Laura Clyde Shannon West Pass Trinity with revised ISE examPass Trinity now GESE Grades 1-8 ISE IlGRADE 7 GRADE 8 Contents Page Graminat (6) & Phonology Functions (F) wWita_ National & local produce & products Madals & phrases for expressi Showing uncertainty possibility & uncertainty (G2 F) Madels & phrases forgivingadvice Word Stress & making suggestions (@ &F) Modal verbs ET ell) Used to for describing past Interpreting intonation habits (G8 F) Used to Review units 1-3 26 Cie SET eee Ui Second conditional (G), Expressing Subjectarea vocabulary agreement & disagreement (F) Weak forms & contractions Cie oe customs Relative clauses (G), Eliciting further ides & expansion of ideas & opinions IF) uNT 6 Rec: A CFU Simple passive (6) Discourse connectors (G) Third conditional (G) Contractions & weak forms Expressing Impossibility (F) in conditional sentences Ce 54 Linking words & phrases (G) Baseaiey Scone 60 Past Perfeet (G) Intonation in questions Review units 7-9 66 ie CST x living standards. edspeechiorreporting the Cannected speech conversations of others (G &F) ea old a Present Perfect Continuous (G} Stress & Intonation Expressing feelings (F) toindicate emotion Cue ees) it Pe Expressions fer speculating Using sentence stress ‘and expressing doubt (G&F) to speculate Review units 10-12 86Exam expert Exam expert Topic (T) & Conversation (Q) Interactive (1) Exam advice (T) Intradluction to the phase Choosing a topic (7) Keeping the conversation Exam practice (Cp going Making notes for Identifying key words your topic (T) inaprompt Making notes (7) Exam advice & practice z ‘Asking for further information Concems about yourtopic (7) Taking control aver Asking questions (C} the interaction Introduction tothe phase(T) _Intradluction to the phase Exam Practice (C) Choosing a topic (7) Exam practice fod | € Using mind maps Ms the Responding appropriately (C) conversation going Maintaining the Maintaining the interaction interaction (T & C) Anticipating & Taking control over answering questions (7) the interaction Moreconcems about yourtopic(T) Encouraging comments. Keeping the conversation going (C) ‘Trinity Grades 7-8 Overview 4 ‘Trinity Takeaway 88 Diagnostic Test 6 ISE file 1=) Exam overview TRINITY GRADED EXAMINATIONS IN SPOKEN ENGLISH (GESE), GRADES 7 AND 8, AND INTEGRATED SKILLS IN ENGLISH (ISE), LEVEL II GESE Grades 7 & 8 (CEFR B2) Time: 15 minu ‘armat and procedure: 1. Discussion of a topic prepared by the candidate (up to 5 minutes) + Communicate facts and opinions about chosen topic and engage the examiner In discussion of i + Ask aid answer questions about the topic, giving explanations or clarifying when requested, 2) Interactive task (up to 4 minutes) + Take control over the interaction and maintain the conversation, + Use language functions of the relevant grade when appronriate, 3 Conversation on twa subject areas selected by the examiner (up to 5 minutes) + Answer the examiner appropriately to show understanding, + Share ri Grade 7 exam syllabus: Grammar second canditianal simple passive wiedto relative clauses modals and pheases used to give adlvier andl make suggestions, e.g. should/ought to,could. modals and phrases usted to express possibility and uncertainty, e.g. may, might, discourse connectors, e.g, because of, due to ponsibility far the maintenance of the Interaction with the examin ‘Subject areas for Conversation phase education national customs village ancl city life national and local produce and products early memories pollution and recycling Funetions givingadvice and highlighting advantages and disadvantages. making suggestions describing past habits expressing possibilty and uncertainty elleiting further information and expansion of ideas and opinions expressing agreement and disagreement Phonology + correct pronunciathon of words relewant to the vocabulary for this grade rising intonation to indicate interest andl surprise as apprapelate falling intonation to indicate the end of a turn intonation and features of connected speech beyond sentence leLS UR hed Grade 8 exam syllabus: Grammar + third conditional + Present Perfeet Continuous tense Past Perfect tense reported speech linking expressions, e.g. although... Functions expressing feelings and emotions expressing Impossibility reporting the conversations of others speculating persuading and discouraging Subject areas for Conversation phase + society and living standards + personal values and ideas + the world af work unexplained phenomena.and events national environmental concerns public figures past and present Phonology + correct pronunciation of words relewant to the vocabulary for this grade rising and falling Intonation to indicate giving up and effering turns st1Pss.and intanation to indicate emetion stress, intonation and pitch relevant to the language functions listed above Speaking and Listening Speaking Discussion of a tople prepared by the candidate (4 minutes) + Acollaborative task, where the examiner expresses a dilemma or opinion and the candidate asks. questions to find out more information and keep the conversation going (4 minutes) Conversation with the examiner about one subject area from Grace 8 list (excluding Stange ‘Phenomena and events) selected by the examiner (2 minutes). Independent Listening Candidates listen twice to.a recording. They listen once and report the gist of what they have heard. They listen a second time and report the detail. They are encouraged to take notes during the second isten only (8 minute: Task 1, Long reading: condidates read one long text of approximately $00 words and answer 15 questions (20 minutes). Task 2, Multhtext reading: candidates read four texts of different types related to the same + topic and totalling appraximately 500 words and answer 15 questions (20 minutes). sk 3, Reading into writing: candidates wei fext of 150-180 words in response to.a prompt, ‘using information fram the four texts in Task 2 (40 minutes). Task 4, Extended writing: candidates write a text of 150-180 words in response toa prompt [40 minutes).ED Diagnostic test Listen to the examiner asking some questions and choose the best answer, A, B or C. There is only one B right answer for each question. You will hear each question only ONCE. Good luck! A Because lwant to have a centficate, aC) A Sowhat? B Because of a certificate, © Because | wall practise A Iwas here two years ago, B ve been here for two-years. | will be here for two years Yes Ido, Iprefer to travel by a car. I prefer to travel by car, Iwon't be sure, | thought | like coffee, [think "ll go for a coffee c A 8 c A B c A No, Ihaven't. B No, didn’t. No,/ never tasted it A since Iwas 12 B I want to study for years. Because it’s useful A tilteach maths B like to teach maths. € Idlike toteach maths. A 8 an 25 December Presents are exchanged and lots of foo eaten! © Fortwodays! A No, | don't like dance- music. B like music that makes me dance, € Yes, love musicl A |used ta live in a small village, too. B like villages better. € Was itinice? A lagree, 8 They never do in my country € No, they should never punish them, A Well, natural resources might last longer. B Well, natural resources can last longer. € Well, natural resources must last longer. A Incase I need it in my future career, Because I have two lessons every week € Incase of travelling to England. B What for? © Really? What else do you do? A So have |. B lagree completely. © That's wrong, A Fd like to send my friends emails mare easily, B | have wanted to send my fitends emails. I would havesent alotofemails io my friends. A Itused to be very dirty. Now it's cleaner. B Incase itwas diy, Yes, ithas, Thad mare free time, wall have more free time. might have more free time. Tell something more! Goon, tell me mare! Why did you do that? ‘A Doyou agree that recycling rubbish Is a good idea? B Have you agree that recycling rubbish is a good idea? © Must you agreed that recycling rubbish is a good idea? Ae> noe n ‘A What did your parents do if yau'e pass all your exams? B What will your parents def you will pass all your exams? ¢ What would your parents do if you passed! all your exams? A What dotthey celebrate St Valentine's Day? B Is St Valentine's Day celebrated in your country? € How often do they celebrate St Valentine Day?A Well, guess people would have been poorer, B Well, |suppase people will be poorer. Well, |imagine people are paorer. A Woll, |have improved. 8 Well, I've been studying hard. © Well, Iwill study hard. A Not really, she finished studying when she got married, B. Not really, she finished studying when she had got married. € Not really, she had finished studying when she got marti A You tole me that before. B Because of my religion, € I said earlier thatt didn’t believe in. ghosts. A The Prime Minister ~ in other words the persen who governs the country, B I met Nelson Mandela once. € probably not A Lsuppose so. B They haven't done so. © Goodness! That would be wanderfull A twouldn’t do that if | were yeu. B When did you give it” € Oh,I'm sorry! A Of course I did B Yes, twice! But nabody believes me, © They ate very frightening! A You're right, she newer performed in Italy before last night, B You're right, she was never performing in Italy before last night, You're right, she had never performed in Maly before last night, A Hes talking about the economy, B He had told the truth. © He said that living standards had improved fev the last 5 years. test Orr A I don't ~ unless the crime is really horrible: B I don't -except the-crime is really horrible. € Because some crimes are really horrible. A | don’t believe it B | won't believe you! € Thatisnt believable! A You must not to use your car, B I wouldn't use the car if were you. € You shouldn't have used your car, ‘A Do you think the next Prime Minister is. & woman? B Isit likely to have a woman Prime Minister? C Might the next Prime Minister be a woman? A Hasiife expectancy become more? B Haslife expectancy enlarged? € Has life expectancy increased? A Can you tell me what are your ambitions? B Can you tell me what your ambitions are? © What ambitions can you have? Toll me.GRADE 7 National & local produce & products A Vocabulary ‘Ja Work with a partner. Match the names of the products (1-5) with the photas (A-E). 1) maple syrup 4 caviar 2 tulips. S amber 3 balsamic vinegar lb tisten to Anna and Tim talking about where they think the products and produce Ina) are from. Match the photos (A-E} to the countries (1-8) according to what they say yere are three extra countries. 1 Co Canada 5 C1 ttaly 2 LL Chis 6 1 Russia 3 LC Holland 7 C1 France 4 (tran aC usa ¢ Anna and Tim are unsure about some of their sentences 1 Anna: Isten again and.complete the from thelr conversation. I'm bout think it be Canada. 2 Anna: My brother wouldn't know =he have a... about things lke that! 3 Anna: produc Ww PP es ns Ut | think they Lin France. Of, actually... not ‘aly, What de you think? 4 Thm: Um, I'm... nat Let's leave that om 6 Thm: efor now. re fe IVE aasas MO annus myself, so let'sand uncertainty 1 Modal verbs ~ could/may/might + infinitive Ihcould be Canada. It may be the USA. They might produce it in France, Do you thittk it may/might/could tbe lean? 2 Adverbs maybe and perhaps Or, actually, maybe not Perhaps it’s Italy. 3 Other expressions of uncertainty uncertain Lim not sure, Tim not certain, Tm nat completely sure, I'm really aot sure. ‘ve got ne idea, more uncertain 2a Work witha partner. Ask and answer questions.about where the produets In exercise 1a) are from. Use the language for expressing possibility and uncertainty from the Grammar focus. A: Do you think mapla syrup comes Fram Canada? B: Maybe, but I'm not cerca. It could be the United States, What- do you think? A: | haven't gov a elue, actually! b Check your answers with your teacher. ¢ Work witha partner, Askand answer questions about your experience of the products and produce in exercise 1a), Have you evar tried maple syrup? What wae It ke? Did you like ie? Why/Why hott Where dld you buy It? National & local produce & products 2. Expressing present and future possibility He doesn't have a clue about things like ¢hat! I | Phonology @ Showing uncertainty 3a Listen to the sentences.and underline the word with the main stress in the sentences. 4 © They could be. They may be. They might be, Vie not sure. I'm not completely sure. ‘ey really not sure, ve noidea. haven't gota clue & Pethaps you're right, © a > o m = Naweuna b Now mark where the speaker's voice goes up. (+) ordown (%), € Listen again and repeat the sentences using the same stress and intonation.GRADE7 Vocabulary Sa Work with a partner, Make alist of the different ‘types of places for going faad shopping. Eq. supermarkets b Using your list from a), tell your partner which is your favourite and least favourite type of place fer food shopping, | really like going te the market near my house ~ It haa lote of fruit. and vegetables and they're reaily Freeh and cheap, | hate golna to bla supermarkets cutelde taint. They're too big arid there's toa ich ‘ta choose fram! Reading 62 Work with a partner. Which countries do you associate with these food products? beet USA, Argentina tomatoes potatoes broccoli bananas carrots en aununae lamb - b With your partner, make a list of some advantages for buying local food products instead of products that have come from ahothet region ot from abroad. Eg. Local praducts are fresher. © Read the article. Check your answers to B .a} and compare your list from b} with the information given in the text. d Work with a partner, Ask and answer these ‘questions about food products. 1. What food items ate produced in your area? Are these products exported to ather regions andor abroad? 2 Which local food products do you“your 3. [sit possible to buy au-of-seasen food products where you live? Do yow/your family ever buy them? Why/Why not? 4 Dayoulyour family worty about food miles, when shopping? Writing IGE « see ise fite on pages 110-111, 7 Write a report (150-180 words} for an online magazine for young people explaining in ‘your own words what the text says about food miles and ways to reduce thein. ‘Suggest ways of educating people about the problem.Q Hew many ‘food miles’ have you consumed today? Or, to put it another way, haw much air pallution hhas been created by getting the food to your table? These statistics abmut fond imports to the UK ~ all ‘of which, apart from bananas, can be produced in Britainy= might cause a few surprises. * Two thirds of tomatoes consumed in the UK are 4 imported from Saudi Arabia ~ 3,100 food miles. | * $50,000 tonnes of potatoes are imported into a \ Briain avery year, many af them fram israel — \ 2,200 food miles, Broccoli grows in the UK from February to April, but it is available there all year round, It is imported mainly (ram Spain - 730 foad miles. India is one of the main producers of bananas, along with Ecuador, Costa Rica, the Philippines, and Colombia, India to UK: 5,106 food miles. * China is one of the world’s larges! producers of carrots, followed by Russia and the USA, However, in the UK, mast of the carrots come from South Africa ~ 6,000 food miles, + The UK is the biggest importer af lamb fram New Zealand - 11,200 food miles. Bringing food such long distances is bad for the environment andl it's not good news for eur health, either. Food that has come this far may be days or weeks old, and the older the fruit ‘or vegetables, the fewer vitamins remain in them. So what cain we do to reduce our food miles? Here are some simple steps you can take: * Buy foods that are grown and produced locally whenever you can, including meat and dairy products, * Da your fond shopping at farm shops and farmers’ markets, Eat seasonal foods - dan’t expect to be able to eat everything all year round,ED exam Interactive task @ Introduction to the task a a Listen to the candidate describing the Interactive task te a friend and choose the correct answers in the sentences. 1. Hhiests the candidate's ability 10 mointainé finish conversations, 2 IMlasts forabout 4/6 minutes, 3 Mis started by the examiner asking a .question/makiag a statement. 4 The examinericandidate is responsible for keeping the conversatian going, SW the candidate does not participate, the examiner will/won't help keep the conversation going, 6 After the examiner starts talking the conversation can go in any direction the ccondidates choosesAwill need torbe linked to the examiner's responses G@ b Look at these strategies for kee| o conversation going. Listen to the examples (1-4) of the candidate keeping differant conversations going. Write the number of the ‘example next tothe correct strategy (AE). A (Checking that you have understood, B [> Summarising what the person has said, ¢ Showing interest in whal the person Is. saying D [Asking questions to find out more information. ¢ Work with a partner. One of you Is Student A, the other Student B. Follow the instructions. Student A. Stage 1 You're the examiner, Student B isthe candidate. Start the Interactive task with the following statement: Ihave to go toa wedding ext weekend, but Ihave nothing to wear. Stage 2 You're the candidate, Student Bis the examiner. Listen to the examiner's statement, then respond by using the strategies from bi. Try and keep the conversation going for four minutes. Try and use some language of the level to help the examiner with the peatslem, for example highlighting advantages and disadvantages, making suggestions, expressing poss[billty andl uncertainty, and so on. (See p. 4) Stage 3 Decide with Student B what went well in the conversations and what you could improve. Your teacher will also give you some ideas. Stage 4 Repeat Stage 1 with the following statement: Shave-so much work to.do. My bass gives me too much to do. ‘work late every evening Stage § Repeat Stage 2, Student 8 ‘Stage 1 You're the candidate, Student A is the: examiner. Listen to the examiner's statement, then respond by using the strategies from b). Try and keep the conversation going for four minutes. ‘Try and use some language of the level ta help the examiner with the problem, for example highlighting advantages and disadvantages, making suggestions expressing posslbiiy and uncertainty, and soon. (See p.4) Stage 2 You're the examiner, Student Ais the candidate. Start the Interactive task with the following statement: Hhave to take. veally dificult exam next week. Stage 3 Decide with Student A what went well in the conversations and what you cauld improve. Your teacher will also give yau some ideas. Stage 4 Repeat Stage 1, Stage 5 Repeat Stage 2 with the following statement: Fn really bored where jive. There's nothing ro do, d Change roles and repeat stages 1-2