New pass trinity teachers book grades9 10

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.. For example, you may need to explain the follo

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First edition: February 2011

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Future of the planet (B)

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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 inthe subject area by focusing on the pictures andgetting them to talk about them in pairs beforemoving on to group or class discussion Monitorthe pair work to ensure that only English is beingspoken and that they are concentrating on thetask you have given them The questions aredesigned to provoke discussion but if you feelthere are other questions on the subject whichthey will relate to, try asking them At this level, it

is important students are sufficiently stimulated towant to express themselves well in English on awide range of subjects

You can approach new vocabulary in a variety ofways At this level students should be encouraged

to become more independent and useEnglish/English dictionaries or the Internet to look

up new words However, if you feel students arenot yet ready for this, it could be introducedgradually with individual students asked toprepare definitions for the next lesson orparaphrases of terms and expressions You couldthen concentrate on explaining more complexvocabulary Translation should be avoided

Group & pairwork & role play

Group and pair work is a most effective tool ingetting as many students as possible speakingEnglish at the same time Insist, right from thestart, that only English is spoken and at this levelstudents should be encouraged to help andsupport each other with any difficulties Role playcan be extremely useful for less outgoing studentswho feel more comfortable ‘being someone else’and it can be a way of bringing characters alivefrom the Listening or Reading texts

Procedures file

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Procedures file

Grammar focus

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

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

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!

Trinity Takeaway

At the end of each unit, the Trinity Takeawaysections provide the students with usefulexaminer/candidate language for the exam It’simportant that you point out to learners that theymustn’t memorise the mini-dialogues, but usethem as examples of the type of conversation theywill have with the examiner

There is also a section a the end of the Student’sBook (pages 86-92) with further examples ofexaminer/candidate language, which arerecorded

After listening, you can:

• ask students to read the mini-dialogues outloud to practise question/answer intonation

• ask students to write similar mini-dialoguesusing different vocabulary from the unit

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Interactive Phase Introduction to the phase

Listening,page 7

3a Explain to students the importance ofunderstanding different English accents Tellthem they will hear speakers from countries such

as India, the United States and the UK talkingabout technology

Tell students that for the first listening they arelooking for specific information: what kind oftechnology has changed each person’s life

1 mobile phone 2 computer 3 medical technology

4 computers/chatrooms 5 MP3 player

3b Advise students that they will listen again andnow need to find out how this technology haschanged each person’s life

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 pairsthat they give reasons for their choice Remindthem to listen carefully to what their partner says,take notes and be ready to report back to the rest

of the class

ANSWERS

Vocabulary,pages 6-7

1aBefore looking at page 6, introduce the subject 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

1 C 2 D 3 F 4 E 5 A 6 B

1bEncourage 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

2aThe 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

2bGet 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!

ANSWERS

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UNIT 1 Technology

Reading,pages 7-8

4aGive 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

4bAsk students to discuss their impressions of Jack

Students discuss in pairs what they would put on

their homepage and then prepare their own

Student, has plenty of friends (387), interested in

travelling, music and politics

5aAsk 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

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

5bExplain 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:

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

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

ANSWERS

POSSIBLE ANSWERS

ANSWERS

3 You don’t know whether you can trust people

and if they are lying Some people may beinvolved in criminal activities

4 It’s a very easy and cheap way to make new

friends and seems natural in our current cyberage

5 Jack means that if you don’t belong to a socialnetworking site like Aboutyou, you may not havethe opportunity to make friends and socialisebecause all young people do this these days

Grammar focus,page 9

6a This is intended as a general revision exercise andgives you the opportunity to find out if thestudents have any problems with areas ofgrammar (Grades 1-8), which they should be veryfamiliar with for Grades 9 and 10 Go through theexercise as a class first and discuss which tenseshould be used and why Then ask students tocomplete the exercise individually

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 aregoing to use and why before they complete thesentence

1 has worked 2 had stayed 3 are sent 4 would give

5 Does get up 6 will be

6c Encourage students to complete this exercisespontaneously but afterwards you may wish tocheck their awareness of the tenses they used

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 examplesabove if necessary

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9 Function focus,page 10

Emphasise the importance of the functions for Grade

9 (as well as the grammar)

8 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

I’d like to be able to listen to music as well as use the

phone I’d also love to have an orange phone It’s

such a cool colour!

Topic phase,page 11

9aAsk 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

9bBriefly 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 isn’t a good

topic

9c Tell students they are going to hear four students

talking about their topic As a class discuss any

problems these students might have, bearing in

mind their comments Ask them which topic they

think would be the best/worst This should be

discussed with students, opinions may vary

Rosa: Y because she’s very interested in her topic

Stefano: Y because he knows a lot about the subject

Tham: N because he will probably prepare too much

material

Florian: N because her topic is too easy for Grade 9

ANSWERS

Interactive phase,page 11

10a Stress the differences between the Interactivephase and the other phases of the exam Askstudents to underline keywords and thenexplain why they are important

1 I really don’t know what to do in the future I had

a great idea the other day but now I’m not sosure

2 Someone stole my friend’s computer last week.

She thinks she knows who did it but is notabsolutely sure

10b

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 onpages 4-5 of the Student’s Book beforecompleting the quiz

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 thefunctions included in it as much as possible whenpractising for the exam

ANSWERS

ANSWERS ANSWERS

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Unit 2

Crime & punishment

Trinity subject area Crime & punishment

Grade 9

Language Mixed conditionals

Functions Hypothesising

Conversation Phase Researching subject areas

Interactive Phase Understanding the prompt

Phonology Topic & subject-area vocabulary

Reading,pages 12-13

2a Ask the class to discuss the headline ‘Cybercrime.The crime of the century!’ and elicit from studentswhat they think the article is about Ask students

if they or their families have ever been victims ofcybercrime

2b Point out to students that it is sometimes useful

to scan reading material to find specificinformation especially when researching theirtopic Give the students a few minutes to scan thearticle and find the answers

1 computer hacking, financial scams, identity theft

2 Be careful about the information you share online; Use a password which is difficult to guess; Donot use a website which seems suspicious; Becareful about opening up emails from people youdon’t know

2c Get students to read the text again beforecompleting the exercise Encourage them to work

in pairs and discuss the various possibilities

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

criminalAfter they have finished, ask the students to turn overtheir books and get individual students to explain themeaning in their own words

2d This may be an opportunity to discuss onlineshopping and the kind of information you areasked to give

ANSWERS

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

1aAsk students to look at the pictures and discuss

what crimes they represent

1b

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

1dThis 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, São 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

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9 Reading,page 14

3aThere 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!

3bAfter reading the article, ask students to discuss

Bernard Madoff’s 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?

4aEncourage 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

4bGet students to discuss in pairs the meaning of

the vocabulary

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

1 T 2 F 3 F 4 DK 5 T 6 T

5 Go through the theory box with students before

they do the exercise

1 robbed, stole 2 was stolen 3 has been burgled

4 robbers/thieves 5 burglar

ANSWERS

At this level students should already be familiar withthe different conditionals Give examples and makesure they understand the difference between thesecond conditional (impossible or unlikely situation

in the present) and the third conditional (unrealsituation in the past) Then introduce them to mixedconditionals when we want to imagine past eventswith results in the present

6a The matching exercise gets students to lookcarefully at sentence construction as well asmeaning Get students to work out which part ofthe sentence refers to present time and whichrefers to past time These are all examples ofmixed conditionals

1 D 2 C 3 B 4 A

6b

1 would be at university now.

2 had invested the money

3 he wouldn’t be in hospital today.

4 hadn’t eaten lunch.

5 hadn’t committed fraud

6c

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 I’d see a doctor.

7 they had gone to the meeting.

8 I’d say ‘yes’.

Function focus,page 16

7a Students should use conditionals and modals topractise the function ‘Hypothesising’

Brainstorm ideas about how their lives could havebeen (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 sistersNow get the class to work on their ideas in pairs

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UNIT 2 Crime & Punishment

7bDraw 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

1 cybercrime 2 potential 3 unscrupulous

4 i dentity 5 appropriate 6 inmate 7 illiterate

8 in vestment 9 professional 10 burgle

Conversation phase,page 17

9aYou may like to run through the main features of

the Conversation phase You could read through

the relevant parts of the Exam overview on pages

4-5 of the Student’s Book before students

complete the true/false task, or they could do the

task first followed up by a general class

discussion

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)

5 T 6 F

9bEmphasise 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

Vocabulary:

bribery, pickpocketing, drug trafficking, identity

theft, hardened criminal, scam

Examiner’s Questions:

What alternatives are there to prison?

How difficult is it to give up a life of crime?

Your Answers:

In my view, it is often more beneficial in the

long-term to give convicted criminals the chance to do

community service

I think it would be very difficult to give up being a

criminal partly because it may be very difficult to find

a job

Your questions:

If you had been the judge, what sentence would you

have given Bernard Madoff?

ANSWERS

10 Make sure students know how important it is tounderstand the prompt to deal appropriatelywith the situation and ask the right questions

Give students a few minutes to read through theprompts, then work in pairs

Remind students of the functions for Grade 9 Youcan check these on pages 4-5 of the Student’sBook Monitor and give feedback after studentshave finished the activity

Encourage students to memorise the takeaway andrecap at the beginning of the next lesson

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Language Modals with the passive

Functions Expressing abstract ideas

Topic phase Mind maps & note taking

Interactive Phase Controlling the Interactive phase

Phonology Speaking with enthusiasm

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 modalpassives (1, 3)

1 B 2 F 3 C 4 D 5 E 6 A

3b Go through the expressions and explain thatthese are more sophisticated ways of expressingopinions (rather than simply saying ‘I think’).Show them that intonation is important, too.Then ask students to combine the expressionswith a modal verb to comment on the clothes inthe pictures

3c Go through the examples with the class beforegetting them to make other sentences in pairs

4 Encourage students to be as imaginative aspossible in their interpretation of the quotations

5a Students may need to use their dictionaries tocomplete this task

1 love 2 beauty 3 truth 4 peace 5 friendship

ANSWERS

1aAsk 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

1bYou 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

2aPossible points to mention: abstract forms and

wild features; own home covered in corrugated

Steel; buildings famous for ‘spectacle’ rather than

‘intrinsic value’

2bGet students to underline the phrases in the text

and discuss their meaning in pairs or groups

Monitor and give feedback

1 introduce an entirely new way of doing things

2 seems confused and in need of more work

3 an architect who doesn’t have his designs built

4 recognised throughout the world

5 a star or celebrity in the world of architecture

6 go well with

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UNIT 3 Design

5bGive students 5-10 minutes to make sentences

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 Depending on the size and type of your class you

could do this exercise in pairs or as a whole class

6aBrainstorm possible areas a young fashion

designer might cover: training, talent, money,

interests, designs, new collection

6bListen 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

1 It’s Victoria’s first London Fashion Fair

2 She was influenced by her mum’s 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 It’s innovative and slightly retro in ice cream

colours

7aEmphasise the importance of speaking with

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

Speaker 1

7b

1 I’d 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 I’ve 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

9b Ask students to prepare notes Emphasise thetopic should not be a written script and in nocircumstances should be memorised

9c It might be a good idea for you to demonstratethis role play in front of the class with one of themore confident students

10a Get students to focus on the important facts inthe prompt as this is what they need to do inthe exam

1 a fantastic new job/in Australia

2 possible questions: Doesn’t he want to work in

Australia? What kind of job is it?

10b Listen to the candidate doing the Interactivephase and ask students to read through thetrue/false questions, listen again and thencomplete the task Point out that there is the

‘don’t know’ option too Go through answerstogether The students will benefit from anydebate about the correct 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 doesn’t need 3 How much did it cost? 4 suggest that she tries to take

it back to the shop

ANSWERS

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9 C 1 the examiner 2 He/she regrets a decisions

he/she made in the past 3 Why do you think you

would’ve 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

2 hadn’t given, wouldn’t be/wouldn’t have been

3 wouldn’t have become

1 If I learnt Spanish, I could work in South America.

2 If I applied for university, I would have more

opportunities

3 If I hadn’t been so stupid, I wouldn’t be in prison

for fraud now

4 If they banned cars in city centres, it would

certainly reduce pollution

2 to go on holiday with her family

3 Why did your friend regret it?

4 It was really hard work! She had to cook for 10

people every day!

B

1 the examiner

2 not to go to the United States

3 Why didn’t you go?

4 If I’d gone, I wouldn’t have been able to go to

university

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Unit 4

Global environmental issues

Trinity subject area Global environmental issues

Grade 9

Language should/might/could/must and the perfect infinitive

Functions Evaluating past actions

Conversation phase Responding to the examiner

Interactive Phase Maintaining & developing the discourse

Phonology Intonation to convey attitude

Reading,page 27

2a Get students to discuss what the headlines might

be referring to There might be a variety ofinterpretations and this should be encouraged

2b Give students a few minutes to skim the text andthen ask them which is the most appropriateheadline and why

Scientists reject global cooling

2c Ask students to look at the questions and thenspend 5-10 minutes rereading the text to find theanswers

1 They trap heat around the Earth, which causesglobal 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 thetext, try and work out the meaning from thecontext and complete the matching exercise

Give further explanation if necessary

1 E 2 C 3 D 4 A 5 B

ANSWERS ANSWERS

ANSWERS

1aIntroduce 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

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

1bIn 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

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9 Grammar focus,page 28

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 didn’t eat any

breakfast this morning and now I’m 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.

3aGet students to complete exercise and then go

over it together

1 should have 2 shouldn’t 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 shouldn’t have done that 4 must have gone home

5 must have been cleaned

4aTry and get students to guess the meaning of

these words You may be able to give them some

clues

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

ANSWERS

4b Ask students to read the questions, listen to the

CD and then answer the questions They can takenotes

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 thetrue/false/don’t know task as they listen

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 thehome but in their daily lives) They should thenreport their ideas back to the class

5a

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 wehave harmed/damaged the environment in thepast 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 andcomment on what they should/might/could havedone

Conversation phase,pages 30-31

7 Ask students about the main features of theconversation phase (discussed in Unit 2) Getstudents to complete the matching exercise Goover the answers and discuss why each point isimportant For example: ‘Don’t forget to react towhat the examiner says.’ The candidate shouldn’tjust sit and listen to the examiner but show theyhave understood and make appropriatecomments or ask questions

1 F 2 D 3 B 4 A 5 C 6 E

ANSWERS

ANSWERS ANSWERS

Trang 17

UNIT 4 Global environmental issues

8aGo 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

let me think about that, I’m not sure what you mean,

anyway, sort of, I don’t know about that

8b

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

1 Absolutely! 2 I don’t believe it! 3 Sorry, I didn’t

quite catch that 4 How interesting! 5 I don’t know

about that

9aGet students to discuss each point and why it

should be a ‘do’ or a ‘don’t’

Emphasise the importance of the candidate

taking responsibility in the Interactive phase

1 Don’t 2 Do 3 Do 4 Don’t 5 Don’t 6 Do

1 Really, why’s that?

2 What exactly happened?

3 That must have been awful To be honest, I don’t

like flying much, either

4 Yes, so I did a course to overcome my fear Why

don’t you do a course?

5 At first, but it really worked Now I can fly

Get students to practice the takeaway in pairsswapping roles

Trang 18

9 Unit 5

Habits & obsessions

Trinity subject area Habits & obsessions

Grade 9

Language wish, hope and if only

Functions Expressing regrets, wishes and hopes

Topic phase Anticipating examiner questions

Interactive Phase Using functions of the grade

Phonology Stress in sentences

3a-bGet students to compile a list individually andthen discuss in pairs

4

I was recently appointed a director atour head office in New York Of course I was highlydelighted to get the job especially as I am still quiteyoung, only 32, but it is proving to be more difficultthan I had imagined As a consequence, I am workingreally long hours, sometimes even sleeping in theoffice 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 thatthe tenses used do not reflect real time Ask students

to consider firstly what time frame the sentence isreferring to and then choose the appropriate tense

1 were 2 hadn’t 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

1 I wish I hadn’t 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 hadn’t done something so stupid.

5 I wish the weather in England would change!

ANSWERS

Reading,page 32

1aIntroduce 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

1bAsk students what the difference is between a

habit and obsession Habit – something you do

regularly; Obsession – something you can’t 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

1 obsession with football, dieting, workaholic

(students can decide which problem is the most

difficult to deal with)

2 A workaholic is somebody who can’t stop

working chocoholic, alcoholic, shopaholic

3 influence of the media, Hollywood film stars,

access to cosmetic surgery

4 If it affects relationships and people’s personal

lives or leads to violence, it could be considered

more than just a game

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

pressures of celebrity status,desire for perfection, too much wealth, inability to

sustain personal relationships

Trang 19

UNIT 5 Habits & obsessions

6aThis practises the structures in exercise 5 with

emphasis on functional use Tell students they are

matching situations rather than exact meaning

1 E 2 H 3 G 4 F 5 C 6 B 7 D 8 A

6b

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 shouldn’t have done what I did.

6c Encourage students to speak freely about

themselves, their hopes and wishes

6dYou can extend this exercise by asking students

to think of similar questions to ask each other

which express the same functions

7aStudents 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

7b

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.

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.

7dDivide the class into small groups One member

of each group takes notes and reports back

8 Remind students about the key elements of the

Interactive phase, i.e taking control, asking

questions and keeping the interaction going

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 anddiscuss which functions they might use in theInteractive phase It is quite possible that therewill be several functions for each prompt

1 A, B 2 C, D, E 3 B 4 A, B 5 B 6 B

9b Try and encourage students to think about thekind of questions you would make to elicit theappropriate function

1 Why didn’t you?

2 What sort of thing did you have in mind?

3 It could be from an old friend, couldn’t 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 studentsthat they must think about what the examinermight say or ask in response to what they havejust said Get students in pairs to match 1-5 withA-E They could do this by one student makingthe comment and the other experimenting withthe examiner’s replies to see which sounds mostappropriate

4 Really! What would you do?

5 Why do you think that is?

10c Encourage students to interrupt and ask asmany questions as possible

Get students to practice the takeaway in pairs Recap

in the next lesson

Trang 20

9 Unit 6

Dreams & nightmares

Trinity subject area Dreams & nightmares

Grade 9

Language verbs followed by gerund and/or infinitive

Functions Paraphrasing

Topic phase Engaging the examiner in the topic

Interactive Phase Exam practice

Phonology Intonation of question tags

2a Look at the pictures and ask students to suggestwhat Charlotte’s 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/fishingfor lobster You may need to explain the meaning

of the following words:

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 restlesslyStudents should listen three times so the firsttime they can be reasonably relaxed, get used tothe speaker’s voice and listen for gist

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

1 At home the bad weather makes her feel

depressed, but in her dream the sunny weathermakes her happy

2 At home she has a demanding job and the

weather is bad On holiday she is on a beautifulbeach relaxing and enjoying the great weather

3 They are the colours of coconut and lobster.

4 disappointed and maybe a little depressed

ANSWERS ANSWERS

Reading,page 38

1aGive students a few minutes to talk to their

partner about any dreams or nightmares they can

remember

1bEncourage 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

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

ANSWERS

Trang 21

UNIT 6 Dreams & nightmares

3c Ask students to share stories about their dreams

4aLook 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 don’t mind learning English.

She wants to be a teacher.

Verbs followed by gerund: enjoy, can’t stand, deny,

don’t mind, avoid, consider, suggest, can’t help

Verbs followed by infinitive: refuse, persuade, decide,

agree, offer

4b

1 can’t stand 2 refused 3 enjoy 4 avoids

5 decided 6 agreed 7 denied 8 offered

5aExplain 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.

5bTell 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

1 having 2 meeting 3 to take

4 shouting 5 to send 6 to take

Before students start the task, read through the notes

on paraphrasing together and make sure theyunderstand what the function ‘paraphrasing’ meansand why it might be useful in the Trinity exam

6a

1 While I was having breakfast sometime between

8 and 9 two cars crashed outside my house and aman 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 theimmediate 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 onagriculture and fishing, improvements in 1999were the result of an expanding clove industry

6b

Explain to students that during the exam they maysometimes need to retell a story giving more detail.Encourage them to be imaginative

Before students attempt this task, explain the importance

of involving the examiner in the topic by displayingtheir interest and enthusiasm and also havingquestions ready to ask the examiner Demonstratethe importance of intonation and the differencebetween sounding bored and interested Make surethey understand they must not memorise the topic

8a Introduce the idea of question tags as a usefultool in the Topic phase which can be used tocheck information or ask for agreement Remindstudents how they are constructed and then getthem to add the question tags to the statements

E.g The Mediterranean diet is very healthy, isn’t it?

1 aren’t they? 2 didn’t they?

3 couldn’t it? 4 won’t it? 5 isn’t it?

ANSWERS

Trang 22

9 9a

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 mayask the wrong questions They can ask theexaminer to repeat the prompt if they haven’tclearly understood

Get them to underline key parts of the promptand then think about the functional languagethey might use Get students to discuss in pairshow they think the conversation might develop

Ask them to think of some questions Forexample, What kind of programmes do you wishthey would show? Don’t you like reality TV?

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 thecandidate Monitor and check the candidate isinvolving the examiner and that there is realinteraction

11 Get students to read through the questions

before listening to the sample Interactive phase

Then ask them to discuss the questions in pairsbefore listening again

With question 3 ask them to think about thedifferences between their own Interactive phase

in exercise 10b and the one on the CD

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

Get students to practice the takeaway in pairs andrecap 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

2 Dancing is quite a demanding career, isn’t it?

3 What do you think is important in real friendship?

4 You must have had an experience like mine,

haven’t you?

5 Possible questions:

1 What made her a brilliant teacher?

2 Why’s that?

3 Really! Did something happen?

4 Has he decided to do something else?

6 Possible questions:

1 If computers hadn’t 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?

Trang 23

Conversation Phase Grade 10 subject areas

Listening Phase Introduction & exam practice

Phonology Using pauses and intonation to give clarity

2b

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 athome to look after the children while his wifegoes out to work, i.e not a traditional family

2c Encourage students to talk openly about theirown families Compare their families with yourfamily too

Language focus, page 47

3a Encourage students to work in pairs and discussthe meaning of the expressions

1 tears 2 shoulder 3 swim 4 blind 5 mind 6 talk

7 chest 8 end 9 move 10 head

3b

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

ANSWERS

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

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

Trang 24

10 Phonology, 4a page 47

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

5aExplain that ‘equal opportunities’ is the second

subject area Follow the suggested procedure for

listening tasks in the Procedures File on pages

4-5 You might like to discuss the meaning of

high-flying and city before listening.

very tiring, alone, negative experience

5b

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

6aExplain 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 Simon’s difficulties

6b

1 although some companies have a long way to go:

although some companies could do a great deal

more (for the disabled)

ANSWERS

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

racial groups, elderly people, over weight people,sick people, political groups, religious groups

Function focus, page 49

7a Emphasise the importance of planning andpreparation in developing an argument Theremay be some variations in the order in whichstudents wish to do this but it is essential they gothrough this process

A 3 B 5 C 4 D 2 E 1 F 6

8 This task could be prepared at home so thatstudents have the opportunity to discuss ideaswith others, prepare the mind map, etc

Otherwise make sure they are given sufficientclass time and can work in pairs or groups

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 muchdue to demands of job

9a Advise students to listen critically to thecandidate’s arguments as well as noting down thetwo advantages mentioned

1 Families are happier and more secure

2 The mother will feel a greater level satisfaction

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