Tricia Hansen,Pass Trinity now GESE Grades 9-10=D Contents GRADE 9 _GRADE 10 Language Functions Grammar review Evaluating options Mixed conditionals Hypothesising Modals with the passive Expressing abstract ideas Review units 1-2-3 24 26 Should/might/eould/must + Evaluating past actions have and the perfect infinitive Wish, hope and ifonly Expressing regrets, wishes, and hopes Verbs followed by gerund Paraphrasing and/or infinitive: Review units 4-5-6 44 uNT7_ Roles in the famil: 46. Idioms & expressions Developing an argument (Meee Ova ee) 52 Intensifiers Defending a paint of view ee] sa ‘A) / Stress management (B Expressions used in Expressing beliefs conversation Review unis 7-8-9 64 Mees oF Cr RCW Aa ee ee) The passive Expressing opinions tentatively Tentative expressions ES een ‘A) / Social issues (B) Intensifiers & modifiers Summarising arguments Bideos eer PET ‘A) / International events (B) Signposting words Deducing & expressing assumptions Review units 10-11-12 84Phonology Exam expert Exam expert Topic (T) & Conversation (C) Interactive (I) & Listening (L) Stress in two-syllable words Selecting atopic for grade 9(T]__ Introduction tothe phase (I) Topic and subject-area vocabulary Researching subject areas(C) Understanding the prompt (t) Speaking with enthusiasm Mind maps & note taking (T) Controlling the Interactive Phase (}) Intonation to-convey attitude Responding tathe examiner (C) Maintaining & developing the discourse (I) Stress in sentences ‘Anticipating examiner Using functions of the grade () questions (7) Intonation of question tags Engaging the examiner eam practice (1) in the topic (T) Using pause and intonation Grade 10 subject areas (C1 Introduction &exam practice (L} togive clarity Stress in longerwords Formal topic presentation What the candidate needs &idiscussion (T} todo) = Preparing a formal Identifying context Presentation {T) ‘Ei participants (L) Weak forms: Responding tothe examiner (T] Anticipating what happens next (L) Intonation of intensifiers Sharing responsibility {C) Using functions af the grade (0) & modifiers - Presentation &discussion (T) Bam practice (0) Exam practice (C) Exam practice (L) Trinity Grades 9-10 Overview 4 Appendix 1: Palrwark matenal Trinity Takeaweay 86 Appendix 2:=D Exam overview TRINITY GRADED EXAMINATIONS IN SPOKEN ENGLISH (GESE), GRADES 9 AND 10 GESE Grade 9 (CEFR B2.3) Time: 15 minutes Format and procedure ‘At the beginning of the exam you and the examiner will exchange greetings and have a moment to relax before starting the Topic phase. 1 Discussion of a topic prepared by the candidate {up to 5 minutes) ‘You wil lead a discussion on your prepared topic with the examiner. You will be expected to communicate facts, ideas, opinions and attitudes In 8 structured way. You should be able to Interact with the examiner and respond to questionsas well as handle interruptions and clarity and emphasise points where necessary. 2. Interactive task (up to.4 minutes) After the examiner has read out the prompt, you are responsible forstarting and maintaining the conversation by asking for information and developing the discussion, You will take turns with the examiner using the appropriate language functions of the grade to encourage comment and opinion fromthe examiner. 3 Conversation on two subject areas solected by the examiner (up to § minutes} ‘You will answer questions about two subject areas selected hy the examiner from the lst far Grade 9. You will share responsibility for developing and maintaining the conversation and respond to the examiner's comments, In the case of a breakdown in communication, you may need te paraphrase or rephrase. ‘At the end of the conversation phase you will say goodbye and leave the examination roam. Grade 9 exam syllabus: Grammar Subject areas for Conversation phase + Verbs followed by gerund and/or infinitive + Dreams Benightmares + More complexfoims of the passive with medals + Crime & punishment + should/must/might/could + present perfect + Technology tense: + Habits & obsessions + Correct verb patterns after wish and hope + Glabal environmental issues + Mixed conditionals + Design: Functions Phonology + Expressing abstract ideas + Correct pronunciation of words relevant ta the «+ Expressing regrets, wishes and hopes vocabulary fer this grade + Expressing assumptions + Rising and falling intonation for kegjaing, giving + Paraphrasing Lup and offering turns + Evaluating options + Stress and rhythm ta highlight and emphasise + Hypothesising rain points and ideas + Evaluating past actions or course of events + Intonation and pitch to convey attitudeExam ove GESE Grade 10 (CEFR.C1,4) Time: 25 minutes Format and procedure 1 Topic presentation (up to Sminutes) ‘You will give the exeminer a handout before starting @ formal discursive presentation which you have prepared. It should be organised in a structured way with an introduction, the development of points (giving ‘examples and reasons) end finally a conclusion, Then you will ask the examiner to comment or ask questions. Topic discussion (up to-5 minutes} You will initiate the discussion about your presentation and share responsibility with the examiner for its development. You will eespend ta the examiner's questions and be prepared to defend your paint of view ordevelop the argument further. Interactive task (up to Sminutes) ‘After the examiner has read aut the prompt, you are responsible far the direction and maintenance ofthe interaction. You will take turns with the examiner by commenting and asking questions so that Interactian develops naturally. Listening phase (up to 3 minutes} ‘The examines will read out three short listening texts. nthe frst tivo you will tell the examiner in Just a few words how you think the passage finishes, In the third text you will answer a question about the context and the people involved. Conversation on two subject areas selected by the examiner (up to 6 minutes) ‘The examiner willask you questions about twa subject areas from elther List A of List B. ‘You will share responsibility with the examiner for the maintenance and direction of the conversation and will participate naturally without hesitatlon, Grade 10 exam syllabus: Language and grammar Subject areas for Conversation phase + Vocabulaty specific tothe topic and subject areas | List A List Arrange of idiomatic expressions and collequialisms | Roles in the family International events Modifying words,eg. basically, quite, certainty Communication Equal opportunities Intensifiers e.g. absolutely, campletey, totally | ‘The school euriculum Social issues Tentative expressions, /may be wrong but... | Youth behaviour The future ofthe planet Domt you think. might be. Use ofthe internet Scientific developments Signposting words, e.g. sty, nally Designer goods Stress management Abroad range of complex structuresto express thoughts clearly Ahigh degree of grammatical accurecy, although | Phenelegy minor errors may aecur when attemptingto use | + The cottect pronunciation of words relevant to 2 combination of structures actoss sentence the vocabulary at this grade boundaries: Sounds with minimal interference from the first Functions ised. ‘ “nei i ange of stress and intonation pattems, enamine pitch and volume to: engage and maintain the ing a paint of view ‘ Eyesiang beck ‘exoriner’s Interest: signa the provision of pew information; indicate discourse structure, Expressing opinions tentatively Summorising information, ideas and arguments DeducingMh Technology Kae fag 2 er ARE YOU TECHY? ) 4 You have your mabile phone switched an A allthetime. 8 when you want to make a call © when you are alone You use a computer A \-2hoursadey. B Ghoursormoreaday. € rarely. When you get anew high-tech gadget you A. enjoy experimenting and working out how'to Use it. B_ asksomeone to help you put itaway ina drawer until you are in the mood When you receive an email you [A reply after afew days, Bask someone to apen it for you. reply immediately When you need to drive somewhere you A look up the route on the intemet, 8 use sat nav, © look at a map, To send a quick message you A sendatext, B usethe phone. € send an email, To find out about new musie you A goto music shop. B download from the Internet anto your MP3 player, listers to your digital radi. When you take photographs you use your A old camera and take Itto a shop to get it developed, B digital camera and get a friend to print aff the photos € digital carnera and print the photos on your computer,Vocabulary £4) 18 Look at the pictures of recent technological Inventionson the previous page (M-F) and match them to the list (1-6) below. LJ Sot Nav (Satellite navigation (1 tauch-sereen phone (1 lapton digital camera (use flash drive C1 MP3 player b Talk to your partner and decide, (a) how important these inventions are in your lives, ond (b) what their advantages and, disadvantages are, 2a Complete the questionnaire on page 6 to find ‘out how techy you are, b Now compare your answers with a partner and then decide which of you is the most comfortable with new technology, Then check your scores at the back of the book on page 93. About Me: Nara: dack Gax Birthday: 11 November 1988 Gi Vv; Oxtord Loves: reggae, travelling Helly Emma Sam Adar Brel Cyd Listening 3a Listen to the five people and note down what kind of technology or which gadget has changed each person's life. 1 John 2 Mara 3 Kieran . 4 Dani 5 Mike bb Listen again and note dewn how technology haschanged thett lives. Eg. John recebves hundreds of emails and loves it, © Now in pairs talk about your favourlte technological gadget and give reasons. Take nates and tell the rest of the class, Reading 4a Read the information belaw and decide what ‘Aboutyou.com is, b What impressions do you get of Jack? Tell another student what kind of things you would put on your homepage, Jack says: 63q0vu9 April 10, Back in Oxford. Love it! ‘April 11. Exam timetable out, Finish June 7 Jack's friends’ say: Love your hat. Elise x Got my air ticket to India for August 10. Warna coma? AdamGRADE 9 About you, about me. These days | hardly ever go out to meet old friends or ever make new ones. Rarely do | vanture inta a bay or club to socialise of isten ta the latest band in town. You'll usually find me: in my tiny university foom peering at a laptop screen with my fingers mew ing rapidly across the keyboard. Sad or what? That's doubtless what you all might think. No friends... never goes out. The latter is probably trus but no frends, ‘certainly not. Would you baliava I've got 387 now. 387 | hear you ‘say. Impossible! Well, OK it's not quite the same as meeting peo- pla face to face but it doesn’t mean to say it’s not valuable. It's such a briliantidea, really, and means | can keep in touch with all my frignds bath at home, here at uni and of course all those pao- pla | met while travelling in Asia last year, Another great advantage of Aboutyou is the opportunity to make new friends. Once you have sat Up your own homepage giving informatian about yourself such as interests and lifestyle, you'll quickly identity like-minded people and build many new anline relationships. & word of warming — only accept trends you already know or are sure you can trust. You can turn down anybody you're suspicious about. I've never had any problems but | know some people who have, So how exactly da yau cammunicate? Well, if you'd like yaur life te remain privata then it’s probably bast to send personal messages that nobody else can read, However, mast of us thoroughly enjoy telling everyone on Aboutyou every trivial detail of aur lives and then your friends movein to. com ment, You gan alse post ahotos of holidays and nights out, So, as you can see, Aboutyou is a fun way of socialising, You may be alone with your computer but in fact you're never alone, Could the future be social death without Aboutyou? 5a Read the text quickly and discuss in pairs b Now read the text again and discuss in pairs what else yaunow know about Jack. the questions below. wa — S : sire ts Ee neuen Asean fre the differences between an = Aboutyou friendship and a face-to-face one? 3) What risks do you think there might be in using Aboutyou? 4° Whatin yourview is the reason far the popularity of such social networking sites, especially among young people? 5. What daes Jack mean when he says it could bbe social death without Aboutyou?CII Grammar review 6a Lookat the structures (A-J) and match them tothe correct sentence (1-10). A Going to (future) F Third canditianal B Presentperfect = @ Passive © Presentperfect —H_ Past perfect continuous D Will (future) 1 Reparted speech E Second conditional J Modal verbs 1 (1 thad been there many times before. 2 1 You really should do mare workt 3 1) Thousands of computers are produced in China every year, 4 1 Myarandmother has led in a village all her life, 5 (1) The director said the film was a great success. 6 [] Ifljoined Aboutyou.cam, | would make loads of friends, 7 C1 think hett be a britiant politician 8 [7] We've been studying English for s years, haven't we? 9 1) Mybrotheris going to get married ext year. 10 (1 ifhehadn’t worked so hard, he wouldn’s have got into university last year. @ Stress in two-syllable words Ta List Betyg b Complete the following sentences using the correct form af the verb in brackets, 1 My father, na big factory since 1972, (work) ZF ssannmow at home that night, he wouldn't have had thet terible accident, (stay) 3 Thousands of emails _.._.._..every minute of the day. (send) 4 fl wete rich, |. ne money to charity. (give) Sen SHE AIWAYS nn BY? IQET UP 6 {really think he _...._rich and famaus in the future, (oe) € In paits answer the following questions. 11 Hav long have you beer learning English? 2. Ifyou wete the leader of your country, what changes would you make? 3 What products are made in your region? 4 What diel your family say to-you before you left home this morning? 5 What do you think you will do inthe future? Phonology ‘Word stress in English is variable. Ina two- syflable word the stress might fall on the first of second syllable. Unfortunately, if you put the stress on the wrong part of the word it can sound completely different and make it unintelligible to a native speaker, Fortunately, in most two-syllable words the stress is on the first syllabi. to the following words and repeat. 1 laptop 2 ‘email 3 mobile 4 ‘phate 5 ‘gadget 6 ‘homepage 7 ‘website 8'b In pairs try saying the word with the WRONG stress (.e.0n the second syllable) and see how different it sounds, ¢ Of course there are some exceptions to this rule! Listen to the following and repeat. 1 asleep 2 mistake 3 a'lone 5 cen'trol 4 ma‘chine le-verbs have stress on the for'get Eg. e'seape Listen to the § groups of two-syllable words below. Circle the word with a different stress patter from the others, Function focus © Evaluating options Imagine that you would like to buy a new mobile phone and lave been leoking at the various options avullable, You ure nuw discussing with a friend which one to buy. You might say: C1 buy a Kandy BTA, it will cost a lat of money, It might be better to buy a cheaper model,’ tr would be great to have a touch screen phone, Perhaps I'l get a Moon 8500." ‘Tshould get an Easy 1200. It doesn't cast very much and [ only need ft te phone and text, But look how cool the Gull 6600 is..." 1 remove — regret. reason 2 shopping shovel shampoo @ Look at the features and prices of the: 3 careful complete crazy mobile phones and in pairs diseuss the best 4 egree answer alone option far each of you, Report back to the ffi: cristae’ adlible ‘of the class which ones you have chosen and why. Gull 6600 Mandy B14 Easy 1200 Touchscreen No Yes wir No Yes Camera Yes Yes Yes Video Recording No. No Yes Music player Yer Yes ves No Headphone Yes Yes Yes No FM Radio Yes No No. No Colour Pink or black White or orange Price £270Topic phase © Selecting a topic for Grade 9 98 Work with a portner and make alist of as many topics as you can think of. Then on your own pick out three favourites. b In pairs ask each other the questions below. If all these statements are correct, itis probably a. good topic for you, 1 01 tist’ton the tist of subject areas for the conversation. 2 11 Thetopie would stimulate discussion with the examiner, 3 [1 would be possible to use the language required for the arade. 4 (11 ttisn’ta topiethar would be more: suitable for a lower grade, Now listen to four students talking about their choice of topicand decide if they are suitable (¥}-or net (N), 1 Rosa 3 thom 2-17 stefono 4 [7] Florian ‘tw buy a cheaper model, Interactive phase © Introduction to the phase ‘10a Look at the interactive prompts below and Examiner; Which of these phones would you like to buy? Candidate: Well, It would be great (o have a touch yereen phone but I might be better exam EXPERT The Interactive phase is diffetent to the other parts of the exam. This is what the examiner says to yout Far the next part, ell you something. Ther ou have to ask ane questions to id out mare Information, Vou need to keep the cornersatont going. After about 4 minutes, lend the conversation, Ave you ready? Thee listen carefully to the prompt: Wher Iwas young Jd something Pam very ashamed! of = now # simply can't forget about it These tnderlined words tell you: © Hhappened a long time aga = your questions will be in the post tense, + The examiner feels very bad about it~ ‘you might give him or her advice. underline the key words and discuss why they are important, ‘TV raally don't know what to de in the future, | had a great lea the other day, but how in riot 60 Bure. 2 Someone stole my friend's computer last week, She thinks she knows who did it, but le nat abeclutety eure, b Now for each prompt, think of the first questlon you might ask the examiner. Eg. When | wats yourig | did something Lam very aphartied of. Really! What exactly dd you do? € Turn to page 93 ond do the quiz.GRADE9 Crime & punishment Vocabulary ‘Ta th pairs look at the pictures above and talk about what crimes they represent, b Now use some of the words below to label the pletures, arson bribery smoking in public places cybercrime robbery pickpocketing burglary drug trafficking dumping rubbish pollutian drink driving shoplifting Do you know the meaning of all these words? Look them up ina dictlonary or ask your teacher. Which ones do you think are crimes? ¢ Now order this serlous.and 12 th fromm 1-12 with 1 the most ast serious, Discuss in pairsif any of the crimesare particularly common in your toun or country. Then add to the list any other crimes that are common in your orea. Reading 2a Discuss in groups what you think cybercrime i, b Read through the text and find out: 1. what the main cyberctimes mentioned here are, 2 what steps you shauld take to protect yourselfSt MOU @: Complete the following sentences using the 5. Breaking Into computer networks is known words underlined in the text, eee 1 When you want te use an online account Fe Nie ae yO want you will have to enter your Stop anybody accessing I 2. Stealing somebody's personal information 7 Ae is an illegal way of making In order to access their bank account is money, Aled nem 8 fyou have had a Ie of crime, you are 3 Is somebody who Is obsessed Probably . with Compuratn d Discuss in pairs If you would be prepared to 4 An. behaves as dishonesty 0s is disclose sensitive information online to buy necessary in order to get what he wants. things. CYBERCRIME The crime of the century! ‘Katy Poon Address: Flat 2, 42 West Street, ‘Manchester ‘Email katyeéftiand com ‘Bari: Aas international ‘Bank Code: 01428000 Account Number; 22445562 Cyhorerimne ts the fastest growing Internet in order te cre in the 21 ventory and cov onvinee ¥ietins thal ere huge range of ileyal activities they are a reputable including hacking inte computer site Mt may sell networks and stealing information, tractive produets at ‘bargain prices ut the ‘unsuspecting saline Criminals have beer quick to spot its potential veuisng that they €99 Baer ll have fe pe rrutke much more money than ih Vy ce cit cord other riskier and afew ane ¥inlent Scares te ae Fob that docs eit a complete the purchase. They will not require sophisticated technical He hy skills ind appeals both to the Luagde ene criminal und the inexperneneed They can easily dirty. These details ave thet une to els and the eyluer 1 plobul spend: weay of retrieving sither thei hank details or heir asoney. Consider. (MK ARE work Tram home ani aurdoninit iy row common this type of rime thee computer i collet their cash. AT emai Mise ms wenaral 88 NHAC Ean Be dame to preet Show exactly 18 this cath (nets oo i ee eeenmed mtias Youd me from the uaserupulaus vied? A Baasuial acasy involves (Nyy omy real what they Sebst-tninal? Be ious about set yp Bopun sompany om the MURTY amy ead WAY ea BRM J ste Zz yet nvohed. ine beng pox ou it aces Hee raion wt oybere We Create w GRC Eo j rive is identity thet This Buskaand Tor online accounis ‘uy then ifene oF your aecounts is compromised yoru won't have fo Worry about the others. If you are supcous abous a website, so not Mica ese inl always be ea tious about apening emails trom wn- Know sounces 1, despite all this you hecome a victiny, you shoul disearinost tenn the Inert, tesa youthankaceouas immediately ‘nd infor the pole ean surf the web or other databases for personal in: Fors birth, insu and addresses, They may ; ‘eve aces Uns init by searching through peo ple’ nabs hing i they prepared to get their bunds a33a Look at the headlines about Bernard Madoff and discuss what they reveal about him, dott millions vanbt into thin ait b Read the article and discuss whether a 150- year prison sentence is the most appropriate punishment for a man like this. jane 2009, ard Madoft was juiled for 150 years today tifler committing the biggest sean in history A respected Wall Street financier, he was able lo cone vinge businessinen and tiny charities alike that he wus offering w safe im. vestment re was Hitile about hin #9 aise sugpl- clone and mach wo inspire trust, He ws rich and. nites cessful, and ow New ‘York so To everyone's horror, he tamed out to be a pro= fessional conman and managed to delinud inven tors of $40 billion, Hix scheme only lasted ax Tong us there was enough new investment tw pay investors who Wanted! fo withdraw money ancl th ‘operition fell apurt itn be didn’t have it Now millions of people have been left destitute and deprived af the comfortable retirement the swere looking forward to, Listening 43 Being in prison is, of course, not supposed to be an enjoyable experience, but it ean provide some opportunities for inmates. Listen to Jack Dunwoody talking about an Interesting new scheme. Was It successful? b Listen again and then in pairs discuss & ‘what these words mean. You can use your dictionary or ask your teacher. iterate stimulating innovative enhance compulsory intimidate innate © Listen once more and decide if these B statements are true (T), false (F) or don't know (OK). 1 C1 Many inmates have learning difficulties. 2. [2] Thenew classes were rather boring, 3 51 Offenders had to attend classes. 4 (5) They introduced foreign language classes, 8 [1 One ofthe students won first prize ina compatition, 6 [J The men feet a lot more positive about the future, Vocabulary © Easily-confused words: rad, stead, and burgle. A robber or thief robs things, especially money, fom u place ée.g. a bank) ow person, Arobber or thief steals things from a place vor penion, A burglar burgles a house by forcing a way fin and stealing from It, This is « bualgary. 5. Now put in the right form of fob, steal oF burgle in the sentences below, 1 Lost night an armed gang nu the pos OffCE, THEY syn, 810,000 2 My wallet ‘on the train yesterday, 3 Myflet and everything has gone, 4 THE siosionen Stole a great deal of maney fram the supermarke' § My neighbours were burgled last night. The police haven't CAUGHT RHE yonsounne YtMixed conditionals UIC mmm) We often use comditionals to express hypothetical situations in the present and past, This is EITHER a second conditional present time: had a computer, | would hop otilive (but I don't have a computer so | dan't shop online) OR a thind conditional past conditional {| hadn't used ry credit: card % cand they gat my bank dltalls) shop online, they Wouldn't have got my baik details (but | die Sometimes we want to imagine past events with restalts in the present, These sentences are called mixed conditionals, ard Madott hadn't stolan ail Eg ire mony, he would ba a f = He stole the money (past) abd he ish a free main now (present) Ge Complete sentences 1-4 with clauses A-D. 1 (1) She would be rich now (1 He wouldn't have been sent to prison LI ithe hadn't committed fraud, 1 They would be here by now they had cought the flight, Fhe would stil Ive in his new York apartment € ithe were innocent D if she had mariied him, e> sun Now complete the following sentences with a mixed conditional. 1 If had studied harder, ET sino now. 3° HfJohn hadn't driven so fast, sv he would bee riety 4 I yeould be hungry now | not 5 Mtshe prison new. he wouldn't be in € Now complete the following sentences with the correct form of the conditional, Choose either a second, third or mixed conditional. 1 If he hod taken his phone, 2 Iwouldn't hesitate if... 3 Ifshe hadn't told him about John, 4 They would have enjoyed the holiday more w 5 twould be totally happy if... 6 Wiwere you, « 7 They vauldn't be here now it Whe asked re again,Function focus Phonology | Hypothesising © Topic and subject-area vocabulary ‘We often hypothesise to give a possible explanation for an event, to discuss or imagine varivus possibilities. Sometimes we are looking back into the past or we may be considering curent of future situations. Te do this we may use conditionals or modals. Let's think about inmates in prison and what they might say about their life past and present. ‘You may choose to use some long andl complicated words in the exam and it is very anportant that you know how to pronounce them. In English the syllables in a word do rot have equal stress and if you pul the stress con the wrong part of the ward, you may not be understood by a native speaker. For the Trinity exam you can prepare yoursell well by checking with your teacher or the dictionary. Most dictionaries use /"f to show ‘where the stress in @ ward is. Eg, | could ine on a Caribbean ioland if weren't stuck in here. IF Thadn't got involved In cybercrime, | might have had a good job in computer technology. 8a Look at the list of words from this unit and practise saying them in pairs, o i a < o S 1 cybercrime 6 inmate Ta Now in pairs imagine how life could have. 2 potential 7 literate been different for you. 3 unscrupulous 8 invest ment 4 identity 9 professional 5 appropriate 10. burgle 1b Now listen to the recording and add B a F/to the part of the word that you think is stressed, Then check your answers with your teacher, © Now practise saying the wards again concentrating on getting the stress right. Construction ‘Leould have had a more relaxed Ilfe if Td chosen to-live in the country,” 'b Now in pairs hypothesise about future changes in your country and how your lives might change as a result. Complete the mind map and make sentences, Eg. If cars were banned, wa might: all got, more axarcise The construotion of new citles might mean more entplayment: opportunities for the young,