NewPassTrinityTB 9 10

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:38 Pagina 1
Tricia Hansen
NEW
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Trinity
Teachers Book
Trinity Grades
9-10
Internet: www.blackcat-cideb.com
email: [email protected]
Editor: Joanna Burgess
Book design: Veronica Paganin
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Page layout: Maura Santini
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First edition: February 2011
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Contents
GRADE 9
Procedures File
UNIT 1 Technology
UNIT 2 Crime & punishment
UNIT 3 Design
Review units 1-3
12
14
UNIT 4 Global environmental issues
15
UNIT 5 Habits & obsessions
18
UNIT 6 Dreams & nightmares
20
Review units 4-6
GRADE 10
UNIT 7 Roles in the family (A)
22
23
Equal opportunities (B)

UNIT 8 Use of the Internet (A)
26
Scientific developments (B)

UNIT 9 School curriculum (A)
29
Stress management (B)

Review units 7-9
31
UNIT 10 Designer goods (A)
32
Future of the planet (B)

UNIT 11 Communication (A)
34
Social issues (B)

UNIT 12 Youth behaviour (A)
36
International events (B)

Review units 10-12
37
Recording scripts
38
Procedures file
Reading tasks
There are no reading tasks in the Trinity GESE
examinations so it is essential that the reading
texts are regarded as a springboard for discussion
and vocabulary extension. It is usually a good idea
to draw students attention to any captions or
pictures related to the text and ask them to
anticipate what the text is about. Then students
could be asked to skim the text. At this point you
may like to explain problem vocabulary or elicit
definitions from the students. Students will need
10-15 minutes to read the text in greater detail or
you could ask them to read through the questions
and scan the text. Exploit the text and questions as
much as possible to generate the language of the
level.
Note:
Skimming reading the text quickly to get a
general idea of what it is about
Scanning reading through the text looking for
specific pieces of information
Listening tasks
This guidance is to help teachers with the
general listening tasks in each of the units in this
book, not for the listening tasks for Grade 10.
Prepare students for the listening by using any
illustrations or headings, then by telling them who
the speakers are, how many of them there will be
and what they are going to talk about.
It might be helpful to mention register and
regional or national accents as they need an
awareness of English as a global language.
Introduce any difficult vocabulary. As the students
listening skills develop, you may wish to skip this
introductory phase and elicit the relevant answers
from the students after the first listening.
Read through any questions or true/false exercises
before playing the CD again. Students should then
complete the tasks. If the students are still having
difficulty understanding the text, play the CD
again, stopping where necessary for further
explanation. Encourage students to discuss any
problems they had understanding the listening
and to reflect on any issues raised by the speakers.
Brainstorming subject areas

and vocabulary
Try and engage the students immediate interest in
the subject area by focusing on the pictures and
getting them to talk about them in pairs before
moving on to group or class discussion. Monitor
the pair work to ensure that only English is being
spoken and that they are concentrating on the
task you have given them. The questions are
designed to provoke discussion but if you feel
there are other questions on the subject which
they will relate to, try asking them. At this level, it
is important students are sufficiently stimulated to
want to express themselves well in English on a
wide range of subjects.
You can approach new vocabulary in a variety of
ways. At this level students should be encouraged
to become more independent and use
English/English dictionaries or the Internet to look
up new words. However, if you feel students are
not yet ready for this, it could be introduced
gradually with individual students asked to
prepare definitions for the next lesson or
paraphrases of terms and expressions. You could
then concentrate on explaining more complex
vocabulary. Translation should be avoided.
Group & pairwork & role play

Group and pair work is a most effective tool in
getting as many students as possible speaking
English at the same time. Insist, right from the
start, that only English is spoken and at this level
students should be encouraged to help and
support each other with any difficulties. Role play
can be extremely useful for less outgoing students
who feel more comfortable being someone else
and it can be a way of bringing characters alive
from the Listening or Reading texts.
Procedures file
Grammar focus
Trinity Takeaway
The Grammar focus sections include the main

structures for Grades 9 and 10 as well as revision of
more complex areas. Some time should be spent
introducing each structure and students should be
given the opportunity to discuss nuances of
meaning and form.
At the end of each unit, the Trinity Takeaway

sections provide the students with useful
examiner/candidate language for the exam. Its
important that you point out to learners that they
mustnt memorise the mini-dialogues, but use
them as examples of the type of conversation they
will have with the examiner.
Students should then be given thorough oral

practice before moving on to the exercises.
Function focus
The Function focus sections draw students
attention to the functional language they need to
be able to use at Grade 9 and 10. Give them every
opportunity to absorb this language by
completing the tasks and using it in speaking
activities. They are most likely to be using it in the
Interactive phase of the exam.
There is also a section a the end of the Students

Book (pages 86-92) with further examples of
examiner/candidate language, which are
recorded.
After listening, you can:
ask students to read the mini-dialogues out
loud to practise question/answer intonation
ask students to write similar mini-dialogues
using different vocabulary from the unit.
Exam expert
The Exam expert section in each unit gives the
students thorough preparation in the specific skills
needed for each phase of the exam. Many of the
activities are designed to ensure that students
produce exactly what is required of them during
the examination. You may, however, need to
remind them of the procedures and to monitor
their work. Above all, encourage them to be
positive and creative, speak English at every
opportunity and thoroughly enjoy the Trinity
examination experience!
GRADE 9
UNIT 1
Technology
Trinity subject area
Grade
Language
Functions
Topic Phase
Interactive Phase
Phonology
Technology
9
Grammar review
Evaluating options
Selecting a topic for Grade 9
Introduction to the phase
Stress in two-syllable words
Vocabulary, pages 6-7

1a Before looking at page 6, introduce the subject of
Listening, page 7
3a Explain to students the importance of
technology and ask students to name their

favourite gadget or technological device, i.e.
mobile phone, laptop, netbook etc. Ask students
to look at the pictures on page 6 and complete
the matching exercise (page 7, exercise 1a).
Monitor and give support or clarification if
needed.
ANSWERS
1C 2D 3F 4E 5A 6B
1b Encourage students to look at this subject in

greater depth and talk about the dangers of
excessive use as well as the benefits.
Possible areas for discussion: health risks; rapid
and easy communication; Internet as an excellent
source of information but some risks; opportunity
to work, listen to music, etc. wherever you are;
problems with Sat Nav; children spending too
much time on computers or game consoles.
2a The questionnaire is designed as a fun exercise to

establish how much influence technology has on
our lives. Elicit from students the meaning of
techy someone who has a great interest in
technology. Students complete the
questionnaire.
2b Get students to check their answers with a

partner before they work out their scores. Explain
the point system. Ask them if they think their
score is a fair assessment of their attitude towards
technology. Perhaps you could complete the
questionnaire too!
understanding different English accents. Tell

them they will hear speakers from countries such
as India, the United States and the UK talking
about technology.
Tell students that for the first listening they are
looking for specific information: what kind of
technology has changed each persons life.
ANSWERS
1 mobile phone 2 computer 3 medical technology
4 computers/chatrooms 5 MP3 player
3b Advise students that they will listen again and

now need to find out how this technology has
changed each persons life.
ANSWERS
Maria can share personal experiences and compare
notes with others on the Internet; Kieran notes how
medical technology has brought about many
changes in India; Dani is able to communicate easily
with her family while far away; Mike has been able to
lose weight in an enjoyable way.
3c
Make sure when students are working in pairs

that they give reasons for their choice. Remind
them to listen carefully to what their partner says,
take notes and be ready to report back to the rest
of the class.
UNIT 1 Technology
Reading, pages 7-8
4a Give students 2 minutes to look at the profile on
Aboutyou.com. They will probably deduce pretty
quickly that it is a social networking site. Ask
them about other similar websites and get them
to discuss in pairs/groups which ones they use
and what they think of them.
4b Ask students to discuss their impressions of Jack.

Students discuss in pairs what they would put on
their homepage and then prepare their own.
POSSIBLE ANSWERS
Student, has plenty of friends (387), interested in
travelling, music and politics.
3 You dont know whether you can trust people

and if they are lying. Some people may be
involved in criminal activities.
4 Its a very easy and cheap way to make new
friends and seems natural in our current cyber
age.
5 Jack means that if you dont belong to a social
networking site like Aboutyou, you may not have
the opportunity to make friends and socialise
because all young people do this these days.
Grammar focus, page 9

6a This is intended as a general revision exercise and
gives you the opportunity to find out if the
students have any problems with areas of
grammar (Grades 1-8), which they should be very
familiar with for Grades 9 and 10. Go through the
exercise as a class first and discuss which tense
should be used and why. Then ask students to
complete the exercise individually.
5a Ask students to quickly read the text for gist and

then discuss in pairs what new information they
have about Jack. It may be useful at this point to
comment on the style and register of the text:
very informal chatty style.
ANSWERS
He hardly ever goes out and spends most of his time
on the computer.
He has a lot of friends from home, travelling and
university.
He enjoys telling his friends all the trivial details of his
life and finding out about theirs.
5b Explain any vocabulary or phrases in the text

which you think might cause difficulty. For
example, you may need to explain the following
in the context of the text:
ANSWERS
1 H 2 J 3 G 4 B 5 I 6 E 7 D 8 C 9 A 10 F
6b Ask students to decide which tense they are

going to use and why before they complete the
sentence.
ANSWERS
1 has worked 2 had stayed 3 are sent 4 would give
5 Does... get up 6 will be
6c
venture: risk/be brave enough to do something

peer: look curiously/searchingly
sad: pathetic
like-minded: sharing the same ideas and
opinions
trivial: ordinary/unimportant
post (photo): display online
Give the students 10-15 minutes to read the text
in greater detail and answer the questions.
ANSWERS
1 to keep in touch with old friends and make new
ones
2 With an Aboutyou friendship you only
communicate online and there is no need to ever
go out whereas with a face-to-face one you meet
each other and communicate directly.
Encourage students to complete this exercise

spontaneously but afterwards you may wish to
check their awareness of the tenses they used.
Phonology, pages 9-10

Give examples of two-syllable words and how
different it sounds if you change the stress.
E.g.
London London
butter butter
sofa sofa
7a Ask students to listen and repeat (individually or

as a group) what they hear on the CD.
7b You can refer students back to the examples

above if necessary.
7d
ANSWERS
1 reason 2 shampoo 3 complete 4 answer
5 mistake
GRADE 9
UNIT 1 Technology
Function focus, page 10
Emphasise the importance of the functions for Grade
9 (as well as the grammar).
This is a communication activity so make sure

students are working in pairs or small groups.
Encourage them to express their own views and
to use the suggested language. They should
consider as many options as possible before
reaching a decision.
Get students to report back to the rest of the class
and give reasons for their choice of phone.
Students might say:
I have decided to buy a Moon 8500 mainly because
Id like to be able to listen to music as well as use the
phone. Id also love to have an orange phone. Its
such a cool colour!
Topic phase, page 11

9a Ask students to brainstorm topics they might
consider doing for the exam. You could start off
by getting students to give as many ideas as
possible, perhaps going through the alphabet.
(Athletics, Beatles, Computing, Dubrovnik, etc.)
Encourage them to think of a wide range of
subjects before they work in pairs and then select
their three favourites.
9b Briefly explain why these four points are

important. After they have completed the table
you could ask students who answered no to the
questions to explain why it probably isnt a good
topic.
9c
Tell students they are going to hear four students

talking about their topic. As a class discuss any
problems these students might have, bearing in
mind their comments. Ask them which topic they
think would be the best/worst. This should be
discussed with students, opinions may vary.
ANSWERS
Rosa: Y because shes very interested in her topic
Stefano: Y because he knows a lot about the subject
Tham: N because he will probably prepare too much
material
Florian: N because her topic is too easy for Grade 9
Interactive phase, page 11

10a Stress the differences between the Interactive
phase and the other phases of the exam. Ask
students to underline keywords and then
explain why they are important.
ANSWERS
1 I really dont know what to do in the future. I had
a great idea the other day but now Im not so
sure.
2 Someone stole my friends computer last week.
She thinks she knows who did it but is not
absolutely sure.
10b
ANSWERS
Possible questions:
1 What idea did you have? Why are you not so sure?
2 Who does your friend think did it? Why is she not
sure?
10c
Students can check the Exam overview on

pages 4-5 of the Students Book before
completing the quiz.
ANSWERS
1 Y 2 N 3 N 4 Y 5 Y 6 Y 7 DK 8 N
Trinity Takeaway, page 11

Get students to memorise the takeaway and use the
functions included in it as much as possible when
practising for the exam.
Unit 2
Crime & punishment

Grade
Language
Functions
Conversation Phase
Interactive Phase
Phonology
Crime & punishment

9
Mixed conditionals
Hypothesising
Researching subject areas
Understanding the prompt
Topic & subject-area vocabulary
Vocabulary, page 12
Introduce the subject area by getting students to list
in pairs all the crimes they can think of and then
discuss all possible forms of punishment. Elicit the
crimes, write them on the board and ask students to
suggest the most appropriate punishment for each
crime.
Reading, pages 12-13

2a Ask the class to discuss the headline Cybercrime.
The crime of the century! and elicit from students
what they think the article is about. Ask students
if they or their families have ever been victims of
cybercrime.
2b Point out to students that it is sometimes useful

to scan reading material to find specific
information especially when researching their
topic. Give the students a few minutes to scan the
article and find the answers.
1a Ask students to look at the pictures and discuss

what crimes they represent.
1b
ANSWERS
A Shoplifting B Bribery C Dumping rubbish
D Arson
1c
You should encourage students to discuss in

greater length what factors make a crime more
serious: violence, premeditation, suffering of the
victim. Ask students what other actions could be
considered crimes although they may not always
be against the law. For instance, is graffiti or
pollution a crime?
Get students to compare their lists and discuss
the differences.
1d This could be a pair or group activity. Students

could make a list and then compare in pairs. If
students all come from the same town, they may
all have very similar lists. In this case they could
compare the situation in their town/city with
another (e.g. New York, So Paulo).
Other crimes that could be mentioned: fraud,
corruption, perjury, murder, road rage, speeding.
Pairs or groups should report back to the rest of
the class.
ANSWERS
1 computer hacking, financial scams, identity theft
2 Be careful about the information you share on
line; Use a password which is difficult to guess; Do
not use a website which seems suspicious; Be
careful about opening up emails from people you
dont know.
2c
Get students to read the text again before

completing the exercise. Encourage them to work
in pairs and discuss the various possibilities.
ANSWERS
1 password 2 identity theft 3 A computer geek
4 unscrupulous cyber criminal 5 hacking 6 freeze
your bank account 7 financial scam 8 hardened
criminal
After they have finished, ask the students to turn over
their books and get individual students to explain the
meaning in their own words.
2d This may be an opportunity to discuss online

shopping and the kind of information you are
asked to give.
GRADE 9
UNIT 2 Crime & Punishment

Reading, page 14
3a There are some interesting puns and expressions
in the headlines. Try to elicit comments from the
students before giving your explanation.
to vanish into thin air: to disappear completely
Madoff with you money: An amusing play on
words. His name is Madoff but to make off with
some money would mean to run away with the
money.
Madoff dubbed King Con: A con man is
somebody who commits fraud. King Con sounds
similar to King Kong the giant gorilla!

At this level students should already be familiar with
the different conditionals. Give examples and make
sure they understand the difference between the
second conditional (impossible or unlikely situation
in the present) and the third conditional (unreal
situation in the past). Then introduce them to mixed
conditionals when we want to imagine past events
with results in the present.
6a The matching exercise gets students to look

carefully at sentence construction as well as
meaning. Get students to work out which part of
the sentence refers to present time and which
refers to past time. These are all examples of
mixed conditionals.
3b After reading the article, ask students to discuss

Bernard Madoffs character, how he was able to
con so many people and what they think would
be the most appropriate punishment. Should he
in fact be allowed to work to repay some of the
money he stole?
Listening, page 14
4a Encourage students to discuss the long-term
benefits of education in prison. Can they think of
any drawbacks? After the first listening elicit from
the class a brief summary of the scheme.
4b Get students to discuss in pairs the meaning of

the vocabulary.
ANSWERS
illiterate: unable to read or write; stimulating: make
you interested or excited; innovative: a new way of
doing something; enhance: improve; compulsory:
obligatory; intimidate: frighten or discourage.
4c
Ask students to check through the statements

before listening again. They should then
complete the true/false exercise. Listen once
again to check and stop the CD at the relevant
parts.
ANSWERS
1 T 2 F 3 F 4 DK 5 T 6 T
Vocabulary, page 14
5 Go through the theory box with students before
they do the exercise.
ANSWERS
1 robbed, stole 2 was stolen 3 has been burgled
4 robbers/thieves 5 burglar
10
ANSWERS
1D 2C 3B 4A
6b
POSSIBLE ANSWERS
1 would be at university now.
2 had invested the money
3 he wouldnt be in hospital today.
4 hadnt eaten lunch.
5 hadnt committed fraud
6c
POSSIBLE ANSWERS
1 I would be able to call him.
2 I were you.
3 they would still be friends.
4 the weather had been better.
5 I lived in Paris.
6 Id see a doctor.
7 they had gone to the meeting.
8 Id say yes.

7a Students should use conditionals and modals to
practise the function Hypothesising.
Brainstorm ideas about how their lives could have
been (in the past) different.
different school/university
born in another country
different job/career
live in a city/countryside
live in a flat/house with a garden
only child/lots of brothers and sisters
Now get the class to work on their ideas in pairs.
UNIT 2 Crime & Punishment

7b Draw the mind map on the board and share ideas
on future changes in your country. Elicit
sentences from the class using modals and
conditionals. Then ask students to add more ideas
to their own mind map and make sentences with
their partner.
Phonology, page 16
8b
ANSWERS
1 cybercrime 2 potential 3 unscrupulous
4 identity 5 appropriate 6 inmate 7 illiterate
8 investment 9 professional 10 burgle
Conversation phase, page 17

9a You may like to run through the main features of

10 Make sure students know how important it is to
understand the prompt to deal appropriately
with the situation and ask the right questions.
Give students a few minutes to read through the
prompts, then work in pairs.
Remind students of the functions for Grade 9. You
can check these on pages 4-5 of the Students
Book. Monitor and give feedback after students
have finished the activity.

Encourage students to memorise the takeaway and
recap at the beginning of the next lesson.
the Conversation phase. You could read through

the relevant parts of the Exam overview on pages
4-5 of the Students Book before students
complete the true/false task, or they could do the
task first followed up by a general class
discussion.
ANSWERS
1 F (2 subject areas) 2 F (up to 5 minutes) 3 T 4 T
(the subject areas covered in units 1-6 of this book)
5T 6F
9b Emphasise the importance of thorough

preparation and research. Get them to work in
pairs or groups and use their dictionaries.
Monitor and give feedback at the end of the task.
POSSIBLE ANSWERS
Vocabulary:
bribery, pickpocketing, drug trafficking, identity
theft, hardened criminal, scam
Examiners Questions:
What alternatives are there to prison?
How difficult is it to give up a life of crime?
Your Answers:
In my view, it is often more beneficial in the longterm to give convicted criminals the chance to do
community service.
I think it would be very difficult to give up being a
criminal partly because it may be very difficult to find
a job.
Your questions:
If you had been the judge, what sentence would you
have given Bernard Madoff?
11
GRADE 9
Unit 3
Design
Grade
Language
Functions
Topic phase
Interactive Phase
Phonology
Design
9
Modals with the passive
Expressing abstract ideas
Mind maps & note taking
Controlling the Interactive phase
Speaking with enthusiasm
Vocabulary, page 18
1a Ask students to look at the four pictures and say
how they feel about them. These adjectives may
be useful: inspiring, unusual, hi-tech, curious,
spectacular, elegant, magical, sleek, modern,
traditional.
Encourage students to think about what they
look like as well as how useful they are.
7 to place close together

8 have differing feelings

3a Remind students of all the modal verbs (should,
ought to, could, must, can, might, will, would, need,
have to) and draw attention to their passive form.
Ask students to complete the matching exercise
in pairs. Ask them which sentences are modal
passives (1, 3).
1b You may need to explain the following terms:

state-of-the-art: the very latest
retro: revived from the past
outrageous: extravagant, shocking
1c
Explain to students that this is a hotel in Spain

built around a traditional 19th-century
farmhouse. You could ask them about its
aesthetic/functional value as discussed in 1a.
Reading, page 19
2a Possible points to mention: abstract forms and
wild features; own home covered in corrugated
Steel; buildings famous for spectacle rather than
intrinsic value.
2b Get students to underline the phrases in the text

and discuss their meaning in pairs or groups.
Monitor and give feedback.
POSSIBLE ANSWERS
1 introduce an entirely new way of doing things
2 seems confused and in need of more work
3 an architect who doesnt have his designs built
4 recognised throughout the world
5 a star or celebrity in the world of architecture
6 go well with
12
ANSWERS
1B 2F 3C 4D 5E 6A
3b Go through the expressions and explain that

these are more sophisticated ways of expressing
opinions (rather than simply saying I think).
Show them that intonation is important, too.
Then ask students to combine the expressions
with a modal verb to comment on the clothes in
the pictures.
3c
Go through the examples with the class before

getting them to make other sentences in pairs.

4 Encourage students to be as imaginative as
possible in their interpretation of the quotations.
5a Students may need to use their dictionaries to

complete this task.
ANSWERS
1 love 2 beauty 3 truth 4 peace 5 friendship
UNIT 3 Design
5b Give students 5-10 minutes to make sentences.
9a In Unit 1 students considered their choice of
They may need some support especially with

abstract nouns, You may need to give some more
examples.
E.g. Happiness is a chocolate cake!
5c
topic. Once they have decided, they need to

prepare in greater detail. Ask them to look at the
sample mind map My cultural exchange. Point
out to them that they should be thinking about
lexis, language of the grade, opinions, etc. Then
ask them to prepare their own mind map. Check
with individual students that their topics are
appropriate and that mind maps contain the right
information.
Depending on the size and type of your class you

could do this exercise in pairs or as a whole class.
Listening, page 21
6a Brainstorm possible areas a young fashion
designer might cover: training, talent, money,
interests, designs, new collection.
9b Ask students to prepare notes. Emphasise the

topic should not be a written script and in no
circumstances should be memorised.
6b Listen to the track once and ask students for their

general impressions of Victoria. Read the
questions, then listen again and ask students to
note down the answers.
ANSWERS
1 Its Victorias first London Fashion Fair.
2 She was influenced by her mums interest in
fashion and was good at arty subjects at school
so she went on to do a degree courts in Fashion
Design.
3 finding her first job
4 Its innovative and slightly retro in ice cream
colours.
Phonology, page 21
7a Emphasise the importance of speaking with
9c
It might be a good idea for you to demonstrate

this role play in front of the class with one of the
more confident students.

10a Get students to focus on the important facts in
the prompt as this is what they need to do in
the exam.
ANSWERS
1 a fantastic new job/in Australia
2 possible questions: Doesnt he want to work in
Australia? What kind of job is it?
10b Listen to the candidate doing the Interactive

phase and ask students to read through the
true/false questions, listen again and then
complete the task. Point out that there is the
dont know option too. Go through answers
together. The students will benefit from any
debate about the correct answers.
enthusiasm to engage the listener. Tell the

students if their voice rises at the end of the
sentence and key words are stressed, this is very
effective.
ANSWERS
Speaker 1
7b
ANSWERS
1 Id like to speak about abstract ideas.
2 I would like to tell you about fashion design.
3 Actually, my topic is hip hop music.
4 Ive chosen to talk about cultural differences in
Europe.

8 You may like to discuss the features of the Topic
phase before the true/false task, or students
could do it first and then discuss.
ANSWERS
1T 2F 3T 4T 5F 6T 7T 8F
ANSWERS
1 T 2 T 3 F 4 F 5 F 6 T 7 DK 8 F
10c
Elicit possible questions from students before

they do the same Interactive task in pairs.
11a
Give students time to discuss each point in

detail. Monitor and then give feedback.
ANSWERS
A 1 the examiner 2 he/she said something that
he/she regrets 3 What did you say exactly?
4 suggest that they talk to this person again
B 1 a friend or relative 2 she spent a lot of money
on a dress that she probably doesnt need 3 How
much did it cost? 4 suggest that she tries to take
it back to the shop
13
GRADE 9
UNIT 3 Design
C 1 the examiner 2 He/she regrets a decisions
he/she made in the past. 3 Why do you think you
wouldve enjoyed it more? 4 suggest taking
some time out now
11b Ask students to work in different pairs.

Get students to memorise the takeaway and recap in
the next lesson.
REVIEW UNITS 1-3

1
1 E 2 F 3 J 4 I 5 D 6 G 7 B 8 A 9 C 10 H
2
1
2
3
4
5
6
7
8
was prosecuted
hadnt given, wouldnt be/wouldnt have been
wouldnt have become
be given
be introduced
be
had
understands/understood, cant/couldnt
3
1 If I learnt Spanish, I could work in South America.
2 If I applied for university, I would have more
opportunities.
3 If I hadnt been so stupid, I wouldnt be in prison
for fraud now.
4 If they banned cars in city centres, it would
certainly reduce pollution.
4
1 I 2 W 3 C 4 I 5 C 6 T 7 T 8 T 9 T 10 W
5
A
1
2
3
4
B
1
2
3
4
14
my best friend
to go on holiday with her family
Why did your friend regret it?
It was really hard work! She had to cook for 10
people every day!
the examiner
not to go to the United States
Why didnt you go?
If Id gone, I wouldnt have been able to go to
university.
Unit 4
Global environmental issues

Grade
Language
Functions
Conversation phase
Interactive Phase
Phonology
Global environmental issues

9
should/might/could/must and the perfect infinitive
Evaluating past actions
Responding to the examiner
Maintaining & developing the discourse
Intonation to convey attitude
Vocabulary, page 26
1a Introduce the subject by asking students to give
examples of global environmental issues.
Get students to look at the pictures and discuss
the questions in pairs. Encourage them to look
closely at the pictures and talk freely about
feelings and emotions as well as the
circumstances.
POSSIBLE ANSWERS
1 A melting ice in the North Pole B drought
C flooding D oil spill in the sea
2 Polar bears no longer have their natural habitat.
Where there is drought it is difficult to grow crops
so people are starving.
Flooding means roads are impassable and many
homes are ruined.
When there is an oil spill at sea many birds and
fish die as a consequence.
3 desperate, angry, frustrated, starving
4 Possible answers:
I would move to another country.
I would ask for help.
5 charities, governments, international
organisations, the army
1b In this exercise you are asking students to

examine the effects of climate change in their
area. Get one student in each group to take notes
and report back to the rest of the class at the end
of the discussion.
Reading, page 27
2a Get students to discuss what the headlines might
be referring to. There might be a variety of
interpretations and this should be encouraged.
2b Give students a few minutes to skim the text and

then ask them which is the most appropriate
headline and why.
ANSWERS
Scientists reject global cooling
2c
Ask students to look at the questions and then

spend 5-10 minutes rereading the text to find the
answers.
ANSWERS
1 They trap heat around the Earth, which causes
global warming.
2 No, because the gases stay in the atmosphere for
up to 100 years.
3 The concentration of carbon dioxide in the
atmosphere is rising and also the rate of increase
is accelerating.
4 more extreme weather with a higher risk of
hurricanes, storms, heat waves and drought
2d Get students to highlight the vocabulary in the

text, try and work out the meaning from the
context and complete the matching exercise.
Give further explanation if necessary.
ANSWERS
1E 2C 3D 4A 5B
15
GRADE 9

Go through the grammar explanation with the
students and make sure they understand the
differences between should have done, might have
done, could have done and must have done.
Give examples from your own life: I didnt eat any
breakfast this morning and now Im hungry; I should
have eaten something.
Then elicit examples from the students: I could have
helped my mum cook the dinner last night but I was
watching a good programme on TV.
3a Get students to complete exercise and then go

over it together.
ANSWERS
1 should have 2 shouldnt have 3 might/could have
4 might/could have 5 might/could have
3b
POSSIBLE ANSWERS:
1 should have called them 2 could have died
3 shouldnt have done that 4 must have gone home
5 must have been cleaned
Listening, page 29
4a Try and get students to guess the meaning of
these words. You may be able to give them some
clues.
ANSWERS
carbon neutral: not emitting carbon dioxide into the
atmosphere
solar panel: device that converts solar energy (from
the sun) into heat or electricity
wind turbine: machine powered by wind
triple glazing: (window with) three panes of glass
(for maximum insulation)
compost: mixture of decomposed vegetation used
as a fertilizer
eco warrior: environmental activist
key worker: worker considered essential to the
community
landfill: place where rubbish is buried
4b Ask students to read the questions, listen to the

CD and then answer the questions. They can take
notes.
ANSWERS
1 He was concerned about the environment.
2 lovely and warm
3 He separates it into three bags for compost,
recycling and landfill.
4 The wind turbine is rather noisy and his friends
make fun of him.
4c
Ask students to listen again and complete the

true/false/dont know task as they listen.
ANSWERS
1 F 2 T 3 T 4 DK 5 T 6 F
4d Ask students to consider what steps can be taken

to create a carbon-neutral lifestyle (not just in the
home but in their daily lives). They should then
report their ideas back to the class.
Phonology, page 29
5a
ANSWERS
1 Well done! s 2 Terrible! t 3 Excellent! s 4 How
terrible for you! t 5 That sounds very interesting! s
6 Great! s

6a Get students to brainstorm all the areas where we
have harmed/damaged the environment in the
past and fill in the gaps on the mind map.
6b Follow up exercise 6a by asking students to talk

to each other about their past mistakes and
comment on what they should/might/could have
done.
Conversation phase, pages 30-31

7 Ask students about the main features of the
conversation phase (discussed in Unit 2). Get
students to complete the matching exercise. Go
over the answers and discuss why each point is
important. For example: Dont forget to react to
what the examiner says. The candidate shouldnt
just sit and listen to the examiner but show they
have understood and make appropriate
comments or ask questions.
ANSWERS
1F 2D 3B 4A 5C 6E
16

8a Go through the phrases and expressions and give
examples of their usage. Explain that they can
help the students during the interview especially
if they are feeling nervous or not sure what to say.
Ask them to listen and tick the expressions they
hear.
ANSWERS
let me think about that, Im not sure what you mean,
anyway, sort of, I dont know about that
8b
ANSWERS
1 Ways of coping with not understanding
2 Hesitation fillers 3 Ways of reacting
8c
Listen to the examiner and discuss with the

students the most appropriate responses.
9b Go through the conversation with the students

giving examples of the candidates responses (but
dont do it all for them). Then get them to work in
pairs and swap roles.
POSSIBLE ANSWERS
1 Really, whys that?
2 What exactly happened?
3 That must have been awful. To be honest, I dont
like flying much, either.
4 Yes, so I did a course to overcome my fear. Why
dont you do a course?
5 At first, but it really worked. Now I can fly
anywhere.
6 Youre quite right. Carbon emissions are an
issue
POSSIBLE ANSWERS
1 Absolutely! 2 I dont believe it! 3 Sorry, I didnt
quite catch that 4 How interesting! 5 I dont know
about that
9c

9a Get students to discuss each point and why it
should be a do or a dont.
Emphasise the importance of the candidate
taking responsibility in the Interactive phase.
Students should work in pairs. After 5-10 minutes

ask some students to have their conversations in
front of the class. Discuss any alternative
possibilities.
Get students to practice the takeaway in pairs

swapping roles.
ANSWERS
1 Dont 2 Do 3 Do 4 Dont 5 Dont 6 Do
17
GRADE 9
Unit 5
Habits & obsessions

Grade
Language
Functions
Topic phase
Interactive Phase
Phonology
Habits & obsessions

9
wish, hope and if only
Expressing regrets, wishes and hopes
Anticipating examiner questions
Using functions of the grade
Stress in sentences
Reading, page 32
1a Introduce the subject by talking about your daily
habits and asking students about theirs. Get
students to talk about how often they drink
coffee, go shopping, etc. And if they think they do
any of these things too much.
1b Ask students what the difference is between a

habit and obsession. Habit something you do
regularly; Obsession something you cant stop
doing. Get students to skim through the three
texts and decide in pairs if they are habits or
obsessions. Ask them how they decided.
1c
Tell students the questions are based on the text,

but they are mainly expressing personal opinions.
POSSIBLE ANSWERS
1 obsession with football, dieting, workaholic
(students can decide which problem is the most
difficult to deal with)
2 A workaholic is somebody who cant stop
working. chocoholic, alcoholic, shopaholic
3 influence of the media, Hollywood film stars,
access to cosmetic surgery
4 If it affects relationships and peoples personal
lives or leads to violence, it could be considered
more than just a game.
Vocabulary, page 33
2 This discussion could be in groups or as a class.
Hopefully, students will have heard of all these
celebrities and know something about them.
POSSIBLE ANSWERS pressures of celebrity status,
desire for perfection, too much wealth, inability to
sustain personal relationships
18
3a-b Get students to compile a list individually and

then discuss in pairs.
Phonology, page 33
4
ANSWERS I was recently appointed a director at
our head office in New York. Of course I was highly
delighted to get the job especially as I am still quite
young, only 32, but it is proving to be more difficult
than I had imagined. As a consequence, I am working
really long hours, sometimes even sleeping in the
office just to finish stuff off and even to demonstrate
to my colleagues how committed I am.

5a Make sure students understand that when we use
wish/if only we are generally expressing
dissatisfaction or a desire for change. Point out that
the tenses used do not reflect real time. Ask students
to consider firstly what time frame the sentence is
referring to and then choose the appropriate tense.
ANSWERS 1 were 2 hadnt started 3 would ring
4 would improve 5 had stayed 6 would go 7 to
move 8 had... driven 9 were 10 ll take
5b
POSSIBLE ANSWERS
1 I wish I hadnt taken that job.
2 If only I could remember his address.
3 I wish he would get to work on time.
4 If only I hadnt done something so stupid.
5 I wish the weather in England would change!
UNIT 5 Habits & obsessions

6a This practises the structures in exercise 5 with
emphasis on functional use. Tell students they are
matching situations rather than exact meaning.
ANSWERS 1 E 2 H 3 G 4 F 5 C 6 B 7 D 8 A
6b
POSSIBLE ANSWERS
1 If only my boss would get the sack.
2 I hope to fall in love and get married in the future.
3 I wish I could travel round South America.
4 I shouldnt have done what I did.
6c
Encourage students to speak freely about

themselves, their hopes and wishes.
6d You can extend this exercise by asking students

to think of similar questions to ask each other
which express the same functions.
Listening, page 36
7a Students may well have already talked about
their habits so ask them to concentrate on
differences in life patterns.
Issues for discussion: extreme hot weather, short
winter days, shift work, rushhour traffic and transport
problems
ANSWERS 1 F the student must involve the

examiner in the phase 2 T 3 F you must make
comments and ask the examiner questions 4 F you
can role play or you can be yourself 5 T
9a Get students to read through the prompts and

discuss which functions they might use in the
Interactive phase. It is quite possible that there
will be several functions for each prompt.
POSSIBLE ANSWERS
1 A, B 2 C, D, E 3 B 4 A, B 5 B 6 B
9b Try and encourage students to think about the

kind of questions you would make to elicit the
appropriate function.
POSSIBLE ANSWERS
1 Why didnt you?
2 What sort of thing did you have in mind?
3 It could be from an old friend, couldnt it?
4 What do you think you could have done?
5 In what way?
6 What exactly did it say?/Where had she been?

10a Look at the examples and point out to students
that they must think about what the examiner
might say or ask in response to what they have
just said. Get students in pairs to match 1-5 with
A-E. They could do this by one student making
the comment and the other experimenting with
the examiners replies to see which sounds most
appropriate.
7b
ANSWERS
The people are Jo, her husband Mark and Eva, the au
pair. They all have different routines.
7c
Explain that an au pair is a person (usually from

abroad) who lives with a family and helps look
after the children. Students listen and answer the
questions. Remind students about the use of
must or might when you are making assumptions.
POSSIBLE ANSWERS
1 Jo must be working.
2 Eva and the kids might be getting up.
3 Eva must be picking up George.
4 Mark must be sleeping.
5 Eva might be clearing up.
7d Divide the class into small groups. One member

of each group takes notes and reports back.

8 Remind students about the key elements of the
ANSWERS 1 D 2 A 3 B 4 E 5 C
10b
POSSIBLE ANSWERS
1 What do you like about ska?
2 In what way?
3 Can you tell me a bit more about the types of
changes?
4 Really! What would you do?
5 Why do you think that is?
10c
Encourage students to interrupt and ask as

many questions as possible.

Get students to practice the takeaway in pairs. Recap
in the next lesson.
Interactive phase, i.e. taking control, asking

questions and keeping the interaction going.
19
GRADE 9
Unit 6
Dreams & nightmares

Grade
Language
Functions
Topic phase
Interactive Phase
Phonology
Dreams & nightmares

9
verbs followed by gerund and/or infinitive
Paraphrasing
Engaging the examiner in the topic
Exam practice
Intonation of question tags
Reading, page 38
1a Give students a few minutes to talk to their
Listening, page 39
2a Look at the pictures and ask students to suggest
partner about any dreams or nightmares they can

remember.
what Charlottes dream is about. You could come

up with a few fun ideas to start off with, anything,
in fact connected with lobster and coconut
romantic dinner in a five star restaurant/fishing
for lobster. You may need to explain the meaning
of the following words:
1b Encourage students to skim the text in just a few

minutes and then tell their partner what they
have found out about dreams. Ask them to
highlight or note down the main points. They can
examine the texts in more detail in exercise 1c.
They may find it surprising that many people
have multiple dreams in the night and also that
dreams are considered to be a biological
necessity.
1c
Now give students 10-15 minutes to read both

texts and answer the questions.
ANSWERS
1 Dreams are events or stories that occur in the mind.
2 We all experience brain activity during sleep.
3 It is when your eyes move rapidly backwards and
forward under your eyelids.
4 We often forget dreams because of antibiotics,
high stress levels or alcohol consumption or even
too much or too little sleep.
5 Because they are frightening and often wake you
up and often take place in the early morning so
you are more likely to remember them.
6 They help us resolve issues or problems in our
daily lives.
7 People can be more stressed or irritable.
8 It can be both. It may reflect problems in the
relationship or it may simply mean that that
person is important to you.
20
huddled: crowded together; snuggle: find a

warm comfortable place; wolfing down: gulp,
eating very quickly; hearty: (in this context)
substantial; lapping: washing against; fidgeting:
moving restlessly
Students should listen three times so the first
time they can be reasonably relaxed, get used to
the speakers voice and listen for gist.
ANSWERS
Picture A: The lobster was brought on a silver platter
for lunch.
Picture B: The waiter cut open the coconut and
handed it to her.
Picture C: Waves were lapping at her feet and her
toes fidgeted in the warm white sand.
2b
ANSWERS
1 At home the bad weather makes her feel
depressed, but in her dream the sunny weather
makes her happy.
2 At home she has a demanding job and the
weather is bad. On holiday she is on a beautiful
beach relaxing and enjoying the great weather.
3 They are the colours of coconut and lobster.
4 disappointed and maybe a little depressed

Vocabulary, page 39
3a
ANSWERS 1 luxuriating 2 elegant 3 perfect
4 wonderful 5 paradise
3b
ANSWERS 1 elegant 2 Luxuriating 3 paradise
4 perfect 5 wonderful
3c
Ask students to share stories about their dreams.

4a Look at the explanation on gerunds and
infinitives. There are many verbs and expressions
that are followed by a gerund or infinitive and
these exercises concentrate on the most
common. You may need to give more examples:
I love watching TV.
I dont mind learning English.
She wants to be a teacher.
ANSWERS
Verbs followed by gerund: enjoy, cant stand, deny,
dont mind, avoid, consider, suggest, cant help
Verbs followed by infinitive: refuse, persuade, decide,
agree, offer
4b
POSSIBLE ANSWERS
1 cant stand 2 refused 3 enjoy 4 avoids
5 decided 6 agreed 7 denied 8 offered
5a Explain that remember/forget + gerund refers

back to something you did before the moment
which you remember or forget it whereas
remember/forget + infinitive refers to things at the
moment of remembering/forgetting.
Examples: I remember (now) living in Germany
(30 years ago).
He forgot (sometime in past) to post the letter.
1A You can remember now posting the letter in
the past.
B You remembered before you posted the letter.
2A You finished doing your homework because
you wanted to watch the football.
B You finished watching the football.
5b Tell students this is a general revision exercise of

gerunds and infinitives (i.e. there may be verbs
not referred to in this section). Remind them that
a verb after a preposition will always be a gerund.

Before students start the task, read through the notes
on paraphrasing together and make sure they
understand what the function paraphrasing means
and why it might be useful in the Trinity exam.
6a
POSSIBLE ANSWERS
1 While I was having breakfast sometime between
8 and 9 two cars crashed outside my house and a
man seemed to be trapped inside one of them.
2 The point I was trying to make was that a child
acquires language when interacting with the
immediate family, friends, relatives and teachers
as well as reading books and watching television.
3 I actually meant to emphasise that in Zanzibar,
where the economy depends largely on
agriculture and fishing, improvements in 1999
were the result of an expanding clove industry.
6b
Explain to students that during the exam they may
sometimes need to retell a story giving more detail.
Encourage them to be imaginative.
Phonology, page 42
7a
ANSWERS 1 A 2 A 3B 4 B 5 A
7b
ANSWERS 1 F 2 R 3 R 4 R 5 F

Before students attempt this task, explain the importance
of involving the examiner in the topic by displaying
their interest and enthusiasm and also having
questions ready to ask the examiner. Demonstrate
the importance of intonation and the difference
between sounding bored and interested. Make sure
they understand they must not memorise the topic.
8a Introduce the idea of question tags as a useful

tool in the Topic phase which can be used to
check information or ask for agreement. Remind
students how they are constructed and then get
them to add the question tags to the statements.
E.g. The Mediterranean diet is very healthy, isnt it?
ANSWERS 1 arent they? 2 didnt they?
3 couldnt it? 4 wont it? 5 isnt it?
ANSWERS 1 having 2 meeting 3 to take

4 shouting 5 to send 6 to take
21
GRADE 9

9a
12a
ANSWERS
Possible questions:
1 What do you think should be done about these
problems? Is the situation the same in the UK?
2 Do you enjoy eating junk food? Why/why not?
3 What would you advise these models to do?
4 Is there anything you wish you had learnt when
you were younger?

10a Remind students of the importance of
understanding the prompt. Otherwise they may
ask the wrong questions. They can ask the
examiner to repeat the prompt if they havent
clearly understood.
Get them to underline key parts of the prompt
and then think about the functional language
they might use. Get students to discuss in pairs
how they think the conversation might develop.
Ask them to think of some questions. For
example, What kind of programmes do you wish
they would show? Dont you like reality TV?
ANSWERS
the rubbish on TV, the popularity of reality shows,
what kinds of programmes are interesting (to the
examiner, candidate)
10b Get students in pairs to role play the Interactive

phase. They could take turns in being the
candidate. Monitor and check the candidate is
involving the examiner and that there is real
interaction.
11
Get students to read through the questions

before listening to the sample Interactive phase.
Then ask them to discuss the questions in pairs
before listening again.
With question 3 ask them to think about the
differences between their own Interactive phase
in exercise 10b and the one on the CD.
POSSIBLE ANSWERS
1 Not really. The examiner is totally against reality
TV whereas you get the impression the candidate
likes them. However, on the whole, she talks
about her friends rather than herself.
2 Not about reality TV but the examiner does agree
with her suggestion that she should turn the TV
off and read a book.
22
Encourage student C to be both positive and

critical. If they are uncomfortable with this role,
students could just work in pairs and then at the
end report back on their own performance and
where they went wrong.

Get students to practice the takeaway in pairs and
recap at the beginning of the next lesson.
REVIEW UNITS 4-6

1
1 I 2 F 3 B 4 E 5 J 6 D 7 H 8 C 9 A 10 G
2
1 Greenhouse 2 Drought 3 neutral 4 hurricane
5 workaholic 6 obsessed 7 confidence 8 issues
9 anxieties 10 Luxuriating
3
1G 2F 3B 4E 5A 6C 7D
Possible questions:
1 Would you go and see Twilight, if you had the

chance?
2 Dancing is quite a demanding career, isnt it?
3 What do you think is important in real friendship?
4 You must have had an experience like mine,
havent you?
Possible questions:
1
2
3
4
What made her a brilliant teacher?

Whys that?
Really! Did something happen?
Has he decided to do something else?
Possible questions:
1 If computers hadnt been invented, would there

be less crime these days?
2 Are there any buildings in your country which
should never have been built?
3 How far do you think our lives have been affected
by climate change?
4 Do you have any habits that you wish you could
change?
5 Do you remember having nightmares?
UNIT 7
Roles in the family (A)

Trinity subject areas
Grade
Language
Functions
Conversation Phase
Listening Phase
Phonology
Roles in the family (A)

10
Idioms & expressions
Developing an argument
Grade 10 subject areas
Introduction & exam practice
Using pauses and intonation to give clarity
This unit moves on to preparation for Grade 10

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

own families. Compare their families with your
family too.
Language focus, page 47

3a Encourage students to work in pairs and discuss
the meaning of the expressions.
ANSWERS
1 tears 2 shoulder 3 swim 4 blind 5 mind 6 talk
7 chest 8 end 9 move 10 head
3b
ANSWERS
1 a shoulder to cry on 2 bored to tears 3 laughed
my head off 4 to make a move 5 sink or swim
6 turned a blind eye
23
GRADE 10
UNIT 7 Roles in the family (A) Equal opportunities (B)

Phonology, page 47
4a
ANSWERS
And now the news headlines. P s
Floods in Pakistan have left millions homeless and
without running water. P s
Charities are sending in emergency supplies as soon
as weather conditions permit. P t
A man has been arrested in connection with a fire in
Birmingham last night. P s
He is thought to have been in the New Street area
when the fire started. P t
And finally, the weather. P s
Heavy rain will be moving in from the west. t
Listening, page 48
5a Explain that equal opportunities is the second
subject area. Follow the suggested procedure for
listening tasks in the Procedures File on pages 45. You might like to discuss the meaning of
high-flying and city before listening.
ANSWERS
very tiring, alone, negative experience
5b
ANSWERS
1 because it was with a prestigious investment
bank and the salary was very good
2 a sum of money you receive as a bonus when you
start a job
3 like-minded new recruits, lots of socialising
4 She became exhausted and depressed.
5 They were sexist and treated her differently
because she was a woman.
6 Possible opinions: No, because she gave up a
good job. Yes, because she is happier now.
Reading, page 48
6a Explain that the reading text looks at equal
opportunities for the disabled. You may like to
discuss as a class the kind of problems disabled
people might encounter in their daily lives before
focusing on Simons difficulties.
6b
ANSWERS
1 although some companies have a long way to go:
although some companies could do a great deal
more (for the disabled)
24
was very forward thinking for the time: had very

progressive ideas (towards the disabled)
had decisions made over my head: was excluded
from decision making
which was a huge boost to my confidence: made
me feel a lot more confident
2
POSSIBLE ANSWERS
racial groups, elderly people, over weight people,
sick people, political groups, religious groups

7a Emphasise the importance of planning and
preparation in developing an argument. There
may be some variations in the order in which
students wish to do this but it is essential they go
through this process.
POSSIBLE ANSWERS
A3 B5 C4 D2 E1 F6
This task could be prepared at home so that

students have the opportunity to discuss ideas
with others, prepare the mind map, etc.
Otherwise make sure they are given sufficient
class time and can work in pairs or groups.
POSSIBLE ANSWERS
Advantages: mother at home to look after small
children, no need for child care, secure environment,
time to prepare healthy meals
Disadvantages: mother might not have the chance
to pursue own career and be bored at home all day,
could have a higher income if both parents work,
father might not be able to see his children much
due to demands of job
9a Advise students to listen critically to the

candidates arguments as well as noting down the
two advantages mentioned.
ANSWERS
1 Families are happier and more secure.
2 The mother will feel a greater level satisfaction.
9b
POSSIBLE ANSWERS
Many mothers want to work; some families need two
incomes; not all husbands can find a good job; this is
an idealised concept of family life.
UNIT 7 Roles in the family (A) Equal opportunities (B)

9c
Students will need to listen to the recording

again. Ask students to guess what the missing
words are before they listen.
These words are like signposts indicating to the
listener what is coming next. Encourage students
to use them.
Listening phase, pages 50-51

12a Get students to listen to the candidate and
complete the true/false task. Go through the
answers together and where the answer is false,
discuss why. You may need to explain predict,
deduce and infer (predict work out what is
going to happen next; deduce come to a
conclusion from the information given; infer
work out what is being implied).
ANSWERS
1 Firstly and most importantly 2 Finally 3 To sum up
10
POSSIBLE ANSWERS
listen to English radio and watch TV in English;
practise speaking to a native speaker; listen to songs
in English and sing along only speak English in your
English class
Conversation phase,
page 50
Before starting this part read through the notes on

the subject areas for the conversation. Advise
students on which list you think will be most suitable
for them. Ask students to complete the table.
11a
ANSWERS
Possible prompts:
Roles in the family house husbands, working
mothers, children studying/helping out at home,
who does the cooking?
Use of the Internet chatrooms, studying on the
Internet, booking holidays, games, email
Equal opportunities gender, race, disability,
feasibility of equal opportunity, definition of equal
opportunity
11b
ANSWERS
1 F candidates should focus on what the examiner
is saying so they can reply appropriately 2 T 3 F
there are two type 1 and one type 2 4 T 5 T 6 F
the candidate needs to finish the passage 7 T 8 T
Familiarise students with the examiners introduction
to the listening and make sure they fully understand
what they will have to do.
12b Ask students to work in pairs taking turns to be

candidate/examiner. Check that their responses
are close to or the same as below and discuss
any discrepancies.
POSSIBLE ANSWERS
1 she was getting married.
2 the sun came out.
12c
Make sure students are clear about the

difference between Type 1 and Type 2 before
looking at the Type 2 passage.
ANSWERS
a music festival/rock concert
Trinity Takeaway,
page 51
Get students to practise the takeaway moving round

the class and changing partners.
Get students to fill in the box with their questions.

ANSWERS
Possible questions:
Is it less socially acceptable for the father to stay at
home and look after the children than for the mother?
Do you think there are any dangers in using chat
rooms?
How far do you think it is possible to achieve equality
for all?
Get students to look at their prompts in exercise 11a
and in pairs think of examiner questions for each one.
25
GRADE 10
UNIT 8
Use of the Internet (A)

Grade
Language
Functions
Topic Phase
Interactive Phase
Phonology
Use of the Internet (A)

10
Intensifiers
Defending a point of view
Formal topic presentation & discussion
What the candidate needs to do
Stress in longer words
Vocabulary, page 52
1a Get students to look at the pictures in pairs or
groups and brainstorm the different functions of
the Internet.
1b Add any new functions to this list and then get

students to decide on the two most important
and two least important. They can then compare
with a partner and discuss their reasons. Get
feedback from the class.
Some of this vocabulary will already be familiar to

students because of its common usage.
Students work on their own.
ANSWERS
1 D 2 B 3 G 4 H 5 C 6 I 7 E 8 A 9 J 10 F
Listening, page 53
3a Generate a discussion on whether you are ever
too old to learn. Ask students to talk about their
grandparents (or other older members of their
family) attitude to computer technology.
3b Follow the procedure for listening in the Procedures

File (pages 4-5). You may need to explain sheltered
accommodation a place (usually apartments)
where retired people live in the UK. They have
some supervision but retain their independence.
After the first Listening, elicit from students
reasons why they think Charles is a particular age.
POSSIBLE ANSWERS Charles is in sheltered
accommodation so he is probably elderly.
26
3c
Some of these questions are opinion rather than

fact.
ANSWERS
1 that it was a stupid idea and he was too old
2 He argued that they had nothing to lose.
3 He could communicate with relatives in Australia.
4 He researched his family tree and got some
gardening tips.
5 An elderly person (with grey, i.e. silver hair) who
uses the Internet.
3e If possible encourage students to use the Internet

to research scientific developments. Some
students who are only preparing for Subject Area
A may prefer not to do this.
Vocabulary, page 53
Remind students that they are now preparing
Scientific Developments (from List B subject areas).
4a Ask students to discuss the importance of these

scientists and how their work has affected life
today. If students are unable to recognise the
people, you may wish to give their names and
then see if they are able to then identify their
contribution to science.
ANSWERS
1 Marie Curie discovered radium
2 Alexander Fleming discovered penicillin
3 Marconi developed wireless telegraphy
UNIT 8 Use of the Internet (A) Scientific developments (B)

Reading, page 54
5a Introduce the topic of genetically-modified foods
by finding out if anyone in the class knows what
they are and why they are used. You could also
ask them about the general use of chemicals in
food and organic foods.
5c
This exercise is designed to draw students

attention to the fact that a text (or in their case a
presentation) should have a clear structure. Ask
them if they notice anything about the
sequencing of the paragraphs and then get them
to decide on the correct order. Discuss what
factors helped students decide key words like in
conclusion indicate the last paragraph. Ask them
which paragraph seems to be the best
introduction.
ANSWERS
1D 2A 3B 4E 5C
5d Give students 10-15 minutes to read the text

again and prepare their answers before
discussing them in pairs. With question 3 try and
get students to commit to a particular viewpoint.
ANSWERS
1 It benefits the environment and there is lesser
need for chemicals. It prevents Third World
starvation, certain crops can improve nutrition.
2 It could produce dangerous toxins and those
engineered to produce drugs could crossbreed
with food varieties.

6a Before students do this task, go through the
information on intensifiers giving examples of
words that collocate together, for example, highly
successful and those which do not like, deeply
successful.
Phonology, page 55
7b
ANSWERS 1 opportunity 2 impossible
3 precious 4 attention 5 disorganised
6 illiterate 7 artificial 8 photography
7c
ANSWERS
1 photograph
2 national
3 politics
4 compete
5 analyse
photographer
nationality
political
competition
analysis
photographic
nationalisation
politician
competitor
analytical

8a Ask students to use the information from the text
on GM food to complete the table.
ANSWERS
Benefits: benefit the environment, prevent
starvation in the Third World by making crops easier
to grow and making them more nutritious
Drawbacks: might be toxic, not enough known
about long-term effects, cross-breeding could occur
8b Divide the class into A and B pairs and stress that

they should take either argument A or B.
9a After students complete the mind map,

brainstorm the disadvantages of the Internet.
9b Divide the students into A and B pairs and ask

them to use points from the previous task to
discuss opposing arguments.
9c
Make sure students prepare a mind map to

prepare their arguments.
For example: texting
quick/easy/cheap/instant communication.
ANSWERS
absolutely/utterly appalled, ridiculously cheap, highly
profitable, absolutely/utterly stupid, strongly advise,
strongly oppose, deeply ashamed, absolutely stunning,
absolutely amazing, highly unusual, deeply upset

10a
6b
ANSWERS
spend time preparing presentation, make sure
presentation will generate language of the grade,
topic presentation should not be taken from list of
subject areas for the Conversation phase, presentation
should have a clear structure, a memorised script will
have a negative effect on assessment
ANSWERS
1 ridiculously cheap 2 utterly appalled 3 strongly
believe 4 ridiculously easy 5 strongly supports
6 absolutely brilliant 7 highly successful
8 absolutely beautiful
ANSWERS 1, 2, 5, 6
10b
27
GRADE 10
UNIT 8 Use of the Internet (A) Scientific developments (B)
28

11a Go through the advice about what the student
needs to do in the Interactive phase and stress
the importance of the student maintaining the
interaction and asking questions. Then get
students to listen to the example of the
Interactive phase. Encourage them to make a
critical assessment of the candidates
performance.
Comments: A good performance. The candidate
listened to what the examiner said and then
asked relevant questions. His advice to the
examiner was to listen to the music and try to
enjoy it!

Get students to practise the takeaway in pairs and
then use the basic format to create new sentences.
UNIT 9
School curriculum (A)

Grade
Language
Functions
Topic Phase
Listening Phase
School curriculum (A)

10
Expressions used in conversation
Expressing beliefs
Preparing a formal presentation
Identifying context & participants
Vocabulary, page 58
1a Get students to start their discussion by looking at
Reading, page 59
2a Ask students to look at the headline and discuss
the pictures which show more conventional

school subjects:
A Chemistry B Classroom study C Music
D Drawing E Computer technology F Athletics
Ask students to make a list of what they think are
the compulsory subjects in England. They should
bear in mind that there is a broader range of
subjects than in some countries. Encourage
students to discuss the relevance of some
traditional subjects (such as Classics) in the
modern world. When you have told them what
the compulsory subjects are, ask them how they
feel about lessons in citizenship, sex and
relationship education and careers education.
Compulsory subjects in England:
Art and design, Citizenship, Design & Technology,
English, Geography, History, Information and
Communication, Maths, Modern Foreign
Languages, Music, Physical Education, Religious
Education, Science
1b It may be interesting to compare the list of

subjects in the students country with that in the
UK and discuss any cultural/historical reasons for
the differences. Ask students which subjects they
think are particularly important and which ones
they think are irrelevant.
whether everyone does speak English.

You could tell the class that many native English
speakers assume that everyone will speak English
when they travel. Ask them if they find people
who speak their language when they travel.
2b Follow the suggested procedure for reading in

the Procedures File. You may need to explain the
meaning of the following words:
overjoyed: very happy
core skill: essential skill
rounded person: (in this context) developed,
complete
preserve: (in this context) area, territory
lag behind: make slower progress,
retrograde: backward (in a negative sense)
ANSWERS
1 a generation of monolingual teenagers
2 They absorb language with amazing speed and
enthusiasm.
3 He thinks that learning a foreign language is an
important part of ones development.
4 50% of Europeans learn a foreign language at
primary school and all of them have to continue
learning a language until the end of compulsory
education.
5 No, he thinks it is a retrograde step.
2c
Get the students to discuss the questions in pairs

and then feedback as a class.
29
GRADE 10
UNIT 9 School curriculum (A) Stress management (B)

Listening, page 60
3a Encourage students to talk about stress in their

5a This task is designed to help students express
own lives. You may mention possible causes of

stress, such as work, illness, relationships, money.
beliefs in a variety of different ways. Go through

alternatives 1-8, pointing out that some are much
stronger than others and then ask them to match
with the most appropriate clause.
3b Follow the suggested procedure for listening

tasks in the Procedures File.
ANSWERS
1 Shes worried if she doesnt get the right grades,
she wont be able to go to university.
2 work out a revision plan and set herself daily
goals
3 yoga and sport
4 only a small part of it
3c
Get students to listen again to Claire and Mr

Jones and tick the expressions they use.
ANSWERS
honestly, regarding, as I was saying, actually, well, to
tell you the truth, anyway, in fact.
Language focus, pages 60-61

4a Before starting the task, draw attention to
phrases in bold in the table which give examples
of where the expressions, words or phrases might
be used.
POSSIBLE ANSWERS
Returning to main point: as I was saying
Giving an opinion or expressing a feeling: to tell
you the truth, to be honest, frankly
For emphasis or contrast: actually, in fact, as a
matter of fact
Focusing on a particular point: regarding, with
reference to, as far as is concerned, concerning
4b
POSSIBLE ANSWERS
1 With regards 2 Anyway 3 To tell you the truth
4 actually 5 As I was saying
4c
Elicit a variety of alternative responses from

students for each point.
ANSWERS
1 B, F 2 C, D, E, F 3 A, C, D 4 A, C, D, E 5 C, F 6 G, H
7 D, E 8 A, D
5b
ANSWERS
very strong: Im absolutely convinced, I feel strongly
quite strong: Im a great believer in, Ive always
maintained that
not very strong: I think, I suspect, I share your opinion
6a Allow students 10-15 minutes to discuss the

issues in some depth.
POSSIBLE ANSWERS
How many more roads!: construction of new roads
Plane crazy: expansion of airports and air travel
Justice for Justine: this could be a case of neglect or
miscarriage of justice
Make poverty history: the campaign to end of
poverty, especially in the Third World
Clean up. Dont cover up: corruption or pollution
6b Ask students to look back at exercise 5a before

completing this task.
6c
Get students to think of other issues that they feel

strongly about. They might be connected to race,
religion, politics or their local community.

7a Remind students of: the importance of choosing
a presentation topic suitable for Grade 10; using
formal language; preparing notes; not
memorising (ask them how the examiner will
know the candidate has memorised the
presentation).
POSSIBLE ANSWERS
Presentation 1:
1 topic suitable for a lower Grade
2 language too informal
3 no
4 more like a chat with a friend than a formal
presentation
30
UNIT 9 School curriculum (A) Stress management (B)

Presentation 2:
1 topic good
2 language appropriate for grade 10
3 yes
4 fast delivery, weak pronunciation. Sounds as
though candidate has memorised it.
8a Students should be given plenty of time to

decide on their topic to ensure they make the
right choice. They might benefit from discussing
the questions in pairs.
8b You could refer students to Unit 3, page 22 for

examples of mind maps. Explain to students the
importance of signposting especially in indicating
to the examiner that the presentation has a clear
structure. Go through the signposting phrases
giving examples of how you would use them.
9a At this point students should be producing

detailed notes using the mind maps and
signposting phrases. You may need to give them
more time for research and preparation.
Listening phase, page 63

10a Remind students that Type 2 Listening requires
the candidate to identify participant, contexts or
settings. Key words can often help the
candidate do this. Firstly, get students to check
the meaning of the highlighted words and then
take turns reading the text to each other. Note:
A ward is a room for patients in hospital. You
could also ask the students who the speaker is (a
visitor).
ANSWERS
in a hospital
10b This is a fun activity to help students identify

groups of related vocabulary. You could, for
example, write the word party on the board.
Students might call out music, friends, dancing,
lights, food, drinks, fun, birthday, etc. until the
student guesses what they are referring to.
11b
ANSWERS
Possible examiner questions:
What is the speaker talking about?
Why is the speaker feeling like this?
11c
Ask students to listen to two more listening

texts on the CD and get them to answer the
questions.
ANSWERS
1 going to the cinema 2 jogging/running

Ask students to practise the takeaway. Once they are
confident, they could practise the takeaway followed
by the introduction to their presentation.
REVIEW UNITS 7-9

1
Across
1 compulsory 2 isolated 4 opportunities 7 surf
8 achievement 9 revision
Down
1 controversial 3 attachment 5 starvation
6 nuclear
2
1 deeply 2 ridiculously 3 Actually 4 To be honest
5 Anyway
3
1H 2G 3C 4D 5E 6F 7B 8A
4
1 money/wallet.
2 got on the wrong train.
ANSWERS
1 road accident 2 the Internet 3 a library
4 a doctors surgery 5 football 6 television
mobile phone
11a
1T 2F 3T 4T 5F 6F 7T 8T
ANSWERS
too much, dont think I can cope, cant sleep, nervous,
worrying
31
GRADE 10
UNIT 10
Designer goods (A)

Grade
Language
Functions
Topic Phase
Listening Phase
Phonology
Designer goods (A)

10
The passive
Expressing opinions tentatively
Responding to the examiner
Anticipating what happens next
weak forms

1a Get students to look at the headline and predict
what the article is about. You may need to explain
the meaning of rip-off. Divide the class into small
groups and discuss Designer goods. Try to steer
students away from simply talking about fashion
and get them to discuss the deeper moral and
ethical issues, such as materialism, exploitation,
Third World poverty and the cult of the celebrity.
1b Move students on to discussing fake designer

goods. Look at the comments and give students a
few minutes to think up their own.
1c
On first reading, students should look at register

and style. An awareness of this is important when
they are preparing their own presentations. You
may wish to give students time to look up some
vocabulary but this will be looked at in greater
detail in exercise 1e. Point out the style is
informal, chatty, direct and at times polemic. The
article would probably appear in a womens
magazine or a tabloid newspaper.
1d
ANSWERS
Fake designer goods: good cheap, friends might
think you are upper class or a celebrity;
bad they arent as good as the real thing
Real designer goods: good good quality, keep big
corporations in business;
bad obscene to spend so much money on luxury
goods
32
1e
ANSWERS
1D 2E 3F 4G 5B 6C 7A 8H

2a
POSSIBLE ANSWERS
1 Dont you think all politicians are corrupt?
2 I have my doubts but I think that the family is the
foundation of society.
3 I may be wrong but it seems that English food is
terrible.
4 I suspect that community service is a better form
of punishment than prison.
5 Im not totally convinced but generally I think
young people have a very easy life.
6 I have my doubts but I think compulsory
education is a waste of time for some students.
7 I feel that in special circumstances young people
should be able to leave school before 18.
8 Its possible that shes made a big mistake.
2b Get students to brainstorm their ideas about

these topics before using the expressions to
express their views tentatively.
Reading, page 68
3a Students should be reminded that the style of the
presentation should be quite formal, although, of
course, they would only be preparing notes, not a
whole text like this. Students have to decide
UNIT 10 Designer goods (A) Future of the planet (B)

which style is the most appropriate for their
presentation. They are supposed to choose the
second text because it is more formal. There are
examples of the passive in this text which is a
useful way of formalising the language.
3b Some answers can be found in the text and

others are speculation or opinion.
ANSWERS
1 buying and throwing away a lot of goods
2 They are probably too lazy or dont want to
inconvenience themselves in any way.
3 organising rubbish for recycling
4 It wont be recycled.
5 It is not environmentally friendly.
6 It is environmentally friendly, creates jobs and
creates a product which is in demand.
3c
Ask students to prepare an environmentally

friendly business plan in groups and report back
to the rest of the class, who can then assess its
viability.

4a Remind students that if the action reported is in
Phonology, page 70
6b
ANSWERS 1 and 2 for 3 have, had 4 at 5 can

7a Students might like to look at the Exam overview
on pages 4-5 of the SB before completing the task.
ANSWERS 1 C 2 D 3 B 4 E 5 A
7b Ask students to think about the questions the

examiner might ask. This should help their
performance in the discussion of the topic.
ANSWERS
Possible questions:
1 Why do you think that is?
2 Could you tell me what the advantages are?
3 Dont you think these rock concerts at least
publicise the problems of poverty?

8a Remind students about the two types of listening.
They looked at Type 2 in the previous unit and are
now going to practise Type 1. Here they have to
provide a suitable ending to the passage. This
usually involves having a clear understanding of
the situation and speculating about what
happened before or might happen after.
the past they should use the past infinitive.

ANSWERS
1 They are rumoured to have got married last week.
2 He is considered to be the greatest leader of all time.
3 He is alleged to have stolen all the money.
4 He is said to have had five wives that no one
knew about!
5 He is believed to be very rich.
4b
ANSWERS
1 was established 2 was, set up 3 is, considered
4 has been expanded 5 have been, acclaimed
6 are derived 7 have been handed down
Listening, page70
5a Listen to the report once and elicit the reason for
the protest: against global warming and to stop
the building of a new runway at Heathrow airport.
Then get students to look through the statements
before listening again and completing the task.
ANSWERS
1 F they want to stop the building of a new runway
2 DK 3 T 4 F 2% of the problem 5 F itll be
peaceful and safe 6 T
8b One student in each pair reads out the listening

passage.
ANSWERS
1 They are queuing up for tickets for a sports event,
probably a football match.
2 They found out about the match and decided to
queue all night because they were so determined
to get tickets.
3 They had sold out.
8c
ANSWERS
1 our suitcases still hadnt arrived/there was still no
sign of our suitcases.
2 if he passes.
3 she was a vegetarian.
4 it arrived.

Get students to practise the takeaway in pairs
substituting other ideas once they are confident.
33
GRADE 10
UNIT 11
Communication (A)
Social issues (B)
Grade
Language
Functions
Conversation Phase
Interactive Phase
Phonology
Communication (A)
Social issues (B)
10
Intensifiers & modifiers
Summarising arguments & ideas
Sharing responsibility
Using functions of the grade
Intonation of intensifiers & modifiers
Vocabulary, page 72
1a Encourage students to brainstorm the more
abstract concept of communication before
moving on to the specific. They could prepare a
Communication mind map before looking at the
pictures and check if their ideas are similar to
those shown in the pictures. Once they have
discussed the pictures, ask them to report back to
the rest of the class so as to exchange as many
ideas as possible.
In particular, get them to look at how technology
has changed the way we communicate and also
cultural differences especially in the use of body
language and ways of greeting.

2
ANSWERS
Less face-to-face communication. Many people
communicate through social networking sites and by
texting.
3a
ANSWERS 1 C 2 E 3 B 4 A 5 A

4a
Possible issues: unemployment, drug abuse,
poverty, ageing population, corruption, caring for the
sick and disabled
34
4b You may need to explain some vocabulary before

students read their text: meningitis, social
services, casual work.
Encourage students to read the text several times
and then close their books before they start
summarising.
4c
ANSWERS
Possible solutions:
He could get a relative to help.
His parents could move into a care home.
Toby could have counseling.
The school might give him help and advice.
He could go on a holiday for young people and carers
could look after his parents for a week.
Listening, page 74
5a Explain the following if necessary:
cosmopolitan: with diverse cultural influences
float: a truck used to carry an exhibit in a parade
eclectic: a variety of styles
leaking: accidental escape of water/gas
kaleidoscope: a tube you look through to see
different patterns and colours
Discuss with students why kaleidoscope is an
appropriate way of describing London.
5b Follow the procedure for listening tasks in the

Procedures file on pages 4-5.
POSSIBLE ANSWERS
lively, cosmopolitan, varied cultural influences
UNIT 11 Communication (A) Social issues (B)

5c
ANSWERS
1 India 2 cosmopolitan 3 parades, dancing
4 music, colours 5 proximity 6 considered 7 gaps,
labour market 8 contribution
5d Encourage students to talk about immigrant

groups in their own countries as well as their own
experiences of travelling abroad.

We have already looked at the most common
intensifiers in Unit 8 but there are many others which
naturally collocate with certain adjectives, for
example: he is critically ill.
6a
ANSWERS
1D 2E 3B 4C 5F 6A

9
POSSIBLE ANSWERS
1 Why do you think young people sometimes
behave badly?
2 I think its changed the way we do so many things
study, work, stay in touch with people.
3 How important do you think body language is in
a job interview?
4 Actually, its very important as I think it says much
more than a curriculum or a conversation can.
5 What are the disadvantages of designer goods?
6 Well, despite how much they cost, the people
who produce them are often in Third World
countries and they get a very small part of the
money.
10b Remind students to try to use the functions of

the grade in their questions.
6b
POSSIBLE ANSWERS
The financial crisis in the city was greatly
exaggerated.
The forest cottage was virtually impossible to find.
The young film star was strikingly beautiful.

11a
Go through the notes on modifiers before

students complete the task.
POSSIBLE ANSWERS
1 The film was rather boring.
2 That joke was pretty stupid.
3 The Indian restaurant in town is fairly cheap.
4 The building is quite traditional.
POSSIBLE ANSWERS
1 B 2 D, E 3 A, B 4 D
Ask students to write some similar

candidate/examiner exchanges and then practise
saying them in pairs.
Phonology, page 76
8a Do the exercise, get students to give feedback as
a class and then go through the theory box
together.
8b
ANSWERS
1H 2H 3F 4F 5H 6F
35
GRADE 10
UNIT 12
Youth behaviour (A)

Grade
Language
Functions
Topic phase
Interactive Phase
Listening phase
Conversation phase
Youth behaviour (A)

10
Signposting words
Deducing & expressing assumptions
Presentation & discussion
Exam practice
Exam practice
Exam practice
Vocabulary, page 78
Before looking at the text and photographs talk
about youth behaviour as a class and elicit examples
that students have experienced. Examples: Young
people caring for elderly friends/relatives, shoplifting,
playing in a football team, vandalism
1a Ask students to read the text about the gap year

experience. Then in pairs get them to discuss
what experiences the photographs show.
POSSIBLE ANSWERS
1 teaching/looking after children, working in a wild
life park, working with slum communities
2 to give back something to communities across
the world, learn about another culture
3 It would depend on their knowledge and experience
and if the work they are doing is really relevant.
4 volunteering: helping deprived communities
especially in the third world; travelling: main aim
is enjoyment and experiencing the pleasure of
travelling and seeing the world
1b
ANSWERS
1 She learnt Portuguese and tried to find out as
much as she could about the country.
2 She was shocked by the poverty, but she enjoyed
working with the kids and teaching them English.
3 She found the whole experience rewarding and
also had a good social life.
36
Reading, page 79
3a
POSSIBLE ANSWERS
Sporting events (Olympic Games, FIFA World Cup),
Charity rock concerts (Live Aid, Live 8), International
film festivals and award ceremonies (Cannes)
3b Get students to read the statement and to try and

write their own about the power of music.
3c
ANSWERS
1 excited, cosmopolitan, enthusiastic, lively
2 They were cheering and clapping.
3 (Get students to answer this question using the
third conditional)
4 The festival has taken place in 27 countries and
has audiences and artists from all over the world.

Go through the introduction making sure students
understand the nuances in meaning and the present
and past forms.
4
ANSWERS 1 must have been 2 cant have 3 cant
be 4 must/could have left 5 must be
5a This could be completed in pairs or groups.

Monitor and give feedback.
UNIT 12 Youth behaviour (A) International events (B)

6a Check that students understand what
signposting is and explain that it is an important
element in their presentation.
6b
POSSIBLE ANSWERS 1 Ill start by 2 Moving on to
the next point 3 Moreover 4 To sum up

7a Briefly remind students what is important about
the presentation (see Units 8 and 9). Listen once
and ask students to complete the true/false
exercise.
ANSWERS 1 T 2 T 3 T 4 F
7b She was clearly well-prepared, the presentation

had a clear structure and she had notes which she
handed over to the examiner. Unfortunately, she
had obviously memorised most of it and spoke
too quickly so it was sometimes difficult to
understand her.
8a This should be a positive experience and help

students improve their presentations. Make sure
students have the opportunity to complete both
Score Card A page 81 (for themselves) and Score
Card B page 94 (for their partner). Go round the
class to check on the number of points they
awarded themselves.
8b Remind students they should choose a topic that

interests them and which they will be motivated
to talk about.

9 These tasks are the final stages of the consolidation
process. Encourage students to deal with the
Interactive tasks as they would in the examination.
Try and ensure they dont have a chance to read
through the prompts before attempting them and
make sure the correct preamble is read out.

10a Here we have two examples of the Listening
phase at Grade 10, each with three short
passages. The students should now be familiar
with the format: two of the passages require an
ending and with the third they have to answer a
question. Keep to exactly the same wording as is
used in the exam.
ANSWERS 1 it was closed/fully booked. 2 drove

off. 3 at a railway station
10b
ANSWERS
Type 1, task 1: that they had found the keys.
Type 1, task 2: people are concerned about its effect
on the environment.
Type 2: The Olympic Games

11 This is a fun revision activity designed as a
confidence-building exercise.

Practise the takeaway in pairs and once students are
using it with confidence, ask them to substitute other
events and to make appropriate comments:
Example:
Examiner: I went to the World Cup in South Africa.
Candidate: Wow! That must have been amazing! I
suppose you visited Cape Town. Did you go on safari too?
REVIEW UNITS 10-12

1
Revise the meaning of these words before students
write the sentences or they could revise the units for
homework and do the exercise in class. Monitor
students as they check their answers in pairs.
2
1 wouldnt 2 believed 3 had known 4 been
sentenced 5 should have 6 could have been
7 have 8 avoid 9 must 10 had 11 wanted
12 were 13 rather 14 anyway 15 absolutely
16 virtually 17 was designed 18 sink
3
1 25 minutes 2 Presentation notes 3 Formal and
discursive 4 5 minutes 5 to take control 6 3 7 6
8 List A is for younger candidates and List B for more
mature candidates but you can choose which list you
want to do.
4
1 The school curriculum 2 Use of the Internet
3 Designer goods 4 Communication 5 Stress
management 6 Social issues 7 The future of the
planet 8 Scientific developments
37
Recording scripts
2
John: Hello. My names John. Has technology improved

my life? Well, I receive hundreds of emails every week
and really love it. Anyone who doesnt think technology
has radically improved our lives is completely out of
touch.
Maria: My names Maria. I have had a mental illness for
some time now and the Internet has been a lifeline.
There are thousands of people out there in a similar
situation, with whom I can share experiences and
compare notes. I may never see these people but being
in touch for a moment or two can make all the
difference.
Keiran: My names Keiran Chakrabati and Im from India.
I would like you all to know what incredible changes
have taken place in India as a result of technology.
Medical technology has brought about many changes.
Twenty five years ago there was no cure for diabetics
my grandfather died from it but today diabetes is
controllable.
Dani: Im Dani and I got married 3 years ago. Im in the
US army and was sent abroad a few moths ago.
Computer technology has allowed us to talk, chat and
share our lives together. It allows us to send instant
messages which is very important when we are making
decisions regarding our family and their education as
well as my career.
Mike: Hi, Im Mike. I have always been a fan of
technology but the MP3 player has had the greatest
impact on my life. I have wanted to lose weight for some
time and really need to take more exercise and music
really motivates me. In the past it took so long to find
the right track on the CD or I would listen to the same
CD over and over again. Now that I have my MP3 player I
have no excuse but to get those trainers on and go for a
run. With a selection of 5,000 songs, and more to
download, I never get bored!
3
1
2
3
4
laptop
email
mobile
photo
5
6
7
8
gadget
homepage
website
access
1 asleep
2 mistake
3 alone
38
4 machine
5 control
1
2
3
4
5
remove
shopping
careful
agree
middle
regret
shovel
complete
answer
mistake
reason
shampoo
crazy
alone
mimic
Rosa: I think my topic is really great and I cant wait to

talk about it!
Stefano: My topic is my university thesis because I am
very knowledgeable about it.
Tham: Ive got as much material as possible in case I run
out of things to say.
Florian: I think I will talk about my last holiday because
its an easy topic and I wont make many mistakes.
7
Sophie Wray: Good evening. This is Sophie Wray with

our weekly report on education.
Tonight we look into educational developments in
prisons in recent years. An innovative approach to
teaching and learning has resulted in a radical
improvement in educational standards, and in some
cases the most amazing achievements.
Jack Dunwoody, governor of a London prison speaks
about how the new scheme was introduced.
Jack Dunwoody: Well, weve realised for some time that
many of our inmates have special educational needs,
some arrive here illiterate and this of course can only
make their lives more difficult. They have often had a
very negative experience of school and are worried
about failing or looking stupid in front of others. So we
started to consider ways of helping them that would
both enhance their lives while serving their prison
sentence and improve their chances of getting a job
once they have been released.
We brought in specially-trained teachers who worked
with the students either one-to-one or in small groups
and used materials that were both stimulating and fun.
Sophie Wray: So how did the men feel about these
classes?
Jack Dunwoody: The men felt less intimidated in this
kind of learning situation and as they began to improve,
they became more confident and enthusiastic about the
classes. In fact, they werent compulsory, they actually
attended because they wanted to. Many revealed to the
teachers that they had wanted to learn to read for years
but were frightened to admit that they had a problem.
Recording scripts
Within a year many were ordering books from the
library, reading newspapers and looking on the Internet
for information. What was most amazing was when they
began writing short stories and even plays.
Sophie Wray: I understand that there was then a rather
exciting development.
Jack Dunwoody: Yes, yes. We had heard about a special
group set up to encourage offenders to lead more
positive lives and participate in the arts. They organised
a competition and one of the lads entered it. He had
been in prison about 8 years and he wrote this brilliant
play about life inside. To our total astonishment he won
first prize. Its actually on at a London theatre now. Not
only is he over the moon but the other lads feel, well, if
he can do it, why not us?
Sophie Wray: Thank you very much Jack Dunwoody, the
governor of a London prison.
Earlier on today...
Interviewer: Go on...
Victoria: Well, you know, the fashion industry is so
dominated by big names and you sort of need a lot of
capital to develop your own label but, anyway, I
managed to get a job working for a major retailer in
London and that gave me my first break. It was really
hard work, though. You had to be prepared to work long
hours for not much money but I was lucky to be given
the chance to develop my own ideas and designs.
Interviewer: Absolutely... So I think wed all like to know
something about your new collection. We are going to
like it, arent we?
Victoria: Sure, its amazing! I would say that, wouldnt I?
Actually, I think the style is both innovative and slightly
retro. The clothes are in delicious ice cream colours
strawberry, pistachio , made from natural ethnicallysourced fabrics. Yeah, youll love them.
Interviewer: Cant wait!
1
2
3
4
5
cybercrime
potential
unscrupulous
identity
appropriate
10
6
7
8
9
10
inmate
illiterate
investment
professional
burgle
Speaker 1
Ive decided to talk about Frank Gehry.
Speaker 2
Ive decided to talk about Frank Gehry.
11
Interviewer: Hello, Victoria. Its wonderful to have this

opportunity to talk to you at your first London Fashion
Fair. You must be so excited.
Victoria: Oh, yeah. Its really cool. This is the moment
Ive been waiting for all my life. Well, you can imagine Im
rather nervous but erm
Interviewer: Of course but erm can you tell me when
you first became interested in fashion?
Victoria: I suppose I must have been influenced by my
mum. She was always sort of talking about clothes,
buying fashion magazines and always wanted my sister
and I to look smart.
Interviewer: Really! And how did you feel about that?
Victoria: Sometimes it could be like a bit annoying
when you just wanted to wear jeans and trainers and
chill out.
Interviewer: And was there a moment when you
realised you wanted to be a designer?
Victoria: Not really, more of a gradual realisation like I
was good at arty subjects so it just seemed natural to go
on to do a foundation course in Art and Design. After
that I did a degree course in Fashion Design, which was
absolutely brilliant but then came the more difficult bit.
1
2
3
4
Id like to speak about abstract ideas.

I would like to tell you about fashion design.
Actually, my topic is hip hop music.
Ive chosen to talk about cultural differences in Europe.
12
Examiner: For the next part, Ill tell you something. Then
you have to ask me questions to find out more
information, you need to keep the conversation going.
After about four minutes, Ill end the conversation. Are
you ready?
Candidate: Yes, I am.
Examiner: My brother has just been offered a fantastic
job. The only problem is that its in Australia.
Candidate: Oh really, but thats a great opportunity, isnt
it?
Examiner: I suppose so. Its just not that easy, you know
moving such a long way away.
Candidate: Mmm. Well these days its not so far. Youre
there in a day.
Examiner: Indeed! But there are other problems.
Candidate: I see, so what are these other problems?
Examiner: Well, Paul, thats my brother, you know, hes
got a very nice girlfriend here in England and
39
Recording scripts
Candidate: Thats wonderful. Cant she go with him?
Examiner: To be absolutely honest, I dont think she
wants to. She loves it here. Shes got a good job and
theyre not even married! Why should she follow him to
Australia?
Candidate: It depends how much Paul wants the job in
Australia. Is it important for his career?
Examiner: Yes it is, actually.
Candidate: Well, in that case, I think he will have to
decide which is more important his career or his
girlfriend. Hell have to talk it over with her. Whats her
name?
Examiner: Laura
Candidate: OK. Laura and Paul will have to really long
talk about their future, their careers and the possibility
of moving to Australia. Hopefully, they can reach a
decision together.
Examiner: That sounds like a good idea to me. Thanks
very much for your advice, Ill have a word with Paul
tonight and see what he says.
Candidate: OK Good luck!
Examiner: Right thats the end of the Interactive
phase
Simon Grant: Well I must say that the wind turbine on

the roof is rather noisy, oh and I do get a bit fed up with
my friends making fun of me and saying Im an eco
warrior, etc. But theyll realise eventually that Im right
and probably end up getting a house like mine!
14
Generally when we are enthusiastic and positive our

voice goes high to show this:
A: I think my carbon-neutral home is great!
B: It sounds amazing!
When we are negative or unimpressed our voice goes
down:
A: The oil spill in the Gulf of Mexico is terrible.
B: Oh, its absolutely awful.
Sometimes the language is positive but the intonation is
negative which indicates you are being sarcastic or dont
really like the information you have received:
A: The weather is going to be appalling this weekend.
B: Wonderful!
15
1 Well done!
2 Terrible!
3 Excellent!
4 How terrible for you!

5 That sounds very interesting!
6 Great!
13
Interviewer: Why did you decide to move into a carbon

neutral home, Simon.
Simon Grant: Well I suppose I had been concerned
about environmental issues for some time but I had
never had this opportunity before. Then the local
council offered key workers the chance to move into
these houses at a greatly reduced rent. I could have
waited to buy my own but when I looked around this
one, I just knew I wanted to live here.
Interviewer: It does seem really nice, not at all basic or
uncomfortable as you might imagine.
Simon Grant: Mmm and you wouldnt believe how
lovely and warm it is in the winter! There are solar panels
on the roof and weve got triple glazing and under floor
heating this means we cant have carpets though.
Interviewer: What else do you do to ensure the house is
carbon neutral?
Simon Grant: Im very careful to separate all the
rubbish. I have three bags in the cupboard one for
compost, one for recycling and one for landfill. It
obviously takes longer but you soon get used to it.
Interviewer: Mmm does sound a bit time-consuming. Is
there anything you find annoying about the whole ecofriendly thing?
40
16
Examiner: Now lets move on to the Conversation phase.

Id like to ask you about the environment. Dont you think
people should do more to reduce their carbon footprint?
Candidate: Im sorry, Im not sure what you mean.
Examiner: Well, what Im trying to say is that people
should help the environment by using less electricity,
not travelling by air and so on.
Candidate: I dont know about that. I think the issue of
global warming is greatly exaggerated. Anyway, I love
travelling by air Its sort of a great experience, a way to
see the world.
Examiner: So you dont feel you should do anything to
reduce global warming?
Candidate: Well, let me think about that
17
Prompt 1
Examiner: I think everyone should learn English, dont
you?
Prompt 2
Examiner: Ive got 8 children.
Prompt 3
Examiner: This computer defines and manages
business language to exchange data.
Recording scripts
Prompt 4
Examiner: China has a population of 1.3 billion but only
300,000 people play golf!
Prompt 5
Examiner: Actually, in my view, not enough is being
done to combat global warming.
18
I was recently appointed a director at our head office in

New York. Of course I was highly delighted to get the
job especially as I am still quite young, only 32, but it is
proving to be more difficult than I had imagined. As a
consequence, I am working really long hours,
sometimes even sleeping in the office just to finish stuff
off and even to demonstrate to my colleagues how
committed I am.
19
One, Jo
Jo: I dont think we have a typical routine in our family
mainly because of our jobs. I work as a radio presenter
and start work at 6 a.m. so my alarm goes off at about 4
when I get up, have a shower and so on. My husband is
a policeman and does shiftwork so that makes life even
more complicated. Well, when we decided to have
children we knew we would have to find a permanent
solution to our childcare problems. Our parents didnt
live nearby so they couldnt help out. So we took on an
au pair from Poland and shes absolutely brilliant. She
gets up with the kids about 7.30, gives them their
breakfast and then takes them to school and nursery.
Our younger child, George, is only three and he goes to
the local nursery for the morning so Eva, thats the au
pair, picks him up about 12 and then looks after him
until I get back about teatime.
Two, Mark
Mark: Well, to be honest, when Jo became pregnant I
just wanted her to give up her job but she really loves it
and we had to find some sort of compromise. Well, you
know, women these days, and I couldnt afford to give
up my job. Initially, she took 6 months off work and I had
a months paternity leave which was quite good. Im not
much help with the childcare, I wish I could do more,
because I work shifts and they change every week so it
makes it very difficult to plan. In general, though, I work
at nights and often get home just as Jo is leaving.
Three, Eva
Eva: Its a bit crazy in this house with people coming and
going at strange times and no regular routine but the
kids are great and I enjoy the job. I try and ensure that
their days are structured and we generally do the same

things everyday at roughly the same time. I help them
wash and get dressed in the morning and then the three
of us have breakfast together before walking to school
which is close by. I then have a couple of hours off to
clear up or do some shopping and on Fridays I go to
English classes. Sometimes, Mark is around and gives
me a hand with the chores and Jo always cooks.
20
Charlotte: It was a depressing December day, pouring

with rain and very cold. People huddled under
umbrellas in the street or rushing to the bus stop trying
to avoid stepping in the puddles. Id had a terrible day at
work and couldnt wait to get home and snuggle up
beside a nice warm fire with a good book.
After wolfing down a hearty supper, I lay down on the
sofa and half watched the TV news. War in Afganistan,
oil slick in the Gulf of Mexico, hospital scandal Then
quite effortlessly I fell sound asleep.
There was the sound of the waves lapping at my feet,
my toes fidgeting in the warm white sand.
Luxuriating in the suns heat and radiance, I gazed up at
the indigo sky above me and hoped this moment would
last for ever. Lazily, I picked up my book, read a few
pages, then caught the eye of a waiter dressed in
elegant white. Coconut milk, lobster on a silver platter
for lunch. Perhaps a few strawberries. Sounds perfect.
Cant wait.
A few minutes later, lunch arrived pink and cream in
perfect harmony. Was I to eat alone? I turned and there
beside me sat a smiling Adonis. He cut open the
coconut, smiled and handed it to me.. This was so
wonderful! Paradise, heaven even, but would it last?
TV newsreader: And that is the end of the news.
Charlotte: Oh no, back to reality!
21
1
2
3
4
5
Its a lovely day, isnt it?

That film was horrible, wasnt it?
Youve been to Paris, havent you?
The train leaves in 10 minutes, doesnt it?
Crickets terribly boring, isnt it?
22
1
2
3
4
5
You come from England, dont you?

I think the family is very important, dont you?
I can look at my notes, cant I?
Obama is still the US president, isnt he?
Technology has changed our lives dramatically, hasnt
it?
41
Recording scripts
23
Candidate: I see, but why do you think reality TV shows

are such rubbish?
Examiner: Well, honestly, all they seem to show is
people brushing their teeth or having arguments. Why
would I want to waste my time looking at that?
Candidate: Many friends of mine enjoy the spectacle. I
think if you persevered and watched the programmes
more often, you too might get hooked.
Examiner: Oh, I dont think so.
Candidate: So if you were a TV producer, what sort of
programmes would you be showing?
Examiner: In my view, we definitely need more
documentaries and more in depth interviews with
politicians.
Candidate: Hmm, you think that would go down well
with young people, do you? Most of my friends are
totally disillusioned by the world of politics. They are
more interested in their everyday lives or the lives of
celebrities.
Examiner: Exactly, we are all totally obsessed by the
lives of rich footballers and their wives. Its ridiculous!
Candidate: So if some people want more reality TV and
you want more serious documentaries, how can we
satisfy everyone?
Examiner: Im not sure but I wish we could have more
balanced programming.
Candidate: What do you mean by that?
Examiner: Well, you know, more of a choice so I dont
feel I have to watch that rubbish.
Candidate: Have you ever thought about simply
switching the TV off and reading a good book?
Examiner: Well, now that IS a good idea. Perhaps I
should do that!
24
Radio newsreader: And now the news headlines.

Floods in Pakistan have left millions homeless and
without running water.
Charities are sending in emergency supplies as soon as
weather conditions permit.
A man has been arrested in connection with a fire in
Birmingham last night.
He is thought to have been in the New Street area when
the fire started.
And finally, the weather. Heavy rain will be moving in
from the west.
42
25
Interviewer: So, tell me, how did you get your first job
in the city?
Sally Smith: I had always been considered clever at
school and, of course, getting a place at Oxford
University was a great achievement. Well, um, when I
graduated I applied for lots of jobs still a bit uncertain
about which direction to go. Then I was delighted to be
offered a job in the city with a prestigious investment
bank. The starting salary was pretty good and I was even
given a golden hello bonus which hit my bank account
as I arrived. How could I say no? It seemed irresistible.
Interviewer: Absolutely! And how did you find the
working environment when you first started?
Sally Smith: Mmn, well, you know to start off with, it
was a question of survival sink or swim. The new
recruits were mostly like me young, cocky, ambitious
twenty-somethings with degrees from the top
universities. To begin with, we socialised with each other
a lot rather tedious parties with lots of small talk. But
before long reality kicked in. We were expected to work
incredibly long hours often till midnight and I frequently
fell asleep at my desk. Once my boss even sent round a
cab to pick me up at 2 a.m. as there was some sort of a
crisis in the office. I became exhausted and quite
depressed you, know, I never even saw my friends, but
the worst thing about it was the male-dominated
environment.
Interviewer: How do you mean?
Sally Smith: Well, I felt very isolated. I was the only
woman in a team of 25 and I always seemed to be
viewed as a secretary, not as a banker. My colleagues
would generally assume that I would make the coffee
and often made sexist remarks which I found quite
offensive. I knew I was good at my job, as good as the
rest of the team actually, if not better, but seemed to get
precious little credit.
Interviewer: So do you think you were treated
differently because you were a woman?
Sally Smith: Oh, of course. Well, in the end, I met up
with my best friend to talk things over. I just had to get it
off my chest. When she heard what my job was like she
told me to resign. And thats what I did. I havent
regretted it.
26
Candidate: Well, I would like to state categorically, that I

am totally in favour of traditional family roles.
Firstly and most importantly, I think families organised
in this way are much happier and more secure. You only
Recording scripts
have to look around you to see the difficulties some
families experience when both parents are working. In
my view, if you decide to get married and have children
you should accept your responsibilities even if it means
sacrificing your career. The mother should stay at home,
look after the children, tidy the house and of course
cook delicious meals for all the family. Moreover, she will
undoubtedly experience satisfaction because she will
know she is doing a good job and that everyone is
content.
As for her husband, he will hopefully find a challenging
and enjoyable job and earn enough money to support
his family.
Obviously, from time to time, it may be possible for his
wife to work part-time, especially when the children start
school and this might help finance holidays and family
treats. Although the father might get home quite late in
the evening he should have some family time when they
eat together and of course at the weekends when they
can go out together for walks or to the cinema.
Finally, I would like to say, that I grew up in a family like
this and had a perfect childhood. To sum up, I would say
a traditional family is definitely the best way to ensure
happiness for your children.
27
Candidate: Well, yes, the Grade 10 Listening is a bit

different to most Listening tasks. There are two types
and the examiner will read out two of Type 1 and one of
Type 2. With Type 1 the candidate has to give a suitable
ending whereas with Type 2 the examiner asks the
candidate a question about the people or place. All the
texts are very short and candidate is only expected to
give a short answer. You certainly dont need to take
notes but you will have to listen very carefully and
sometimes have to predict, deduce and infer.
28
Charles: Well, you know, I live in sheltered

accommodation in Birmingham. Recently we got a new
manager and she decided to get the Internet installed in
our communal sitting room. What a stupid idea we all
thought, I mean like at our age far too late to start
learning about cyberspace! What was she thinking of?
Then Irene, thats the manager, organised classes and
my mate Harry said Come on. Lets give it a try. What
have we got to lose? Who cares if we look stupid? Well, I
thought to myself, Actually, I do, but anyway, off we
went 10 oclock on a Monday morning. The teacher was
great, very patient, and made us go over things again
and again until we had got the hang of it.
Firstly, we learnt about email which was a major

breakthrough for me cos you know, Ive lots of relatives
in Australia, hardly ever seem them really. Well, when I
sent them an email and got a reply within minutes it
was absolutely brilliant, amazing!
Now Im back in touch with family I hardly ever heard
from.
Another thing, surfing the net. Thought that really was
for the young things, my grandson and the like, but you
can get information about just about anything. Ive
researched my family tree, looked up the weather
forecast and even got a few gardening tips. Im a silver
surfer now.
I would recommend the Internet to anyone. Dont be
scared just because its something new.
29
1
2
3
4
opportunity
impossible
precious
attention
5
6
7
8
disorganised
illiterate
artificial
photography
30
1
2
3
4
5
photograph
national
politics
compete
analyse
photographer
nationality
political
competition
analysis
photographic
nationalisation
politician
competitor
analytical
31
Examiner: Firstly, it is highly recommended that you

spend considerable time preparing your presentation,
which must be discursive in nature.
You should select your topic carefully to ensure that it
has the potential to generate Grade 10 language and
also ensure that is not chosen from the list of subject
areas for the Conversation phase. You will be giving a
formal presentation, so it must have a clear structure
with an introduction, followed by a series of reasoned
arguments which lead to an appropriate conclusion.
It is also essential to prepare brief notes in the form of a
handout to give to the examiner at the start of the
presentation. You will be able to retain your own notes
but this should not take the form of a memorised script,
which will have a negative effect on your assessment.
You are strongly advised to ensure that your
presentation lasts no longer than 5 minutes. You will not
be interrupted during that time but the examiner will
take some notes for use during the discussion phase.
When you have finished, you should initiate the
discussion phase by asking if the examiner has any
questions or comments.
43
Recording scripts
32
Examiner: Now lets move on to the Interactive phase.

In this task Ill start by telling you something. Youll have
to ask me questions to find out more information and
make comments. Its your responsibility to maintain the
conversation. Are you ready?
Candidate: Yes, I am.
Examiner: My sons been playing the guitar for some
time now but recently hes formed a band. They practise
regularly in our house and the noise is unbearable.
I dont think I can put up with this for much longer!
Candidate: Oh, really! So how often do they play?
Examiner: Every night and you wouldnt believe how
much noise they make.
Candidate: Have you asked them to turn the music down?
Examiner: I have but it doesnt seem any quieter to me.
Candidate: But isnt it a good idea for young people to
be enjoying themselves and doing something creative?
Examiner: I suppose so but, you know, they show no
consideration whatsoever.
Candidate: I see so where exactly do they play?
Examiner: In our sitting room where I like to relax or
watch TV.
Candidate: But have you tried talking to them about it?
Examiner: Oh, yes I have. They just think I am a very
boring dad.
Candidate: Surely you could discuss the situation with
them, couldnt you?
Examiner: Its hopeless. They think I should be enjoying
their music.
Candidate: Well. Have you tried listening to them to see
what theyre like. They might be amazing.
Examiner: To be honest, I havent.
Candidate: I think you should try. Who knows? You
might find they have great musical talent and will
become rich and famous some day.
Examiner: Ok. Ill give it a try, Thanks for the advice.
33
Student: Honestly, Mr Jones, Im so anxious about my

exams that I dont know if Im going to be able to cope.
Its just really important, you know, and if I dont get the
right grades, they wont accept me at university and
then what will I do?
Teacher: Well, the first thing you should do is calm
down. You really are not helping yourself by panicking.
To tell you the truth, you havent been working as hard
as you should but its not too late.
44
Student: But the problem is I just dont know where to

start.
Teacher: Mmn, well, as I was saying, you need to study
harder and get organised. Work out a revision plan and
every day set yourself a goal so that you know what
youve achieved. That way I think youll feel less panicy
and more in control of the situation.
Student: In fact, I have tried to do that but Im just so
tired I cant concentrate and like I fall asleep at my desk
and then I cant sleep at night because Im worrying
about everything.
Teacher: It sounds to me as though you should try some
relaxation techniques. Try and chill out a bit more.
Actually, something like yoga or sport might reduce the
stress and help you keep calm.
Also, you should eat lots of healthy food and avoid
caffeine. You drink a lot of coffee, dont you?
Student: Yeah well, actually, when Im tired and trying to
study I do drink quite a bit.
Teacher: That probably isnt doing you much good.
Herbal tea would probably be a lot better. Thats what I
have when Im feeling stressed. Anyway, the other thing
is you really must take lots of breaks when you are
revising. Actually, you can only concentrate for so long.
If you take a break, have a chat, go for a walk or
something, you will feel more alert and refreshed when
you return to your desk.
Student: OK, Ill give it a try.
Teacher: And remember, believe in yourself. You have
the ability to do well, provided you prepare for the
exams properly and really you must try to keep things in
perspective. Yes, the exams are crucial right now, but
they are only a small part of your entire life. Dont forget
that. Right, Id better be going. Ive got a class now. Good
luck then and regarding that essay you still havent
finished
34
Presentation 1
Candidate 1: Hi there! Well, Id like to tell you about my
sisters wedding. It really was a great event. We were all so
excited and you wouldnt believe how beautiful she
looked. My mum and I went with Chelsea, thats my sister,
to buy the dress and had a wonderful day out together
shopping, chatting and of course we had lunch together
in a nice restaurant. Anyway, on the day of her wedding
Presentation 2
Candidate 2: My presentation today focuses on the
problems of young people in my country. Here are some
brief notes that I have prepared.
Recording scripts
Examiner: Thank you
Candidate 2: Firstly, Ill concentrate on the difficulties
many, including myself, experience and then Ill look at
the reasons for these. Finally, I will attempt to find
alternative solutions and make recommendations which
might help us all in the future.
35
Student: It really is getting too much. I dont think I can

cope for much longer. Im up until 2 a.m. going through
my notes and drinking endless cups of coffee. Then Im
up early to do a bit more revision before going to
school. I cant sleep because Im so nervous and keep on
worrying about whether I will remember everything the
next day. Anyway, this time next week it will all be over.
36
Task 1
Speaker 1: I love coming here. Its just such a different
atmosphere. Its almost completely dark, theres a sense
of anticipation and everyone is getting comfortable or
eating a bag of popcorn. Then all of a sudden the music
starts, the credits come on and you can sit back and
enter a world of escapism.
Task 2
Speaker 2: Sometimes I just dont know why I do it. The
alarm wakes me up and I fall out of bed, get the trainers
on and speed off down the road at a rapid pace. After
about half an hour Im back home for a quick shower,
cup of coffee and then and Im off to work. I usually
spend the rest of the day feeling terrible with sore feet
and an aching back.
37
News reader: Good morning. This is the 8 oclock news.

Hundreds are expected to join the protesters camped at
London Heathrow airport today to demonstrate against
global warming. They are demanding that the
government abandons plans to build a new runway. A
fifth terminal already opened in 2008. Our reporter Nick
Brown spoke to one of the campaigners Emily Armstrong.
Emily Armstrong: We are taking this action because the
government is completely ignoring the effects of the
aviation industry on the environment. It is absolute
madness to expand Heathrow airport at a time when we
should all be looking at ways of reducing carbon
emissions.
Nick Brown: But the air transport industry claims that
they are only 2% of the problem and are being unfairly
blamed.
Emily Armstrong: Well, in our view, it is an area of
growth that should be restricted right now if we care

about the future of this planet. The industry should play
their part and passengers should also make their
contribution by using more environmentally friendly
methods of transport.
Nick Brown: There have been reports that you will
disrupt the airport at a time when the infrastructure is
already stretched due to the terrorist threat.
Emily Armstrong: Absolutely not! Our demonstration
will be both peaceful and safe and our intention is to
raise the profile of our cause.
Nick Brown: Thank you very much for speaking to us.
38
1
2
3
4
5
Come and meet him in my office.

They are not leaving until midday.
Shes staying at home today.
They must have taken the train.
I can speak four languages.
39
1
2
3
4
5
I love fish and chips.

Is this a present for me?
I would have come if I had known.
Hes at the cinema.
She can speak six languages.
40
1 We landed very late in the evening totally exhausted

and couldnt wait to get home. We stood around for
about half an hour and nothing happened. Suddenly,
suitcases started to rattle along beside us and
everyone moved forward anxiously trying to spot
theirs. We watched and waited for what seemed an
age. Then we turned round and realised everyone
else had gone and...
2 I feel sorry for John. He gets his exam results on
Thursday and hes getting really stressed out about it.
He needs really high grades to get into university but
actually he hardly did any work at all so it will be a
miracle...
3 Everyone arrived about 7.30 for the dinner party. I
had invited 8 guests and they werent particularly
close friends of mine so I was feeling slightly
apprehensive. Anyway, I had prepared a delicious
dinner, an assortment of cold meats to start with
followed by steak. They all sat down and started
eating except Kate who was staring at the meat and
to my horror I realised...
4 He had set the alarm for 7 a.m. The interview was at 9
so that would give him plenty of time to have a
45
Recording scripts
shower, get on some suitable clothes and catch the
train into the city centre. The next morning
everything went pretty well and he was pacing the
platform waiting for the 8.19 train. By 8.30 there was
still no sign of the train but just as he was about to
give up...
41
Examiner: So well move on to the Conversation phase

now. Lets talk about communication. To what extent do
you think technology has affected the way we
communicate these days?
Candidate: Oh well, enormously. We seem to have
drifted away from face-to-face communication. Most of
my friends are totally obsessed with social networking
or texting, so rarely leave the comfort of their own
bedrooms.
Examiner: Really! But is this real communication?
Candidate: I suppose it depends what you think
communication is. In my view, communication is about
a variety of things. Of course it is about speaking,
listening and responding but it is also about body
language, tone of voice, and even laughter and tears. A
computer or text simply cant relay this sort of
information. This means that there can be confusion and
even misunderstanding.
Examiner: Mmn, has this ever happened to you?
Candidate: Oh yes. I can give you an example, if you
like. The other day I had arranged to meet my friend
Maria at the cinema but I was running late and couldnt
make it. I just texted Maria and said, Sorry, cant come.
She was absolutely furious because she didnt feel I had
made a proper apology. In other words, in this instance
my communications skills were not brilliant because she
didnt feel that I really was sorry. If I had spoken to her
directly, it might have been different.
42
Radio DJ: Good morning this is Radio UK. And now The
Changing Face of London. Our reporter Rajesh Kumar,
whose own family moved from India to England in the
50s, reports on the shaping of London as a multicultural
city.
Rajesh Kumar: Here I am in Soho, possibly the most
cosmopolitan area of London, with restaurants from
exotic places all over the world and a rich and diverse
mix of languages and ethnic backgrounds. Just down
the road, there is Chinatown which developed in the
70s after the arrival of immigrants from Hong Kong.
Every February Chinese New Year is celebrated in the
46
streets there with colourful parades and dragon and lion

dancing. A day trip to China with no carbon emissions!
In August the Notting Hill Carnival celebrates the music
and colours of the Caribbean. Set up in 1960 by the first
West Indian immigrants, it has now become a most
spectacular event with massive floats, amazing
costumes and an eclectic range of music blasting out of
powerful sound systems.
Now Im in Southall, on the outskirts of London and
close to where my family used to live. 55% of the
population here are Indian or Pakistani many of whom
moved here because of its proximity to Heathrow
airport, where they first arrived in the 60s. The air is still
rich with the sounds, smells and colours of Delhi or
Lahore and it is no coincidence that Chicken Tikka
Massala, served in Indian restaurants, is so popular in
this country that it is often considered the British
national dish.
In recent years, however, immigration patterns have
been changing and now many of the immigrants you
see in London come from eastern European countries,
where there is greater freedom of movement since
joining the EU. They often come here for a short periods,
and are able to fill the gaps in the labour market. Polish
plumbers have become renowned in a country where it
had become almost impossible to find someone to fix a
leaking tap. But theyre not only plumbers and dentists,
they work in bars and restaurants, pick strawberries and
cut hair while simultaneously weaving their own culture
and language with ours and making yet another
contribution to Londons rich kaleidoscope.
43
Mark: Hi Jen. What did you think of the film Eat Pray
Love?
Jen: I thought it was quite good but rather overrated.
Mark: Oh, I thought it was rather good and of course
Julia Roberts is still strikingly beautiful!
44
I thought it was rather good.

I thought it was quite good.
45
1
2
3
4
5
6
The crossword was virtually impossible to do.

The story was greatly exaggerated in the newspapers.
I thought that book was rather boring.
She was seriously injured in the car crash.
That dress is extremely expensive.
This exercise is fairly difficult.
Recording scripts
46
Lucy: My names Lucy. Im 19 and in my first year at

university in Newcastle. Last year I took a gap year and
decided to do some voluntary work in Rio de Janeiro.
The month before I went I did an intensive Portuguese
language course and tried to find out as much as
possible about Rio. I had seen the film City of God with
its brutal betrayal of poverty and gang warfare but was
still unprepared for what I saw in those first few days in
the favelas, the citys most impoverished
neighbourhoods, which was where I was working.
Fortunately, I was not alone, there were several
volunteers there and we juggled a bit of English
teaching with entertaining the kids and keeping them
out of trouble. I personally found it a very rewarding
experience and felt I got to know the people and culture
in a way that would never be possible on a package
holiday.
I dont think I fundamentally changed anything out
there but I did make a contribution , no matter how
small.
And as for the fun aspect, yeah well it was great, super
cool in fact! Samba, beaches, sunshine and even a touch
of romance. What more could you want on a gap year!
47
Examiner: Hello. Whats your name?

Candidate: Hello. My names Emilia.
Examiner: Its very nice to meet you Emilia. My names
John. Now youre doing Grade 10 so well start off with
the presentation. What are you going to talk about?
Candidate: Well, Id like to talk about my experiences
travelling.
Examiner: And have you any notes for me?
Candidate: Yes, here you are and here is a map showing
the route I took on my trip.
Examiner: Thank you very much, would you like to
start?
Candidate: Yes, Id like to start off by telling you why I
decided to go on my journey round the world, then I will
go into a little more detail about the trip and finally I will
assess the benefits of such a trip for a young person.
When I finished my final exams at school, I realised that I
needed a challenge, a break from my normal life living
at home and seeing the friends I had had for years. Of
course I wanted to go to university but I decided to
delay that for a year and see more of the world. I didnt
really want to visit tourist places everyone goes to like
Paris, New York, Sydney.
My intention was to visit undiscovered countries and

really understand the people and the culture.
Having made that decision, I planned my route. I would
travel mainly by train in the interests of the environment
and also so that I could see and absorb more. I was very
keen to go east through Russia and Mongolia and then
on to China so firstly I booked my rail ticket from Paris to
St Petersburg. I felt rather nervous as I waved goodbye
to my parents and boarded the train but I was also filled
with nervous anticipation.
What would I see? Who would I meet? I had so many
diverse experiences I couldnt possibly tell you about
them all. However,...
48
Examiner: Im going to read you three short passages and

after Ive finished each one, I would like you to either
suggest a suitable ending or answer some questions. Ill
then move on to the next passage. Are you ready?
These two passages are incomplete. When I stop, Id like
you to tell me in just a few words how you think the
passage finishes.
1 I was getting really uptight. We had to leave now or we
would miss our flight. I just couldnt find the car keys
anywhere. The children were no help at all so I told them
to get in the car and wait. Just when I was about to give
up and call a taxi, John and Katy shouted from the car...
49
Examiner: 2 Flying has always been considered the

safest, fastest and most comfortable way of travelling.
We have all become used to jetting off here, there and
everywhere to see the world and be back in the office
early Monday morning. Now, however, with climate
change...
50
Examiner: After Ive read this passage, Ill ask you about
such things as the context and people involved.
3 It was such an amazing event and I think had a very
positive effect on tourism and the economy. Thousands
of people came, new hotels and stadiums were built and
then athletes achieved so much for both themselves
and their countries.
What event is the speaker talking about?
For tracks 51-56, see Students Book pages 86-92.
47

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

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina 2

2011 Black Cat Publishing, Genoa, London

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

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina 3

UNIT 2 Crime & punishment

UNIT 4 Global environmental issues

UNIT 5 Habits & obsessions

UNIT 6 Dreams & nightmares

Review units 4-6

UNIT 7 Roles in the family (A)

Equal opportunities (B)

Scientific developments (B)

Stress management (B)

UNIT 10 Designer goods (A)

Future of the planet (B)

Social issues (B)

International events (B)

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina 4

Brainstorming subject areas

Group & pairwork & role play

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina 5

The Grammar focus sections include the main

At the end of each unit, the Trinity Takeaway

Students should then be given thorough oral

There is also a section a the end of the Students

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina 6

Vocabulary, pages 6-7

technology and ask students to name their

1b Encourage students to look at this subject in

2a The questionnaire is designed as a fun exercise to

2b Get students to check their answers with a

understanding different English accents. Tell

3b Advise students that they will listen again and

Make sure when students are working in pairs

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina 7

4b Ask students to discuss their impressions of Jack.

3 You dont know whether you can trust people

Grammar focus, page 9

5a Ask students to quickly read the text for gist and

5b Explain any vocabulary or phrases in the text

6b Ask students to decide which tense they are

venture: risk/be brave enough to do something

Encourage students to complete this exercise

Phonology, pages 9-10

7a Ask students to listen and repeat (individually or

7b You can refer students back to the examples

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina 8

This is a communication activity so make sure

Topic phase, page 11

9b Briefly explain why these four points are

Tell students they are going to hear four students

Interactive phase, page 11

Students can check the Exam overview on

Trinity Takeaway, page 11