5 She can speak six languages.
alarm wakes me up and I fall out of bed, get the trainers
on and speed off down the road at a rapid pace. After 40
about half an hour I’m back home for a quick shower, 1 We landed very late in the evening totally exhausted
cup of coffee and then and I’m off to work. I usually and couldn’t wait to get home. We stood around for
spend the rest of the day feeling terrible with sore feet about half an hour and nothing happened. Suddenly,
and an aching back. suitcases started to rattle along beside us and
everyone moved forward anxiously trying to spot
37 theirs. We watched and waited for what seemed an
News reader: Good morning. This is the 8 o’clock news. age. Then we turned round and realised everyone
Hundreds are expected to join the protesters camped at else had gone and...
London Heathrow airport today to demonstrate against 2 I feel sorry for John. He gets his exam results on
global warming. They are demanding that the Thursday and he’s getting really stressed out about it.
government abandons plans to build a new runway. A He needs really high grades to get into university but
fifth terminal already opened in 2008. Our reporter Nick actually he hardly did any work at all so it will be a
Brown spoke to one of the campaigners Emily Armstrong. miracle...
Emily Armstrong: We are taking this action because the 3 Everyone arrived about 7.30 for the dinner party. I
government is completely ignoring the effects of the had invited 8 guests and they weren’t particularly
aviation industry on the environment. It is absolute close friends of mine so I was feeling slightly
madness to expand Heathrow airport at a time when we apprehensive. Anyway, I had prepared a delicious
should all be looking at ways of reducing carbon dinner, an assortment of cold meats to start with
emissions. followed by steak. They all sat down and started
Nick Brown: But the air transport industry claims that eating except Kate who was staring at the meat and
they are only 2% of the problem and are being unfairly to my horror I realised...
blamed. 4 He had set the alarm for 7 a.m. The interview was at 9
so that would give him plenty of time to have a
Emily Armstrong: Well, in our view, it is an area of
45
Recording scripts
shower, get on some suitable clothes and catch the streets there with colourful parades and dragon and lion
train into the city centre. The next morning dancing. A day trip to China with no carbon emissions!
everything went pretty well and he was pacing the In August the Notting Hill Carnival celebrates the music
platform waiting for the 8.19 train. By 8.30 there was and colours of the Caribbean. Set up in 1960 by the first
still no sign of the train but just as he was about to West Indian immigrants, it has now become a most
give up... spectacular event with massive floats, amazing
costumes and an eclectic range of music blasting out of
41 powerful sound systems.
Examiner: So we’ll move on to the Conversation phase Now I’m in Southall, on the outskirts of London and
now. Let’s talk about communication. To what extent do close to where my family used to live. 55% of the
you think technology has affected the way we population here are Indian or Pakistani many of whom
communicate these days? moved here because of its proximity to Heathrow
Candidate: Oh well, enormously. We seem to have airport, where they first arrived in the ’60s. The air is still
drifted away from face-to-face communication. Most of rich with the sounds, smells and colours of Delhi or
my friends are totally obsessed with social networking Lahore and it is no coincidence that Chicken Tikka
or texting, so rarely leave the comfort of their own Massala, served in Indian restaurants, is so popular in
bedrooms. this country that it is often considered the British
Examiner: Really! But is this real communication? national dish.
Candidate: I suppose it depends what you think In recent years, however, immigration patterns have
communication is. In my view, communication is about been changing and now many of the immigrants you
a variety of things. Of course it is about speaking, see in London come from eastern European countries,
listening and responding but it is also about body where there is greater freedom of movement since
language, tone of voice, and even laughter and tears. A joining the EU. They often come here for a short periods,
computer or text simply can’t relay this sort of and are able to fill the gaps in the labour market. Polish
information. This means that there can be confusion and plumbers have become renowned in a country where it
even misunderstanding. had become almost impossible to find someone to fix a
Examiner: Mmn, has this ever happened to you? leaking tap. But they’re not only plumbers and dentists,
they work in bars and restaurants, pick strawberries and
Candidate: Oh yes. I can give you an example, if you
cut hair while simultaneously weaving their own culture
like. The other day I had arranged to meet my friend
and language with ours and making yet another
Maria at the cinema but I was running late and couldn’t
contribution to London’s rich kaleidoscope.
make it. I just texted Maria and said, ‘Sorry, can’t come’.
She was absolutely furious because she didn’t feel I had
43
made a proper apology. In other words, in this instance
Mark: Hi Jen. What did you think of the film Eat Pray
my communications skills were not brilliant because she
Love?
didn’t feel that I really was sorry. If I had spoken to her
directly, it might have been different. Jen: I thought it was quite good but rather overrated.
Mark: Oh, I thought it was rather good and of course
42 Julia Roberts is still strikingly beautiful!
Radio DJ: Good morning this is Radio UK. And now ‘The
44
Changing Face of London’. Our reporter Rajesh Kumar,
whose own family moved from India to England in the I thought it was rather good.
’50s, reports on the shaping of London as a multicultural I thought it was quite good.
city.
45
Rajesh Kumar: Here I am in Soho, possibly the most
cosmopolitan area of London, with restaurants from 1 The crossword was virtually impossible to do.
exotic places all over the world and a rich and diverse 2 The story was greatly exaggerated in the newspapers.
mix of languages and ethnic backgrounds. Just down 3 I thought that book was rather boring.
the road, there is Chinatown which developed in the 4 She was seriously injured in the car crash.
’70s after the arrival of immigrants from Hong Kong. 5 That dress is extremely expensive.
Every February Chinese New Year is celebrated in the 6 This exercise is fairly difficult.
46
Recording scripts
My intention was to visit undiscovered countries and

46
really understand the people and the culture.
Lucy: My name’s Lucy. I’m 19 and in my first year at Having made that decision, I planned my route. I would
university in Newcastle. Last year I took a gap year and travel mainly by train in the interests of the environment
decided to do some voluntary work in Rio de Janeiro. and also so that I could see and absorb more. I was very
The month before I went I did an intensive Portuguese keen to go east through Russia and Mongolia and then
language course and tried to find out as much as on to China so firstly I booked my rail ticket from Paris to
possible about Rio. I had seen the film City of God with St Petersburg. I felt rather nervous as I waved goodbye
its brutal betrayal of poverty and gang warfare but was to my parents and boarded the train but I was also filled
still unprepared for what I saw in those first few days in with nervous anticipation.
the ‘favelas’, the city’s most impoverished What would I see? Who would I meet? I had so many
neighbourhoods, which was where I was working. diverse experiences I couldn’t possibly tell you about
Fortunately, I was not alone, there were several them all. However,...
volunteers there and we juggled a bit of English
teaching with entertaining the kids and keeping them 48
out of trouble. I personally found it a very rewarding Examiner: I’m going to read you three short passages and
experience and felt I got to know the people and culture after I’ve finished each one, I would like you to either
in a way that would never be possible on a package suggest a suitable ending or answer some questions. I’ll
holiday. then move on to the next passage. Are you ready?
I don’t think I fundamentally changed anything out These two passages are incomplete. When I stop, I’d like
there but I did make a contribution , no matter how you to tell me in just a few words how you think the
small. passage finishes.
And as for the fun aspect, yeah well it was great, super 1 I was getting really uptight. We had to leave now or we
cool in fact! Samba, beaches, sunshine and even a touch would miss our flight. I just couldn’t find the car keys
of romance. What more could you want on a gap year! anywhere. The children were no help at all so I told them
to get in the car and wait. Just when I was about to give
47
up and call a taxi, John and Katy shouted from the car...
Examiner: Hello. What’s your name?
Candidate: Hello. My name’s Emilia. 49
Examiner: It’s very nice to meet you Emilia. My name’s Examiner: 2 Flying has always been considered the
John. Now you’re doing Grade 10 so we’ll start off with safest, fastest and most comfortable way of travelling.
the presentation. What are you going to talk about? We have all become used to jetting off here, there and
Candidate: Well, I’d like to talk about my experiences everywhere to see the world and be back in the office
travelling. early Monday morning. Now, however, with climate
Examiner: And have you any notes for me? change...
Candidate: Yes, here you are and here is a map showing
50
the route I took on my trip.
Examiner: After I’ve read this passage, I’ll ask you about
Examiner: Thank you very much, would you like to
such things as the context and people involved.
start?
3 It was such an amazing event and I think had a very
Candidate: Yes, I’d like to start off by telling you why I
positive effect on tourism and the economy. Thousands
decided to go on my journey round the world, then I will
of people came, new hotels and stadiums were built and
go into a little more detail about the trip and finally I will
then athletes achieved so much for both themselves
assess the benefits of such a trip for a young person.
and their countries.
When I finished my final exams at school, I realised that I
needed a challenge, a break from my normal life living What event is the speaker talking about?
at home and seeing the friends I had had for years. Of
course I wanted to go to university but I decided to For tracks 51-56, see Student’s Book pages 86-92.
delay that for a year and see more of the world. I didn’t
really want to visit tourist places everyone goes to like
Paris, New York, Sydney.
47

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

Art Director: Nadia Maestri

© 2011 Black Cat Publishing, Genoa, London

Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, Turin

UNIT 2 Crime & punishment 9

UNIT 4 Global environmental issues 15

UNIT 5 Habits & obsessions 18

UNIT 6 Dreams & nightmares 20

UNIT 7 Roles in the family (A) 23

UNIT 8 Use of the Internet (A) 26

UNIT 9 School curriculum (A) 29

UNIT 10 Designer goods (A) 32

UNIT 11 Communication (A) 34

UNIT 12 Youth behaviour (A) 36

Grammar focus Trinity Takeaway

Vocabulary, pages 6-7 Listening, page 7

POSSIBLE ANSWERS Grammar focus, page 9

Function focus, page 10 Interactive phase, page 11

Vocabulary, page 12 Reading, pages 12-13

UNIT 2 Crime & Punishment

Reading, page 14 Grammar focus, page 15

UNIT 2 Crime & Punishment

Vocabulary, page 18 7 to place close together

C 1 the examiner 2 He/she regrets a decisions

Vocabulary, page 26 Reading, page 27

UNIT 4 Global environmental issues

UNIT 4 Global environmental issues

POSSIBLE ANSWERS 9c Students should work in pairs. After 5-10 minutes

Interactive phase, page 31 Trinity Takeaway, page 31

Reading, page 32 3a-b Get students to compile a list individually and

UNIT 5 Habits & obsessions

Reading, page 38 Listening, page 39

UNIT 6 Dreams & nightmares

UNIT 6 Dreams & nightmares

9a 12a Encourage student C to be both positive and

Interactive phase, page 43 REVIEW UNITS 4-6

This unit moves on to preparation for Grade 10 2b

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

6a Explain that the reading text looks at equal 9b

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

Vocabulary, page 52 3c Some of these questions are opinion rather than

Listening, page 53 Vocabulary, page 53

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

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

Interactive phase, page 57 Trinity Takeaway, page 57

Vocabulary, page 58 Reading, page 59

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

Listening, page 60 Function focus, page 61

ANSWERS 6a Allow students 10-15 minutes to discuss the

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

Reading, pages 66-67 1e

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

Vocabulary, page 72 4b You may need to explain some vocabulary before

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

7 Go through the notes on modifiers before Trinity Takeaway, page 77

Vocabulary, page 78 Reading, page 79

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

Prompt 4 their days are structured and we generally do the same

Student: But the problem is I just don’t know where to

My intention was to visit undiscovered countries and

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