Shannon West Laura Clyde Roz Varuzza

Trinity Grades O t
ISEII / " O
N
 concerts
Procedures file
Diagnostic test
G RA D E7

UNIT 1 National & local produce & product

UNIT 2 Education

3BEEH1&H memories
Review units 1-3 17

u n it 4 Village & city life

UNIT 5 National costiimes

UNIT 6 Pollution & recyclin

Review units 4-6 23

7 National environmental concerns

8

u n it
GRADE

UNIT 8 Personal values & Ideas

UNIT 9 Public figures

Review units 7-9 29

UNIT 10 Society & living standards

unit 11 The world of work

UNIT 12 Unexplained phenomena & events

Review units 10-12 36
Writing File - Key 36

Recording scripts 38
 Procedures file
Diagnostic test
7
UNIT 1 National & local produce & product
GRADE

UNIT 2 Education

■ ■ IliB a m W M M r J
memories
Review units 1-3 17

u nit 4 Village & city life

UNIT 5 National costumes

UNIT 6 Pollution & recydin

Review units 4-6 23
8

u nit 7 National environmental concerns

GRADE

u nit 8 Personal values & ideas

u nit 9 Public figures

Review units 7-9 29

u nit 10 Society & living standards

UNIT 11 The world of work

UNIT 12 Unexplained phenomena & events

Review units 10-12 36
Writing File - Key 36

Recording scripts 38

3
procedures file
Listening tasks again. Finish eliciting answers for all the questions in
the task, then go back to the answers that are in doubt
Stage 1
and, one at a time, replay the relevant parts of the
If there's a picture to illustrate the topic, elicit
recording, repeatedly if necessary, until all students
information from your students which will help
agree on the correct answer. At this point, you can rub
prepare them for what they're going to listen to, e.g.
out the other possible answers on the board, leaving
in Unit 2, page 14, the photos people studying can
only the correct one for that question.
be used as prompts to ask students what they know
about the subject area. Stage 6
You could play the recording one last time, now that
Stage 2
students have all the answers, so that they can listen
Tell students what kind of conversation they're going
with a new level of understanding. You will have to
to be listening to, e.g. a candidate and examiner
decide whether it's appropriate to do this, or not; it
talking about the candidate's topic, or a radio
could be that, if students have had to listen repeatedly
presenter giving answers to a quiz.
to various parts of the recording in Stage 5 in order to
Stage 3 agree on answers, they won't be very enthusiastic
Before students listen, go through the task/s they have about listening yet another time.
to do while listening, using the following procedure:
1 Get students to read the instructions.
2 Ask students to volunteer to tell you what they have Brainstorming vocabulary
to do; this could be in the students'first language Stage 1
(LI) if you are teaching in a mono-lingual Give students a specified time limit to think together
environment and you speakthe LI yourself. (in pairs or small groups) and to make a list of all the
3 Select a student who you are reasonably sure will vocabulary they can connected with the subject in
have understood what to do, and ask her/him to hand. Make it dear that they should also be prepared
explain to the class. to provide an explanation about what the word/phrase
4 Check that she/he gives the correct instructions! means.
Give further Clarification yourself, if necessary.
Stage 2
5 Give students a further chance to ask questions
Now ask students to tell you their words/phrases from
about what they have to do, or the meaning of
Stage 1. Write them up on the board as they do so. It's
vocabulary items in the task/s.
important, here, that, if students are not familiar with a
Stage 4 word/phrase that another student gives, they ask
Play the recording a first time. If you judge that most about the meaning; when this arises, the student who
students have managed to hear a good proportion of gives the word/phrase in question should also try and
the answers, get them to compare their answers in explain it - obviously, if she/he has difficulty doing
pairs, then play the recording again and get them to this, you will need to help.
check with their partner a second time. However, if Stage 3
you think that, after the first time, a lot of students
If there are target vocabulary items that need to be
haven't managed to hear most of the answers (look
introduced, e.g. because later tasks depend on them,
out for blank faces!), then play it a second time before
and they didn't come up in Stage 2, introduce them
they check answers in pairs, then play it a third time,
now yourself. How you do this will depend on the
and let them compare again in pairs after this.
vocabulary itself, e.g. some items will be best
Stage 5 introduced through pictures, others by explaining the
Now elicit answers from students. If ail students agree meaning and eliciting from students the word/phrase.
on an answer to a question, and it is the correct
answer, confirm that it's correct. However, where this is
disagreement on the correct answer, write all the
possible answers that students give you for that
question on the board, put a big question mark next
to them, and tell students that, in a minute, you'll
replay that part of the recording so that they can listen
 Procedures file

Speaking tasks Stage 4

This guidance is to help teachers organise, monitor
and give feedback for roleplays and speaking activities
to practise fluency, not for more controlled speaking
tasks that are designed primarily to practise specific
functions or grammatical structures.
Stage 1
Roleplays - details about individual roles are provided
in the instructions for students for these type of tasks.
Get students to read their roles before going on to
Stage 2.
Fluency-type speaking tasks - start off by giving a
model yourself of what students have to do, for
example, where they have to tell one another about
their own personal experiences in relation to the
subject, tell them about a relevant experience that
you have had.
When students have finished Stage 3, ask them if they
noticed anything that they themselves or their partner
did particularly well and get them to tell the class (in
this way, they are reflecting on their own performance
and that of their peers). After this, go through the
points for praise that you wrote on the board, followed
by the points for improvement. Don't mention which
student/s made the individual mistakes; instead, elicit
the correct version from all the students and correct it
on the board.
Stage 5
Now give students an opportunity to ask you about
things they may have realised they didn't know how
to say when they were doing the speaking phase.
Answer these queries and write the words/phrases
they want to know on the board.

Stage 2 Stage 6
Give students the chance to prepare for what they're Now get students to repeat the speaking phase (Stage
going to talk about. For roleplays, students are usually 3 above) with a different partner/s. The aim of repeating
asked to prepare roles together. For fluency-type this phase is that, after the correction and query phases
speaking tasks, students will usually be preparing (Stages 4 and 5 above), they have a chance to improve
alone. Set a time limit, e.g., five minutes, and their performance in the task.
encourage them to make notes to organise their
thoughts and to help them with what they're going to
say, but not to write a script. Make it clear that, during
this preparation phase, they can consult you about
vocabulary they need, etc., but that during the
speaking phase that will follow, they can't. While they
are preparing, you should circulate, helping and
answering questions as necessary.
Stage 3
Students now perform the speaking phase. Explain
that you will be listening to them during this phase,
but you will not be answering questions. Emphasise
that the aim here is for them to practise speaking
fluently, without interrupting their'flow'to ask about
how to say something. While they are speaking,
monitor and make notes about any aspects that you
think they do particularly well, and also any aspects
that could be improved, including grammar and
vocabulary mistakes that you hear. If students try and
ask you for help while you are monitoring, tell them
that you will help them afterwards, but, for the
moment, they should try and say it in a different way.
When they are approaching the end of this phase,
start writing the points you have noted up on the
board. Put them in two columns, perhaps headed by a
smiling face for the points for praise and an unsmiling/
frowning face for the points for improvement.

5
 Procedures file a
Writing tasks
Guidance for ISE El writing tasks
Writing genre guidance in New Pass Trinity
In most units of the Student's Book, there is a focus on
how to write one of the specific type of texts which
feature in ISE II, i.e. letters, e-mails, reports, articles,
reviews, narratives, descriptions.This focus involves a
series of tasks to help students prepare for writing a
genre of text independently. There is also information
in the Writing File about characteristics of the various
text types, which students are referred to before they
start a writing task. Writing tasks in the units follow on
from other tasks where students have worked with
vocabulary and/or.grammaticaI forms that will be
useful for the writing.
Controlled Written exam "Reading into Writing"
tasks
In most units of the Student's Book, there is a section
which practises the'Reading into Writing'component
of the Controlled Written exam, i.e. where candidates
read a text, then write either a report or an article (this
varies from one exam to another) based on information
or ideas from the text. These sections do not include
an explicit focus on howto write articles or reports.
With this in mind, you will probably want to use the
material in the^Writing File, page 109.
Assessing Portfolio w ork-the teacher's role
Trinity has very clear guidelines as to the extent of the
help that you, as the teacher, can give your students
with written work for their portfolios. Please see the
ISE Syllabus (available online at the Trinity College
website) for these guidelines. Looking at what teachers
must not do, you will see that the traditional way of
marking students'work, where each mistake is corrected
by the teacher, is not allowed for candidates' portfolio
tasks.This means that we need to introduce an
alternative approach for helping students improve
their written work, where teachers guide learners in
working out their own mistakes and discovering by
themselves how they can improve their writing.
Trinity helps with this by providing a special form for
the teacher (the Student Portfolio Feedback Form,
photocopiable from the ISE Syllabus, downloadable
from theTrinity College website) to point out to
candidates areas for improvement in their written work;
this would most usefully be used before candidates
write the final version of each task for their portfolio.
6
Before candidates give a draft of their task to the
teacher, however, they can also gain from critically
assessing their own work, and help other students by
critically assessing one another's work. See page 7 of
the Teacher's Book for a Self/Peer Assessment
Checklist you could use, and an activity to help
students with comprehension of, and familiarisation
with, the Student Portfolio Feedback Form.
In the month or so before candidates begin preparing
portfolio tasks, you could start getting them used to
receiving a less directed form of feedback by adopting a
system of correction symbols when marking their
written work, so that mistakes are categorised, e.g. as
a grammar, or spelling mistake, but not corrected
explicitly. In this way, the student has to think about
what the mistake could be and try and correct it
her/himself.
Samples from the Portfolio section and from the
Controlled Written exam are available at theTrinity
College website.
Procedure for drafting and improving writing tasks
For portfolio writing tasks to be an example of
candidates' best work, they will need to go through
the process of drafting and redrafting, making
improvements each time.
Stage 1
Students help one another with ideas for the writing
task - instructions for the content of individual tasks
are given in the Student's Book.
Stage 2
Students write the first draft of the task. This stage
would usually be done at home.
Stage 3
In class, students use the Self/Peer Assessment
Checklist on page 7, first to assess their own work,
then to assess another student's work.
Stage 4
Students now write a second draft of the task,
improving their writing by taking into account the
points mentioned in Stage 3.
Stage 5
Students not give their second draft to you. You
suggest ways to improve it by completing the Student
Portfolio Feedback Form, which can be photocopied
from the ISE Syllabus, available online at theTrinity
College website.
 Procedures file

Stage 6 Stage 7
Students look at the advice you have given them on If students decide to use the task for their portfolio,
the Feedback Form and, taking it into account, write they must attach the Feedback Form from Stage 6 to
the third and final draft of the task. their final version.

Self/Peer Assessment Checklist

1 Part of the task is missing -check the instructions again. □
2 I/You need to add some more ideas/reasons/opinions/more description. * □
3 The handwriting is too difficult to read. □
4 The style of language is too informal/forma 1* for the task. □
5 The writing isn't organised logically. □
6 The sentences aren't organised in logical paragraphs. □
7 The introduction/conclusion is missing. * □
8 IVe/YouVe repeated points unnecessarily. □
9 There are mistakes in the grammar: word order; prepositions; tenses; singular/plural;
subject agreement. * □
10 Some vocabulary items are used wrongly. □
11 I/You should vary the vocabulary more. □
12 There are spelling mistakes. □
13 There are punctuation mistakes. □
^circle as appropriate

7
Diagnostic test
Guidance for teachers
The test should be done in class. Any number of students can take the test at the same time. Photocopy the
Diagnostic test answer sheet and give one to each student. Students select their answers from the options given on
pages 6-7 of their coursebooks.The CD should be played without interruption.
It is important to understand that the Diagnostic test is not a precision instrument It will help you in deciding
whether particular students are in a position to start preparing for a Grade 7, Grade 8 or 1SEII examination. It will
help you in the sense that it tests listening comprehension and receptive knowledge of appropriate responses to
questions. However, to this information you must add your own knowledge of student's speaking skills, and
additionally for ISEII, their productive writing skills and their reading skills. The test is design to determine whether
students are ready to start preparing for a specific examination - not whether they are ready to take it When
assessing students'readiness, you, as the teacher, must also add your knowledge of the individual student in terms
of her/his application, motivation and normal rate of progress.

The questions are distributed as follows:

Questions 1 - 1 6 relate to the Grade 5+6 syllabus.
Questions 17 - 22 relate to the Grade 7 syllabus.
Questions 23 - 38 relate to the Grade 8 syllabus.

1 A 9 B 17 A 25 C 33 A
2 B 10 A 18 C 26 C 34 A
3 C 11 C 19 B 27 A 35 B
4 C 12 A 20 A 28 C 36 C
5 A 13 A 21 C 29 A 37 C
6 A 14 C 22 B 30 B 38 B
7 C 15 B 23 A 31 C
8 B 16 A 24 B 32 C

When interpreting scores (see below), bear in mind the knowledge you as the teacher bring regarding the following:
* Speaking skills • Application
* Writing skills * Motivation
* Reading skills • General learning rate

Interpretation of scores
14 or less A score of 14 or less indicates that a student is probably not yet ready to start preparing for a Grade 7
examination.
15-21 A score of between 15 and 21 indicates that a student is probably ready to start preparing for a Grade
7 examination but probably not yet ready to start preparing for Grade 8 or ISE II.
Over 22 A score of 22 or over may indicate that a student is ready to start preparing for a Grade 8 examination
or ISE II.
 Diagnostic test

Diagnostic test answer sheet

As you listen to the examiner on the recording, choose the best answer from A, B and C in your coursebook. Put a
circle around your choices on this sheet.

Question Question
1 A B C 20 A B C
2 A B C 21 A B c
3 A B c 22 A B c
4 A B c 23 A B c
5 A B c 24 A B c
6 A B c 25 A B c
7 A B c 26 A B c
8 A B c 27 A B . c
9 A B c 28 A B c
10 A B c 29 A B c
11 A B c 30 A B c
12 A B c 31 A B c
13 A B c 32 A B c
14 A B c 33 A B c
15 . A B c 34 A B c
16 A B c 35 A B c
17 A B c 36 A B c
18 A B c 37 A B c
19 A B c 38 A B c

PHOTOCOPIABLE
© 2011 Black Cat Publishing

9
GRADE/
UNIT 1
National & local produce & products
Trinity subject area National & local produce and products
Grammar & Functions Modals & phrases for expressing future possibility & uncertainty
Phonology Showing uncertainty
Topic phase Exam advice
Interactive phase introduction to the phase
la Vocabulary, page 8
Encourage learners to talk about the pictures as a class
or in small groups. Learners in pairs match the names
of the products to the pictures. If students don't know
what the products are, explain. (E.g. Students might
know maple syrup as the liquid which looks similar to
honey that people put on their pancakes/waffles -
especially in films.)
ANSWERS 1C 2 8 3 E 4 D 5 A
1b
ANSWERS 1 C 2X 3B 4X 5 E 6 A 7X 8D
1C
E E E Z E H i not sure, could 2 doesn't, clue
3 not certain, might, maybe, perhaps 4 really, sure
5 completely sure, may 6 got, idea
Grammar focus, page 9
SUGGESTED PROCEDURE:
- Write the following on the board: Where do you
think maple syrup comes from?
- Elicit/teach students: It might come from America / it
may be from Canada/they could eat it in Britain.
- Go through the Grammar focus box. As students
tend to avoid the modal might as much as possible,
you could explain to the students that although it is
possible to say Maybe they produce it in France, a
native English speaker would use They might
produce it in France as well.
2a
Put students in pairs. Practice the dialogue with one of
the students and highlight how the sentences can be
changed using language from the Grammar focus box.
Get students to practice their dialogues.
2b
Maple syrup: Canada and the USA
Tulips: Holland Balsamic vinegar: Italy
10
Caviar: mainly from Russia but also other countries
around the Black Seas and the Caspian Sea
Amber: Baltic states, Russia and Northern Germany
2c
Students work in pairs asking if they've ever tried the
products mentioned. Encourage the students to
extend their discussions, mentioning perhaps other
products which are similar and they have tried if
they've never tried the products in the photos.
E.g.
A Have you ever tried caviar?
B No sorry, never, but I have tried smoked salmon
and I hated it!
A Really? I love it. My mum makes fantastic
sandwiches with salmon.
3a and b Phonology, page 9
1 They may be. 5 I'm really not sure.
2 They might be. 6 I've no idea.
3 I'm not sure. 7 I haven't got a clue.
4 I'm not completely sure. 8 Perhaps you're right.
3c
Open answers
5a Vocabulary, page 10
Put students into pairs (try to get students to talk to
different partners if possible) and ask them to make a
list of the different types of places for going food
shopping. Elicit a couple of examples from the class
and write them on the board. You could make this
activity more lively by following the suggested
procedure for brainstorming in the Procedures file,
page 4.
W ! IJH IkM 3>“■£! Street market, farmer's market,
baker's, butcher's, grocer's, greengrocer's, fishmonger's
(mainly British English), local store/shop
5b
Ask the students to talk to their partners about which
one of the different types of food shopping place is .
their favourite and least favourite. Go through the
example and encourage the students to always
extend their answers, and not simply say yes or no. If
the students are young, ask them to talk about which
places their families go food shopping in, if they ever
go with them and if they enjoy it. You might want to
conduct class feedback in the form of a quick survey,
finding out which food shopping place is the most
popular in the class.
6a Reading, page 10
Put students into pairs, or small groups, and ask them
which countries they associate with the different food
products. Tell students to think about all different
countries, both big and small, and not focus only on
those near their home country. Get feedback on the
class. You could write the students'answers on the
board to see if, after, any of them were correct.
6b
Students work in pairs, or small groups.
6c
Pre teach any vocabulary students might not know.
Ask students to read the text on page 11 and check
the answers to 6a).
i M m m 1 Saudi Arabia 2 Israel 3 Spain 4 India,
Ecuador, Costa Rica, the Philippines, Colombia 5 China,
Russia, the USA, South Africa 6 New Zealand
Ask students to read the text a second time and find if
any of the advantages they wrote in 6b) appear in the
article. Answers will vary.
6 d
Students work with their partners answering the
questions. If the students are interested in the topic,
you could ask them to do some research and present
it to their partners/group the following lesson. An idea
would be to divide the class into small groups, give
each group the name of a food product from the
country where they are studying (e.g. Italy - olive oil,
wine, olives, parmesan cheese, etc) and have the
students in that group research how much of that
food stays in the country of origin and how much is
exported abroad, what countries it's sold to and how
many food miles are used up, if that country is able to
produce the product itself and even how the product
is used in the various countries it's exported to etc. The
students could then present their findings to the class
the next lesson.
7 Writing, page 10
Follow the suggested procedure for writing in the
Procedures file, page 6. Point out to students that they
have to include both a summary in their own words of
what the text on page 11 says about food miles and
ways to reduce them and then suggest ways to
educate people about the problem.
Interactive phase, page 12
Explain to students that the interactive task is a part of
the Trinity exam that they are going to be taking, and
that during this part of the exam the students will
perhaps do a role play with the examiner or perhaps
have a conversation with the examiner, but in both
cases they will not only be asked questions but will
also have to take the lead and ask the examiner some
questions too, in order to keep the conversation going.
8a
1 mantain 2 4 3 making a statement
4 candidate 5 won't 6 can go in any direction the
candidate chooses
8b
E E E E 5 H S A 1 B3 C4 D 2 E 5
8Cand d
This task aims to familiarise the students with the form
of the Interactive task and try the roles of both examiner
and student. Encourage students to use the strategies
for keeping a conversation going from exercise 8b).
Topic phase, page 13
These tasks aim to familiarise the students with the
Topic phase of the Speaking exam. Students will have
to prepare a topic for the Speaking exam and will have
to lead a discussion on it. Students will also have to be
ready to handle interruptions and requests for
information during this phase. Students should be
told to bring objects, pictures, photos etc. into the
exam to illustrate their topic and help the discussion.
9a
ANSWERS 1 Do 2 Don't 3 Do 4 Do 5 Do 6 Do
7 Do 8 Don't
9b
E M U S Open answers
9c
Students discuss the presentation they made notes
on. Conduct a feedback session and write any good
ideas that students give you about what to do and
w hat not to do in a presentation on the board.
7

UNIT 2
GRADE

Education
Trinity subject area
Grammar & Functions
Phonology
Topic phase
Conversation phase
Interactive phase
Education
Modals & phrases for giving advice & making suggestions
Word stress. Modal verbs
Choosing a topic
Exam practice
Keeping the conversation going

l a Vocabulary, page 14 4a Vocabulary, page 15

Encourage students to talk about the pictures in pairs Encourage your students to complete the table with
and guess what and how the people are studying. As a forms of the words supplied. You could encourage
whole class, compare experience of studying with your students to use their dictionaries to help them
computers and general opinions about it. both with the word forms and word stress. Encourage
students to listen to the recording of the words to
1b check their answers before giving them the answers
This part prepares students for the reading task - yourself.
deciding if parts of the text are advantages or
disadvantages. For each of the 6 sentences, students
work in pairs and decide if they are advantages or verb abstract person adjective
disadvantages of learning with technology. As a class, noun
compare. There may be some disagreement 1 educate education educator educated
depending on opinions. 2 inform information informer informed
3 instruct instruction instructor instructed
Advantages &/or Disadvantages depending on opinion: 4 assess assessment assessor -

1 (for some people studying at home or work would 5 study studies/study student studied
be distracting, for others it can save on travel), 6 learn learning learner -

2 (for some people it is expensive, others love new
equipment),
4 (a wide range can be attractive but also confusing if
there is too much to choose from),
5 (some people love learning new things, others find
it a challenge)
More than likely disadvantages: 3 ,6
2a Reading, page 14
Students read the text themselves and decide if the
phrases in italics are true according to their own
opinion. Encourage students to check answers in pairs.
You might like to prepare students for any vocabulary
you think will be difficult and will stop them
understanding key details.
2b
E E E E S I E I E 2 A 3 C 4 D B is not required
7 teach teaching teacher
8 qualify qualification - qualified
4b
Encourage students to work in pairs to find the right
word to complete each sentence. Listen to the
answers to check they have it right. You might also like
to practice saying the sentences afterwards either
following the recording or with the teacher modelling.
EJZEC2ZHH 1 qualified 2 students 3 learning
4 instructor 5 educated
4c
Encourage learners to work in small groups and
consider the different people related to education. You
could follow the suggested procedure for brainstorming
on page 4.They could use dictionaries to help them or
even translate the words.

12
SUGGESTED ANSWERS words ending in -tion and explore if it is true for all of
Tutor: a person you hire for personal education them. Some other examples: transportation,
outside of school or university hours to help you in communication, nutrition, emotion, sensation.
areas of study in which you are weak. Also used at
6a Listening, page 16
universities for a person who runs small discussion
Follow the suggested procedure for listening tasks in
groups about the contents of lectures.
the Procedures file, page 4.
Coach: usually used in sport or where a particular
(often physical) skill is being taught, e.g. a football
coach, a speech coach for an actor. 6b
Instructor: often used in contexts where there is Listen to the extracts from the listening again and ask
demonstration, e.g. driving instructor. students to complete the sentences with the exact
Teacher: a general word that can be used in many words the speaker says.
contexts. Used most commonly in primary and ANSWERS 1 ought to spend 2 It's a good idea to
secondary education and in language learning.
print 3 shouldn't do... should ask
Professor: a highly qualified person working at a
university, usually a lecturer or the holder of a PhD. Grammar focus, page 17
Note: this word is used far more widely in other This Grammar focus looks at different ways of giving
languages than English to describe teachers and is a advice and making suggestions including the modal
'false friend'in many Romance languages. verbs should, ought to, could and some common
Headmaster: the head of a primary or secondary school. expressions and sentence forms, the second conditional
Dean: the head of a university faculty, e.g. the Dean of "If 1were you, ..."and "how about...?" "try"and "it's a good
the Economics Faculty, idea". The important thing here is to focus on the
various ways that advice and suggestions can be given
Examiner: someone who tests students, e.g. a music
rather than students relying on should only.
examiner, a speaking examiner.
7a
5a Phonology, page 16
SUGGESTED ANSWERS 1 You should check how
Ask learners to draw circles above the syllables in each
of the words in the table with a big circle showing the much it costs before ordering/placing an order online.
stressed one. Or they could underline the stressed 2 It's not a good idea to study online if you are not
syllable.Then listen to the recording to check. very motivated. 31 wouldn't borrow money to go on
ANSWERS! holiday if I were you. 4 You ought to call your boss if
you aren't going to work. 5 We'd better make a
verb abstract person adjective
booking because the restaurant is always busy. 6 Have
noun
you tried talking to her instead of ignoring her?
1 educate education educator educated
Note: in many of the answers above various pronouns
2 inform information informer informed
are possible e.g. I, you, he, she, we, they.
3 instruct instruction instructor instructed
4 assess assessment assessor - 7b
5 study studies/study student studied You could follow the suggested procedure for
brainstorming on page 4. You could also play this as a
6 learn learning learner -
competition with teams writing as many ideas as they
7 teach teaching teacher -
can in 5 minutes and then passing their answers to
8 qualify qualification - qualified another team who correct them. All correct sentences
get 1 point. No points for incorrect sentences or
5b sentences that aren't possible for the situation.
Ask students to listen to the recording of the words
that end on -tion and try to find what is common to all 8a Phonology, page 18
of them in the word stress. It is common for learners to over-stress modal verbs
All words ending in -tion have stress the and say them in their full form. Here we are trying to
encourage learners to speak more naturally through
second last syllable. Note how the word stress changes
two examples of connected speech: catenation
from the verb to the abstract noun. As an extra exercise
(sounds that jump from the end of one word to the
you could ask the students in groups to think of other
 U N IT 2 Education:
beginning of the next word) and elision (the dropping
7
of soundsfrom the end of words).
GRADE
General rules: If the first syllable of the word after the
modal verb is a vowel sound, the last consonant of the
modal verb sounds like it jumps to the start of the
verb. e.g. 1 -m igh + teat, 4 = shoul + dask. If the first
syllable of the verb after the modal verb starts with a
consonant sound, the last consonant of the modal
verb is not pronounced, e.g. 2 = shou + be, 3 = shouldn
+ do, 5 = wouldn + be.
8b
Encourage learners to try out their own pronunciation
in pairs for the 6 sentences supplied. They should give
feedback to their partner about how well they are
doing. You can play the tape for them to compare how
well they are doing.
9a Interactive phase, page 18
After checking answers, you could encourage students
to underline the stem of the question that matches
the intention, e.g. What time does class start?
Ef?Wl=l';id 1 F 2 B 3 H 4 E 5 A 6 C 7D 8G
9b
You might like to follow the procedure for brainstorming
on page 4. Divide students into small groups. Tell
them how the activity works.
- Read outa topic and introduce a conversation;
students have to write as many questions as
possible for that topic. You may like to dictate the
topic to help students remember it.
- After a short time groups must stop writing,
exchange papers with another group and check
the questions for mistakes and suggest changes.
The papers are then returned to the groups and
they check the suggestions made.
- Repeat the procedure with another topic or topics
depending on student interest and your time.
Photocopy the questions for the groups so that
each student has a copy of their questions.
- For homework, students rewrite the list of questions,
correcting any mistakes. If photocopying is not
possible, each group nominates one person to
correct their questions for homework and supply
you with a re-written list of the group's questions
for you to correct.
1 I'm thinking of taking up a
cooking class but I'm not sure what kind of cooking.
2 1think my primary education was the best time I had
in school. 1remember it being so much fun. 3 It was
very difficult for me to learn to drive. I took ages.
14
10a Conversation phase, page 18
You might like to follow the procedure for speaking
tasks on page 5. You might like to explain the
differences yourself or encourage learners to use a
dictionary to find out. You could also divide the class
into 5 groups and each group take one of the pairs
and discuss the difference.Then re-group the students
so that they can explain the differences to the others.
Suggested explanations of some vocabulary:
* co-educationa! - both male and female students
attend
* private - receive little or no government money (in
the UK these are called public schools)
* state schools - receive government money to run
10b
You might like to follow the procedure for speaking
tasks on page 5 or brainstorming tasks on page 4.
10c
You might like to follow the procedure for speaking
tasks on page 5.
11a Topic phase, page 19
You might like to follow the procedure for brainstorming
tasks on page 4. Encourage students not to be too
general with their topics, e.g. my interest in football
rather than football; Italian food rather than food. After
5 minutes, see which group wrote down the most
topics. Students individually choose 6 or 7 of these
topics that they would like to talk about in the exam
and write them down on a piece of paper.
11b
Students should now consider questions 1-5 and
answer yes or no for each topic they identified in a).
This could be done for homework as there is quite a
lot of thought and individual work involved.
11 c
Students now identify one topic according to the
answers they gave in b), and practise talking about this
topic with a partner. Monitor how well the students are
coping with their chosen topic. Note any students that
you think have made too difficult a decision or have
chosen a topic that is difficult for them to talk about.
lid
Encourage students to consider how well their
discussions went at this early stage and whether their
topic was a good one. Encourage students to choose a
topic early so that they can prepare for the topic part
of the speaking exam as much as possible.
UNIT 3
Early memories
Trinity subject area Early memories
Grammar & Functions Used to for describing past habits
Phonology Interpreting intonation. Used to
Topic phase Making notes for your topic
Interactive phase Identify key words in a prompt
la Listening, page 20
Encourage students (in pairs} to guess the stories. As a
class you could compare the different ideas for a
couple of pictures, or pairs could swap partners and
retell one of their stories, to see if it is similar to their
new partner's ideas.
1b
m n i B 2E 3 A 4C 5 D
2a Vocabulary, page 20
Encourage pairs to choose the words that complete
the sentences.The answers are provided here but you
should do task 2b) before giving the answers.
1 going... buying 2 vividly 3 distinctly
4 completely 5 earliest 6 fond
2b
Listen to the stories again and ask students to say stop
when they hear one of the expressions in the
sentences in 2a). They should then check if they have
got the sentences right.
2c
1 forget 2 remember 3 clearly
4 memorise 5 vaguely 6 completely 7 long-term
8 bad
2d
This task encourages learners to choose four
expressions that they would like to use. Individually,
students plan to tell a story using the four expressions.
It is good if they can use a memory of their own, but it
could be a made-up story. Encourage students to
make notes to help them remember, but not to write
out exactly what they will say. In pairs, students give
their partner a list of the four expressions they want to
practise. Partners then listen to the story and check
that they used all four. Then they change roles.
3a Phonology, page 21
im a m
1 A/S 2 S 3 S 4 A S A
3b
Students listen and write down the questions asked.
These questions are ones where the listener has
chosen a part of what someone has said before and
uses it to make a question. Encourage students to
comment on the intonation.
h n m ite
1 A What kind of fruit?
B Did you get in trouble all the time?
2 A Is there anything else you remember about it?
B How old were you?
3c
This task encourages learners to ask questions and
keep the conversation going. This is a good skill for the
speaking task in the exam.
1 Divide the class into pairs (A and B} and send the As
out of the room. Outside, tell the As they will have
to tell a story. Any story will do, but at times they
must stop and wait for their partner to ask them a
question before they continue. When they continue
they should answer the question and then
continue the story.
2 Supply the Bs with question-word prompts on a
page or on cards like the ones in the table below
e.g. What time...?, How often...?. Bs should put the
words out on their desk in front of them. Tell them
that when their partner pauses and stops telling
the story, they must ask a question using one of the
question words on the sheet or cards.
3 Pairs should continue until all of the question
prompts are used or the story finishes.
4 Swap roles and/or partners and do the task again.
*5
GRADE/ UNIT 3 Early triieindries
Grammar focus, page 22
The Grammar focus is about the use of used to and
would to talk about past habits. The most important
things to focus on are:
• the fact that it is used for habits or repeated
actions, not one off events
• howto pronounce used to and would so that it
sounds natural
• how, in extended text, we use used to usually in the
first instance and then would from then on {so long
as would is appropriate).
4a
1 didn't you use to like 2 used to love
3 Did you use to play 4 did your parents use to work
5 used to come 6 didn't use to be
4b
1 both possible 2 both possible 3 used
to 4 used to 5 Didn't you use to
4c
ANSWERS 1 used to 2 didn't use to 3 used to
4 used to 5 used to 6 used to 7 used to 8 didn't
use to
4d
It is common to use used to in the first instance and
then use would there after when telling a story.
Initially in this story there are some state verbs where
you wouldn't use would but from gap number 4
onwards, it is more likely to use would than used to in
positive sentences.
SUGGESTED ANSWERS
5 'd/would 6 would 7 'd/would
5a Phonology, page 23
Here attention is drawn to the weak forms of used to
when speaking. In used to, the end "d"on used is weak
and we use a weak form of "to" In the negative" didn't
used to"the "t" in didn't is also weak and hardly
pronounced. Play the sentences for your students and
draw their attention to how used, to and didn't is
pronounced. Have students practice in pairs and rate
their performance.
5b
In pairs, students should practise reading the story in
5c). You could do this as a class if you like.
5c
Now students can listen to a model recording and rate
their performance again.
16
Intonation for interest and surprise
This task practises a way of showing surprise:
repeating surprising words in a speaker's sentence
and pronouncing them with rising intonation.This is a
technique that candidates could use in the Interactive
task phase to keep the examiner talking.
6a
Students listen and write down the words that are
repeated. Encourage students to comment on the
intonation.
ANSWERS
1 Days and days? 2 A week?
The intonation in both of these rises afthe end.
6b
Students listen to some funny stories and in pairs
choose a word or words from the story that they could
use as a question to show surprise.
SUGGESTED ANSWERS
1 Out the window? 2 A horse? 3 Came off? 4 Ate
grass? Like chocolate? Grass? Chocolate? 5 Off the
roof? Superman? A Superman cape? 6 A pin? Sat on it?
6c
In this part, learners practise identifying parts of
sentences to repeat. Here, concentrate on choosing
the words first, then practise the intonation. There are
various words that learners could repeat. Accept any
reasonable answers.
7a Topic phase, page 24
Encourage learners to read the article and make some
notes on what they think are the important points. Ask
them to share their ideas with a partner.This is not an
easy reading so they may find it difficult. Encourage
them to write one or two points per heading,
m
Memory is what makes us human.
We have two types that lots of people know -
short-term (used for every day tasks, our working
memory) and long-term (facts and events stored,
helps us plan for the future).
Memory for narrative and ordered events develops
at about 3 or 4.This often corresponds with
people's earliest memories.
Memory for emotion and feeling develops much
earlier. A physical memory.
The different types of memory can work
independently. While you may lose one, others may
remain.
7b
Learners should now make some notes about a
memory of their own to tell to others. Try to
encourage them not to write too much!
7c
Encourage learners to share their stories and
memories with others in the room. As they finish, they
should compare memories and see if there were any
things in common. This could be the themes, the ages
at which they remembered, the people involved.
Interactive phase, page 25
This task introduces how the interactive phase works
and practises howto identify keywords in the initial
part of the phase that learners can use to get the
conversation going.
9a
In pairs, learners should underline the words that they
think are important. Compare as a class.
SUGGESTED ANSWERS Speech, next week, nervous
to
ANSWERS 1 speech 2 important 3 nervous
4 next week 5 making an important speech 61
REVIEW UNITS 1-3
1
ANSWERS
I'd take 2 to practise 3 'm not sure 4 might come
5 used to have 6 could be 7oughttosee 8 may
scratch 9 shouldn't eat 1 0 'd climb
2
ANSWERS
1 vividly remember 2 got up to 3 used to travel
4 used to find 5 Fiat 500s 6 I'm not sure 7 might
have been 8 stayed 9 used to
3
Work with students to make sure they have completed
the sentences with possible answers. In pairs, students
can compare what they have. You could ask them at
the beginning to put in funny things and award a
prize for the funniest answer for each sentence.
4
m m m
IF 2T 3 F 4 T 5T 6T 7 F 8 F 9 T 10T

9c
Read out th£ suggested prompts below and learners
in groups should write down that they think are the
key words to focus on.Then they should write some
questions to focus on those words and get the
conversation going.

1 I don't remember many things form the past. But I

do have a couple of very special memories.
2 I have so much trouble with numbers. I am just
hopeless at remembering them.
3 I have an exam soon and I have been studying
hard. I have tried a few ways of remembering
things. 1hope they work.

9d
This task aims to expose students to an interactive task
and break down any anxiety. Using the prompts and
the questions students have written, in pairs students
try out an interactive task in the roles of examiner and
student Encourage students to use the tactics of asking
questions and showing interest and surprise seen in the
listening and pronunciation sections. Feedback here
should be on the quality of the questions asked and the
student's ability to keep the conversation going. You can
time them and see if they can last for 4 minutes to get a
feel for how long this phase should be.
7

UNIT 4
GRADE

Village & city life

Trinity subject area Village and city life
Grammar Second conditional
Functions Expressing agreement & disagreement
Phonology Subject area vocabulary. Weak forms & contractions
Topic phase Making notes
interactive phase Exam advice & practice

la Vocabulary, page 28 Disadvantages: public transport is usually bad; there

Encourage students to talk about the pictures as a aren't enough shops; house prices are high; there may
class or in small groups.Then students match the not be a school nearby; too many people know you
places to the pictures. and everything about you.
im M M 1 C 2 B 3D 41 4b
As above but with the dis/advantages of city living.
2a Phonology, page 28
1 /au/ 2 /id 3/ 3 /si/ 4 /a/ SAMPLE ANSWERS
Advantages: there's lots to do; public transport is
2b good; there are lots of shops; there are usually schools
Students listen to the words again and repeat. near to where you live; you can be anonymous.
Disadvantages: it's very noisy; the crime rate is often
>

Students ask each other the questions in pairs.
Encourage them to give longer answers, as in the
example.
3a Reading, page 29
Pre teach any vocabulary students might not know.
Students read blogs (1-5) individually then match
them to headings (A-E).
A 4 B5 CB D 1 E2
3b
Student read the blogs for the second time.
ANSWERS I T 2 F 3 T 4 F 5T
4a
Put students into pairs. They make a list of the
advantages and disadvantages of living in a village.
Ask students to consider the ideas from the reading
texts before and to add any extra ideas they might
have. You could put a time limit on this exercise and
ask them to find at least five dis/advantages to make it
more competitive.
m zm m m m
Advantages: it's peaceful; it's safe; the environment is
cleaner and healthier; lots of people know you; people
are usually friendly.
18
high; it may be polluted; there may not be a sense of
being part of a community.
4c
Get students to change partners and compare their
lists. Encourage students to extend their answers
(rather than just showing each other their lists) and
discuss how they feel about living in a village or city,
as in the example sentence.
5 Writing, page 29
Follow the suggested procedure for writing in the
Procedures file, page 6.
Point out to students that they have to include both a
summary in their own words of the blogs in exercise 3,
and then compare village life to the situation where
they live.
6a Grammar focus, page 30
SUGGESTED PROCEDURE:
Before you get students to do this task, or look through
the Grammar focus on the second conditional, you
need to elicit from them the concept behind second
conditional structures. Do this as follows:
- Refer students back to the second blog of the text
on page 29 and elicit from them exactly what she
 says about shopping in the village i.e. If we did all
our shopping in the village; we'd spend more money.
Write the sentence on the board.
- Ask students if the woman does all her shopping in
the village. Elicit that she doesn't.
- Ask students if the idea of the woman spending
more money, then, is real or imaginary, and elicit
that it's the latter. Elicit that the past tense form of
the verb [did) is used to show that it's an imaginary
or unlikely situation.
- Elicit from students that we'd spend more money is
the consequence of the imaginary situation of the
woman shopping in the village. Elicit from them
that, here, the modal verb would is added to the
main verb when talking about the consequences of
the imaginary situation. Explain that would is used
because the speaker feels sure about the
consequence. Elicit from students that if the
speaker/writer doesn't feel sure about the
consequence, she would use a different modal verb
- might (see example in Grammar focus box on
page 30).
- Go through the other points in the Grammar focus,
i,e. contracting would, using could, etc.
1 won, 'd go 2 would, do, didn't have to
3 'd live, didn't have 4 could pass, worked 5 didn't
work, might feel
6b
ANSWERS Open answers
6c
Get two students to roleplay the example conversation
first, to the whole class, to make it clear the kind of
conversation that you expect students to then have in
their pairs.
Phonology, page 31
Students usually don't use the contracted form of
would in conditional sentences and often stress every
word equally in the sentences, which can sound quite
unnatural. Here we are trying to encourage students
to speak more naturally by focusing on weak forms
and contractions.
7a
ANSWERS
7b and C
ANSWERS
1 If I was living in the country. I'd be happier.
2 If 1had more money, I could buy a house in the
village.
3 If yo u didn't have to wo rk to morrow, where wo uId
you go?
4 If we didn't have children, we wouldn't live in the
country.
8a Listening, page 31
ANSWERS 1 ,4 ,5 ,6 ,8
8b
ANSWERS 4,5
8c
1 with / certain extent 2 know about
3 see... point 4 true 5 right about 6 think/wrong about
9a Interactive phase, page 32
1 opinion 2 say 3 explain 4 ask
9b
This task aims to familiarise the students with the form
of the interactive task and try the roles of both
examiner and student. Encourage students to use the
tactics showing interest and surprise seen in previous
sections. Feedback here should be on the quality of
the candidate's responses and his/ her ability to keep
the conversation going.
10a Topic phase, page 33
In this part of the exam it's a good idea for students to
use notes and/or diagrams to help them. They could
use a mind map (see example) or normal notes.
Remember they have to discuss their topic, so they
mustn't prepare a speech for the examiner. They will
need to give a copy of their notes to the examiner, so
they must make sure they are easy to read/understand.
Students read the candidate's notes about life in their
town (A-C) and then match them to 3 of the points on
their mind map on page 32.
ANSWER0 A 2 B 4 C 5
10b
Students write notes for each of the three remaining
points on the mind map. Encourage students to use
their imagination and invent information if they can't
come up with ideas.
10c
Students discuss their notes with their partner and
write down any new ideas on their mind map.
10d
Students take it in turn to be the candidate and the
examiner and roleplay the Topic phase of the exam.
Students should use the notes they have just written
in the mind map.
 7

U N IT 5
GRADE

National customs
Trinity subject area National customs
Grammar Relative clauses
Functions Eliciting further ideas & expansions from ideas & opinions
Interactive phase Asking for further information

la Vocabulary, page 34
Encourage students to talk about the pictures as a
class or in small groups. Then students match the
places to the pictures.
E T C H S m i 1 D 2 F 3 C 4 E 5 B 6A
lb and C
Put students into pairs and they ask each other the
questions. Tell them not to worry if they don't know
anything on some of the festivals and that you'll give
them the information after they finish the task.
If you think your students are not familiar with a number
of the festivals, you could prepare a photocopy with the
information they need, cut up the info on each of the
festivals and put the students into groups of 6. Each
student gets the information on one festival, reads it,
and then describes the festival to the other 5 students.
To make the task more interactive, the students could
try to guess which festival is being described.
Id
Put students into pairs and ask them to discuss the
two questions. Encourage them to extend the
discussion, perhaps by also discussing ways that they
celebrate the festivals differently from each other.
Conduct a class feedback to see if there are any other
festivals which the students celebrate, especially if you
have students from different countries in your class.
2a Listening, page 35
w m m open answers
2b
She mentions number 1 (food) and
number 3 (timetables).
m m i M 1 mean/or 2 interesting/hear 3 what
about 4 talking about/anything/do with 5 tell/
about / involves
4a Interactive phase; page 36
Last year, I went to Venezuela and saw
an interesting festival.
4b
ANSWERS He asks seven questions.
4C
1 Really, when did you go? 2 And what
was the idea behind the festival? 3 Can you tell me
something more about what it involves? 4 Why was
it so interesting? 5 What were the costumes like?
6 And the music? 7 Have you been to any other
festivals like that?
4d
You might like to follow the procedure for speaking
tasks on page 5.
Divide the students into pairs. One student is A and
the other B. Students get turns being both the
examiner and candidate. It is important that students
read their cards carefully before starting the roleplays
and understand that they switch roles in each of the
stages. Set a time limit for each of the stages.
Get some feed back from the class at the end of the
activity and discuss what the class feel they are good
at and what could be improved.The teacher's feedback
here should be on the quality of the candidates'
interaction and their ability to ask for further information.

2c 5a Grammar focus, page 37

Before students attempt this task, you will need to go
1T2 F3T4F5F6F
over the information about relative clauses with them
2d in the Grammar focus box. j
ANSWERS Open answers 1 when 2 that /who 3 that /which
4 where 5 which 6 who
20
5b
ANSWERS;
1 Carnival is a festival that/which is held in spring.
2 Divali, which is a two-day festival celebrated with
lights and fireworks, is held in India in October or
November.
3 Thanksgiving is a day of celebration that/which is
held in the US on the last Thursday in November.
4 Christmas pudding, which is a dessert made with
dried fruit and nuts, is eaten on Christmas Day. OR
Christmas pudding is a rich dessert made with
dried fruit and nuts that/which is eaten on
Christmas Day. The sentences change depending on
whether the 'eaten on Christmas Day'is seen as
essential or extra information.
5 I come from France, where we eat dinner at around
7.30pm.
6 He's the American man that/who goes to the
Venice Carnival every year.
6a Reading, page 38
After students have talked in pairs, get brief feedback
from the class about the three questions. You could
write the festivals about food that the students
mention on the board.
6b
Pre teach any difficult vocabulary the students might
not know. Students read the text and talk about the
different festivals with their partners. Ask them if any
of the festivals they have read about appears on their
list. If you wrote a class list discuss if any of the festivals
they had mentioned appear in the text.
6c
Give the students a few seconds to decide by themselves
which one of the festivals they found the strangest.
Then get them to explain why to their partner. With
smaller classes, you can ask the students to go round
the room and find other students who have chosen
the same festival as them and form a group.
Pre teach: Which festival did you find the strangest?
Ah me, too or Sorry, I didn't, I thought xxx was the
strangest. When all the students have found their
group, you can see which is the biggest group and, in
this way, which festival the majority of the students
find the strangest in the class.
7 Writing, page 39
Follow the suggested procedure for writing tasks in
the Procedures file, page 6.
Point out to students that they have to include both a
summary in their own words of what is involved with
the different festivals around the world and then to
give their own opinion about whether customs like
these are relevant in today's world.

UNIT 6
Pollution & recycling
Trinity subject area
Grammar
Topic phase
Conversation phase
Interactive phase
Pollution and recycling
Simple passive. Discourse connectors
Concerns about your topic
Asking questions
Taking control over interaction

1a Vocabulary, page 40
Encourage students in pairs to look at the pictures and identify the different ways they could be connected to the
environment.

A recycled paper, paper from renewable sources

B re-using bags, reducing the use of packaging
C recyclable bottles, bottles made from recycled plastic, cleaners that are safe for the environment
D organic vegetables, home-grown or locally produced vegetables that cut down on transport
 UNIT 6 Pollution & recyclin
7
lb
Ask learners to answer the questions about where
GRADE
they or their family shop. Encourage them to use a
dictionary if they don't understand some words or ask
a partner.
Ask [earners to compare their answers with a partner
or in a group. Ask them to identify who has the most
environmentally-friendly market
Id and 6
This exercise encourages learners to have a fairly open
and unstructured conversation around the general
topic.They should concentrate on getting their
message across and not too much on using the right
words or grammar.
2a
Encourage learners to read the article quickly, without
worrying about understanding everything, and
choose a title that best suits the text.
a
2b
ANSWERS
1 the number of additional years that Londoners are
living due to reductions in pollution
2 the number of types of vehicles that don't have to
pay the charge
3 the number of pounds it costs to enter the
congestion zone for one day
4 the year when the original zone was extended
5 the percentage reduction in emissions from vehicles
6 the year the congestion charge started
2c
SUGGESTED ANSWERS congestion, traffic, public
transport, electric and hybrid cars, alternative fuels,
environmental impact, noise and air pollution, emissions.
2d
This exercise asks students to identify conjunctions
that can be used as alternatives to the ones in the text.
Since: as However: yet, nevertheless
As well as: in addition to Due to: because of
2e
ANSWERS
1 it was cold but despite this, they went for a swim.
Even though it was cold, they went for a swim.
22
2 There may be a reduction in heart attacks in
addition to {a reduction in) breathing problems.
There may be a reduction in heart attached and {a
reduction in) breathing problems
3 Since there wasn't a recycling bin, they put it in the
normal bin.
They put it in the normal bin since there wasn't a
recycling bin.
They put it in the normal bin because there wasn't
a recycling bin.
4 There are no energy-saving light bulbs because of a
shortage at the warehouse.
There are no energy-saving light bulbs due to a
shortage at the warehouse.
Due to a shortage at the warehouse there are no
energy-saving light bulbs.
5 Organic vegetables in that store are expensive,
however, he bought them anyway.
Organic vegetables in that store are expensive, yet,
he bought them anyway.
4a Listening, page 42
Encourage learners to explore the different types of
problem shown and what it is called in English. How
does it make them feel? What are the worst types of
problem in their opinion?
4b________
H ib W H M 1 D 2 B 3 A 4 C S E F is not required
4c
ETCHmarH 1 F 2 T 3 F 4 T 5T
4d
Encourage learners to talk about the types of pollution
that they don't like. Is there any consensus in the class
of the main types that no one likes?
Grammar focus, page 43
This Grammar focus concentrates on the use of the
simple passive - both present and past. Students will
need to know their past participles well, e.g. spoken,
walked, eaten. So you might like to prepare them with
some supplementary practice on this from a grammar
book before the class.The main thing to concentrate
on is how we use the simple passive in this chapter to
describe how things are made or done.
5a
ANSWERS
the zone was extended / the charge was introduced /
the reduction is thought
5b
1 The ball was kicked by John.
2 She was picked up {from the shop) by the taxi (from
the shop).
3 The boy is taken to school by the bus driver.
4 Vegetables are delivered {to the shop on Tuesday
by the farmer) (on Tuesday by the farmer to the
shop) (to the shop by the farmer on Tuesday).
5c
is recycled 2 are thrown 3 are collected
4 (are) taken 5 is sorted 6 (is) washed 7 is crushed
8 (is) melted 9 (is) moulded 10 (is) turned into
11 is sent 12 can be used
Interactive task, page 44
In this chapter we encourage learners to take control
during the interactive phase by thinking of questions
that they can ask to keep things going.
6a
1 A 2 B 3 B 4 A 5 A 6B
6b
In pairs, play the prompts one at a time and ask
learners to write two questions they could ask related
to the prompt. When they have two, swap them with
another pair to correct and then return them. If there
are queries of disagreements with the corrections,
help the groups solve them.
As a follow up task, pairs could role play this part of
the exam using the prompts from the recording and
the questions they thought of. They could play a game
to see which pair in the class can talk the longest
without a long pause.
Topic phase, page 44
Learners often have concerns about their topic.This
section of the unit explores that concerns your learners
may have about their topic and work together to think
of solutions and practise.
7a
m m m id2 B3 a
7b
Alone or in pairs or groups, ask learners to make a list
of some of their concerns or things that might cause
problems in the exam. Learners should now swap their
ideas and think of suggestions and advice to help the
others.
Learners could also practice their topics now and see
how far they get. This could be done in pairs or a few
students at the front of the class with the teacher as
the examiner and the learner as the candidate.The
teacher could also take the candidate's role using the
topic notes of a learner if you think that would be a
good idea to help them feel less daunted about the
topic. After each turn, pairs or small groups could
consider what the good things were and where their
peers might need to do more work.
Conversation phase, page 45
Unit 6 brings us to the end of the 6 subjects for Grade
7 exams. This is a chance to review the topics they
have covered so far and recycle some of the vocabulary
they have learnt
8a
EEHMSid 2 F 3 A 4 B 5 C 6E
8b
This task prepares learners for a role play in the next
task. In pairs or groups, learners should write down
more questions for each of the 6 subjects. If you have
enough students for 3 or 6 groups, they could take
one or two subject areas each and write on poster
paper and pin these around the room.
8c
In pairs students take the roles of candidate and
examiner. The teacher calls out a subject (e.g.
Education) and the learner who is the examiner
should ask one of the questions written in task8B for
that subject. The candidate should then answer the
question trying to give an extended answer. Let them
speak for about 30 to 40 seconds and then call out
another subject. Learners should change roles and
partners to keep it interesting and fun.
REVIEW UNITS 4-6
1
E3M 2H S id 2D 3c 4 A S A o r D 6 B 7B 8B
2
E E E JE H 3 3 1 is to 2 language functions 3 the
candidate 4 can 5 free 6 wifi not 7 ask questions
and comment 8 shorter 9 four 10 will not be
23
GRADE 8
U N IT 7
National environmental concerns
Trinity subject area National environmental concerns
Grammar Third conditional
Functions Expressing impossibility
Phonology Contractions & weak forms in conditional sentences
Topic phase Introduction to the phase
Conversation phase Exam practice
Interactive phase Introduction to the phase

la Reading,page48
Elicit from the learners what the pictures show and Noun Verb Adjective
what environmental concerns they might represent MMl9 ■H mU
Are any of these a concern in your area? survival to survive survived /
im m m i d 2 c 3 a 4e sb .1 .
surviving
,1 , . ■■ i I m
lb invasion to invade invaded
Now learners should read the article about Australia >■B■ I . . a ...
and match a title from 1a to a paragraph. You might population to populate populated
like to prepare students for any vocabulary you think ■ H■ a■
will be^difficult and will stop them understanding key threat to threaten threatened /
a ..
details. threatening
W M m *2 B 5 C l D 3 4 is not required ■1. . .1 ■Ba
prevention to prevent prevented
1c .1 .. . .1 . .a.
recovery to recover recovered /
m m m
■B a n
1 how many oil spills have occurred recovering
2 the number of years that radiation has remained
dangerous
2c
3 how many years it may take the reef to recover m m m 1 survival 2 invasion 3 populations
4 recovery 5 threatened/threatening 6 preventing
4 how many millions of dollars it costs to remove
weeds 3a Listening, page 49
5 the number of millions of dollars compensation the Explore with your class the answers to the questions.
MaralingaTjaruta people received
6 the length in kilometres of the scar on the reef 3b
M iH V H ftl 1 Queensland Oil Spill 2 a storm/cyclone
2a and b Vocabulary, page 49 3 250 tonnes
in part a, learners should complete the table with
different forms of the words supplied. They can use 3c
dictionaries to help them if you like. This section introduces them to an example of the
In part b, learners should add boxes to show which third conditional - a hypothetical past event. The
syllable has the stress. If they are using dictionaries, sentence from the listening is completely hypothetical
they can use the dictionary to help them, if not, use because both clauses are not true - the cyclone did hit
the recording to help them find the stress or check and the accident did happen.
their answers. ANSWERS 1 Yes 2 Yes

24 V __________________________________
 UNIT 7 National environmental concerns
Grammar focus, page 50
This Grammar focus concentrates on the third
conditional. This requires students to know their past
participles well, as in Unit 6. It is quite a complex
structure and can be difficult to remember for students.
So you may have to be patient and not expect them to
get it exactly right ail the time. What is important is that
they understand that it is used for hypothetical
situations in the past. Things that have never happened.
A common use of this is for expressing regrets about
your past.This could be a way of introducing or
practicing if you need more ideas.
E.g. If I had studied harder, I would have passed the exam.
4a
1 AD E 2 A C D E 3 AD 4 A 5B
4b
ANSWERS 1 would have gotten 2 1hadn't parked
3 had been 4 would have gone 5 had known
6 Would you have moved
4c
1 wIsfllsfili kV.Ti 3rff 1 if she hadn't forgotten her
umbrella, she wouldn't be do wet. 2 If he had
brought a book, he wouldn't be so bored. 3 if she had
remembered her keys, she wouldn't be locked
out/she'd be^abie to get in. 4 if he had taken his car
back for a service in time/earlier, his insurance would
still cover him.
5a Phonology, page 51
ANSWERS
1 If I had known it was going to rain I would have
brought an umbrella.
2 She would have won the race if she had not fallen
over at the end.
3 If we had not come early, we would not have got a
place.
5b
In this exercise the first two examples are contracted
in the way that people commonly speak, though you
would not write in this way.
5c
SUGGESTED ANSWERS
If his alarm clock had gone off he wouldn't have got
up late.
If he'd got up on time, he would've had breakfast.
If he'd had breakfast, he wouldn't have been in a bad
mood.
If he hadn't got up late, he would have caught his
normal bus.
He wouldn't have been late for his important meeting
if he had got his normal bus.
His boss wouldn't have been angry if he hadn't missed
his important meeting.
He wouldn't have lost his job if he hadn't missed the
important meeting.
6a Conversation phase, page 51
Encourage learners in pairs or groups to write
questions using vocabulary from this unit.
6b
Use the questions written in 6a) to practice having a
conversation. You could use the questions written in
6a) to make a simple board game in which there is a
question on each square. Students can use dice and
counters to move around the board, answering the
questions they land on.
8a Topic phase, page 52
1 interested 2 discussion 3 five
4 diagrams 5 anticipate 6 detail
8b
If you don't have time in class, set this task for
homework. Learners should prepare a topic on an
environmental concern they have.They could make a
mind map like the one in Unit 9 page 63.
8c
In pairs, students should take turns to spend four
minutes talking about their topic.
8d
Together, each pair should think about how well they
performed.
9a and b Interactive phase, page 52
1 F (five minutes) 2T 3 F (keep conversations going)
4 F (the examiner will not help) 5 F 6 T
9c
ANSWERS A3 B4&3 C1&5 D 1 E3 F4&3
G2
9d
M S E frttfrj 1 E 2 A 3 F 4 C 5D 6B
9eandf
Follow the instructions in the Student's Book
encouraging your learners to role play the exam.
25
8
UNIT 8
GRADE
Personal values & ideals
Trinity subject area Personal values & ideals
Grammar Linking words and phrases
Functions Persuading and discouraging
Topic phase Choosing a topic
Interactive phase Exam practice
la Vocabulary, page 54
Ask students to read the six items and then decide
which ones they think are the more important Ask
students to number the items 1,for the most
important down to 6, the least important
1b
Students compare their answers with their partner.
Encourage the students to expand, discussing why
they have put each of the items into that position (as
in the example). You could conduct a quick class
survey as feedback. Ask how many students put family
as number 1 in their list, how many students put
friends as number 1 etc. and see which Value7the
majority find the most important.
2a
Ask students to read the four emails about how
people live according to their values. Then ask the
students to match the values A - E with the 4 emails.
M I kV.TJ 3
1C 2 B 3 A 4 D E is not required
2b
Ask the students to discuss questions 1 and 2 in pairs.
Get them to focus on the different tenses required to
answer question 2.
Grammar Focus, page 56
SUGGESTED PROCEDURE:
Get the students to look at the highlighted words in
the previous emails. Explain that they have to put
those words into the table on page 56. Explain how
one thing is used to introduce a point.Then ask
students to put the other highlight words into the
correct columns. With weaker students you could do
the first answer in two, add another point, give
examples, and link contrasting points together so that
they understand what the headings mean.
26
3a
ANSWERS
1 something else 2 also 3 plus
4 for instance 5 like 6 even though 7 although
8 in spite of 9 though 10 in other words
3b
ANSWERS
1 for instance (it can't be like as this wouldn't be
followed by a comma. When speaking, however, it
could be used and is more informal.)
2 Even though/ Although/Though
3 Plus (also can't be used as it is usually used in mid
position, e.g. We try to recycle as much of our rubbish
as follows. We also try to buy Fair Trade products.)
4 though
5 in other words (you could also possibly use for
instance/like, with the meaning of for example.
However, for instance would be slightly too formal
for this sentence if it were spoken and like too
informal if it were written.)
6 One thing; Something else
Listening, page 57
Follow the suggested procedure for listening tasks in
the Procedures file, page 4.
43
n
Conversation 1C and conversation 2B. A and D are not
required.
4b
Elicit from students what persuading means and
highlight how the sentences in b) are examples of this.
1A 2C 3B
4c
Elicit from students what discouraging means and
highlight how the sentences in c) are examples of this.
ANSWERS 1 E 2D C 4 A SB
5 Interactive phase, page 57
This task aims to give students practice in persuading
and discouraging. You might like to follow the
procedure for speaking tasks on page 5.
You could also photocopy the tapescriptfrom the
listening on page 57 and discuss the language used. In
addition, you could also remind students to use the
language for giving advice and making suggestions
studied in the Grammar focus section in Unit 2.
The teacher's feedback here should be on the quality
of the candidates'interaction and their ability to
persuade and discourage.
6a Reading, page 58
Ask the students if they know of Amnesty Internationa]
and what it does. Write the example from the book on
the board. Put the students into pairs and ask them to
make a list of charities they know and what each of
the charities does. Set a time limit.
6b
Conduct a feed back to see what charities they know.
See if anyone had VSO on their list and if they know
anything about it.
ANSWERS
2 VSO {Voluntary Service Overseas) is a leading
independent development organisation that sends
professional volunteers to work in countries in the
developing world.
6c
Pre teach any difficult vocabulary the students might
not know.
SUGGESTED PROCEDURE:
Volunteering:
- makes a real difference to the life of the volunteer
and to the lives of some of the world's poorest
people.
- gives the volunteer a wealth of memories and
invaluable professional experience
- gives the volunteer a whole new perspective on life
- gives the volunteer the chance to give something
back (in another part of the world)
- allows the volunteer to get out of his/her usual
routine and to experience a different culture
- gives the volunteer the chance to embark on a
fresh challenge
6d
Put the students into pairs and get them to discuss
questions 1-3. For feedback, write some of the
students ideas on the board under advantages and
disadvantages. You could also ask if any of the
students volunteer already and what they do.
If the students are enjoying this topic, you could ask
them to research other organisations that young
people can volunteer with for homework, and to come
to the next lesson with the name of one organisation
they like. For example, the Peace Corps (an American
volunteering organisation similar to VSO), or they
couid help look after animals around the world etc.
They could then share their information with other
students.
7 Writing, page 59
Follow the suggested procedure for writing tasks in
the Procedures file, page 6.
Point out to students that they have to include both a
summary in their own words on the work of VSO and
then suggest reasons why students should consider
volunteering with the organisation.
Topic phase, page 59
For the Topic phase of the exam, students can choose
to talk about anything. However, it will obviously be
easier for them to talk about a topic they feel
comfortable with and are enthusiastic about.
The following tasks aim to make students think of
which topics they could possibly talk about and then
eliminate the topics that they think they won't be able
to talkfor long enough on. While the students do
these activities, walk around and monitor, giving them
help and guidance where necessary. Set time limits for
each of the stages.
8_________
Parts A-E - answers will obviously vary.
8f
Give students some feedback on how their discussions
went. If the students struggled to discuss their chosen
topics, make them aware that it could be because they
need to prepare more material for the discussion.
8

UNIT 9
GRADE

Public figures
Trinity subject area Public figures
Grammar Past Perfect
Phonology Intonation in questions
Topic phase Using mind maps
Conversation phase Responding appropriately
interactive phase Keep the conversation going

Listening, page 60 3c
Follow the suggested procedure for listening tasks in ANSWERS on 18th February 1931, by the time, in
the Procedures file, page 4. 1987, after, when, in 1993, after
la 3d
ANSWERS I B 2 C 3 F 4 D 5 A 6 E I N W f l E R 1 A 2 B 3 C 4 A 5 A & B 6B
1b 6a Phonology, page 62
ANSWERS A 2 B 5 C4 D 3 W tH M rW 1 up 2 up 3 down 4 up
2a Vocabulary, page 60 6b
ANSWERS 1C 2 A 3D 4 B 5 F 6 E For questions, intonation goes up. For checking
information, intonation goes down.
2b_____
1 personal life 2 get his autograph ANSWERS 1A 2 B 3 B 4 A
3 under pressure 4 escape the attention 5 in front of 6c
the camera 6 the price of fame After completing the questions, learner should
practise saying the questions with different intonation
2c and their pattern guessing which one they are doing.
If you do this task, photocopy the tape script 38 for the
You could model a few to begin with and they could
students to read and use. Some suggested vocabulary
hold up left or right hands depending if it is a real
could be:
question (left) or checking information (right).
be popular, to be recognised everywhere you go, media
1 can't you? 2 hasn't he? 3 don't they?
attention, become famous, to be well-known,
international star, to become public knowledge, scandal, 4 aren't we?
get fan-mail, fame Topic Phase, page 63
This section helps learners prepare a mind map that
3a Grammar focus, page 61
they could take into their exam to help them
u m m 1 had won 2 hadn't heard 3 had saved
remember their topic. This is a very handy way of
4 had waited 5 hadn't been 6 had eaten 7 had
presenting information in a way that is memorable.
threatened 8 hadn't taken off
7a
3b 1 Take That 2 success 3 Life 428
ANSWERS 1 was born 2 was published 5 £50 million 6 live show 7 biography
3 had been married and divorced 4 {had) given birth
5 (had) taught 6 won 7 was appointed 8 won 7b_________________
9 had written klririri dH 13if il I kiWsj 1 Early career 2 Career
highlights/Main successes 3 famous songs

28
7c
Encourage learners to brainstorm things that
Francesca could take in. Suggestions include: a picture
of Robbie Williams, concert tickets, programme from a
concert, her mind map, a CD cover.
7(1
This task could be done in class or for homework. If
done in class you might like to encourage students to
bring in some information in the previous class. You
could also bring in some celebrity magazines that
students could use in class as sources of information.
8a Interactive task, page 64
Information questions are the most useful as they
elicit longer and more detailed responses.
m m i l l i 1C 2 A 3 B
8b
ANSWERS 1 Were you born in Spain? 2 How did
you become famous? 3 You're over 40, aren't you?
4 Where did you grow up? 5 Did you go to university?
6 You work in music too, don't you? 7 Do you like
being a TV celebrity? 8 You can speak Chinese, can't
you? 9 How much do you earn per film? 10 Your
photo is in the paper all the time, isn't it?
8c •
1 A 2 B 3 C 4 B 5 A 6C 7A 8C 9B
IO C
8d
Students should now practise writing questions
related to a prompt. Read out or dictate a prompt and
students in pairs write three questions they could ask
- one of each type presented earlier. They could pass
their questions to other pairs for correction.
SUGGESTED PROMPTS
1 lam in Rome for a few nights. 1really love seeing
live music but I'm not sure what's on.
2 1much prefer going to the cinema than watching
movies on DVD.
3 ! think I'd hate to be a famous person in front of the
cameras al 1the time.
8e
Students now practise using the prompts and questions
that they made in d). Encourage students to keep the
conversation going as long as they can - those in the
candidate role especially should try hard to keep
things moving.
9a Conversation phase, page 65
Students must decide why some replies to questions
are inappropriate in the conversation part of the
exam. It is not only language correctness that the
examiner looks for, it is also how appropriate
candidate answers are. In pairs, students decide what
is wrong with what the candidates say.
SUGGESTED ANSWERS
1 The response is too short and cuts off the
conversation. It does not keep the conversation
flowing. Saying you don't know is alright but the
candidate could make a guess as well.
2 The answer has nothing to do with the question.
This sounds like a rehearsed answer. It is good to
prepare but you must answer the question asked as
well.
3 Again, the candidate does not answer the question
asked. Another rehearsed answer perhaps.
9b
Encourage quite an open conversation within pairs or
small groups.This should be a chance for students to
try out their fluency rather than accuracy.
REVIEW UN IT 7-9
i
E E H S H S l C 2 A 3 B 4 F 5 D 6E
ANSWERS
1 had set; wouldn't have woken
2 had woken up; wouldn't have missed
3 wouldn't have arrived; had caught
4 would have been; hadn't arrived
5 hadn't missed; wouldn't have lost
6 had won; wouldn't be
ANSWERS 1 population 2 extinct 3 famous
4 survive 5 prevent 6 recognised 7 threat
8 personal 9 recover 10 escape
ANSWERS 1 participate 2 demonstrating
3 consists 4 choose 5 prepared 6 take
7 put forward 8 maintain
29
8
UNIT 1 0
GRADE

Society & living standards

Trinity subject area
Grammar & Functions
Phonology
Topic & Conversation phase
Interactive phase
Society and living standards
Reported speech for reporting the conversations of others
Connected speech
Maintaining the interaction
Maintaining the interaction

l a Vocabulary, page 68 3 Writing, page 69

Check that students are familiar with the vocabulary in
the text box. In pairs students choose the 10 most
important criteria.
lb
Students discuss each of the criteria with their
partners and decide how the place where they live
rates on a scale 1-10. Feedback could be done in the
form of a class discussion, especially if most of the
students are from the same area.
2a Reading, page 69
Pre teach any difficult vocabulary the students might
not know. •
Students read the text and find the criteria mentioned
in the previous exercise. They then find any additional
criteria. Students could underline the criteria as they
find them.
UMMM
1 safety/crime, education, health care, cultural
resources, environmental issues, recreation
facilities, political and economic stability, public
transport, water availability, traffic congestion,
climate/sunshine, quality of architecture, tolerance,
business conditions
2 hygiene, waste removal, quality of sewage systems,
air pollution, availability of goods and services, low
personal risk, effective infrastructure, low threat of
terrorism, international connectivity, access to nature,
urban design, pro-active policy developments
2b
Students discuss questions 1 and 2 in pairs. Encourage
the students to expand their answers, especially if the
place where they live doesn't appear on the survey. You
could conduct a class feedback session and discuss the
criteria which students don't think are good measures of
living standards and, also, any criteria which are not
i mentioned butthatstudentsthinkshould be.
30 V . ____________________________________ __
Follow the suggested procedure for writing tasks in
the Procedures file, page 6.
Point out to students that they have to explain first
how living standards are measured in the surveys, and
then express their own opinion on the criteria with
regards to the place where they live.
Grammar focus, page 70
SUGGESTED PROCEDURE:
Write the following sentence on the board:
In the current global political climate, it is no surprise
that the most desirable destinations are those with a
lower threat of terrorism.
Compare this to what is written in the text:
The survey said that, in the current global political
climate, it was no surprise that the most desirable
destinations were those with a lower threat of terrorism.
Explain that this sentence is an example of reported
speech. Highlight the use of The survey said that'to
introduce the idea of reporting something which was
said before, and then explain how the tenses have
been changed (from Present Simple to Past Simple).
Then use the Grammar focus box to discuss the other
features of reported speech.
4a
1 John said that he was really short of money this
month.
2 Jenny said that she had been saving money for a
holiday.
3 The Prime Minister said that inflation could increase
again this month.
4 The examiner asked (me/her, etc) if living standards
had improved in this country in the last few years.
5 He asked (me) whether I wanted tea or coffee.
6 She asked (me) who I was going on holiday with.
4b
E M M IB 1 She told meto hurry up. 2 He asked
me not to do that 3 The teacher told me to spend
more time on my homework. 4 He told us to stop
shouting.
5a
2A BE 4 B 5 H 6 F 7 C 8G
5b
ANSWERS 1 complained 2 discussed 3 advised
4 promised 5 explained 6 warned 7 reported
8 wonder
6a
Ask students to write the 5 sentences. If they don't
have any ideas get them to refer back to the headings
on page 68.
6b
Put the students into pairs and they discuss their
sentences.
6c
Put students into different pairs and they report what
their first partner said, as in the example. You could
add a real communicative element to this phase and
ask students to $ee how many things on their list they
have in common with the list that their new partner is
reporting to them.
7c Phonology, page 71
Some final sounds can be lost (underlined) when end
consonants are followed by the same consonants at
the beginning of the next word or, when the final
sound is a vowel in its weak form. Final consonant
sounds can sound like they move to the next word
(circled) when it starts with a vowel.
These sounds can, of course, vary depending on the
speaker and what the speaker thinks is important to
stress. It is, therefore, not important if the students do
not find all the examples; what is important is that
students begin to become familiar with the features of
connected speech and understand that people often
pronounce words in a sentence differently from how
they are pronounced in isolation.
ANSWERS
She asked me whethd£T)would prefer to live in New
Yorfffgr Honolulu.
The teachei^ske^ys £° give hei^ur opinions
about living standarefsjh our country.
He advised me tow aiQ ntil i wasj^lder to apply for
the volunteer job.
4 They wame^fijs that there would be serious
probierrtsjf we didn't do something soon.
5 I wonder what the govemmerifjfc doing to improve
living conditiori§j)n this country.
8a Interactive, Conversation and Topic phases,
page 73
Students read the text and then insert the missing
words. Discuss the concepts introduced in the text
and the ideas on how to maintain the interaction.
1 show 2 ask 3 showing 4 real
8b
Before students do this listening task, go through the
text in a) and elicit from them how reply questions are
formed, i.e.: using the auxiliary forms of the tenses
used in the sentence that you're replying to. In the
example question, the examiner says'I think life has
become more expensive', using the Present Simple
tense in 'I think', so the reply questions is'Do you?',
using the auxiliary form that is used to make questions
in the Present Simple. Students could also say'Has it?'
if they are replying to the statement'life has become
more expensive'(Present Perfect).
m sn m ia 2C 3 b 4C s a
8c
1 Do you?/Are they?
2 Did you? / Did they?
3 Have they? /Are they?
4 Isn't he?/Are they?
8 d
1 Do you? / What makes you say that?
2 Did you? / Who told you that?
3 Are they? / Why have house prices gone up?
4 Are they? / How do you know?
8f
You might like to follow the procedure for speaking
tasks on pageS.
Feedback from the teacher should be on the quality of
the candidates'responses and their ability to keep the
conversation going.
31
8

UNIT 11
GRADE

The world of work

Trinity subject area The world of work
Grammar Present Perfect Continuous
Functions Expressing feelings
Phonology Stress and intonation to indicate emotion
Topic phase Anticipating and answering questions
Interactive phase Taking control over the interaction

la Vocabulary, page 74 Text 2 ...my job is challenging / it's stressful / 1enjoy it. /
Elicit the names of different jobs from the class. In I'm certainly never bored.
smaller classes you could put the students into groups Text 3 ..., which makes it quite exciting / The downside
and ask them to brainstorm as many different jobs as is that the job uses up all my energy.
they can in a minute. The group with the most jobs is Text 4 My job is very demanding / it's also very
the winner.Then put students into pairs.They decide rewarding
which jobs the photos show. Point out to students Text 5 I used to enjoy my job / ...I'm just not interested
that for some of the photos more than one profession in the products... /1 just don't feel motivated
could be represented.
SAMPLE ANSWERS A engineer/construction worker 3a Phonology, page 75
B lawyer C teacher D business woman/secretary/ e e m is i It's wonderful. 2 It's quite stressful.
administrative assistant/clerk E doctor F chef/cook 3b
s
(explain the difference between chef- the principal rm w m
cook in a restaurant cook - somebody who prepares Sentence 1
food for eating and cooker - the thing which you cook
on) G actor (explain that there is the female form 3Cand d
actress but nowadays we often use the term actor for E n i l love it. 2 It's really rewarding, (more
both female and male actors) H scientist/researcher varied intonation) 3 I'm really fed up. 4 That's
fantastic! (more varied intonation) 5 My job is very
1b demanding. 6 I'd say my job is quite challenging.
After the students have discussed the questions in
pairs, get brief feedback from the class. Focus on 4
question number 5 and see what the most popular job Put students into pairs to practice the functional
in the class is and if any of the students have had language presented earlier. Students can either
unusual ideas for dream jobs. discuss the job they have or if they don't have a job,
they can talk about how they would feel about doing
2a the jobs in exercise 1.
Students read the 5 blogs about people's jobs and
decide if the person dis/likes their job. Interactive phase, page 76
m m m ix 2 / 3 / 4/ 5/ These tasks aim to increase students'confidence
during the exam.
2b
Students underline the words and phrases in the 5a
blogs used to express positive and negative feelings. Discuss this text with the students and stress how
Students also look at the language presented in the important it is to ask the examiner a few questions at
Function focus box. least during the exam.
1 start 2 last 3 in control 4 explore
IANSWERS
Text 1 It's so boring... 5 questions

3 2 V _____________________________________________________
5b________
n
Candidate 1:5 questions Candidate 2:1 question
5c
SAMPLE ANSWERS 1 Really? How long have you
been a teacher? 2 Have you taught in many different
places or just one? 3 What different kinds of jobs can
you do after being a teacher? 4 Do you think you
would like to be a writer? 5 Do you know anyone
who has written a book?
5d
Students work in pairs to write the 5 questions for each
of the themes. After they finish this task, you could get
the students to change partners and put their
questions together and chose the 5 best questions.
5e
You might like to follow the procedure for speaking
tasks on page 5. Feedback here should be on the
quality of the candidate's interaction and his/her
ability to ask the examiner questions in order to
control the conversation.
6a Reading, page 77
Students discuss questions 1-3 in pairs. You might want
to conduct somefeedback on this section and discuss if
any of the students have a part-time job (if they're
teenagers) or have had a part-time job (if they're older).
You could also see if any of the students know of a
young person who has become very successful.
6b
Pre teach any difficult vocabulary the students might
not know.
SAMPLE ANSWERS Fraser Doherty started making
jams based on his grandmother's recipes in his
parents'house when he was just 14. He sold them to
his neighbours and friends. He started to have so
many orders that when he was 16 he left school and
started to rent time at a factory for a few days each
month. In 2007 one of the big UK supermarkets
started to stock his jams. The company's now worth
more than £1 million.
6c
Students work alone and note the 5 pieces of
information they find most interesting.
6 d
Students compare their answers with a partner or to
make the activity more interactive, you could put the
students into small groups and have them decide
between them which point is the most interesting.
You could then conduct feedback and see which point
the majority of the students in the class found the
most interesting.
6e
Students discuss the question in pairs or if they were
in groups before, discuss this question in the same
groups. Conduct feedback.
Grammar focus, page 78
SUGGESTED PROCEDURE:
- Ask the students when Fraser Doherty started his
business (14 years old) and then write the following
sentence on the board: Fraser Doherty has been
running his business since he was 14.
- Discuss with the students how this sentence
explains that Fraser started his business when he
was 14 and probably still runs it now. The use of the
continuous form also stresses the idea of a
repeated action continuing over time.
- Then elicit from students the form of the verb in
this part of the sentence, i.e. 'has'+'been'+'verb'+
'ing'(known as the Present Perfect Continuous).
- Go through the examples and uses of this tense in
the second section of the Grammar focus table
(Student's Book page 78).
- Using examples in the Grammar Focus table, elicit
the difference between the use of'for'and'since'.
- Using the examples, compare how the Present
Perfect Simple differs from the Present Perfect
Continuous.
8a
1 John has been working for Supersave
since last summer. 2 Julie has been waiting for her
friend (outside the cinema) for an hour. 3 Bob and
Sally have lived in Brighton since 2010. 4 Elena has
been feeling ill since this morningYhas been lying in
bed since this morning. 5 Freddy has been doing his
homework for three hours. 6 Peter and Rosemary have
been having problems for about six months (now).
8b
Students prepare at least 5 questions to ask each
other. You might want to elicit some questions and
write them up on the board before or if you have a
class with whom you feel comfortable discussing
more personal issues, you could ask them to write 3
questions for you to start the activity (e.g.: How long
have you been teaching?).
 SAMPLE ANSWERS Topic phase, page 79
G RA D ES

Have you been living in (name of place) for long?
How long have you been playing (name of sport)?
How long have you been using this book?
8c
Before students begin this activity drill the
pronunciation of been. Not /bi:n/ but /bin/ as the
stress fells on the main verb. Students ask each other
the questions they have prepared. Encourage follow
up questions, but remind the students they might
have to use the Past Simple or Present tenses.
E.g.
A How long have you been playing tennis?
B 5 years.
A Really? Did you start at school or did you learn with a
private teacher? or Do you like it?
Monitor closely for pronunciation and correct use of
tenses. Conduct feedback as needed.
In this phase students contrite on howto anticipate
what a question might be and how to answer it.
9a
Ask students to look back at their notes on page 59
about choosing a topic. Then ask them to make a
mind map on this topic referring them to page 63 for
instructions on how to plan simple mind maps to take
into the exam.
9b
Students swap their mind maps with their partner and
plan at least 6 questions on that topic. You might want
to do an example on the board first.
9c
You might like to follow the procedure for speaking
tasks on page 5.
Feedback here should be on the quality of the
candidates'interaction and how effectively they have
prepared and used their mind maps.

UNIT 12
Unexplained phenomena & events
Trinity subject area
Grammar & Functions
Phonology
Topic phase
Conversation phase
Interactive phase
Unexplained phenomena and events
Expressions for speculating and expressing doubts
Using sentence stress to speculate
More concerns about your topic
Keeping the conversation going
Encouraging comments

l a Vocabulary, page 80
Encourage learners to talk about the pictures as a class
or in small groups. Learners in pairs match the names
of the supernatural events to the pictures.
m r n im 1 F 2D 3 B 4 C 5 A 6 E
2a Listening, page 80
Learners match the audios to the pictures, check in
pairs. Follow the suggested ideas for listening tasks in
the Procedures file on page 4.
ANSWERS 1 F 2D 3 A 4 B 5 C 6 E
2b
Encourage learners as a class or in small groups to share
any stories they know related to the pictures or audios.
Don't forget to mention any of your own experiences.
2c
Encourage learners to identify the words in the box in
the recording script and observe how they are used. In
pairs, learners write the words into the correct column.
iv m m m
Expressing doubt: Maybe, perhaps, it could/may/
might be, supposedly, apparently, they/people say
(that)..., I've heard (that)...
Joining contrasting ideas: in spite of, even though,
although, though
3a
Learners discuss the different ways that the words in
brackets can be put into the sentences. Encourage them
to recognise all the possibilities and the differences

34
between them - the adverb apparently or supposedly
at the end of a sentence is much more spoken English
and sounds like an afterthought
1 (Apparently,) he can (apparently) tell
you what you are thinking (, apparently). 2 I've heard
(that) the plane disappeared while flying through the
triangle. 3 People say (that) the house has ghosts.
4 (Supposedly,) when the photos were developed,
(supposedly) you could (supposedly) see ghosts
behind them (supposedly). 5 They say (that) there
were UFOs sighted over the city last night.
6 (Apparently,) the police use clairvoyants sometimes
(apparently) to solve mystery cases (, apparently).
3b
In pairs, learners put the words in order. You could cut
up sentences on card and have learners move around
the room to different workstations, ordering each
sentence as they move around.
1 Maybe she missed the train.
2 (Possibly) She (possibly) saw it happen in a dream
(possibly). 3 They may have made the patterns in the
corn themselves. 4 Perhaps there is a simple
explanation. 5 The boat could have sunk by accident.
6 It mayjust be a noisy house.
3c >
This tasks encourages learners to use the language
presented in a more natural and free form. Encourage
learners to be as creative as possible in coming up
with reasons for the situations. You could have a
competition for the funniest answers. Accept any
plausible or weird and wonderful answers as long as
they are grammatically correct.
4a Reading, page 82
Encourage learners to skim over the article and get a
sense for if the writer is sure or unsure about why and
how the lines were made. You could give them a time
limit of 30 seconds and ask them to close their books
to discourage in-depth reading.
The article is not definite about why or
how they were made. Although, it is a little more sure
about how.
4b
ANSWERS I T 2 T 3 F 4 T 5 F 6 NG
5 Writing, page 83
Follow the suggested procedure for writing tasks in
the Procedures file, page 6.
6a Phonology, page 83
This task introduces the use of sentence stress on the
speculating words to emphasise that you are not sure
that what you are saying is true.
M ilkW JjrH 1 apparently 2 say 3 supposedly
4 heard 5 say
6b
Encourage learners to use the different ways of
speculating from the Grammar focus to make changes
to thee sentences. Then ask them to practise saying
the sentences stressing the speculation words.Try to
have fun with this, over-emphasising the pronunciation
at the beginning. This can encourage more variation in
sentence stress when the learners return to "normal"
speech.
f i l i l W i l 3:£l 1 He can read people's palms,
apparently. 2 They say he was taken by aliens.
3 She says that they can talk to each other without
speaking. 4 Supposedly there are ghosts in that
building. 5 People say that a plane disappeared last
night in the Bermuda Triangle.
7a Topic phase, page 83
Learners read the list of what the candidate could be
concerned about before listening. While listening
learners choose the concerns that the candidate has.
Check in pairs then check as a whole class. Follow the
suggestions for listening tasks in the Procedures file
on page 4.
ANSWERS 1,4 and 6
7b
This task asks learners to consider their concerns
about the topic. This may prove difficult. Another
approach could be to practise their topic with a
partner and then talk about their concerns having
experienced a trial run. Share thoughts as a class and
give advice and suggestions.
8a Conversation phase, page 84
This task revises all the subject areas presented in the
last 6 units - those for Grade 8. Learners match the
questions to the 6 areas. Check answers in pairs before
doing it as a class.
E K E iW frfl I E 2 C 3 B 4 A 5 F 6D
8b
Ask learners to read the questions and possible
answers before listening and check that know all the
vocabulary.
n i m m i c 2 b 3C 4A s a 6B
8
8cand d
In this part, learners are required to write more E E H 2 E U 3 IB 2 B 3 B 4 A 5 B 6B
GRADE

questions about each topic and then practise the

conversations in pairs in a role play. You could revise 4
some different questions types presented in Unit 9
page 64 if you think learners need revision. Follow the The portfolio: I T 2 F (you must choose from the
advice for speaking activities in the Procedures file on list for the current year) 3 T 4 F (the tasks in the
page 6. correspondence section are from 120 -150 words)
5T
9a Interactive phase, page 85 The controlled written examination: I T 2T 3 F
Learners listen to the conversations and write down
(the weighting is 50% and 50%) 4 F (2 hours) 5 T
the exact questions that are asked to invite comments.
6 T 7 F (250 words long)
You may have to play the recordings a few times for
them to get every word. Encourage comparison and
"cheating"among pairs.
1 Have you ever had an experience like
that before? 2 Is it like that where you live?

9b WRITING FILE
ANSWERS 1C 2 A 3 E 4 B 5 D
Correspondence - informal letters, page 92
9c la
Try to keep this task quite light and fun. Learners y j !kVTl 3 how to be kind to all people
should be concentrating on using the vocabulary and
expressions for speculating and doubt rather than 1b
complete accuracy. m id M t a m w n m
Purpose to give a reason for something
Readers a friend
Paragraph 1 asking how someone is, congratulating
them on some news
Paragraph 3 explanation of how they helped him
REVIEW UNITS 10-12 Tone and style informal, friendly, emotional

i Correspondence - emails, page 94

ANSWERS la and b
1 She told me not to worry about it. letter email
2 1have been working here for a year. Salutation: Dear... Salutation: H L.
3 how long have you been living here? More paragraphs Fewer paragraphs
4 They/I didn't ask if they/l had seen it before. No emoticons Uses emoticons: ©
5 Have you heard that there are ghosts in that house? End salutation: Kind No end salutation
6 Apparently she can hear your thoughts. She can regards

thoughts, apparently. Correspondence - formal/neutral letters and

7 Perhaps they are made by aliens. emails, page 96
8 Frank hadn't been driving long when the car la
stopped. cancelling an event, lack of consultation
9 He explained how cheese was made.
1b
m m m a national event, long history of providing
ANSWERS 1 doubt 2 told, asked 3 think entertainment, would deny community chance to
4 promised, said, heard 5 said heard 6 heard celebrate together, increase safety risks as people do it
7 asked, discussed 8 promised. themselves
36
 ■
: ■;. Writing file

lc Features
Purpose to complain,, to request action (more Background facts simple past e.g. "she was a star"
consultation) Reporting what was said reported speech e.g.
Reader the manager of public events "expressed her gratitude... said that we clearly face
Paragraph 2 why the festival'is important the risks of difficult economic times..."
not celebrating it Speculating about the future "It remains to be
Paragraph 3 what action they would like the person seen","it is possible"
to take
Creative and descriptive writing - story, diary,
Language and style formal, factual (not emotive/
description, page 106
emotional)
la
Factual writing - reports, page 99 ANSWERS 1 ,5 ,3 ,2 ,4
la
1b
ANSWERS A 6 B1 C 4 D 2 E7 3 & 5 not needed
a n sw er s 1 tiredness, children in stress, a new job
1c 2 exhausted, sad, tiring 3 organised chronologically
Purpose to inform and advise 4 the end of the week, the end of week one, after the
Readers students entering university first two days, the week began 5 past tense used to
Organisation of text short introduction and describe events, present tense used to describe
definition, advantages, disadvantages, an overall feelings e.g."I am exhausted"and facts e.g."no one
conclusion at the end can prepare you"
Features headings for sections, short points in bullets,
factual language, not emotive/emotional 2a
I3 M M M 1 A 2 B 3 A 4 B 5B
Factual writing - review, page 102
l a _______ 2b
ANSWERS 1 positive ANSWERS
What people used to do: paragraphs 2 and 3
lb Whether learning was easier or harder: last sentence
0 2 0 3 0 3 3 T i t is a perfect way to teach numbers paragraph 4
and the names and colours of food" 2 the first two
sentences of the first and second paragraphs 3 last 2c
sentence and "it is a perfect way to teach numbers and See classroom, desks, chairs, piano, platform,
the names and colours of food" 4 perfect, vivid, blackboard, etc
expressive, iconic, breathtaking, a must Feel that things were harder,
Hear shoes and bags on the floor
Factual writing - article, page 104 Smell chalk, dust
la
ETEHWfi'H The writer is not certain that the new Skills for Reading into Writing, page 109
minister will be a success. 1b_____
ANSWERS A 4 B 2 C 1 D no answer E 3
1b
A 4 B 2 C1 D 3 1C
ANSWERS
1C People don't trust banks, there is a lack of trust in
Purpose to give information about a new political Cash machine isn't a person, is an impersonal thing
appointment
Banks charge too much, banks overcharge
Readers magazine readers
Organisation the event, personal background, recent
events, personal opinion and prediction of
effectiveness

37
Recording scripts
Gi
1 Why did you enter for this examination?
2 How long have you been at this university?
3 Do you prefer riding a bicycle or driving a car?
4 What will you do after the examination?
5 Have you ever tasted English food?
6 How long have you been studying English?
7 If you were a teacher, what subject would you
teach?
8 How is Christmas celebrated in England?
9 What kind of music do you like?
10 I used to live in a small village, but now 1live in a
large city How about you?
11 Do you think parents should punish children if
they are naughty?
12 Why should people try to recycle their rubbish?
13 Why are you studying English?
14 At New Year we usually drink champagne.
15 I prefer living in a big city to living in a small
village.
16 Why would you like a new computer?
17 How has the environment in your home town
improved?
18 if you lived in a small village, how would life be
different?
19 1was born in a very poor part of London.
For questions 20,21 and 22, choose the best question.
23 If you had been born 100 years ago, how would life
have been different?
24 What have you done to improve your future?
25 Was it difficult for your mother to become a doctor
with a family to look after?
26 Do you believe in ghosts?
27 What famous person would you most like to meet?
28 The government says they will give extra aid to
poor countries.
29 I've decided to give all my money to charity.
30 Have you ever seen a ghost?
31 Madonna gave herfirst public performance in
Rome last night.
32 What did the President say?
33 Do you support the death penalty?
34 My Aunt dreamt about that air crash the night
before it happened!
35 1always drive to the bottle bank to throw away
empty bottles.
For questions 36,37 and 38, choose the best question.
Gi
Tim: OK, so what about the maple syrup, have you got
any idea where that's from?
Anna: Well, I'm not sure, but I think it could be Canada.
Tim: Yes, 1think you're right, actually -1 remember
reading something about that
Anna: And what about tulips? Any idea which country
that is?
Tim: Oh, that's easy - everyone knows they grow
millions of them in Holland.
Anna: Don't be so sure about that! My brother
wouldn't know - he doesn't have a clue about things
like that!
Tim: OK, well I'm sure that most people would know!
Anyway, what about that bottle of balsamic vinegar?
Do you know which country is famous for that type of
vinegar?
Anna: I'm not certain, but 1thinkthey might produce
it in France. Or, actually, maybe not - perhaps it's Italy.
What do you think?
Tim: Urn, I'm really not sure. Let's leave that one for
now.
Anna: OK, and the caviar - I'm not completely sure,
but it may be the USA.
Tim: Well, I've got no idea myself, so let's put that!
Anna: OK, so the last one, the amber. I think it could
be Iran.
Tim: No - it comes from Russia, definitely. I bought my
mum some amber earrings once, and I remember they
said in the shop that the amber was from Russia.
Anna: OK, I believe you! So, let's have a look at the
answers...
Gi
0 They could be. 5 I'm really not sure.
1 They may be. 6 I've no idea.
2 They might be. 7 I haven't got a clue.
3 I'm not sure. 8 Perhaps you're right.
4 I'm not completely sure.
Gi
Kevin: Hi Sofia. What are you studying?
Sofia: Oh, I'm looking at the Interactive task phase of
myTrinity exam.
Kevin: Oh yeah? What's that about?
Sofia: Well, 1have to have a conversation with an
examiner in English, and it's down to me to take control
over the conversation - 1mean, I have to keep things
going.
 Recording scripts

Kevin: How long is the conversation supposed to last? 2 How many students are there at your school?
Sofia: About 4 minutes. 3 How long have you been learning English?
Kevin: How does it start? 4 I almost crashed the car in my driving lesson last
Sofia: Well, the examiner makes a statement and then night. The instructor was a bit shocked.
1have to keep things going. If I don't speak, the 5 People 50 years ago weren't as well-educated as
examiner won't help out. It will all just end in silence we are today.
and I'll get a bad grade.The good thing is that I can
say whatever I like. 1can ask anything and say G i
anything related to the first statement. 0 authorise authority author authoritative
Kevin: So that means that the conversation can go 1 educate education educator educational
anywhere you want it to? 2 inform information informer informative
Sofia: Yeah.That's right. 3 instruct instruction instructor instructive
Kevin: Well that doesn't sound too bad. 4 assess assessment assessor -
Sofia: No. It's not that bad really. It just takes practice. 5 study studying student studious
6 learn learning learner
7 teach teaching teacher
1 Examiner: So 1didn't do what I first thought I
8 qualify qualification - qualifying
would. 1changed my mind.
Candidate: So you didn't take the bus. You took
the train.
1 education 3 instruction
Examiner: Yes, that's right.
2 information 4 qualification
2 Examiner: 1couldn't sleep last night.There was so
much noise.
Candidate: Me neither. There was a dog barking
(u i
across the street and I couldn't sleep. Usually there Candidate: I'd like to talk about an online course I'm
isn't any noise where 1live so it was a surprise. I'm taking. It's the only option open to me at the moment.
not usedto sleeping in noisy places. I have a young baby. She's just six months old, and I
really ought to spend all my time with her. But this way I
3 Examiner: 1just can't wait for my holidays.
can study at home when she's sleeping. The course
Candidate: Do you have any plans?
notes and readings are all on the university web site. I
4 Examiner: 1just bought a new dog. He's a puppy. just go there at the beginning of each course and
Candidate: Really, how exciting!
download the articles or print them. It's a good idea to
5 Examiner: 1can't stand swimming pools. The print them as you can't read for too long onscreen. I get
water's dirty. They're often too cold. And where I headaches... and I like to take notes on paper. 1might
go it's always busy. eat and study or do it on the train, or on holidays.
Candidate: So you like to swim, it's just the pool
Examiner: Do you have contact with a tutor?
close to you that you don't like
Candidate: Yes, there are forums and message boards
a and I can also email my tutor with any questions.
There's also a chat room, but 1haven't used that in any
0 authorise authority author authoritative
of my courses yet.
1 educate education educator educational
Examiner: Email, forums, chat rooms. What are all
2 inform information informer informative these things?
3 instruct instruction instructor instructive Candidate: Well, they're sort of like real message
4 assess assessment assessor -
boards that you find on the wall of a classroom. Our
5 study studying student studious tutor gives us news there and tells us where we should
6 learn learning learner be up to in our reading. The forums are for us students
7 teach teaching teacher to discuss things that we find interesting.
8 qualify qualification - qualifying Examiner: What have been some of the difficult
things about studying this way?
G i Candidate: Well, you have to be able to keep going.
1 It is important that employees are both experienced To... sort of... want to do it.
and qualified.
39
 Record! ng scripts
Examiner: What do you mean exactly?
Candidate: Mmm.! can't remember the word...
Because you don't have to go to any classes, it can be
difficult to keep going. So you have to be... motivated.
That's the word. Also, you shouldn't do it if you haven't
got a pretty good computer and internet connection.
Some of the articles take ages to download. If you
aren't sure, you should ask the university. They usually
list the minimum standards you need.
Examiner: And advantages?
Candidate: I couldn't do it any other way. So studying
online opens up doors for me that I wouldn't normally
have. There are lots of people working full-time who
wouldn't be able to attend classes if they had to go
into the university. I have made lots of friends online
and I really value the communication I have with
them. Who knows, maybe we'll meet one day.
Probably at our graduation ceremony.
1 She's just 6 months old, and I really ought to spend
all my time with her.
2 I just go there at the beginning of each course and
download the articles or print them. It's a good
idea to print them as you can't read for too long on
screen.
3 Also, you shouldn't do it if you haven't got a pretty
good computer and internet connection. Some of
the articles take ages to download. If you aren't
sure, you should ask the university.
1 1might eat and study or do it on the train, or on
holidays.
2 She gives us news there and tells us where we
should be up to in our reading.
3 Also, you shouldn't do it if you haven't got a pretty
good computer and internet connection.
4 Some of the articles take ages to download. If you
aren't sure, you should ask the university.
5 There are lots of people working full-time who
wouldn't be able to attend classes if they had to go
to the university.
(u b
1 They wouldn't ask if they already knew.
2 She shouldn't go out alone so late.
3 Why should I wait for her? She never waits for me.
4 I'd be so angry if it were me.
5 He could work hard all day and he never got tired.
6 I might go. I'm not sure yet.
40
1 A: My first memory is of a trip in our car when my
sister was born. I remember being on our way to
the hospital with my aunt and 1think my older
brother was there. We were driving down the
street near our old house and I saw a dog.
B: Really? Do you remember anything else?
A: I remember the dog walking away. I've asked
my mum about it but she doesn't remember. I
must have been about 2 at the time.
2 A: I vividly remember sitting in the kitchen watching
my mum make a cake. I used to scream until she
gave me the spoon. The best part was always when
I eventually got the spoon and I'd spend hours
cleaning it. I used to love baking. Still do really.
B: Hours?
A: Yeah. 1was easily entertained! I still love to lick
the spoon today if I'm making a cake.
3 A: I remember coming home from the hospital.
Lying down in the car and looking out the window.
I could see clouds and blue sky. No one believes
me when I tell them... that I could remember
something that far back, but I distinctly remember
it. I was only about a week old.
B: A week?
A: Yeah. I've asked my dad and he said I was in the
back of the car, but he doesn't remember if there
were clouds or not.
4 A: My earliest memories are from when I was three
or so. We used to live above my grandparents'
restaurant. Every morning my brother and I would
quietly go downstairs and steal some fruit from
the kitchen.
B: What kind of fruit?
A: Strawberries or those really sweet cherry things.
I've completely forgotten what they're called.
Anyway, we'd always get caught because our
fingers and tongues would be red from the juice.
B: Did you get in trouble all the time?
A: Yeah, 1guess you could call it a bitter-sweet
memory.
5 A: My earliest memory is of us all going to my
grandparents'. My brother was in a pushchair and
we were walking. We used to live in a flat around
the corner from them. 1remember funning ahead
of my parents as they were pushing the pushchair
and hearing the sound of the stones under my
feet I turned back and looked at them all.
B: Is there anything else you remember about it?
A: Not much. It's more of a feeling I remember.
Being happy going to my grandparents and sort of

excited that I was running ahead. IVe got such
fond memories of them.
B: How old were you?
A: I had to be under 3 as we moved to a house
soon after my brother was born, and there are 2
years between us.
1 A: We were driving down the street near our old
house and! saw a dog.
B: Really? Do you remember anything else?
A: I remember the dog walking away.
2 A: The best part was always when 1eventually got
the spoon and I'd spend hours cleaning it I used to
love baking. Still do really.
B: Hours?
A: Yeah. 1was easily entertained! 1still...
3 A: 1was only about a week old.
B: A week?
A: Yeah. I've asked my dad and he said 1was in the
back of the car...
4 A: Every morning my brother and I would quietly
go downstairs and steal some fruit from the
kitchen.
B: What kind of fruit?
A: Strawberries or those really sweet cherry things.
I've completely forgotten what they're called.
Anyway, we'd always get caught because our
fingers and tongues would be red from the juice.
B: Did you get in trouble all the time?
A: Yeah, I guess you could call it a bitter-sweet
memory.
5 A: 1turned back and looked at them all.
B: Is there anything else you remember about it?
A: Not much. It's more of a feeling I remember.
Being happy going to my grandparents and sort of
excited that I was running ahead. IVe got such
fond memories of them.
B: How old were you?
A: 1had to be under 3...
fh
1 A: Every morning my brother and 1would quietly go
downstairs and steal some fruit from the kitchen.
B: What kind of fruit?
A: Strawberries or those really sweet cherry things.
I've completely forgotten what they're called.
Anyway, we'd always get caught because our
fingers and tongues would be red from the juice.
B: Did you get in trouble all the time?
A: Yeah, 1guess you could call it a bitter-sweet
memory.
Recording scripts
2 A: 1turned back and looked at them all.
B: Is there anything else you remember about it?
A: Not much. It's more of a feeling I remember.
Being happy going to my grandparents and sort of
excited that I was running ahead. I've got such
fond memories of them.
B: How old were you?
A: I had to be under 3...
1 We always used to enjoy ourselves.
2 I didn't use to like school when I was a child.
3 He used to play basketball with my brother.
4 Did you use to go to school with my sister?
5 They didn't use to eat much when they were small.
I'll never forget those summer weekends in Australia.
They were such wonderful times. I used to live in a
country town, which was about 30 minutes from the
sea. I didn't use to live in the city like I do now. We
didn't use to have a car then so we went by bus. We'd
stay in a camping ground and the first thing we'd do
was put on our swim suits and run into the sea. Our
friends next door used to come with us each day for a
walk to the pier. One of my favourite parts of the day
was when we'd go to the corner store that was air-
conditioned and get an ice-cream, i didn't use to like
going back into the heat again.
(x b
1 A: The best part was always when I got a new
computer game and I'd spend days and days
playing it.
B: Days and days?
A: Yeah. I was easily entertained as a child.
2 A: 1was about a week old when that happened.
B: A week?
A: Yeah.
1 I remember my dad coming home late one night
and my mum threw his dinner out the window
because she made it for him but he wasn't there to
eat it.
2 My grandfather once rode a horse into the kitchen
of his house.
3 I had just changed the wheel of my car one day
and I was driving down the road and it came off!
4 My brother ate grass one day because we told him
it tasted like chocolate.
41
Recording scripts
5 My sister thought she could fly one day because
she had a Superman cape on. She jumped off the
roof of the house.
6 Once a friend of mine put a pin on the teacher's
chair and she sat on it.
1 a town 3 a city
2 a village 4 the countryside
(z b
1 If I was living in the country, I'd be happier.
2 [f I had more money, I could buy a house in the
village.
3 If you didn't have to work tomorrow, where would
you go?
4 If we didn't have children, we wouldn't live in the
country.
Juliet: Don't you think that quality of life is better in a
village, compared to the city - you know, with less
pollution, more green areas - just more space in
general?
Tom: Well, yes, 1agree with you to a certain extent, but
it depends on your definition of'quality of life', doesn't
it? I mean, for me, that's also linked with how people
are able to spend their free time, and in a village, there
isn't the choice of things to do that there is in a city.
Juliet: Urn, I don't know about that. It depends on
what you're interested in doing, surely?
Tom: Well, yes, I see your point, but I like the kind of
things that the city has to offer - you know, cinemas,
lots of different restaurants, cafes, theatres... How
often would you see a film, if you lived in a village?
Juliet: Yes, that's true.
Tom: Something else that worries me about villages is
the fact that everyone tends to be the same. 1mean, an
English village doesn't usually have people from lots of
different ethnic backgrounds, like in cities, does it?
Juliet: Yes, you're right about that...
Tom: And what about getting to work? How long
would it take you? An hour? An hour and a half?
Juliet: Yeah, that is something I'm worried about. I'm
not good at getting up early in the morning! But I was
thinking that I could try and work from home two or
three days a week.
Tom: Oh, right. Yeah, that might be a solution. But
you'd still have to commute on the other days...
Juliet: Yeah, 1know. Something that does appeal to
me about a village is that 1think there's more of a sense
of community than in a city, you know, people care
about the place they live, and the people, and try and
help make it better. You just don't get that in a city.
Tom: 1think you're wrong about that. It can happen in
a city. In the area where I live there's a real sense of
community. In my street, we all know each other, and
help when we can, like helping out with people's
children, that sort of thing.
Juliet: Okay, but I don't think that's typical of most
cities. Talking of children, don't you think that a village
is a better environment for them...
Interviewer: So, Emily, you've lived and worked in
quite a few different countries. Can you tell us about
some of the customs in these countries that you found
difficult at first, or that took some time to get used to?
Emily: Do you mean specific customs, or the way of
life in general?
Interviewer: Well, it would be interesting to hear what
you have to say about both.
Emily: Okay, well I think something that can be difficult
is adjusting to a completely different timetable. In
Mexico, for example, people start work very early. 1
had classes that started at 7a.m! This was really hard to
get used to, as it meant that I had to get up at 5.30 to
be able to get to work on time.
Interviewer: So, did you have to go to bed really early,
then?
Emily: Yes, to get enough sleep, I had to be in bed by
10 p.m. But I didn't often manage this, which meant
that 1was tired most of the time!
Interviewer: It's not surprising! And what about in
other countries? Was there anything to do with typical
times of day that you found difficult?
Emily: Well, in Spain, it's sort of the opposite problem.
Everything happens later in the day, so, for example,
people have lunch late-say at 3 or 4 o'clock, then
have dinner much later, say at 10 o'clock. It's hard to
find a restaurant open before 9p.m„ and, even then,
it's empty until around 10. Coming from Britain, where
it's normal practice to have dinner much earlier, I
found this a bit difficult at first.
Interviewer: Yeah, where I come from in England, the
evening meal's at 6 o'clock! Anyway, talking about
eating, was there anything to do with customs about
food itself that you found difficult anywhere?
Emily: Urn... not really, not to do with the actual food...
um, but something I did initially find strange was in
Italy, where there seemed to be rules about the time
of day for eating and drinking certain things, for
example, you shouldn't have a cappuccino after about
11 in the morning.

Interviewer: Really?
Emily: Yeah. But after a few years of living there, I saw
the sense of it.The idea of having a large cup of milky
coffee after a meal seems a bad idea to me, too, now!
Interviewer: That's useful to know for my next trip to
Italy! Now, what about customs that you found
particularly interesting, or remember really enjoying?
Emily: Urn, well, one that comes to mind is the
tradition of celebrating carnival in the early spring.
This is a custom in quite a few of the countries that I've
lived in, whereas in Britain, it's not, so it was
interesting to learn about it - and fun to celebrate it!
Interviewer: Can you tell us something about what
this custom involves?
Emily: Well, the idea is to have a good time before the
start of Lent, which is the period before Easter when
you're not supposed to have certain foods and drinks
- if you're a Christian, that is. So, people wear fancy
dress, parade around town, have parties... It's really
good fun!
Interviewer: It sounds it! Did you ever go to the
Venice carnival when you lived in Italy?
Emily: No, unfortunately! didn't But I did go to the
carnival celebration in Viareggio, which is also quite
famous in Italy.
Interviewer: Really? I haven't heard of that one. Okay,
are there any more customs you can think of that...
Gb
Examiner: Last year I went to Venezuela and saw an
interesting festival. I'll never forget it.
Candidate: Really, when did you go?
Examiner: It was at Easter time.
Candidate: And what was the idea behind the festival?
Examiner: It was a traditional Easter dance and
parade in a town called Chuao. It was about devils
turning into good people.
Candidate: Can you tell me something more about
what it involves?
Examiner: Well, it starts with everyone in the street
waiting for the devils to come. When they arrive,
there's a lot of music and dancing and, of course,
wonderful costumes.
Candidate: I've never seen a festival like that before.
Why was it so interesting?
Examiner: I think it was the strangeness of it. The
costumes and the music.
Candidate: What were the costumes like?
Examiner:The devils wore masks with big horns and
they were dressed all in red.
Recording scripts
Candidate: And the music?
Examiner:There were drums and people singing.
Candidate: It sounds great... I can't think of anything
I've seen that sounds like that. Have you been to any
other festivals like that?
1 A: I don't know if I have sensitive ears or what, bu t!
find everyone near my house so noisy.There is a
restaurant opposite and people stand outside to
smoke.
B: Have you tried asking the owners of the
restaurant to tell people to be a little quieter?
A: No, because I'm new to the area and I don't
want to offend anyone. But maybe I will...
2 A: Something that really worries me is all that stuff
that goes from factories into rivers and the sea.
B: Yeah, that worries me, too. And also what people
wash down their sinks at home - detergents,
medicines, that kind of stuff. What can we do about
it, though? People just don't think, do they?
A: What about starting a campaign group at
college to publicise this kind of pollution?
B:That'sagood idea!
3 A: My little boy has asthma. Some days he can't
breathe if he goes out He has to stay inside. The
doctors say it is not pollen from flowers but the air
pollution.
B: Why don't you move to another place?
A: We can't really as our jobs are here. Anyway,
everywhere is the same these days. You can't
escape it.
4 A: You know, I'm not sure if it is a type of pollution,
but I am so tired of seeing signs and advertising
everywhere. It's so unattractive and you are
constantly bombarded with messages.
B: But what can anyone do about it?
A: Don't know. Perhaps we could look for a group
that's campaigning against it.
B: Pretty impossible to stop though.
A: 1don't know. At some sporting events you don't
see cigarette advertising any more and some cities
don't allow posters and signs.
5 A: Imagine all the radio waves flying about with
everyone's mobile phones, TVs and radios... I really
do wonder what it's doing to us.
B: Yeah, but what can you do about it. You can't
even see it.
A: 1don't know. How about just talking to people,
persuading them to make fewer calls on their
mobiles. You're thinking about it now.
B: Yes, I suppose lam.
43

1 Our electricity bill was really high last month. We
must start trying to save energy.
2 My family wants us to spend New Year's Eve with
them, but my partner's family want us to go there.
I don't know what to do.
3 Someone at college suggested introducing a new
recycling scheme. I'm not sure how we could do it.
1 1can't decide what to talk about for my topic and I
only have a week left.
2 I'm afraid that my topic is a bit boring. Maybe 1
should choose something else to talk about.
3 I'm going to write down everything I'm going to
say and remember it by heart.
0 extinction to become extinct extinct
1 survival to survive surviving
2 invasion to invade invading
3 population to populate populated
4 threat to threaten threatened/
threatening
5 prevention to prevent preventative
6 recovery to recover recovered/
recovering
A: Were you in Australia when the Queensland Oil Spill
happened?
B: Yes, we were on holidays. It was quite dramatic and
all over the news. 1don't remember the details really
well and we left before it was all over of course.
A: So what do you remember?
B: Well there were lots of different explanations. You
know how it is when something like that happens.
A: You get a little bit of the story every hour or so.
B: Yeah. Well, the first thing was there was a horrible
storm near Brisbane that turned into a cyclone. And
the ship was on its way to China and apparently in the
heavy seas some of the containers on deck moved and
crashed into other cargo. And it was this that resulted
in oil being spilled.
A: Oh, so it wasn't an oil tanker?
B: No. It was carrying all sorts but the moving containers
crashed into some fuel tanks and that is what caused
the spill. About 250 tonnes of fuel in the end. Anyway,
I'm not completely sure of the reasons. But really, if the
cyclone had not hit, the accident wouldn't have
happened.
A: So what happened after that?
B: Well the ship returned to Brisbane, still leaking. And
then of course the fuel washed up on nearby beaches.
Such a shame.
A: Was there a clean up operation.
B: Yes, they started immediately. I think it has been
pretty much cleared up now but it must have cost a
fortune.
1 1didn't get to the ticket office in time so there were
no tickets left for the concert.
2 I didn't have my mobile phone switched on so I
missed the call.
3 I was really nervous in the interview so 1didn't
speak very well.
4 There were no instructions in the box so I didn't
know how to put it together.
1 If I'd known it was going to rain, 1'd've brought an
umbrella.
2 She'd've won the race, if she hadn't fallen over at
the end.
3 If we hadn't come early, we would'n've got a place.
1 1'd've... 3 they'd...
2 she would'n've... 4 he hadn't...
Examiner: This is the first time I've ever been to this
area and 1have a free weekend.
Candidate: What are you interested in?
Examiner: Well, 1like visiting museums but 1don't like
noisy or crowded places.
Candidate: Oh, yes. 1feel the same.There are three
very good museums in the town. Do you like modern
art?
Examiner: Not really, I prefer history.
Candidate: Well, I think you should definitely go to
the Archaeological Museum. It's an old castle which
was converted into a museum last year.There are
many Roman remains in this part of the country and
the museum displays these very well.
Examiner: What's a good time to go?
Candidate: The best time to go is probably Sunday
morning - it's usually quite empty then.
Examiner: Right. Actually, I went to an archaeological
museum in England not long ago.
Candidate: Did you? Where in England was that?
Examiner: Have you heard of Cambridge?
Candidate: Yes, it's very famous, isn't it? Was the
museum very good?
Examiner: Yes, they've done a lot of work to the
museum to make the displays more interesting for
visitors - and there's also a wonderful cafeteria there.
Candidate: Unfortunately, there's nowhere to eat or
drink inside the museum here. It isn't so common in
this country...
Gb
Examiner:This is the first time I've ever been to
this area and I have a free weekend.
A Candidate: What are you interested in?
Examiner: Well, I like visiting museums but I don't
like noisy or crowded places.
B Candidate: Oh, yes. 1feel the same.There are three
very good museums in the town. Do you like
modern art?
Examiner: Not really, 1prefer history.
C Candidate: Well, I think you should definitely go to
the Archaeological Museum. It's an old castle
which was converted into a museum last year.
There are many Roman remains in this part of the
country and the museum displays these very well.
Examiner: What's a good time to go?
D Candidate: The best time to go is probably
Sunday morning - it's usually quite empty then.
Examiner: Right. Actually, I went to an
archaeological museum in England not long ago.
E Candidate: Did you? Where in England was that?
Examiner: Have you heard of Cambridge?
F Candidate: Yes, it's very fa mo us, isn't it? Was the
museum very good?
Examiner: Yes, they've done a lot of work to the
museum to make the displays more interesting for
visitors - and there's also a wonderful cafeteria there.
G Examiner: Unfortunately, there's nowhere to eat
or drink inside the museum here. It isn't so
common in this country...
Conversation 1
A: Do you know, I've stopped watching the news.
B: Oh yeah? Why's that?
A: It was making me so depressed - and so frustrated.
I mean, when you think about all that's going on in the
world, and how we can't do anything to stop it... Well,
it makes me want to give up.
B: But there are things you can do. For instance, if you
want to help with a particular cause, you could join a
protest group. Or what about Amnesty International?
You should join them, if you want to help with
worldwide issues. They do a really good job at
promoting human rights.
A: What does being a member involve, do you know?
B: You do things like writing letters to people -
ministers, governments - protesting about specific
human rights abuses.
A: And does it work?
B: Oh yes, definitely, there have been lots of cases
where...
Conversation 2
A: You're not going to take the job, are you?
B: Well, I don't know. I'm thinking about it.
A: Oh, but you can't! Just think about what the
company does.
B: But the salary is so good.
A: I know, but money isn't everything, is it? How could
you enjoy a job where you know that the product that
the company makes kills people, in the end?
B: Oh, come on, it's not quite as simple as that.
A: Well, it is to me. I think it's a really bad idea. If I were
you, I wouldn't be able to live with my conscience.
B: Okay, perhaps you've got a point. I suppose it would
be quite hard to justify it...
A I never thought in a million years that I'd be so
popular. Who'd have ever thought that just by
doing something I love I'd be recognised
everywhere I go. 1don't really like all the media
attention I get, but I guess it's the price of fame. I
mean, there should be times when I can escape all
the attention, like when I am on holiday. I'm not
doing any filming at the moment. But I'm sure I'll
be in a new movie next year.
B Very few of us become famous. Of course our
names are well-known on a local level, but we
don't become national or international stars like
musicians or actors. I was voted in during the last
election and have been busy meeting as many
people as I can in my local constituency, trying to
see how I can improve things for local people.
C 1don't really like being famous at all. I feel I am
under a lot of pressure. I didn't really ask for that. I
mean, I just want to play the game, but now my
personal life has become public knowledge and
everything I do is watched. Reporters are always
looking for some sort of scandal. I'm just a normal
person, like everyone else. I don't really under stand
what the big deal is about being a football player.
D We've been together for about 12 years now. It's
been a hard struggle. We used to play in small
places and no one would come to see us. Now, we
can't even go outside without being followed and
asked for our autographs. We get lots of fan mail
and have a person who answers it for us. Of course,
we love the fame but it can get you down, being in
front of the cameras all the time. But we still love
to play our music and that is the part that matters.
1 Do you like playing football?
2 Where do you play?
3 You've been playing for a long time, haven't you?
4 You aren't going to stop playing, are you?
Gb
1 There are five members of Take That, aren't there?
2 You go down here to get to the stage door, don't
you?
3 You'd like to study in Canada one day, wouldn't you?
4 They don't like watching scary films, do they?
G i
Robbie was born in Stoke-on-Trent in England in 1974,
His birthday is on 13th February. At the beginning of
his career he started singing in the British band Take
That with Mark Owen and Gary Barlow. No one really
expected him to be a success after the band broke up.
And for a while his solo career did not take off. He had
an unsuccessful single, Freedom, in 1996. But his
album, Life Thru a Lens, was a great hit. The album
wasn't popular straight away, though. It had been in
the charts for 28 weeks before it reached number 1 in
the UK.
Robbie has always worked with other famous people,
but he has a good solo career as well. In 1998 he
worked with Neil Tennant from the Pet Shop Boys and
Neil Hannon from Divine Comedy. He released an
album, Swing When You're Winning, which included
Frank Sinatra songs and a duet with Nicole Kidman,
Something stupid. At that time he had a one-man-
show at the Royal Albert Hall.
Robbie has had lots of success. In October 2002 Robbie
signed a record-breaking £50 million contract with his
label, EMI Records. He said at the time that he was
richer than his wildest dreams. In August 2003 he put
on the biggest live show in the UK. Around 375,000
people came to his three concerts. He also went to the
top of the book charts in September 2004 when his
official biography was released. It's called Feel.
As a radio DJ, I like Robbie because 1think he has a
great voice. I really want to see him in another concert
one day. I think he's a very exciting singer. I also admire
how he has come back from a hard time in his early
career. It must be difficult to come back after a while.
1 1am not a celebrity. So I don't know.
2 Well, 1live in Venice and the most famous people
for us are football players and people on TV.
3 Yes, I like famous people. My favourite person is
Eminem. I like him very much. He has great music I
saw him at the MTV music awards. It was one of
the best moments of my life...
Mum told me not to spend all my money on
sweets
Mum told me not to spend.all my money on sweets.
1 She asked me whether I would prefer to live in
New York or Honolulu.
2 The teacher asked us to give her our opinions
about living standards in our country.
3 He advised me to wait until I was older to apply for
the volunteer job.
4 They warned us that there would be serious
problems if we didn't do something soon.
5 I wonder what the government is doing to
improve living conditions in this country.
1 I've found it really hard to live on my new salary
since changing jobs.
2 Our society is different. You tend to like food and
cooking more than we do.
3 It was very difficult to travel there because
everything was so expensive.
4 1've forgotten ma ny of th e cou ntries I've visited,
but 1can remember India like it was yesterday.
5 My brother has rented for years, but he says that
he'll buy a house soon.
1 I think children are less respectful these days.
2 1heard that women had all the power in that
society 1,000 years ago.
3 My parents have stopped eating out in restaurants
as they are too expensive now.
4 He's not going to buy a house this year because
house prices are going to go down next year.
1 It's wonderful!
2 It's quite stressful.
1 I love it.
2 It's really rewarding.
3 I'm really fed up.
4 That's fantastic!
5 My job is very demanding.
6 I'd say my job is quite challenging.
1 Examiner: 1like being an English teacher but 1
don't think I want to do it forever. I haven't thought
about what else 1could do.
Candidate 1: Really? How long have you been a
teacher?
Examiner: For about 5 years now.
Candidate 1: Have you taught in many different
places or just one?
Examiner: Urnm, I've had two teaching jobs so far.
Both of them have been in England though.
Candidate 1: What different kinds of jobs can you
do after being a teacher?
Examiner: Well, I guess you could become a writer.
Or maybe a teacher trainer.
Candidate 1: I'd love to be a writer. 1think it would
be a really creative job. Do you think you would
like to be a writer?
Examiner: Maybe. I've never done it before.
Candidate 1: Do you know anyone who has
written a book?
Examiner:There are a few people at my current
school that have written books.
Candidate 1: Well, maybe you could askthem.
They might be able to tell you more about it and
then you could decide if you'd like to give it a try.
2 Examiner: 1like being an English teacher but I
don't think I want to do it forever. 1haven't thought
about what else 1could do.
Candidate 2: What kinds of jobs could you do
after being a teacher?
Examiner: Well I guess you could become a writer.
Or maybe a teacher trainer.
Candidate 2: You should be a writer. I think it
would be a creative job. Do you think you'd like to
be a writer?
Examiner: Maybe. I've never done it before.
Candidate 2: You should ask some other people
who are writers. They can tell you about it and
then you can decide if you'd like to give it a try.
Conversation 1
You probably won't believe it but my mum and I can
communicate with each other without talking. 1can
send her messages just by thinking. It doesn't always
work, but sometimes it does. Maybe we have some
sort of special connection that allows it to happen.
Have you ever experienced something like that?
Conversation 2
I don't know if I believe in people being able to see the
future, but I do believe in stories you hear about
people being able to sense that something has
changed. You know, like those stories of children
going to their parents in the night and saying that
someone in their family has died, and then the next
morning they find out that it is true. It could be true.
Children are pretty perceptive, I think.
Conversation 3
It's a large area off the coast of Florida in the United
States where supposedly lots of planes and boats have
disappeared. I've heard that it's a black hole that links
the Earth with other parts of the universe. Even though
there are lots of books and web sites that tell you about
it, 1don't believe it. Perhaps it is just all a coincidence.
Conversation 4
There's an old house on the edge of my village that
people say has ghosts. Apparently someone died in
the house mysteriously, and everyone who has lived
there since has left the house soon after moving in. It
may be true, although I don't really believe in ghosts.
Conversation 5
They've been reported in many countries. They say that
there are patterns made in fields of wheat or com made
by alien space ships. But in spite of their precise detail
and size, many of them have been shown to be fakes.
Conversation 6
Well, apparently, a few years ago a girl disappeared
while walking in the mountains around where I live.
There were some strange lights in the sky the same
night, and they think that the missing girl was
kidnapped by aliens.Though 1saw the lights as well, 1
don't think it was a space ship. I mean, it might have
happened but I don't think it's really likely.
 Recording scripts
1 She can apparently tell people's fortunes.
2 They say that hundreds of cars have disappeared.
3 The marks are supposedly done by aliens.
4 I've heard that there are none left.
5 People say that the house has a ghost.
(ssk
Teacher So, do you have anything that you are
worried about with your topic?
Candidate: Well, not really. I'm just a bit nervous.
Teacher: What are you nervous about?
Candidate: Um... I feel prepared, but I think I have too
much to'say and it is going to be boring.
Teacher: Have you made a map of your topic that I
can see?
Candidate: Yes, here it is.
Teacher: Wow, you have 8 things to talk about. I think
that will be too many. Perhaps you can choose your
best 4 and concentrate on those.
Candidate: Yes, that's a good idea. Okay. And I have all
these pictures to take in with me.
Teacher: I think you should just choose one or two.
The best ones. And use those. It will get too confusing
when you are in the room with all these pictures.
Candidate: Okay. So would you mind listening to my
topic and seeing how it sounds?
Teacher: Alright. I'll tell you at the end if you talked
about something too much and how you used the
photos as well.
Candidate: Okay.That sounds good.
1 Examiner: What kind of things do you value in
your life?
Candidate:That's a difficult question, Umm... I
think the things you value change. When I was a
child, I valued my toys and my friends. Now I'm
older, i still value my friends, but also other things
like a job or my education. When I'm old and
physical things become more difficult, I'll probably
value my health.
2 Examiner: Do you think that some famous people
have too much power?
Candidate: I don't really follow the lives of famous
people. I think lots of people waste too much time
reading about what celebrities are doing. Who
they marry. Where they live. They are just people
really, like you and me.
48
3 Examiner: In films there are many characters with
magical powers. Do you think it is possible for
people to have these powers in real life?
Candidate: No, not really. I think there may be
another sense. Like when you can feel something
is going to happen. Like intuition. But I don't
believe in characters with magical powers, like
Superman or Spiderman.
4 Examiner: What do you think are the most
important environmental issues in your country?
Candidate: We have lots of problems with car
pollution. So I think this is the most important
thing. In my city they have tried to stop the
pollution by only allowing some cars in the centre,
not all of them. It seems to be working, but we
have to have better public transport as well.
5 Examiner: What kinds of jobs do you think will be
the most important in the next 10 years?
Candidate: Anything to do with computers. I think
that computers are really important today and you
can't live without them. So I think there will be
many more jobs in computing in the next ten years.
6 Examiner: Have people's lifestyles changed
recently in your country? Are people better off?
Candidate: Standards have dropped. With the
introduction of the Euro prices have risen a lot. You
used to see people shopping ail the time with lots
of bags in their hands. Now people still go
shopping but they don't buy anything.
1 I read an article once about people who believe
that they have been kidnapped by aliens and
taken fora ride in a spaceship. They say that some
of them have been operated on. You know, like in
experiments. I don't think I believe that really. I
don't understand why they would operate on
someone and then send then back to Earth. Do
you believe those sorts of stories?
2 A friend of mine is studying astrology. She has a
computer program where you put in your birth
date and place and then it produces a chart. She
doesn't predict your future or anything. She uses it
to tell you about your personality and your
character, what kind of person you are. I find it
interesting. How do you feel about astrology?
For tracks 56-60, see Student's Book pages 89-91.
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Wew Pass Trinity has been updated to cover

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