Oxford trinity GESE grades 7 9 teachers book

Communication skills Ask and answer questions about the content of the topic Communicate facts, ideas and opinions, and account for them across a series of extended turns Engage the e

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Contents

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have enough time to think of a response Short pauses are also included when new or useful phrases are modelled for the students By listening and repeating in this way, students get plenty of practice saying phrases fluently, with correct stress and linking Prompts can be directed at individual students around the class, whereas repetition of answers provides a good opportunity for whole-class response Varying the dynamic in this way should keep students attentive and motivated

If you feel that your students need more time to provide the answers to prompts, you could pause the audio for longer As the course progresses, it would be a good idea to reduce this time, to more accurately model exam conditions An exercise which has provided particular problems – with pronunciation, fluency, or an appropriate response – can be repeated Again, this is an advantage of the material being a series of oral, rather than written, exercises

Each student is provided with a copy of the audio CDs, so that they can further practise on their own

Trinity GESE Grades 7–9 prepares candidates for the successful

communication required in the exam Through carefully staged and scaffolded tasks, students are encouraged to build on both fluency and accuracy This controlled approach to pairwork, with the provision of prompts on page, and clear models, offers students guidance on what to say, and how to say it Monitoring these pairwork exercises will help you to assess whether students are on track, and how much correction or additional guidance is required

The pairwork activities provide a break from teacher-centred lessons, and focus students on the language requirements

of the level, and how to convey them An effective way of providing even more support in pairwork, or learner-generated content, is to select two able students to give a quick model

of how the activity works before getting the whole class to do

Trinity GESE Grades 7–9 is designed to prepare students for

Grades 7, 8 & 9 of the Trinity exam It is aimed at the typical age

range of students taking these exams, i.e 15–18-year-olds It is a

stand-alone course but would be ideally used as supplementary

exam practice material alongside an elementary general

English course

The course covers the Trinity GESE exam specifications for these

grades, and more besides, in order to give the course more

variety Students who work through all the material in the book

should be prepared to meet the demands of the exams

In order to make the practice genuinely relevant to the Trinity

exams, the material is quite different from general English course

material The difference is most clearly seen in the fact that

students do almost no written work, as the focus of the exam

is exclusively oral communication In the exam, students have

to respond to verbal prompts only, and are not required to read

texts or produce written answers Therefore, reading and writing

is kept to an absolute minimum in the practice activities The

focus is very much on responding to audio models, prompts,

and discussion questions closely designed to follow the GESE

model This makes for lively and stimulating practice, ensuring

that there are plenty of opportunities for meaningful interaction

throughout each lesson

Audio

Due to the focus on oral communication, audio is used as

a prompt for many exercises and activities Throughout the

Student’s Book candidates are required to:

• analyse model answers for natural usage of Grade 7–9

language

• repeat model answers they hear on the audio

These tasks confirm possible answers, and assist with

pronunciation by providing a model to imitate They also help

to foreground relevant language functions and consolidate the

patterns of interaction that are key to exam success

If you do not wish to use the audio so frequently, you could

sometimes read out the prompts yourself, using the transcripts

provided in the Teacher’s Book However, it is worth noting

that listening to different voices on the audio is a good way to

prepare the students for the actual exam

Where the audio provides models that have prompts to

respond to, a short pause has been included so that students

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The Teacher’s Book

The Teacher’s Book provides detailed notes and guidance on lesson procedure It includes all transcripts of the audio, and answers where relevant The transcripts for the Aim at the Exam sections contain suggested responses to the questions, but of course, alternative responses which are communicatively valid should also be encouraged

The teaching notes include suggestions for preparatory work

in setting up some of the activities, and also ideas for Optional activities, which provide extra practice for when students finish

an activity sooner than expected These are particularly useful for classes which need to be stretched further

For more information about GESE, including exam specifications and extra support materials, go to www.trinitycollege.com/GESE

Please refer to www.trinitycollege.com/GESEexaminformation for the language requirements and assessment criteria of Trinity GESE exams

it The speech bubble examples in the Student’s Book provide

such a model as a rule, but it always helps if students see and

hear a clear example of what is expected of them

Group activities

There are several activities where students are encouraged to

work independently in a group These activities are designed

for sharing ideas, and asking follow-up questions to naturally

extend the conversation In this way, they offer a supportive

model of interaction that is similar to the exam, but allows for

peers to work on question formation and fluent answering

in a more relaxed manner As students work in groups, it is

important to monitor their contributions, and assist where

necessary with vocabulary, grammar, and functions that are

relevant to the Trinity Grade

Spotlight

These are very brief aids to key vocabulary and grammar points

If the grammar has been studied in other general English

classes, they will serve as a quick reminder

Useful language boxes

This feature is used throughout the Student’s Book when

additional language support may be required for task

completion Useful language boxes contain Grade-relevant

words and expressions that form a bank of functions

designed to help students achieve exam success Students are

encouraged to use this language as much as possible when

practising, so they are confident that they can use it both

accurately and fluently during the exam

Aim at the Exam

These sections come at the end of each unit, and as reviews

at the end of each grade They are very closely based on the

actual format of the Trinity exams, though you should point

out to students that this does not mean that the exams follow

a set script These sections contain relevant questions for the

subject of the unit, and bring together the language that has

been practised throughout it Students should always be ready

to answer any questions that might be asked of them, and not

expect certain questions to come up in the exam Nevertheless,

practising these sections will greatly help to give students

an idea of what to expect in the exam, and provide plenty of

practice in responding to relevant questions

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Grading tool

HOW TO USE THE GRADING TOOL

Look at the list of language and the example examiner questions / statements, and the example candidate responses

in the Grade 7 Grading tool Can your students understand and use all of these items spontaneously?

Here’s a quick checklist to ask yourself:

• How much of the English in the Grade 7 Grading tool do you think each student can understand when you are speaking or when they hear an expert speaker?

• Can they respond appropriately to Grade 7 English being spoken by giving appropriate responses?

• Which Grade 7 language items have you heard them use in

To download a copy of the most recent GESE exam specifications, go to www.trinitycollege.com/GESE

Mark Griffiths

THE GRADING TOOL

When deciding which Trinity Grade your students should take,

you need to consider a few points first First of all is the role of

the examiner Remember that all Trinity exams are conversations

and interactions between one candidate and examiner only

There are no other candidates in the room and no other

examiners This means that the candidate must understand

the examiner and must be able to respond appropriately The

examiner can be from anywhere in the English-speaking world,

from Canada to New Zealand Even British native speakers

will have variations in their accents, so it’s important to think

about giving lots of examples of expert speaker voices to your

students in their preparation classes in order to improve their

listening skills Be assured, however, that all examiners will speak

slowly and clearly for candidates, moderating their delivery

and content to match the Grade of the candidate Of course,

the advantage of talking to an examiner is that when a student

passes a Trinity exam, they can say they held a real conversation

with an expert speaker – this boosts their confidence hugely!

A second point to consider in the examination is that your

students will need to ask the examiner questions Trinity

introduces two-way interaction from A1 (because real life is

interactive!) and by B2 the candidate is expected to maintain

this interaction by engaging the examiner in discussion In order

to prepare for this, it’s important to get your students to practise

asking each other questions, and sustaining a conversation

This is important for exam success, but there are other benefits:

if your students practise asking questions they will have a

much better chance of also anticipating and understanding

the examiner’s questions, as they will have already used them

themselves They will also have a much better understanding of

what the examiner is expecting them to do

A third and crucial point is to focus on what the students can

actually understand and say, not what they have studied in

books Remember – this is a speaking and listening exam, not

just a grammar and vocabulary test There have been many

examples in the past of students who have studied language in

a book but have never practised hearing or saying these words

The result is that they go into the exam and do not understand

what’s happening The best approach is to ask yourself: What

have my students heard? What can they actually comfortably

discuss? And then prepare for the exam by continuing to

practise using this language

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Examiner: I love castles They’re really interesting.

Student: Then you should definitely go there And do you like

walking?

Examiner: Yes, I love walking round old cities.

Student: Then I would recommend walking on the old city walls

You can walk around the whole city and you have a great view from the top of the walls Is there anything else you like?

Examiner: Yes, I love trying new foods and drinks.

Student: Then if I were you, I’d go to the special agriturismo It’s

a place where you can try local wines and other produce It’s all really delicious.

Highlighting advantages and disadvantages

For example:

Examiner: I’ve heard that there are lots of things to see in Madrid,

but I’m not sure when the right time to visit is, summer or autumn.

Student: Well, one of the advantages of going in summer is, of

course, the weather It’s lovely and sunny most days in summer But the disadvantage, of course, is that it can it can get quite hot during the day.

Examiner: That’s OK, I love the heat

Student: The other disadvantage of going in summer is the number

of tourists Madrid is full of tourists in the summer, and it can be quite difficult to get around the city However, in autumn, it’s cooler and there are far fewer tourists What are the advantages of visiting your city in summer?

Describing past habits, including used to

For example:

Examiner: When you were little, where did you use to go on holiday

and what did you use to do?

Student: When I was little we always used to go to my auntie’s

house on the beach We used to arrive at the beginning of July and stay there until the end of August It was so much fun We would just spend every day on the beach and in the sea It was great! What about you? What did you use to do on your summer holidays when you were little?

Expressing possibility and uncertainty

For example:

Examiner: What do you think you’ll do when you finish school?

Student: I might go to university, I’m not sure yet Alternatively, I

might try and get a job

Examiner: What do you think you might study at university?

Student: I may do maths Or I might do science I’ve got one year

left to decide!

Examiner: Which university do you think you might go to?

Student: If I go, I’m definitely going to Pisa University It’s my

favourite city and I know I’ll have a good time there.

Expressing agreement and disagreement

For example:

Examiner: Would you say that languages are easier to study than

sciences?

Student: Definitely not! I think languages can be really complicated

if you want to speak them well, but I find science quite easy to understand What about you? Do you agree that languages are really hard?

Grade 7

Is the student ready for Grade 7? Candidates at this

grade are expected to demonstrate the following …

Use of all the language of Grades 1 to 6 (A1–B1.2)

Understand and respond to basic greetings and

introductions

For example:

Examiner: Hello!

Student: Hello!

Examiner: What’s your name?

Student: My name is Simone.

Examiner: Hello Simone How are you?

Student: I’m fine, thank you And you?

Examiner: I’m fine, thank you.

Communication skills

Ask and answer questions about the content of the topic

Communicate facts, ideas and opinions, and account for

them across a series of extended turns

Engage the examiner in discussion of the topic

Take, give up and offer turns when appropriate to do so

Handle interruptions or requests for clarification

Take control of the interaction

Maintain the discourse by asking for information and

making comments

Help the discussion along by inviting comment from

the examiner

Respond appropriately to the examiner’s contributions

and requests for further information, clarifications and

explanations

Share the responsibility for the maintenance of the

interaction with the examiner

Maintain coherence and cohesion throughout the phase by

organising discourse

In case of a breakdown in communication, show awareness

and take basic steps to remedy it

Language items and functions

Ask and answer questions related to Grade 7 language, using

Grade 7 language items

Help the discussion along by inviting comment from the

examiner regarding the language functions

Discuss facts, ideas and opinions related to the language

functions and account for them, in a series of coherent and

cohesive extended turns

Making suggestions and giving advice

For example:

Examiner: I’m thinking about staying here for the weekend, but I’m

not sure what to do or see.

Student: What kind of things are you interested in?

Examiner: Well, I like visiting historic monuments.

Student: There are quite a lot of historic monuments here You

could go to the castle.

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Examiner: I noticed that lots of the shops and restaurants are closed

at the moment

Student: Yes, that’s also because of the time of year Most tourists

find it too hot to visit and so the owners of the restaurants and shops go on holiday themselves Do people avoid your city in the summer because of the weather?

Subject areas

Use the language items and functions above to communicate facts, ideas and opinions, about the Grade 7 subject areas, and account for them across a series of extended turns

Help the discussion about the subject areas along by inviting comment from the examiner

Respond appropriately to the examiner’s contributions and requests for further information, clarification and explanation regarding the subject areas

Share the responsibility for the maintenance of the interaction with the examiner

Maintain the discourse by asking for information, making comments about the subject areas

Maintain coherence and cohesion when discussing the subject areas by organising discourse

Education

For example:

Examiner: Do you think your school is stricter than it used to be?

Student: I don’t know I would say probably not I think when my

parents went to school, it used to be much stricter My mum and dad, who went to the same school, didn’t enjoy their school days

What do you think? Do you think school is stricter than it used to be?

Examiner: I would say in some ways school is probably more

human now, which I think is better What do you think are the advantages of coming to this school?

Student: Well, in this school, the main advantage is that we can

study lots of different languages, which I really enjoy.

Examiner: And disadvantages?

Student: I guess the only disadvantage is that it’s not very near

my house.

Examiner: And if you could change anything about your school,

what would you change?

Student: Definitely the timetable! I would love to start school later

8 o’clock is too early! I’d love to suggest it to my school principal, but

I don’t think she’d be very happy!

National customs

For example:

Examiner: If a British tourist came to your country, what national

customs would they notice?

Student: I think they would notice that we drive on the other side

of the road And also they would see that we have lots of festivals through the year from winter to winter

Examiner: That’s interesting And what types of things are

celebrated at these festivals?

Student: Well, they’re usually religious festivals, so it’s quite serious

during the processions But then in the evenings, there are lots of fireworks and it’s a big party All over Spain, festivals like this are held throughout the year.

Examiner: I would say I have quite a different opinion I find

languages really easy and science really hard But some languages

are more complicated than others.

Student: I agree, some are more complicated – for example,

Chinese is harder than English – but I still think that in general,

languages are harder to study than science

Second conditional

For example:

Examiner: What would you do if you had the chance to study

anything you like?

Student: I think I would probably study design I would love to be

a designer

Examiner: What type of things would you like to design?

Student: I would love to design watches and phones, the small

things that we use every day I think it would be a really satisfying

career What about you? What would you like to study if you had

the chance?

Examiner: I think I would like to study an exotic language from a

far-away country.

Student: Which one would you study?

Examiner: I’d probably study Thai It’s a beautiful country and I think

it could be a really lovely language to study.

Simple passive

For example:

Examiner: Which subjects are taught in your school?

Student: Just the normal traditional subjects: languages, science,

maths and history I’d love it if drama were taught in my school, as

I’d love to be an actress when I’m older Which subjects are taught in

the school where you work?

Examiner: The same subjects really, but drama is also offered to

students over 14 Are any new subjects offered in your school when

you’re older?

Student: No, not really We’re given the choice of English literature or

English language when we’re 16, but that’s the only difference, really

Relative clauses

For example:

Examiner: Can you suggest a place to go where I can learn more

about the history of this town?

Student: Well, there are some museums, but the place where

you’ll find out most about the city is the City Museum It’s run by

historians from the university, who also organise the tours around

the museum and around the town Would you be interested in

going to a place where you join a guided tour, or would you rather

be allowed to look around alone?

Examiner: Well, I like to have a guided tour from someone who

knows what they’re talking about

Student: Then I’d recommend a tour with one of the historians, who

knows everything about the history of the city

Discourse connectors, e.g because of, due to

For example:

Examiner: Why do you think it’s so quiet in the city in the summer

when you have so many monuments to visit?

Student: I think it’s due to the weather It gets so hot here in August

that people go on their summer holidays, just to escape the sun.

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Student: I think I’d miss the cheese I really love Italian cheese,

especially Parmigiano I don’t know if I would be able to buy it in London, for example What about you? What would you miss if you went to live in another country?

Examiner: Well, I also live in a region where a lot of cheese is

produced I know I can buy British cheese abroad, but this cheese is something that you can only buy locally I would really miss that.

Student: What would you recommend I try if I came to your region?

Examiner: Oh, you should really try some of the vintage Cheddar

cheese It’s delicious.

Student: So the advantage of living in your region is the cheese?

Examiner: That’s right!

Early memories

For example:

Examiner: Do you remember your first days at school?

Student: Yes, I used to travel to school with my mum and my big

sister And the school used to feel enormous But I went back to my primary school recently, and it was tiny!

Examiner: And do you remember what you used to do there?

Student: Well, I remember that we used to do lots of drawing and

colouring, but I also remember that we used to study maths and numbers Oh, and we also used to play outside a lot One of the advantages of my school was that it was on a green hill with lots of space to play in the summer What about you? Do you remember your school days?

Examiner: Not very well, they were a long time ago Do you agree

that your first days at school were the best days?

Student: No, I wouldn’t say that I was quite lonely in my primary

school, because of the location – it was a long way from my house I was much happier when I came to secondary school as I had lots of new friends and I met my best friend here.

Pollution and recycling

For example:

Examiner: Is all of the rubbish in your house recycled?

Student: No I’d like to recycle it, but it’s difficult because of the

location of the recycling bins It’s better than it used to be Five years ago, we couldn’t recycle anything Now we have to drive 3km to the recycling point, which seems crazy

Examiner: What should be done to improve the situation?

Student: Well, in my opinion, there should be recycling points in

every street, so that we can take our rubbish to be recycled on foot

If the government did that, we might be able to reduce the amount

of pollution in the air I would also suggest that the government

do more to encourage people to recycle They could offer people money to recycle, for example What’s it like in your town?

Examiner: Well, it’s a bit better, I guess All of our rubbish is collected

every week from our house And most of it is recycled

Student: The only thing that’s collected from our house is the

normal rubbish, not the recycling, which I think is terrible Maybe the government should be punished if it doesn’t recycle enough rubbish?

Examiner: Well, that’s an interesting idea

Student: It might work! And the other advantage is that the fine

could be recycled into more recycling facilities!

Examiner: Which festival would you recommend me to go to?

Student: Oh, that’s difficult! There are lots of festivals with water

fights and there is one festival which has an enormous tomato

fight It’s really funny and typically Spanish!

Examiner: Do people throw water and tomatoes to cool down?

Student: Yes, I think it’s because of the weather in summer It’s so

hot here in Spain in July and August.

Examiner: And are there any customs you’d like to change?

Student: If I could, I would make people more punctual Here in

Spain, there are lots of people who don’t arrive on time If you agree

to meet at 12, they’ll arrive at 2 Not everyone does it, but a lot of

people do I’d love to make them arrive on time.

Examiner: And do you think that one day, Spanish people might be

more punctual?

Student: They might one day But not yet!

Village and city life

For example:

Examiner: Do you think there are any advantages to living in

a village?

Student: Yes, they’re a lot more peaceful and relaxed And there’s a

lot less crime Do you agree?

Examiner: Yes, I think that’s probably true.

Student: But, of course, it’s not always perfect There are

disadvantages, too For example, it can be really boring and there

are no shops and there’s not much public transport, so you have to

drive to the next big city Where would you prefer to live – in a city or

Student: Yes, I agree, cities are more lively And I think people are

better looked after in a city You have hospitals and important

services which don’t exist in the villages.

Examiner: Where would you like to live in the future?

Student: Well, I used to live in a small village when I was younger, so

I’d really like to see something completely different If I could, I’d love

to live somewhere like London I’d like to see how life works in such

Student: Yes, lots of different types of chocolate are made here

and the shops sell lots of it to tourists Have you tried any of the

chocolate yet?

Examiner: No, I haven’t I didn’t know there was any chocolate here.

Student: Oh, you should definitely try it I recommend the orange

chocolate It’s delicious Another thing that is made in my region is

wine, which I think lot of people know about Have you tried it?

Examiner: Not yet

Student: Well, I’d recommend the red wine, which my father

really loves.

Examiner: If you went to another country, what national or local

produce would you miss?

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and requesting further information, clarifications and explanations

Discuss facts, ideas and opinions related to Grade 8 language, following up on comments from the examiner in

a series of coherent and cohesive extended turns

Expressing feelings and emotions

For example:

Examiner: What makes you angry?

Student: I get angry when I see homeless people living in the streets

It upsets me that people are living without anywhere to sleep and eat.

Examiner: And when was the last time you saw that happen?

Student: When I visited London I was walking through the city

centre in the evening and there were lots of homeless people sleeping in the shop doorways.

Examiner: And how did that make you feel?

Student: I was really surprised but also confused about how a

wealthy country can have so many homeless people How do you feel about it?

Examiner: Well, I agree, it’s very sad and quite confusing What

about pleasure? What makes you feel good?

Student: I love being outdoors in the countryside or at the beach It

really puts me in a good mood knowing that I can be outside in the fresh air on sunny days What about you? What makes you happy?

Examiner: I think I love being in my garden I didn’t use to have a

garden in my old house, but I’ve lived in my new house for two years and I love my garden

Student: Even in winter?

Examiner: Yes, even in winter I have flowers that come out all

year round.

Student: Well, that sounds very nice.

Examiner: Yeah, it really makes me happy.

Express impossibility

For example:

Examiner: What do you think you might do when you finish school?

Do you think you might go to university?

Student: I don’t think so Going to university is not going to improve

my chances of getting a good job.

Examiner: But some people think that you if you don’t go to

university, you’ll never have any chance of getting a good job.

Student: Well, both my mum and dad have really good jobs and

they never went to university, so that can’t be completely true What

do you think? Do you think you have to go to university to get a good job?

Examiner: No, not necessarily, but I think it can improve your

chances.

Student: And did you go to university? Would you have got this job

if you hadn’t gone to university?

Examiner: Yes, I did And it’s true, I wouldn’t have got this job if I

hadn’t been to university

Student: But do you think I need to go?

Examiner: Well, I don’t think everyone needs to go You have to

decide what you want to do in life.

Falling intonation to indicate the end of a turn

Intonation and features of connected speech beyond

sentence level

Grade 8

Use all of the language of Grades 1–7 (A1–B2.1)

introductions

For example:

Examiner: Hello!

Student: Hello!

Student: My name is Nicola.

Examiner: Hello Nicola How are you?

Ask and answer questions about the content of the topic

and examiner’s views

Communicate facts, ideas and opinions, and explain

viewpoints, linked across a series of extended turns

Handle interruptions by using recovery strategies

commenting on the responses obtained

Help the discussion along by encouraging comment and

opinion from the examiner

explanations

Follow up on comments from the examiner in order to

develop the conversation

Take more responsibility for the maintenance of the

In case of a breakdown in communication, take steps to

repair it

Ask and answer questions related to the Grade 8 language

items and functions, using Grade 8 language items

Help the discussion along by encouraging comment

and opinion on Grade 8 language from the examiner

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Reporting the conversation of others

For example:

Examiner: Has anyone told you about what life was like before the

mobile phone?

Student: Yeah, I asked my mum what it was like and she told me

that you used to have to go to a phone box on the street and queue!

I thought she was joking when she told me that.

Examiner: And have you heard anything about how those phones

used to work?

Student: Yeah, my mum said that you had to insert a coin and you

only had 3 minutes to talk She said that if you wanted to talk for

longer you would hear a sound and you had to put another coin in

quickly or the call would end!

Examiner: So what do your parents think about modern mobile

phones?

Student: Well, my mum really likes them She says that next year

she’s going to get a new iPhone And she’s promised me that I can

have a new smartphone too My dad always says that he hates

them, though He says he’ll never have one! What about you? Do

you remember these old-style phones?

Examiner: Yes, I remember them very well But I recently bought a

mobile phone and I much prefer this one

Student: You mean this is your first mobile phone?

Examiner: Yes, it is I wasn’t sure about getting it at first, but now I

love it.

Student: And what had you heard about mobile phones before you

got this one?

Examiner: Well, I’d heard that they were really complex and

expensive But this one’s quite cheap and really easy to use.

Speculating

For example:

Examiner: You said you think that more and more young people

are using social media What do you think the reason might be

for this?

Student: I think there might be a few reasons On the one hand,

I think young people are probably more comfortable with

technology nowadays than they used to be.

Examiner: But isn’t that true of older people as well?

Student: Yes, but I think one of the most important factors is

probably that young people have grown up with technology It’s all

they’ve ever known And another factor might be that young people

have been taught that it’s OK to start a conversation online and

finish it on your phone, for example I would say they’re more flexible

than older people in the way they communicate What do you think

the reason might be?

Examiner: Well, I think you’re probably right that young people are

generally more comfortable with technology But I would guess that

another reason for their use of social media might be that they’re

losing the art of face-to-face conversation.

Student: I’m not sure I would agree with you there I think young

people can still do face-to-face conversation, but they can do online

conversation as well.

Persuading and discouraging

For example:

Examiner: I’m not sure about buying music online

Student: What are you worried about?

Examiner: Well, it concerns me that if I only have an electronic copy

of my music, all it takes is to lose my computer and my whole music collection is gone I think I might stick to CDs.

Student: If I were you, I wouldn’t keep buying CDs They really aren’t

going to be around for much longer, they’re going to get more expensive, and fewer artists will be releasing CDs in future You’re going to need electronic copies of everything soon

Examiner: I don’t know I feel more secure when I have a physical

copy of a CD in my hand And they’re still making them today.

Student: But if you looked into electronic versions of music, you’d

see that it’s very exciting For example, you can get really quality downloaded versions of songs, which are much better than

high-on a CD Why dhigh-on’t you give downloading a chance? Go high-on, you might enjoy it!

Examiner: Well, maybe.

Student: OK, what could I do to persuade you that downloading

electronic versions of music is safe, reliable, cheap and convenient?

Examiner: Well, I guess if I could just have a go at downloading with

someone who knows what they’re doing, that would help.

Student: OK, so maybe ask some of your friends and see who already

downloads and if they would be able to show you how to do it.

Third conditional

For example:

Examiner: Would your language skills have been different if you’d

been to an English-speaking country when you were young?

Student: I think so If I’d had the opportunity to hear English being

spoken in everyday life, I think my pronunciation would have been more natural and I probably would have learnt more vocabulary and grammar.

Examiner: Where would you like to have gone?

Student: I think I would have had really benefited from staying

in the UK, if I’d had the chance I probably would have wanted to stay in England to learn an English accent, but I’m sure I would have learnt a lot if I’d been to Wales, Scotland or Northern Ireland

Would you like to have studied or lived in another country when you were young?

Examiner: Yes, I probably would.

Student: And where would you have studied if you’d had the chance?

Examiner: I think I would have gone to Berlin, if I’d been able to I

would love to have learnt German in such an amazing city.

Present perfect continuous

For example:

Examiner: So how long have you been living in Rome?

Student: I’ve been living here since I started high school, so five

years How long have you been living in your home town?

Examiner: I’ve only been living there for two years Before then, I was

in Manchester.

Student: I think a lot of people in my country have been talking

about Manchester recently because of the two football teams.

Examiner: Yes, they’re now both really famous.

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than before, the world is a fairer place than it was and people are better educated.

Examiner: What do you mean by ‘a fairer place’?

Student: Well, I think if I’d been born 100 years ago, as a woman

in a working class family, my life would’ve been very different For example, I probably wouldn’t have gone to school

Examiner: So what would you have been doing now if you’d been

born 100 years ago?

Student: I probably would’ve been working in a factory

Examiner: Have you ever had the opportunity to discuss living

standards in the past with your grandparents?

Student: Yes, for example, my grandmother told me how she used

to work in two different jobs when she was just 10 She said that life was incredibly hard, but to them, it was normal.

Examiner: How does it make you feel to know that life is better for

you than it was for your grandparents and great-grandparents?

Student: Well, I guess it’s a mixture of sadness and relief It’s sad to

think that until I went to England on a school trip, no-one in my family had ever been abroad before But I’m also relieved to know that life for me is probably going to be better than it was for my ancestors I will never have to go through what my grandparents experienced when they were my age What about you? Do you feel you have had better opportunities than your grandparents?

Examiner: Yes, absolutely.

Student: In what way?

Examiner: Well, I was the first person in my family to go to university,

which was something my family had never dreamed of doing

Personal values and ideals

For example:

Examiner: What’s important to you?

Student: I guess my family and my friends are the most important

things in my life What about you?

Examiner: I’d say the same But I’d also add my career and my free time.

Student: Yes, I can imagine that my career will be important to me

one day And I do think free time is important, too.

Examiner: How do you prioritise what’s important to you?

Student: Well, I think my family is my number one priority And then

probably my school work, followed by my friends.

Examiner: And could anyone persuade you to put your friends first?

Student: No, even though my friends and school work are

important, my family will always be the most important thing in

my life I can’t imagine what I would have done if they hadn’t been there to help me while I was growing up And could I persuade you

to put work or friends before your family?

Examiner: No, like you, I’d always put my family first And what

makes you angry?

Student: Well, we’ve been studying poverty around the world at

school recently, for example, seeing the conditions that children around the world grow up in and the number of children that die unnecessarily That really upsets me What upsets you?

The world of work

For example:

Examiner: Have you thought about your future career and what

you might do?

Past perfect

For example:

Examiner: What had you heard about Rome before you moved here?

Student: I’d heard that it was really noisy and expensive I’d been told

about the crime and to watch out for the pickpockets as well But it

turned out that what I’d been told was an exaggeration It’s not full

of criminals and I don’t think it’s really much noisier than anywhere

else in Italy It is expensive, though! What about you? Had you heard

any stereotypical reports before you came to Rome the first time?

Examiner: Oh yes But mostly positive I’d studied ancient history

at university and so I’d learnt all about the old artefacts and

monuments and I’d always had this idea that Rome would be

romantic and sunny and full of cool people.

Student: And was it?

Examiner: Well, not exactly! It’s a real city, and like any city, it has its

problems And it rains!

Student: So what you’d heard was a bit of a simplification?

Examiner: Yes, you could say that!

Linking expressions and cohesive devices

For example:

Student: So even though Rome was not what you were expecting

when you arrived here, do you still enjoy coming here?

Examiner: Yes, absolutely!

Student: Despite the rain and the crime, etc?

Examiner: Yes, it doesn’t bother me As I said, all cities have

some problems.

Student: In other words, you like visiting cities, even though

you know there might be problems, for example pickpockets or

homeless people sleeping on the streets?

Examiner: Yes, I think it’s probably something we now expect to see

in Western countries

Subject areas

Use the language items and functions above to

communicate facts, ideas and opinions about the Grade 8

subject areas, across a series of extended turns

Respond appropriately to the examiner’s questions on

the subject areas and requests for further information,

clarifications and explanations

Encourage comment and opinion from the examiner on the

subject areas

Follow up appropriately on the examiner’s contributions on

the subject areas in order to develop the conversation

interaction with the examiner when discussing the

subject areas

Maintain coherence and cohesion throughout the

discussion on the subject areas by organising discourse

Student: Yes, I think it probably has Even though we still have lots

of poverty in the world, I think overall there are fewer hungry people

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Examiner: Personally, no, I don’t believe in either of them What

about you?

Student: Well, I think if I had actually seen a ghost or a UFO with

my own eyes, I might have believed in them But I’ve never seen anything myself, so I don’t really believe in them Although, I have heard stories …

Examiner: Stories from friends, relatives, or on TV?

Student: No, stories from friends One of my friends told me that

she’d woken up in the middle of the night because she’d heard a sound downstairs And when she walked in the kitchen, the window was open and there was a strange smell in the room

Examiner: And what do you think the explanation might have been?

Student: Well, I imagine it was more likely to be a burglar than a ghost!

Examiner: So how do you feel about ghosts? Are you scared of them?

Student: Not really I think I’m more scared of the dark than ghosts I

really doubt I will ever see a real ghost Or a UFO!

National environmental concerns

For example:

Examiner: Are national environmental concerns a worry for you?

Student: I think for people of my generation, it’s something we

really care about Much more than older generations.

Examiner: Why do you say that?

Student: I think young people nowadays grow up with a better

understanding of how climate change is going to affect our country We’ve already seen changes Our summers have been getting hotter and our winters have been getting colder

Examiner: Do you mean it’s too late to do anything?

Student: No, but I do think that if my parents’ and my

grandparents’ generation had known more about climate change when they were younger, my country wouldn’t be having some of the problems with drought and rain that it has Have you noticed any changes in your country?

Examiner: Yes Like in your country, the summers have been more

extreme But in my country, the summers have been getting wetter and wetter, with more and more rain What do you think we should

do to encourage people to take action on the environment?

Student: I think we need more TV programmes explaining how

climate change has affected our country and our city and our houses If people could see how much difference it makes to their lives personally, they might do something about it For example,

we saw a TV programme recently, which explained to us how the change in the weather patterns had made fuel more expensive

It talked about how our lives are directly affected by national environmental concerns.

Student: Yes, even though I’m still young, I need to plan ahead, so

I’ve been talking to my parents about what I might do.

Examiner: And what do they think?

Student: Well, my dad advised me to go to university and train

to become a doctor My mum thinks I should study to become a

teacher But I think I’d rather go travelling for a year to get some life

experience and then go to university when I’ve seen the world.

Examiner: Why do you think your mum wants you to become

a teacher?

Student: Because of her dream when she was my age She had

always wanted to be a teacher but was never able to because she

couldn’t go to university.

Examiner: So what do you think you might do?

Student: At the moment, I’m not sure I think that travelling would

be a great experience, and it might help me to decide what I really

want to do in life, as I’m not sure at the moment But then, the

sooner I go to university, the sooner I can finish And then I can start

earning some money! Did you know what you wanted to do when

you were my age?

Examiner: Well, I had an idea, but it wasn’t what I ended up doing.

Student: What had you planned to do?

Examiner: Well, when I was 14 I had decided I was going to be a bus

driver But that didn’t happen!

Student: Do you think you would have been a good bus driver?

Examiner: No! I’m not actually a very patient driver!

Public figures past and present

For example:

Examiner: Who has the media in your country been discussing

recently?

Student: Well, they seem to be obsessed with celebrities and football

players I have no idea why, but I guess it’s because people want to be

like the people they see on TV Is it the same in your country?

Examiner: Yes, it’s very similar Everyone seems to be obsessed with

being famous, including lots of talent show TV programmes.

Student: I think it’s because of Big Brother and reality TV Before

then, I don’t think people had really ever thought about being

famous I think if Big Brother hadn’t been invented, people would

never have become so obsessed with celebrity and fame No-one

could ever persuade me to watch reality TV programmes.

Examiner: So do you think public figures can or should be role

models?

Student: I don’t know I think they probably are role models, even

though they may not want to be Young people see them on TV

and copy what they do and what they say For example, every time

a famous footballer gets a new haircut, all the boys do the same

And the girls see their favourite pop star saying she hates another

pop star and the teenagers start to copy what she says I find it all

Student: Well, I would imagine that they’re either talking about

ghosts or talking about UFOs Do you believe in ghosts or UFOs?

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Expressing abstract ideas

For example:

Examiner: Lots of romantic films show examples of it, but do you

believe in love at first sight?

Student: Me? I guess in theory, yes Theoretically, you could see

someone and immediately find them attractive But is that love? I think there’s a difference between finding someone attractive and falling in love And how do you know it’s love, not just physical attraction?

Examiner: Well, that’s a good point So what do you understand by

‘love at first sight’?

Student: I think for me, it means you have to find someone both

physically and emotionally attractive And it’s pretty hard to find someone emotionally attractive if you’ve never actually spoken to them before! Wouldn’t you agree?

Examiner: Yes, that’s a good point!

Student: I think the most important point in the beginning is that

you find someone physically attractive and then you get to know their personality by going on a date or something like that.

Expressing regrets

For example:

Examiner: Do you believe we should ever regret what we have or

haven’t done?

Student: Well, I think it’s normal to have regrets, but I don’t think

they should stop you thinking about the future Have you ever done anything you’ve regretted?

Examiner: Many things!

Student: Can you give me an example?

Examiner: Well, I regret not having learnt to drive when I was

young And you?

Student: I regret not having seen my dog before he died I wish

I could’ve said goodbye But I had decided to go out to a friend’s birthday party I would’ve stayed at home if I’d known what was going to happen.

Examiner: That’s sad What about at school? Have you ever done

anything you regret?

Student: Well, I wish I’d done all of my homework on time last year!

I always forget to do everything and by the time I remember, it’s too late! That would probably be my most significant regret.

Expressing wishes

For example:

Examiner: Do you ever wish for things to be true or for things

to happen?

Student: Yes, I’m quite a daydreamer I often wish I could be on a

beautiful tropical island, on the beach, eating ice cream with my feet in the warm sea.

Examiner: So that’s a personal wish for you What about wishes for

other people?

Student: Mmmm, let me think Obviously I wish I could end all war

and create world peace And I wish we could find a cure for cancer

What about you? What would your number one wish be?

Examiner: Well, I wish I could see my friends and family who

live around the world more often I miss them a lot, although communication is a lot easier nowadays with online social media.

Grade 9

Use all of the language of Grades 1–8 (A1–B2.2)

introductions

For example:

Examiner: Hello!

Student: Hello!

Student: My name is Manuela.

Examiner: Hello Manuela How are you?

Communicate facts, ideas, opinions and attitudes, sustained

across a series of extended turns

Highlight significant points

Handle interruptions without undue effort by recapping and

recovering

commenting on the responses obtained

Develop the discussion by encouraging comment and

opinion from the examiner

explanations

Follow up on comments from the examiner in order to

develop the conversation

Paraphrase where necessary in order to maintain the

discourse

In case of a breakdown in communication, use paraphrasing

and circumlocution

Discuss facts, ideas, opinions and attitudes related to

the Grade 9 language, using Grade 9 language items,

highlighting significant points and paraphrasing where

necessary

Help the discussion along by encouraging comment

and opinion on the Grade 9 language from the examiner

and requesting further information, clarifications and

explanations

Following up on comments from the examiner regarding

the Grade 9 language in a series of coherent and cohesive

extended turns

Trang 15

Evaluating options

For example:

Examiner: So have you considered what you might do when you

leave school?

Student: At the moment, I’m not sure I have a number of options

open to me For example, I could go and work in my parents’

restaurant The major advantages to me would be that it’s an easy job, it’s guaranteed money and I know the bosses!

Examiner: And what other options do you have?

Student: Well, I could go to university, which would of course be

good for my long-term career Those are the two major options I have And whilst I can see the easy money of my parents’ restaurant

as tempting, I should also be thinking about what I want to be doing in 10 years’ time.

Examiner: Yes, that’s always the most important part Thinking

further ahead than today.

Student: However, there is also the expense of going to university

to consider It won’t be cheap and I’ll have to study for years before I get a qualification.

Hypothesising

For example:

Examiner: Lots of people are choosing to live with their parents for

longer Why do you suppose that is?

Student: Well, I’m not sure, but a number of possible explanations

spring to mind It might be simply a case of economics Life is cheaper when you live with your parents and you can save money

to eventually go and live by yourself Alternatively, it might be that children just get used to the good life I mean, mum and dad do everything for them Why would they want to go and live somewhere else, where they would have to do their own washing, cooking and cleaning? What would you say the main reason might be?

Examiner: Well, I think you’ve identified two good theories there I

would probably add that it’s not just that it’s cheaper to live with mum and dad, but also that it’s become too expensive to leave I would say that many children are actually trapped with mum and dad, as they can’t afford to leave, even if they want to.

Student: That’s a good point In theory, they may want to leave, but

in reality, they simply can’t afford to.

Evaluating past actions or course of events

For example:

Examiner: You said that you went to London to study in the

summer, despite having already accepted an offer to go on holiday with your parents Do you think you did the right thing?

Student: I don’t know I was really unsure about whether I was

doing the right thing at the time On the one hand I was really looking forward to going on the holiday with my family to the Caribbean It was such an exciting destination and it would have been a wonderful holiday But on the other hand, there was an opportunity to go and study in London and live with English people for 6 weeks I kept thinking about my career and decided that going

to London would be the best decision

Examiner: And do you regret your decision?

Student: Overall, no I think it was the right thing to do I wish I

could have done both, but I think it was better to have studied and

Student: I can imagine that must be quite difficult if you don’t live

anywhere near them Is there anything you wish you could have

done but you never had the chance?

Examiner: I wish I could have learnt to ski when I was young It

would have been easier back then, but I’m sure it would be a lot

harder now at my age!

Student: Me too I wish I could’ve learnt to ski and also to swim

when I was younger I only learnt to swim when I was 12 I

remember looking at all my friends when I was a child and thinking,

‘Oh, I wish I could come and play in the sea with you!’

Expressing hopes

For example:

Examiner: What do you hope to do when you’re older?

Student: Well, of course, I have lots of hopes and dreams for the

future, but one of my biggest hopes is to become a professional

musician I’m hoping to form a band when I go to university and to

get a recording contract after I’ve finished my studies

Examiner: Wow, that’s quite an ambition

Student: Yes, I know it might be quite ambitious, but if you don’t

have a dream, you’ll never achieve anything Dreams are what

makes us want to get up in the morning, and so for me, I need to set

my sights on something really ambitious that I can work towards.

Examiner: And what else are you hoping to do?

Student: Well, I’m really hoping to learn to drive before I go to

university That would be great I mean, if I could learn to drive

before going, then I could borrow my parents’ car during the

holidays and I would be free to go anywhere I like Anyway, what do

you hope to do in the future?

Examiner: Well, I’m hoping to pass my driving test too!

Student: Really? I assume you’ve never tried before?

Examiner: Well, I did when I was 18, but that was a long time ago

But I’ve decided that it’s one of my ambitions, and I’m hoping to

pass my driving test before the end of the year.

Expressing assumptions

For example:

Examiner: Lots of people think that fame is something to aspire to

Why do you think that is?

Student: I don’t know, but I would assume it’s because of the media

and the way they represent rich and famous people I think we can

assume that if TV only ever shows images of rich celebrities having

fantastic lives and living in luxury, young people will see that and

want the same thing Wouldn’t you say?

Examiner: Yes, I think that’s probably true.

Student: And I think that young people just assume that if you’re

rich you will always be happy But they’re not really seeing the whole

picture Rich people can be very unhappy, too Do you have any

other thoughts?

Examiner: Well, I would say that I agree with you Although I

wouldn’t say that all young people assume that being rich makes

you happy

Student: Yes, you’re probably right that you can’t say that about

all young people, but I think you can say that about the majority of

young people.

Trang 16

Examiner: Why, what happened?

Student: Well, because I had been told about both options, I

couldn’t decide what to do If I’d just been told what was happening,

I would’ve have just accepted my parents’ decision But because I’d been given a choice, I couldn’t decide!

Should / must / might / could + perfect infinitive

For example:

Examiner: You said that you regretted not joining a sports club

when you were younger Why?

Student: Well, when I was younger, I was a bit fat and I wanted to

do some exercise, to make myself a bit healthier I wasn’t unhappy, but I knew that I should have been exercising when actually I was eating ice cream.

Examiner: So what type of sports club do you think you should

have joined?

Student: Well, I think a swimming club would have been the best

option In the end I started doing swimming when I was much older and I really like it now But if I’d joined a club sooner I’m sure I would have benefited

Examiner: How do you think you would have benefited?

Student: I think I would have lost weight and had more energy

I might even have entered some competitions Have you ever regretted not doing something that you should have done when you were younger?

Examiner: Yes, I really should have continued playing football when

I was 16 I was busy with exams, etc, and thought I didn’t have the time But actually, it was just an excuse I should have carried on playing I might even have become a professional player!

Subject areas

Use the Grade 9 language items and functions to communicate facts, ideas, opinions and attitudes, sustained across a series of extended turns

Highlight significant points Respond appropriately to the examiner’s questions on the subject areas and requests for further information, clarifications and explanations

Develop the discussion by encouraging comment and opinion from the examiner

Follow up appropriately on the examiner’s contributions

on the subject areas, asking for further information and commenting on the responses obtained

Take more responsibility for the maintenance of the interaction with the examiner when discussing the subject areas and take control over the interaction where appropriate

Maintain coherence and cohesion throughout the discussion on the subject areas by organising discourse appropriately

Paraphrase and use circumlocution where necessary in order

to maintain the discourse Handle interruptions without undue effort by recapping and recovering

improved my English I can have another holiday with my family in

the future Would you have done the same thing in my shoes?

Examiner: It’s hard for me to say, but the way you explained it, it

does sound like you made a very sensible decision

Paraphrasing

For example:

Examiner: You said you were interested in musicianship I’m not

quite sure what you mean by that.

Student: What I mean is that I’m interested in the composing,

conducting, or performing of music and generally training my ear

to be more sensitive to a range of musical genres and instruments.

Examiner: You mean you want to do everything?

Student: Not exactly! I mean that I want to be more aware of the

range of skills involved in working with music That way, I can make

a better decision about my future career.

Mixed conditionals

For example:

Examiner: You said that you went to London to study in the

summer What would have happened if you’d made a different

decision? Would you still be doing this exam?

Student: That’s a good question I think if I had gone on holiday

with my parents, it would be harder now to do this exam

Examiner: What do you mean? Don’t you think you would have

practised your English in the Caribbean?

Student: Yes, but what I mean is, if you’re living in a country and

studying the language, you study more than if you went on holiday

and just ate nice food! I would find it hard to talk so fluently today if

I’d missed the opportunity to live in London for six weeks.

Verbs followed by gerund and / or infinitive

For example:

Examiner: Do you remember your first Trinity exam?

Student: Yes, really well! It was Grade 2 and I was really nervous! I

remember sitting outside the exam room and being really terrified,

thinking that the examiner was going to be horrible and I wouldn’t

understand anything But actually it was really good I understood

everything and the examiner was lovely! Do you remember taking

any language exams when you were at school?

Examiner: Yes, I remember my first French interview It didn’t go

very well!

Student: When did you start learning French?

Examiner: When I was 7 But we didn’t have our first exam until we

were 16

Student: And did you carry on studying French after that?

Examiner: No, I stopped studying French the following week! Well, it

was the last week of the school year!

Complex forms of the passive with modals

For example:

Examiner: Have you ever been given a difficult choice to make?

Student: Oh yes Once I was given the option of having a birthday

party with my friends or having a holiday The party would have

been held on my birthday, but because we were going to be on

holiday at the same time, I was told that either I could have the

holiday or the party, but not both I wish they hadn’t given me

the choice!

Trang 17

Technology

For example:

Examiner: Some people are big fans of tablets, but others prefer to

have a smartphone or a laptop What about you?

Student: Well, at the moment I have a PC in my bedroom and a

mobile phone, but it’s quite old I really wish I could update it

Examiner: So if you had the choice of the latest smartphone or a

tablet, which option would you choose?

Student: Oh, that’s a difficult one I’d have to think carefully about

that I wouldn’t want to regret it I think on the one hand, it would

be great to have the latest smartphone I mean, I’ve always wished

I had an iPhone, but I know they’re really expensive On the other hand, a tablet like an iPad would be so much more fun to use

Especially for playing games or doing research for my school projects What would you choose?

Examiner: Well, for my job, I do have to write a lot of emails and I

rely on my smartphone for that

Student: So you have a smartphone and you don’t regret buying it?

Examiner: That’s right But then I also bought a tablet as well, for

me to use when I’m travelling.

Student: I wish I had both of them! I assume you use the phone

more often, though?

Examiner: Well, in the beginning, yes But now I only use the phone

when I have to The rest of the time, I use my tablet

Student: So what you’re saying is, overall, the tablet was what you

needed and you didn’t really need to buy the smartphone?

Examiner: Well, a bit, yes! I do regret paying so much for my

smartphone, now that I have a tablet.

Habits and obsessions

For example:

Examiner: Do you have any habits that might annoy other people?

Student: Yes, I’m always moving When I’m sitting, I move my legs

When I’m standing, I always walk about It really annoys my mum!

What about you? Do you have any annoying habits?

Examiner: Well, I do bite my fingernails

Student: And do you wish you could stop?

Examiner: Oh yes I do it without thinking!

Student: My sister does the same thing I really wish she wouldn’t

because it’s really annoying hearing her chewing and biting all the time.

Examiner: And do you have any obsessions?

Student: Well, I guess I’m quite obsessed with the Star Wars films I

must have seen each of them more than ten times.

Examiner: Ten times? Wow That’s quite an obsession.

Student: Yes, I know! I wish I could stop watching them! But they’re

just so good It’s my big brother’s fault! He used to play them all the time when I was little I’m sure if he hadn’t played them so much I wouldn’t be so obsessed with them now.

Dreams and nightmares

For example:

Examiner: Do you ever remember your dreams?

Student: Occasionally But most significantly, I only remember the

good ones

Examiner: What do you mean?

Student: Well, like everyone, I do have recurring dreams, and I know

I have some bad ones, but I never seem to remember them But I

do wake up remembering what I was dreaming about it if it was a

good dream

Examiner: What’s the last good dream you remember?

Student: Well, the last dream was when I was on holiday in Brazil

and I had the ability to fly! I remember flying all around the famous

statue of Christ It was great! I wish it could come true!

Examiner: Do you think we can interpret dreams?

Student: I’m not sure about that Do you?

Examiner: Not really Although I think they can tell us if we’re

stressed or anxious about something.

Student: I know what you mean Sometimes, dreams can just be

an indicator that you’re not very calm I wouldn’t like to hypothesise

about what my flying in Brazil dream means I assume it’s just lots of

thoughts randomly colliding in my head!

Crime and punishment

For example:

Examiner: What types of crimes are common among young people

in your city?

Student: That’s an interesting question Do you think that young

people are affected by different crimes from older people?

Examiner: Yes, I do For example, mobile phone theft in my country

is extremely common among young people, unlike for older people.

Student: Ah, yes, that’s a good example Quite a few of my friends

have been robbed in the last year, and it’s always the mobile phone

rather than the money that gets stolen But I’m not sure how we can

stop people being robbed Would you have any ideas?

Examiner: Well, I’m not sure, but maybe tougher punishments

would help.

Student: You mean that if a robber knew that the punishment for

stealing a phone was severe, they wouldn’t steal them?

Examiner: Yes.

Student: I think in theory that might help, but in practice that’s

not what they’re thinking of I think if more criminals were

caught, robbers would be less likely to steal I’d assume that if they

know they won’t get caught, they don’t care about the possible

punishment.

Examiner: What do you hope they’ll do in future to reduce mobile

phone theft?

Student: Well, as I say, I hope they catch more criminals, because

if the criminals know they’ll get caught, they might be less likely to

commit the crime But then also, I don’t have much sympathy with

young people who are desperate for the latest smartphone, take it

to school to show it off and then get robbed They shouldn’t have

been showing it off in the first place.

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Student: Well, I guess the most famous one is global warming Lots

of countries around the world are concerned about rising sea levels

and changes to weather patterns.

Examiner: What do you think should have been done sooner?

Student: Well, I wish older generations had known about global

warming when they were young We might have been able to

do something about it earlier, for example, reducing pollution,

investing in research, etc But it’s only recently that we’ve started to

understand global warming Are people in your country worried

about global environmental issues?

Examiner: Yes, but in my opinion, not as worried as they should be

What do you think should be done now?

Student: I think we have a few options Firstly, we could just invest

in green technologies and make dirty polluting technologies illegal

But I think that would be too severe So I think instead, we should

look back at what we should have done and could have done

30 or 40 years ago and try to do all of the things that were never

done then I think we’re starting to regret not having done many of

these things at the time For example, governments could give their

subsidies only to green research rather than research into drilling for

oil That should have happened long ago.

Design

For example:

Examiner: Are there any new or famous buildings in your town that

stand out because of their design?

Student: Yes, there’s a new museum in the city centre, which I think

is great There was some controversy about where to build it Some

people think that it should have been built outside the centre, to

reduce city centre traffic And theoretically, it would have But I think

they would have regretted building it in the suburbs as it would

have been difficult for many people to access.

Examiner: So you think it was the right thing to do to build it

where it is?

Student: Well, there is another place in the city centre that they

could have built it in It’s over near the station and I think that would

have been better But where it was built, the building before it had

been demolished 15 years ago, so they did fill a space What about

in your city?

Examiner: Well, my city was largely destroyed in the war, so the

architecture there is pretty ugly But there are some nice new

buildings, and there’s a fantastic new shop, which looks like a

modern art gallery from the outside It’s really beautiful

Student: And what about in future? What do you hope they’ll build?

Examiner: I hope they’ll build a new theatre Our current theatre

closed last year The nearest one now is 40 km away

Student: I bet you wish it were closer!

Examiner: I do!

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Introdu ction

GRADE 7, 8, 9

Lesson objectives

Introduction to the exam phases

• Draw students’ attention to the exam overview Explain that

in this short introductory unit you will be looking briefly at

each area of the exam before going on to explore them in

more detail in the main body of the book

• Ask students to read through the introductory paragraph

Explain that throughout Trinity GESE Grades 7–9 there is

continual supportive presentation and practice of the five

areas of language that candidates are assessed in Explain

that as they use the Student’s Book material they will

have the opportunity to interact using example examiner

questions, and be guided through key strategies to ensure

exam success

The 3 phases of the Exam

1 $ 0.1

• Ask students to work in pairs Ask them to read through

questions 1–5, sharing their ideas Monitor this stage to

ensure students are using full sentences, and expanding

on answers

• Play the recording, and ask students to check their

predictions

Transcript (and answers)

The first part of the exam is called the Topic phase During this

phase we discuss what you choose to talk about It can be anything,

from a city, to a club you’re part of, to a favourite activity Anything you

like In Grades 4–6, candidates have to complete a Topic form But at

Grades 7, 8 and 9, there is no Topic form to complete You can just

bring some notes If you want, you can also bring some pictures or

objects that help you to talk about your Topic This part of the exam

is up to 5 minutes long.

2 $ 0.2

• Again, ask students to work in pairs Ask them to read

through questions 1–4, sharing their ideas Monitor this stage

to ensure students are using full sentences, and expanding

on answers

• Play the recording, and ask students to check their

predictions

The second part of the exam is the Interactive phase In this

part, the examiner will begin by telling you about a problem or

a situation It’s your job to continue the conversation and to ask

questions to find out more information and maybe even give some

advice This part of the exam is up to 4 minutes long.

3 $ 0.3

• Ask students to work in pairs Ask them to read through questions 1–6, sharing their ideas Monitor this stage to ensure students are using full sentences, and expanding

on answers

• Play the recording, and ask students to check their predictions

The third and final part of the exam is the Conversation phase

In this part, the examiner will choose something to talk about

There are six possible subjects to talk about in each Grade, and the examiner will choose two to discuss It’s important to remember

that your Topic in the first part of the exam must not be the same

as the possible subjects in the last part of the exam This part is up

to 5 minutes long.

• Explain to students that you are now going to look at each phase of the exam in a bit more detail

The Topic phase

• Refer students to the exam tip box Explain that this feature occurs throughout the Student’s Book, and offers practical advice, exam skills and strategies Explain that this short section looks at suitable Topics for the Topic phase, and

that within each Grade of Trinity GESE 7–9 there are more

extensive overviews of the exam phase which go into greater detail about planning, evaluating, and eventually presenting your own Topics Remind students that the Topic phase is designed to give candidates the opportunity to talk about a self-selected and personally relevant topic

of discussion points or talking points that they could bring in during the Topic phase Explain that during the B2 Topic phase they should aim to discuss four points with the examiner

• Open this up to the whole class, and note down ideas

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2 $ 0.4

• Play the recording Ask students to compare the examiner’s

ideas with their own

Examiner This is an interesting selection of Topics I have to say that

some of them are better than others The important thing is that the

Topic needs to help you to use the language of your Grade, so you

shouldn’t choose a really simple Topic For example, ‘my family’ is

not a great idea It just makes you give a list of people with their

names and ages It’s not very sophisticated It’s the same problem

with ‘my dog’ ‘Pets’ are not a good idea at this level ‘My dream job’

is a great idea for, for example, Grade 9, because you can use it to use

the grammar and functions of Grade 9 ‘My best friend’ is the same

problem as ‘my family’ and ‘my dog’ Usually a bad idea ‘Playing the

guitar’ could be good, if you use it to demonstrate the language of

your Grade The most important thing to do when choosing your Topic

is to look at the possible grammar and functions you can use.

The Interactive phase

• During this section, students have the opportunity to

critically evaluate several candidates taking the Interactive

phase of the exam Remind students that the Interactive

phase is designed to give candidates the opportunity to

demonstrate their ability to take control over and maintain

interaction, while expressing the language of their grade

Remind students that although occasionally the interaction

may involve the examiner role-playing, candidates are

encouraged to ‘be themselves’, creating an authentic

exchange with an expert speaker

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• Ask students to work in pairs Set a short time limit and ask

students to discuss what they think makes a good Interactive

phase Then ask students to give their answers, and note

these on the board As a class, decide which are the best

suggestions, giving reasons why

• Ask students to note down what Isabel does well Play the

recording, then check ideas as a whole class

Transcript

Examiner Now I’d like to get my female friend a present for a special

occasion, but I’m not sure what to buy.

Candidate What’s your friend interested in? Does she have any hobbies?

Examiner Yes, she’s very interested in technology and she also loves

cooking.

Candidate That’s interesting And what type of food does she like

to cook?

Examiner Well, she’s very interested in Asian food She loves making

curries and experimenting with different ingredients.

Candidate I see So, is she a professional chef?

Examiner No, but she does like to play in the kitchen!

Candidate What do you mean?

Examiner Well, she likes to experiment with her cooking – trying new

recipes and ingredients.

Candidate OK And you said that she also likes technology?

Examiner Yes, that’s right

Candidate Does she have any gadgets in her kitchen?

Examiner Ooh, I’m not sure I know she has a new house and a new kitchen, and I don’t think she has many things in it at the moment.

Candidate Well, that could be a good idea, then Why not have a think about some kitchen gadgets to help her with her cooking?

Examiner Ahh! That’s a good idea!

Candidate Yes, maybe something to help her prepare her food, or even something to cook with?

Examiner Yes, that could work I know she doesn’t have many things to cook with at the moment, and she does love gadgets as well.

Candidate Maybe that’s what you should do then Buy her something technological for the kitchen.

Examiner Great Now I know she’s interested in …

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• Play the examiner’s evaluation, and ask students to compare their ideas

Examiner Isabel did very well at this task because she listened to what

the examiner said and asked relevant questions She also asked for more information And she also made some suggestions,

which is what the examiner was looking for It was like playing conversation tennis!

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• Ask students to work in pairs Set a short time limit and ask students to think about ways in which a candidate could do badly in the Interactive phase Then ask students to give their answers, with reasons, and note these on the board

• Play the recording of candidates 1–5 Pause after each candidate to give students time to note down their ideas

When the audio has finished, ask students to discuss their notes Encourage students to ask each other questions for further information or expansion of ideas and opinions

• Monitor, noting down any interesting examples or common errors for a whole-class follow-up stage

Transcript

1 Examiner Now I’d like to get my friend a present for a special occasion, but I’m not sure what to buy.

Candidate What’s your friend’s name?

Examiner Her name’s Barbara.

Candidate Where does she live?

Examiner In England.

Candidate Is she friendly?

Examiner Yes, she is.

Candidate What are her hobbies?

Examiner She likes cooking and technology.

Candidate What does she look like?

Examiner She’s tall, with dark curly hair.

Candidate Is she married?

Examiner Yes, she is …

2 Examiner Now I’d like to get my friend a present for a special occasion, but I’m not sure what to buy.

Candidate Buy her some clothes And a hat People like hats And you should also give her a big cake And a party And you should invite all

of her friends and her family

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Examiner Now I’d like to get my friend a present for a special occasion,

but I’m not sure what to buy.

Candidate What you should do is ask her what she wants for the special

occasion and buy it for her If it’s too expensive, then maybe you can

ask a friend to help pay for it as well People love receiving presents,

and I’m guessing this is for her birthday? People love receiving birthday

presents and I’m sure she will as well Maybe you could think about

organising a special event for her, as well

4

Candidate I love special occasions I love birthdays and Christmas I think

I prefer Christmas more as I get lots of presents Presents are great I

like big presents and small presents I like expensive presents and l like

cheap presents The most important thing about presents is …

5

Candidate Why?

Examiner Because there are many different things you can buy.

Candidate What things?

Examiner Different presents and gifts.

Candidate For example?

Examiner Well, you can buy someone gifts that are personal, or maybe

a souvenir from a place.

Examiner In the first example, the candidate just keeps asking

questions again and again, but the questions are not relevant They’re

too general and not talking about the examiner’s situation.

In the second example, the candidate makes suggestions without

asking any questions to find out more information.

In the third example, the candidate doesn’t ask any questions, it’s just

a monologue!

In the fourth example, the candidate doesn’t talk about the examiner’s

situation or his friend He’s talking about himself!

In the fifth example, the candidate just asks one-word questions It’s

not very helpful!

The Conversation phase

• Remind students that the Conversation phase is designed

to give candidates the opportunity to participate in a genuine exchange of information, ideas and opinions, while demonstrating their ability to use the language of the Grade Explain that Trinity GESE Grades 7–9 has carefully selected, scaffolded and supported tasks that practise all the skills and strategies required in the Conversation phase

Each unit covers two subject areas, and at the end of a unit there is a model exam provided to practise this content The Conversation phase is further practised in Grade Reviews, using example examiner questions

4 National and local produce and products

5 Village and city life

6 National customs

Grade 8

1 Public figures past and present

2 The world of work

3 Society and living standards

4 Personal values and ideals

5 National environmental concerns

6 Unexplained phenomena and events

Grade 9

1 Dreams and nightmares

2 Global environmental issues

3 Habits and obsessions

4 Crime and punishment

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unit 01

Early memories Education

Discussing past experiences

Discussing educational experiences

Expressing possibility and uncertainty

Agreeing and disagreeing

Talking about advantages and disadvantages

• Write Memory on the board, and ask a few students what

they associate with the word Explain that generating lexical

sets around the Trinity subject areas helps exam preparation

Encourage them to note down key vocabulary

2

• Direct students to the pictures of Marc and Karen Remind

students that expressing possibility and uncertainty is a key

language requirement at Grade 7

• Elicit from the whole class examples of language that

conveys possibility or uncertainty, e.g the modals may, might,

could Remind students that in the Grade 7 exam they are

expected to use language requirements from earlier grades

Draw attention to the fact that when discussing possibility

and uncertainty they will need Grade 6 exponents such as

must, has to be, etc

3

• Remind students that at Grade 7 they should be practising

expressing opinions and justifying choices (revising key

Grade 5 and 6 language requirements)

• Ensure that students use full sentences, and give logically and grammatically sound reasons to justify their choices

• Play the recording, asking students to note down key ideas

under the headings Marc and Karen.

Transcript

Karen Where did you use to live when you were younger, Marc?

Marc I grew up in Paris … we used to live near the city centre.

Karen Did you use to play football as a child?

Marc Yes! I used to play football with friends in the park near my house.

Karen And did you use to have long hair when you were young?

Marc No, I used to have really short hair – that’s why I like it long now!

What about you? Where did you use to live?

Karen I used to live on a farm, near Cambridge in England.

Marc Did you have any pets?

Karen I didn’t have any pets, but we used to love feeding the chickens.

Marc Living on a farm must have been great Tell me about the school you used to go to.

Karen There was a school in the local village, so I went there.

Marc Did you use to wear a school uniform?

Karen Yes We had to wear a red jumper and a blue skirt.

ANSWERS

Photo A, B – Marc; Photo C, D – Karen

5

• Remind students that used to is a key language requirement

at Grade 7 Elicit the positive, negative, and question forms

from separate students by providing the phrases study history,

when I was younger.

• Draw students’ attention to the spotlight box Explain that spotlight boxes provide additional information on the B2 functional language and grammar

6 $ 1.2

• Note that while the Trinity exam doesn’t require students to take on roles, role-playing can benefit the less confident

Karen Where did you use to live when you were younger, Marc?

Karen Did you use to play football as a child?

Karen And did you use to have long hair when you were young?

Marc What about you, where did you use to live?

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Marc Did you have any pets?

Marc Tell me about the school you used to go to.

Marc Did you use to wear a school uniform?

7 $ 1.3

• Check 1–6 for understanding, then play the recording

Karen What books do you remember reading when you were young?

Marc As a child I didn’t use to read books that much I remember

reading a lot of comics, though In those days I was more active

generally, more into sport What about you?

Karen I was a very active child too I never used to watch TV much, I

preferred playing outside I used to do karate.

Marc Really?!

Karen Yes, I was pretty good at it I’ll never forget breaking someone’s

leg in a fight once – I fought a bit too hard sometimes! I used to scare

my dog – Oh, big old Ruff – I can see him now!

Marc I never had any pets I always wanted a dog but my sister was

allergic to them.

Karen That’s a shame Did you get on well with your sister?

Marc Yes, pretty well One of my earliest memories is of taking part in

a talent competition with her, singing I can’t remember a thing about

what we sang, but I know it was terrible! I don’t really know why I did

it – I hated music at school.

Karen I used to hate maths Which is odd, ’cos I love it now It’s funny

how when we’re older we often like the things we used to hate.

Marc Yes, I didn’t use to like a lot of vegetables, like broccoli and

spinach, but I love them now! It’s not true for boiled eggs, though

They used to give us boiled eggs for breakfast at the holiday camp we

went to when we were at school Boiled eggs always remind me

of what a miserable time I had there, even just the smell of them, so

I never eat them.

page 7

8 $ 1.3

• Ask students to work in pairs, reading through extracts 1–4

and deciding on appropriate expressions for each gap

• Play the recording again, pausing after each answer to give

students time to check their suggestions

ANSWERS

1 a child; reading; those

2 never; can; now 3 4 earliest; a thingremind

9

• Draw students’ attention to images A–E Elicit ideas on the

early memories that they are going to discuss, e.g toys and

games, comics and books, TV programmes, music, food

• Once you have elicited a category for each image, ask

students to work in a small group, discussing memorable

examples from their childhood for each section

• Note examples on the board for use in exercise 10

10

• Draw students’ attention to the useful language box Explain

that these occur throughout the book and provide examples

of functional language that can be transferred to an exam

situation Encourage students to think of personalised ways

in which they could complete each sentence stem

• Remind students that maintaining a conversation is a key communicative skill, so where possible they should ask follow-up questions, e.g

A What did you use to do in winter?

B When I was a child, I went skiing

A Really? Where did you go?

11 $ 1.4

• Before playing the recording, draw attention to the seasons that Sara talks about Ask students to speculate on what someone might do during these seasons as a child

• Draw attention to the two gapped sentences about past experiences Elicit which Grade 7 grammar is being used

here (second conditional and past simple for habits) and their functions (to express a hypothetical wish).

When I was a child, we used to live near the beach In summer,

I used to go there every day, even when it wasn’t sunny I can

remember it like it was yesterday If I had the chance, I’d love to live by the sea again.

In the winter, my parents used to take us into the mountains – for the views, and the exercise But it was always raining and pretty boring for kids I’ve never wanted to go walking in the mountains since.

If I had the chance to do anything from my childhood again, it would be to go sailing My dad used to have a boat and we would

go out around the coast and find little secret beaches and have picnics

there But I never want to go fishing again – that was really boring! I’ll

never forget how cold it got out on the sea And I don’t recall catching anything, either …

If I had the chance to do anything from my childhood

again, it would be to go sailing

I never want to go fishing again.

• Write the word School on the board Elicit from students

words that they associate with school Ask them to then divide the list into different categories, e.g subjects, people, experiences, positives, negatives Explain that this is a useful way of organising subject area vocabulary

• Direct students to the photos Ask them to describe the images, comparing the images to their own experiences

• Ask students to look at the vocabulary list In new pairs, ask them to use their choice of given words to talk about their first day of school

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• Refer students to the table, and go through each option

• Ask students to complete the table with their own opinions

3 $ 1.5

• Before listening to the recording, direct students to the useful

language box Explain that the phrases are on a scale ranging

from strong agreement to strong disagreement

• Drill the expressions individually or chorally to ensure

accurate pronunciation You could extend the drill by asking

students to provide a follow-up sentence, justifying their

choice Remind students that asking follow-up questions

is a useful exam strategy as it shows they can maintain

interaction Explain that they can use Grade 7 opinion

language and discourse connectors to do this, e.g

A I think that sports stars are paid too much money.

B I totally agree.

A Why?

B Well, because nobody needs that much money to live on, even if

they do have short careers.

Gary I don’t think schools are strict enough these days I remember

school being much stricter when I was little.

Paula I totally agree My cousin’s a primary school teacher and she

says that the children are allowed to behave really badly a lot of

the time.

Gary I don’t think it helps that so few schools make pupils wear

school uniforms these days They did in my day – if you came to

school wearing the wrong clothes, they would send you home It was a

good way to show that discipline was taken seriously.

Paula I don’t think that’s true I think having to wear exactly the right

school uniform gives students the idea that discipline is about being

made to do things without any good reason – I mean, what difference

does it make if a student wears a different colour shirt?

Gary I’m not sure about that I think there are good reasons for making

students wear a school uniform, and if you believe that, then you

have to make sure that they follow those rules I think it’s just another

example of standards in schools getting lower – and you see that with

the exam results these days It’s obvious that the exams are much

easier than they used to be.

Paula I wouldn’t agree at all! There’s no evidence for that, and I think

it’s terrible to suggest that students who get good grades in their

exams these days don’t deserve it I don’t think exams are any easier

now and students work really hard before their exams – in fact, they

should spend much less time doing that and more time learning

interesting and useful things about the world.

Gary I think that’s partly true, but we all know that passing exams

is considered to be the main purpose of school, so we just have to

accept it, even if it seems wrong I think it all comes from the fact that

class sizes used to be so big that it was easier to teach students a

fixed exam syllabus, instead of trying to do more spontaneous and

individualised teaching

Paula Absolutely! But class sizes have come down quite a lot, so

that should provide more opportunities to teach things that particular

groups of students are interested in.

4 $ 1.6

• Explain that students are going to listen to the recording again, this time focussing on specific expressions which convey agreement and disagreement Ask students to work

in pairs, completing sentences 1–6 Explain that they can use the useful language box and the table in 2 to help them

1 G I remember school being much stricter when I was little.

P I totally agree.

2 G It was a good way to show that discipline was taken seriously.

P I don’t think that’s true.

3 P I mean, what difference does it make if a student wears a different colour shirt?

G I’m not sure about that.

4 G It’s obvious that the exams are much easier than they used to be.

P I wouldn’t agree at all!

5 P … they should spend much less time doing that and more time learning interesting and useful things about the world.

G I think that’s partly true, but we all know that passing exams is

considered to be the main purpose of school, so we just have to accept it, …

6 G I think it all comes from the fact that class sizes used to be so big that it was easier to teach students a fixed exam syllabus, instead of trying to do more spontaneous and individualised teaching

• Refer students to the example sentences in the spotlight box

on the passive, and explain that this will be covered in more detail in the following unit

• Ask students to complete sentences 1–4

ANSWERS

1 are taught 2 are spoken 3 are you given

4 Are you allowed

8 $ 1.7

• Explain that students are going to listen to three different people taking about education in their country The focus is

to tune in to the first speaker, and confirm the answers in 7

Examiner Which languages are taught in your school?

Matias The two languages that are taught in my school are English and Swedish – English because it’s an international language, and

Swedish because there is a large Swedish-speaking community in

my country.

Examiner Really? I didn’t know that What languages are spoken in

your English class? Mainly English?

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Matias English is the only language that’s used, apart from very

occasionally when a really difficult word is translated It’s not a problem

for us, because there are a lot of programmes on TV in English, so we’re

used to hearing it.

Examiner Do you have to wear a school uniform?

Matias No, we don’t School is very informal and we’re not even

allowed to wear shoes inside the school buildings – everyone walks

around in their socks!

Examiner How amazing! How many hours’ homework are you given

every day?

Matias Younger students are given around 30 minutes a day, but

even the older ones don’t get more than an hour.

Examiner That sounds reasonable And are you allowed to use your

mobile phone in the classroom?

Matias We’re not allowed to use them for chatting and sending

each other texts, but in some classes we’re expected to use

mobile phones during the lesson Last week in geography we had

to go out and take some photos to find evidence that spring was

happening much later than usual.

9 $ 1.7

• Refer students to the table, and go through each option Ask

students if they can remember Matias’s answers

• Play the recording again to confirm answers

10 $ 1.8

• Direct students to the pictures of Kyung Mi and Suresh Refer

students to the table in 9, and ask them to work in pairs,

predicting answers based on their guesses about the two

students Elicit examples of Grade 7 language to do this, i.e

the language of possibility and uncertainty

• Play the recording, then check answers and guesses

Kyung Mi, 1

In my school, both English and Chinese are taught English because

of its importance in the world, and Chinese because it’s very close to

my country, and because it’s an important language for business.

2

In my English classes, English is used, but we can also use our own

language if we have questions or problems.

3

School uniform is compulsory in most secondary schools – usually

a shirt, blazer and tie, with skirts for girls and long grey trousers for

boys School uniform is often worn by pop stars that appeal to young

people, so it’s actually become quite fashionable!

4

Our school day is very long – 7 hours – and then we’re given around

4 hours of homework every day.

5

We’re allowed to bring mobile phones to school, but we’re not

allowed to use them in lessons.

Suresh, 1

We all speak Hindi at school, but the other language that’s taught

is English.

2

In my English class, we only speak English and we aren’t allowed to

speak Hindi at all.

3

In my school, it’s very important for everyone to look the same, whether

you’re rich or poor, so we’re required to wear school uniform.

4

A school day is 6 hours, and then we’re given 2 or 3 hours’

homework every day.

5

Of course, we’re not allowed to use our mobile phones in class Our

teachers would be very angry.

• Elicit from students the meaning of improve (make better)

Ask students to think about who would be affected by these changes, e.g students, teachers, parents Ask them to work in pairs, completing options 1–6 with their own ideas

• Draw attention to the modal verbs in options 1–4 Explain that making suggestions is a key language requirement in Grade 7, so they should be using modal verbs where possible

to do this Explain that there will be further focus on this in following units

14

• Write the following phrase on the board: Start the school day

at 11 a.m Ask students to think of any advantages to doing

this Note these on the board Draw attention to the phrases for expressing advantages

• Ask students to generate advantages for their ideas in pairs

15

• Encourage students to use Grade-relevant language to elicit further information and expansion of ideas and opinions Ask

a couple of stronger students for their initial ideas, then using

a phrase such as Really, why do you think that?

pages 10 and 11

Aim at the Exam 1

This is a short introduction to the format of the Conversation phase of the Trinity exam In these sections in the Student Book, students are initially given prompts – either examiner questions or candidate responses – and are asked to complete the dialogue The rationale behind this is that students will

be exposed to short examples of useful model language, and will be comfortable responding to an examiner during exam conditions This scaffolded approach leads to a stage

of controlled practice, where students use the content of the dialogue in 1 to facilitate a student-student question and answer activity After working through this stage, students role-play the Conversation phase of the exam Students are provided with a range of possible exam questions, and given the opportunity to add their own questions, based on their knowledge of Grade 7 language

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It is worth reminding students that by bringing their own

ideas to the Aim at the Exam stage they will be building their

confidence and fluency

This final speaking task should be repeated, so both students

have the opportunity to ask and answer questions

1

• Ask students to work in pairs, and predict which Grade 7

language could be used to complete the questions

2 $ 1.9

• Play the recording, and have students listen to the examiner’s

questions to check their predictions

Examiner Let’s talk about early memories What do you remember

about your first days at school?

Examiner When you were little, where did you use to go on holiday

and what did you use to do?

Examiner If you could repeat one experience from your childhood,

what would you like to do again?

Examiner Now let’s talk about education What do you think could be

done to improve schools?

Examiner What subjects do you think should be taught in future?

Examiner Do you think that one day we should all be learning a

language like Chinese?

Examiner What do you think are the advantages and disadvantages of

school uniforms?

• Play the recording again, and point to individual students to

provide an answer that is true for them, using the relevant

Grade 7 language and functions

3 $ 1.10

• Ask students to work in pairs, answering the questions

• Check predictions as a class before playing the recording

Examiner Let’s talk about early memories What do you remember

about your first days at school?

Alena I remember meeting my first teacher – that’s one of my earliest

memories I was really scared of her at first, and she was very strict,

and I cried when she shouted at me once But then what do you

think happened?

E You ended up liking her?

A That’s right! In fact I ended up loving her – and I cried and cried

when I had to have a different teacher the next year!

E Do you remember your summer holidays from when you were a

little girl?

A Yes, I do I have some really good memories of them.

E When you were little, where did you use to go on holiday and what

did you use to do?

A We used to go to the beach every summer, because we had a small

summer house there I used to play for hours on the beach with my

brother and sister There were other children who came every year, so

we used to play with them, too What about you? Did you use to have

beach holidays in England?

E No, not in England The sea’s too cold where I live!

A Really? What a shame! Where did you go, then?

E We used to go to Spain for our beach holidays.

A That sounds exciting!

E Yes, it was Those were my most memorable holidays – I loved

going to Spain If you could repeat one experience from your

childhood, what would you like to do again?

A I think I would like to repeat the first time I went skiing in the mountains I was only five years old but I still remember how great it was to stand up on skis while I went downhill.

E Do you go skiing much now?

A Yes, with my family, but not very often I still love it.

E Now let’s talk about education What do you think could be done to improve schools?

A I think there are lots of things that could be done For example, my

school was built last century and looks really old It needs to look more modern I also think the school ought to have more clubs – I

would enjoy playing chess or learning a musical instrument.

E Mmm yes – that sounds like it would be an improvement Now,

what subjects do you think should be taught in future?

A Oh, that’s a good question Mmm We aren’t taught how to deal

with money, or how to be good parents, and I think they’re really important things in life.

E Good idea What about languages? Do you think that one day we should all be learning a language like Chinese?

A I think languages are very important I think all school pupils

should learn two other languages as well as their own It’s probably

a good idea if the languages are useful for the future, such as ones that they might hear or use in their part of the world I’m not sure if Chinese would be a good one for me.

E What do you think are the advantages and disadvantages of school uniforms?

A I can see some advantages to it It stops children being competitive

about who is wearing the latest and most fashionable clothes But I’d

hate it if I had to wear the same as everyone else at school – it

would take away my sense of individuality.

E Yes, that’s a good point …

• When students have completed the dialogue, ask them to change roles and practise the exam again

• Encourage students to vary the questions they ask, and the order they ask them, to ensure that their partner can’t provide memorised responses

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unit 02

National customs National and local produce

Discussing past experiences

Discussing educational experiences

• Elicit from the students the difference between the concepts

national and regional, and check understanding of customs

Ask students to form two groups – one for national customs,

one for regional customs Set a time limit, and instruct

students to build up a list of ideas

• Once students have provided examples for two or three

ideas, ask them to work in pairs, elaborating on the other

customs Explain that expanding on ideas is a key language

requirement of Grade 7 Remind students to use discourse

connectors such as because of and due to where necessary

• Direct students to photos A–C Ask them to work in pairs,

making suggestions about the location of each image

Remind students to use appropriate modal verbs, and ask

follow-up questions to maintain interaction

ANSWERS

A La Macchina di Santa Rosa, Viterbo, Italy

B Schultüte, First day of school, Germany

C Smørrebrød, open sandwiches, Denmark

2

• Ask students to read options a–f and match them with photos A–C

3 $ 2.1

• Play the recording to check answers

A Examiner Do you have any special regional festivals in Italy?

Candidate Yes, absolutely! La Macchina di Santa Rosa is a good example It’s celebrated in the city of Viterbo on September 3 rd It’s

a festival and street procession in honour of Saint Rose, Santa Rosa,

because it’s believed that it’s thanks to her that the city was saved

from disease in the 1600s.

Examiner So what happens?

Candidate A huge tower, with a statue of the saint on top, is carried through the streets The tower is 28 metres high and it takes 100 men to carry it because of its weight – 5,000 kilos! It has 800 candles

on it, and at around 8 pm, they are lit by the local fire brigade, and

all the lights in the town are switched off The street lighting is

switched off completely It looks absolutely amazing as the tower

passes through the dark streets! Another example would be the carnival in Venice, which is …

B Examiner That’s an interesting photo! Is that you going to school when you were young?

Candidate Yes, that was my brother on his first day at school.

Examiner What on earth is he carrying?!

Candidate It’s called a Schultüte It’s a huge paper cone, and the

custom in Germany is that all children are given one on their

first day of school They’re packed full of nice things, to make

the first day at school seem a bit less painful They used to be filled with sweets and chocolates when the custom first started, and sometimes little toys, but nowadays they have a few useful things in them as well, such as pencils and crayons and little notebooks.

Examiner What a lovely idea!

C Examiner Do people eat a lot of sandwiches in Denmark?

Candidate Yes, but they’re not the kind of sandwiches you eat in Britain Denmark is famous for its open sandwiches, or smørrebrød

Do you know what an open sandwich is?

Examiner I think so With just one piece of bread?

Candidate That’s right It’s usually a piece of dark brown rye bread

It’s buttered, and then topped with many different things, for example meat, fish, and eggs Those are often mixed with salad

vegetables and herbs, and the sandwich usually has some dressing, for instance mayonnaise on top, to stop it being too dry

Examiner So how do you eat them?

Candidate How do we eat them? Well, if they’re small, we eat them

with our hands, just like a normal sandwich, but the bigger ones

need to be eaten with a knife and fork.

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• Draw students’ attention to the spotlight box on the passive

Ask selected students to provide similar examples related to

the customs that they brainstormed earlier

4

• Play the recording again, pausing after each extract to give

students time to note down passive forms

• Ask students to work individually to complete the gaps, then

work in pairs, asking and answering the questions

ANSWERS

1 of 2 on 3 in 4 for

6

• This pairwork task allows students to practise discussing

national and regional customs in a scaffolded way – students

are referred to A and B texts at the back of the book, creating

an information-gap which mirrors the exam experience

However, linguistic support is offered through examples

Before starting this task, write the following sentence on the

board: People traditionally eat roast lamb during Easter Explain

that you want students to shift the focus to the object in

the sentence, and elicit the passive sentence Roast lamb is

traditionally eaten during Easter Explain that students will

practise this kind of transformation in the next stage

• Ask students to refer to the relevant pages in the endmatter

Explain that the focus of this task is sentence transformation,

and guessing whether their partner’s sentences about

national customs are true or false

7

• Ask students to underline the expressions individually, then

check as a class using the useful language box

• Ask students to work in pairs, making their own sentences

about a local or national custom with these phrases

8

• Divide the class into A and B pairs

• Draw students’ attention to the sequence of options

Explain that these are derived from Trinity exams, and may

be similar to ones they are asked to discuss during the

Conversation phase

• Ask students to read through the questions and discussion

areas, and work on any issues that arise

• At this point, draw attention to the various ways of giving

examples in the useful language box

• Remind students that the passive can be used to provide a focus on events rather than agents Illustrate this by providing

an example, e.g On St Valentine’s Day in Spain, books are given

to loved ones …

• Explain that as the focus here is on developing confidence with communication skills, you would like the students to work through the questions individually first, thinking about which Grade 7 language they would use to answer each question, and any examples they could provide Remind students that they shouldn’t be writing detailed notes, or a script, as during the exam they will lose marks if the examiner thinks they have memorised their responses

• Set a time limit of four minutes, then ask the students to work

in pairs, asking and answering the questions

• As a follow-up stage, or a variation on pairwork, ask students

to role-play their conversation in front of the whole class

If you choose this variation, ensure that all students are engaged by providing a listening task – this could be taking notes which they will then have to summarise, or noting down appropriate Grade 7 language

page 14

1

• Write the following pairs of words on the board: product /

produce, food / foods To check understanding, ask students

to give you national and local examples for each category If your class have difficulty differentiating between the terms, refer them to the spotlight box

• Draw students’ attention to images A–F Ask students to work

in pairs, matching and discussing the produce

ANSWERS

1 Jalapeno chilli peppers, Mexico – picture B

2 Fish sauce, Thailand – picture D

3 Thick yoghurt, Greece – picture E

4 Chorizo sausage, Spain and Portugal – picture C

5 Pâté, France – picture F

6 Parmesan cheese, Italy – picture A

2 $ 2.2

• Play the recording, so students can confirm their predictions

Note that each extract is a response to an exam question and therefore demonstrates Grade 7 language

1

A I associate your country with spicy food, chilli in particular Are chillies grown there?

B Yes, Jalapeno chilli peppers originally came from Mexico, especially

the Xalapa region, where over 160 sq km of land is used for growing them! They’re picked and eaten while green, when they’re not too hot.

2

C How is fish sauce made? It’s used a lot in Asian cooking, isn’t it?

D Yes, it is It’s produced by fermenting fish with salt It’s very popular

with Thai people, who use it in most of their dishes They also tend to

add some more to their meal, in the same way that westerners add salt and pepper.

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E A lot of thick yoghurt is sold in the UK now What makes it so thick?

F Well, thick yoghurt is also called strained yoghurt, and it’s strained to

remove more of the liquid, which makes it thicker It’s made with four

times the amount of milk as normal yoghurt, which is why it’s more

expensive It’s most associated with Greece, where it’s traditionally

made with sheep’s milk, not cow’s.

4

G I’ve never eaten chorizo What exactly is it?

H Chorizo is a very spicy sausage, made with pork, and most of it

comes from Spain and Portugal It’s usually smoked, which means

it doesn’t need to be cooked before it’s eaten It’s very spicy, with a

flavour that people often find too strong at first, but once they get to

like it, they become addicted to it!

• Draw attention to the gap in sentence 1, and ask students

what is happening in the clause that follows it Accept adding

extra information Ask students which Grade 7 grammar is

used to do this Accept relative clauses Ask students to work

in pairs, completing the sentences with a suitable relative

pronoun – highlighting whether a person, place, thing /

process, or time is being described Play the recording again

to confirm predictions

• Refer students to the spotlight box, and go through each

example to consolidate understanding

page 15

3 $ 2.3

• Play the recording, and ask students to identify which

sentence contains the pause before the relative pronoun

Point out that this is a non-defining relative clause, with the

pause indicating non-essential information is to follow

1 This is the type of cheese which is produced in my region.

2 I’m going to give you my favourite type of French cheese, which is

produced in northern France.

Optional activity

Divide the class into two teams Explain that they are going

to play a game which focuses on use of relative pronouns,

and builds on communicative interaction Ask each team to

generate their own list of products or produce using relative

clauses, and explain that the other team will have to guess

the product or produce to win points Each correct guess

gets one point, for each incorrect guess a point is deducted

Before students begin, provide an example:

A This is a famous car which is made in Milan.

B Is it small or large?

A It’s quite small, but that’s an advantage in busy Italian cities.

B Ah, is a Fiat Cinquecento?

4

• Explain to students that the focus here is on practising relative clauses, and using fixed expressions that can be used when describing produce or products Draw attention to sentence

stem 1, and ask students what is being defined (quinoa, a

grain) Elicit which relative pronoun will be used to offer

more information (that or which) Ask students to look at the possible matching halves, and decide which is most likely (D)

• Ask students to read through the remaining sentence halves, checking which relative pronoun is required

ANSWERS

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

5 $ 2.4

• Play the recording so students can check against the audio

1 One of the latest popular health foods is quinoa, which is grown in South America.

2 I really enjoyed the bread that you gave us at breakfast.

3 The worst meal we had was in Edinburgh, where we decided to try haggis.

4 Seaweed is popular with the Japanese, who use it to make sushi and other dishes.

5 This is the region where most of the olives are grown.

6 The grapes are picked in the early morning, when they are cool and fresh.

7 That’s the farmer who grows the apples we ate yesterday.

8 9 pm is the time when most Spanish people go out to eat.

6

• Ask individual students to generate examples to practise their understanding Note these on the board, and open out to the whole class for suggestions on other ways to express the same ideas If necessary, start with the following example:

Tokyo is famous for its sushi It’s well-known for the quality of seafood you can get there

• Read through the items in the useful language box

Explain that the adjectives describe taste and texture (how

using the Grade language requirements outlined as well as responding appropriately to questions, expanding on ideas, and giving reasons for their statements

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8 $ 2.5

• Play the recording Ask students to notice what occurs before

each answer is given

2

Examiner In your opinion, what’s the best product of your region?

Candidate What’s the best product? Mmmm, well, my favourite is the

olive oil that’s produced in some of the villages where I live.

3

Examiner If you lived abroad, which of your country’s products would

you miss the most if you couldn’t get them?

Candidate What would I miss? Erm … I’d miss the olive oil obviously,

because you can’t get that even in other parts of my country And I’d

also miss the cheese, but a lot of that is exported now, so I might be

able to get it abroad.

• Refer students to the exam tip box Choose a strong student

to model the following example with you

Examiner Which of these fruits do you prefer?

Candidate Which do I prefer? Well, …

9 $ 2.6

• Explain that students are going to further practise the exam

strategy of repeating questions Play the recording, pausing

so that students can respond appropriately

Transcript

1 Which cheese do you think I should try?

2 Where could I buy it?

3 How long would it last?

4 Which type of bread would you recommend?

5 Have you ever eaten horsemeat yourself?

6 How is it cooked?

7 Did you use to help pick the olives?

10 $ 2.7

• Play the recording to check answers

1

A Which do I think you should try? Well, feta is very popular.

2

A Where could you buy it? You could buy it in lots of places Any

supermarket would have it.

A How is it cooked? It’s cooked and served just like any other meat,

in all kinds of ways.

7

A Did I use to help? Yes, I used to spend the summer holidays

helping my parents pick them.

2 $ 2.8

• Play the recording, and have students listen to the examiner’s questions to check their predictions

Let’s talk about National customs Tell me about some of your national

customs, Pietro.

Do the countries near yours have different customs from yours, or are

they quite similar?

What are some of the advantages and disadvantages of countries

having their own national customs?

Do you think that one day national customs might die out?

Are there any customs in your country that people used to practise

which have changed or disappeared in the last hundred years?

Now let’s talk about national and local produce What types of food

and drink is your region well-known for?

Is much of the food in your region produced here, or is it imported?

What produce are other cities or regions in your country famous for?

• Play the recording again, and point to individual students to provide an answer that is true for them, using the relevant Grade 7 language and functions

3 $ 2.9

• Check predictions as a class before playing the recording

E So, tell me about some of your national customs, Pietro.

P Well, food and religion are both very important to Italians, so we have a lot of customs and festivals connected with both! For example,

carnival shows those two aspects of life coming together The period

before Easter is called Lent, when everyone used to give up

eating many things, including meat, so carnival was a chance to

celebrate and eat lots of special dishes before Lent began

E Do the countries near yours have different customs from yours, or are they very similar?

P Well, first of all, don’t forget that customs are very different everywhere in Italy, and we have very strong local customs So the local customs in the very north of Italy might be similar to those of nearby countries such as Austria and Slovenia, but generally I’d say that our national traditions are different from the countries around us.

E Are there any customs concerning eating and drinking that I’d better know about if I visited your country?

P Oh yes! You’d better learn the rules about what you can eat and

when Some simple things which are normal to tourists are seen

as crimes against good taste in Italy, such as having a cappuccino

in the afternoon or evening! Did you know that?

E Yes, I’ve seen the look of disapproval on an Italian waiter’s face when I’ve ordered one!

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E What are some of the advantages and disadvantages of countries

having their own national customs?

P Well, as I said, national customs are important to give people

a sense of national identity They also make the world a more

interesting place Don’t you think it would be boring if there were no

customs to learn about when you travelled to a different country?

E Yes, it would.

P The only disadvantage I can think of is that they can cause

cultural misunderstandings sometimes.

E Do you think that one day national customs might die out?

P No, I don’t think that could happen I think some customs might

become increasingly global, for instance, Hallowe’en didn’t use to be

celebrated in Italy, but it’s become very popular there recently

But I think countries will always keep some of their own national

customs, because of their importance for national identity.

E Are there any customs in your country that people used to practise

which have changed or disappeared in the last hundred years?

P Um …, yes, I think the ceppo is a good example of that Have you

heard of it?

E No, I haven’t What is it?

P It’s a pyramid structure made from wood, which people

decorate with small gifts, and fruit and nuts, for Christmas

Everyone used to have one in their house, but nowadays

a Christmas tree is becoming more common, especially in

northern Italy

E Now let’s talk about national and local produce What types of food

and drink is your region well known for?

P I’m from Liguria, which is the home of pesto sauce, made with lots of

basil and parmesan cheese It’s gorgeous, and I couldn’t live without it

Do you know it?

E Yes, it’s very popular in Britain.

P Liguria is on the coast, so fish is found in lot of our local dishes, and

we make some really good white wines in my region.

E Is much of the food in your region produced here, or is it imported?

P Oh, it’s produced here, absolutely We’re very proud of our local

produce, and every Italian will tell you that theirs is the best Olive oil

is a typical example of that – every region prefers the olive oil that’s

produced locally, so they would avoid using oil that’s imported, even

from another region.

E What produce are other cities or regions in your country famous for?

P Well, that could take a long time to answer! I suppose the most

famous examples are bolognese pasta sauce, which is a speciality

of Bologna, and although pizza is eaten all over Italy, it does have

its origins in Naples, where people say you can eat the best pizza.

4

• Refer students to the list of possible questions, and give

them time to underline the key language exponents Drill the

questions individually, or as a whole class, to ensure accurate

pronunciation and intonation

• Ask students to form new pairs, and practise the exam using

the list of examiner cues, and any of their own questions that

they have generated using Grade 7 language

• Monitor to ensure students are using full sentences, correct

intonation, accurate pronunciation, and appropriate Grade 7

language Note down any interesting examples or common

errors for a whole-class follow-up stage

• As an extension you may wish to have students role-play the exam in front of the class

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Discussing living experiences

Discussing the issues of pollution and recycling

Highlighting advantages and disadvantages

Expressing agreement or disagreement

• Ask students to work in pairs, discussing the town or city

where they live Ask them to first think about the amenities

and the atmosphere Ask students to list these features, then

note down advantages and disadvantages for each item

on the list Ask pairs to then work in groups of four, sharing

lists, and eliciting further information / expanding ideas and

opinions Remind students of the Grade 7 language that can

be used to do this – e.g Really? Tell me more, What do you

mean by … ?, Can you tell me more about … ?

• Refer students to the words and phrases in 1 Ask them to

work in pairs to decide which are advantages and which are

disadvantages Draw attention to the two images and ask

students to consider what life is like in these situations

• Check students’ ideas as a whole class Once you are satisfied

that there are no pronunciation issues, ask students to place

the items in the table, adding their own ideas

• Copy or project the table onto the board, and as a class

complete each column Select students to provide their

additional examples, and when you have a short list of

alternatives, ask if there are any other ideas to be added

to take notes into the exam, but that planning discussions with Grade-relevant language in mind will help them better achieve the level during the actual exam Useful language could be as follows:

Advantages and disadvantages

• One advantage / disadvantage is that …

• A key advantage is …

• I’d consider … an advantage / disadvantage because …

Suggestions

• Well, if you find that a problem you could …

• That’s a good point, but you ought to consider …

Expressing agreement and disagreement

• I have to disagree because …

• Well, I’ve got to agree with that.

For more examples, refer students to the Expressions bank beginning on page 106

3 $ 3.1

• Explain that students are going to hear two people discussing city and village life Ask students to first read through the options and decide if they are associated with city or village life, and whether they could be considered advantages or disadvantages

• Play the recording, asking students to tick each item as it is mentioned

A I really think you should come and live in the city I’m sure you’d much prefer life here.

B I don’t think so – I’ve lived in a village too long Anyway, it’s so expensive If I moved to the city now, I’d only be able to afford a flat in

one of those high-rise buildings and I’d hate it I think you ought to

move to a village and get some peace and quiet.

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A No way, give me the buzz and excitement of a city any day, I much

prefer it to peace and quiet The last time I slept in your house, I

couldn’t get to sleep because there wasn’t a single sound! I’m

going to bring a recording of some traffic noise next time, so I can play

it when I go to bed!

B You’re mad! And I’m sure that if you spent enough time in a village,

you’d really appreciate the community spirit – everyone knows

each other and offers support when there are problems.

A Yes, and there’s the gossiping about each other all the time! I

prefer it when the people who live around me don’t know who I

am – I’d rather have it that way I like wandering around a city, going to

places where you can do some people-watching – all those strangers,

with lives I can only imagine And you never know who you might meet

I mean, what’s the chance of finding a new partner in your village?

A True But even if I was surrounded by thousands of people all the

time, I could still end up feeling lonely And anyway, if you lived in a

village, you could still go into the city often enough, and do all those

things, but you could come back home and feel that wonderful sense

of belonging Can’t you imagine how nice it would be if everyone you

met in the street said ‘hello’ to you?

B Well, they might not The trouble with being in a small community

is that I’d have to fit in, and if I didn’t, I’d be an outsider, without much

chance of finding other like-minded people.

A But I’ve made lots of good friends in my village I think you become

more accepting of other people when you haven’t got so much

choice! And not all villages are tiny, you know – there are ones which

have hundreds of people living in them.

B Yes, but a lot of the country villages I’ve been to are half-empty most

of the time, because of people from the city buying second homes

in them, which they only use at weekends.

A Well, that’s true in areas that are popular with tourists, maybe Oh

well, it sounds to me like you’d better stay in the city – it does seem to

be more your kind of thing.

B And it sounds as if living in a village is far preferable to living in a city

for you, so … each to their own!

• Explain that extracts 1–5 are taken from the conversation that

students have just listened to Explain that the focus here is

on using the second conditional Ask students to first work in

pairs to try to complete the sentences Then check answers

as a whole class Optionally, replay the audio, pausing after

each extract

• Refer students to the spotlight box on the second

conditional Ask students to read through the gloss regarding

unreal and unlikely events Ask individual students to

generate their own examples for each form Draw attention

to the use of tenses and the possible position of if clauses

Remind students that, by varying the position of the clause

in their own conversations, they will be able to display

familiarity and fluency with Grade 7 language requirements

ANSWERS

1 moved; ’d only be able to afford; ’d hate

2 spent; ’d really appreciate

3 was surrounded; could

4 would be; met; said

5 ’d have to; didn’t; ’d be

5

• Ask students to read through items 1–8, checking that they understand the meaning of the sentence stems Explain that they are going to complete the sentences by providing a

clause Model the example If I lived in a village … I’d have to

drive to work every day

• When students have generated ideas, explain that they are going to work with a partner practising use of the second conditional Model the example sentence with a strong student or write it on the board to illustrate that the first student should provide the newly written clause, and the second student should provide the whole sentence

7

• Draw attention to the vocabulary in the useful language box

Go through each item checking meaning, and asking for examples where relevant

• Explain to students that they are going to be working together planning how to improve the quality of life in a problem city Ask students to work in pairs, and set them a time limit of eight minutes as they generate suggestions for improving each problem area Monitor this stage to assist with ideas, vocabulary, grammar, and pronunciation

• When the time limit is up, ask students to form groups

of four, exchanging their ideas At this point, encourage students to maintain interaction as they would during the exam by asking follow-up questions, and for further expansion of ideas Refer them to the relevant sections of the Expressions Bank

Trang 34

page 20

Pollution and recycling

1

• Draw students’ attention to the useful language box Read

through the vocabulary items as a class, drilling to ensure

accurate pronunciation and intonation

• Draw students’ attention to images A–F Ask students to

work in small groups describing what they can see, and

making suggestions on how each environmental issue affects

society Ask them to think about how people’s ideas on

the environment have changed over the last few decades

To prompt use of Grade-relevant language, provide the

following sentence: People used to think it was OK just to throw

rubbish away, but now they can see the value of recycling

• Monitor to ensure students are demonstrating the

communicative skills required in the Conversation phase, e.g

using the Grade-relevant language requirements, responding

appropriately to questions, expanding on ideas, and giving

reasons for their statements

• Ask students to work in pairs, completing the sentences

with the correct form of the verb in brackets When they

have done this, encourage them to discuss whether the

statements are true or false using Grade-relevant language

for expressing agreement and disagreement

2 $ 3.2

• Play the recording, pausing after each item so students can

check their answers

1

A Do you think global temperatures would continue to rise even if we

stopped producing all greenhouse gases today?

B Yes, I know that’s true It’s just a question of how much they will rise

by, depending on what’s done about it in the next few years.

2

A If you recycled an aluminium can today, would it save enough

energy to run your TV for one hour?

B That’s false The energy saved would actually run a TV for three hours!

3

A Is it true that glass can be recycled over and over again without

becoming less clear?

B Yes Glass can be recycled so that it’s just as high quality as before.

4

A Does recycling aluminium use only 10% of the energy it takes to

produce new aluminium?

B No, in fact it uses only 5% of the energy.

5

A Are nearly 70% of UK newspapers produced using recycled paper?

B No, in fact it’s nearly 90%!

• Before beginning the discussion, write the phrase Household

waste on the board First ask students to define it, e.g the rubbish that people generate at home; items of furniture, clothing, etc that are eventually thrown away Ask students to

list problems that can be caused by household waste, e.g lots

of land is used to bury it; collecting and disposing of it uses a lot

of energy; some items take a very long time to break down, so the land it’s buried in can’t be used for anything else; some items release harmful chemicals; rotting rubbish creates greenhouse gases, etc and note these on the board Ask students to think

of Grade 7 language that they can use to express these ideas

Provide some examples to assist with generating ideas, e.g

Second conditional: If you threw away a TV, it could create

problems because they contain lots of harmful chemicals

Simple passive: Tons of waste is dumped every year, meaning

lots of land gets used up

Used to: People used to think that they could throw everything

away, but now they are more aware of the environment

Relative clauses: Household waste, which is made up of …

• Ask students to work in small groups discussing the problems associated with items a–g, where possible using Grade 7 language requirements Set a time limit of around ten minutes

• Monitor to ensure students are using full sentences, correct intonation, and accurate pronunciation

Optional activity

As an alternative, or to change the class dynamic, allocate one pollution problem a–g per group Set a time limit of six minutes, monitoring to assist with vocabulary, pronunciation,

or grammar issues After the time limit is up, ask each group

to feed back to the class as a whole Allow students to ask questions eliciting further information or expansion of ideas and opinions, or express agreement and disagreement

4

• Ask groups to work together, comparing ideas Encourage students to ask questions eliciting further information or expansion of ideas and opinions, or express agreement and disagreement

Trang 35

1

E What happens to most of the rubbish you throw away?

C A lot of it is recycled, but some of it ends up in landfill.

2

E Why do you think we should recycle more?

C Because we’d run out of space for landfill sites if we didn’t.

3

E Do you think that we throw away too much food?

C Yes, definitely Supermarkets don’t help, with their ‘Buy one, get one

free’ offers.

4

E Do you think we’ve used up most of our fossil fuels?

C No, but we can’t keep on using coal and oil, because they’re causing

the planet to heat up.

5

E Why do we have to cut back on the amount of plastic we

throw away?

C Because it takes a long time to break down in the soil.

• Play the recording again, this time pausing after each

question, and selecting a student to provide their own

answer Encourage students to use as much Grade 7

language as possible during this stage

6

• Explain that during this stage students are going to have the

opportunity to ask and answer example examiner questions

from the Conversation phase Explain that at this point they

have some time to prepare answers using prompts, and the

suggested Grade 7 language Explain that during the exam,

students won’t have time to plan in this way, but by doing

so in a classroom environment they have the opportunity to

build on fluency and accuracy so they are comfortable using

Grade 7 language requirements when under pressure

• Draw attention to the example prompts and model answers

Ask students which language requirements are used in the

answer here (modals to give advice and suggestions, modals

to express possibility, passive, and second conditional) Explain

that students should try to provide a range of Grade 7

grammar and lexis as they work with their partner, asking and

answering the questions

ANSWERS

1 How could the disposal of old gadgets and batteries be

made safer and easier?

2 What needs to be done to solve the problem of

deforestation?

3 What measures could be taken to reduce the pollution

which is caused by air travel?

4 What do you think ought to be done to cut traffic pollution?

• Remind students that they should be generating as many examples of Grade 7 language as possible

• Set a time limit of around ten minutes, and monitor

• As an alternative, you could divide the class into two groups (one for, one against) and ask these larger groups to generate ideas for each point together This should ensure that students have a broader range of input, and may help students feel more confident during the debate stage

2

• Ask students to re-form their groups, and debate each point

Monitor to ensure students are using full sentences, correct intonation, accurate pronunciation, and appropriate Grade 7 language

• Play the recording, and check answers as a class

E Would you prefer to live in a city or a village?

H I’d rather live in a city, because of all the cultural resources that a big

city offers What about you? Which would you prefer?

E I’d prefer to live in a city, too What are the main advantages and disadvantages of living in a city?

H As I said, there’s more to do in a city Whatever kind of culture you prefer, you can always find something to do – visit an art gallery

or museum, go to a rock concert, or an opera And it’s just more exciting generally I like the buzz of a big city The disadvantages are

fairly obvious – getting around is never easy because of the traffic

problems, and accommodation is always more expensive in cities

E What could be done to make life in the city better?

Trang 36

H I think public transport could be improved in many cities Buses

should be separated from the rest of the traffic, so that they don’t

have to sit in big traffic jams There ought to be more and better

cycle lanes, too – if it wasn’t so dangerous to cycle in city traffic, I

think a lot of people would use a bike to get around their cities If it

was affordable, the best solution would be to have a good metro

system in all big cities

E If you could choose one city to live in, which would it be?

H Mmm, which would I choose? … Oh, I know, I’d choose Amsterdam

It’s a really big city, with all the advantages that that offers, but it

doesn’t have huge skyscrapers – a lot of the city is made up of really

beautiful old houses along the canals There’s also a fantastic network

of cycle lanes Have you ever been there?

E Yes, I have, and I agree, it is a unique city Do you think you might still

want to live in a city rather than a village when you’re older?

H Um, no, I can imagine I might find city life too hectic and stressful

when I’m old I think I may well be ready for the quiet life of the village

by the time I’m 80 or so!

E What advice would you give to someone moving from a city to

a village?

H Well, I’d tell them that they’d better prepare themselves for the

much slower pace of life I’d warn them that they shouldn’t expect to

like it at first – they may find everything a bit slow and boring – but

that after few months they’d probably wonder how they ever coped

with the hectic life they used to have

E How do you think villages have changed in the last few decades?

H I think generations of the same families used to live in the same

village in the past, but nowadays younger people often leave and go

and live in the city Also, some people move there from the city, so

there isn’t always the same community spirit that there used to be

E OK, thanks Let’s talk about recycling and pollution now What are the

advantages of recycling?

H There are lots of advantages I think the most important one is that it

means we don’t use up our natural resources so quickly It’s completely

crazy to spend so much money producing metals and plastics and

then throw them away by burying them in landfill sites We’d soon

run out of raw materials to make these things at some point if

we didn’t recycle them, and we’d also run out of places to bury all

the rubbish

E What types of things can be recycled?

H As I said, metals and plastics, and also glass, paper and cardboard I

think that’s everything we recycle normally, isn’t it?

E Yes, that’s what most of us recycle nowadays Do you recycle more

than you used to?

H Absolutely I remember we used to just recycle paper at first in our

home, mostly old newspapers, and then we started collecting our

aluminium cans We used to have to take them all to recycling banks,

but now we can recycle most of our rubbish and it’s all collected and

taken away.

E What should the government do to increase the amount of recycling?

H They’ve already done a lot in my country, but I think there ought to

be more of a financial incentive to recycle In the old days, they used

to put an extra charge on bottles and containers and give people

the money when they returned them You used to get lots of kids

collecting bottles and things and taking them back to shops to get

money back on them, and I think that should happen again.

E That’s a good idea What advice would you give to someone who

wants to live a green life?

H I think I’d say that you ought to learn to enjoy a more simple life,

without buying new things all the time And maybe you should try

having some holidays closer to home instead of flying all over the world

E If you were Prime Minister, what would you do to reduce pollution?

H Easy – I’d make anyone who produces pollution pay for it to be

cleaned up That would make people and companies spend more

money on avoiding pollution if they knew they’d have to spend that money later anyway Don’t you agree?

E Yes, I couldn’t agree more And what do you think might happen in the future if we don’t change our habits?

H I think we all know now that we could end up totally destroying our environment if we’re not careful It’s not true to say that we might

destroy the planet though The planet will survive, it’s been through

worse things before, but we could easily destroy most of the life that

we depend on, and ourselves

• Play the recording again, and point to individual students to provide an answer that is true for them, using the relevant Grade 7 language and functions to answer the questions

3

• Check predictions as a whole class before playing the recording again to check answers

4

• Refer students to the list of possible questions, and give them time to underline the key language exponents Drill the questions individually, or as a whole class, to ensure accurate pronunciation and intonation

• Ask students to form new pairs, and practise the exam using the list of examiner cues, and any of their own questions that they have generated using Grade 7 language

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unit 04

Grade 7 Topic phase

Familiarization with the Topic phase

Generating Topic ideas

Evaluating Topic ideas

Topic plans – using notes, mind maps, or diagrams

Language

Review of Grade 7 language requirements

page 24

Choosing the Topic

• Explain that this unit focuses on the Topic phase of the Grade

7 exam – both the content and the exam situation

1

• Draw attention to the table of statements about the Topic

phase Ask students to discuss these in pairs

2 $ 4.1

• Play the recording of an examiner giving an exam overview

to confirm predictions

The first part of the exam is called the Topic phase For this part we

can discuss what you choose to talk about It can be anything in

the world, from a city to a club you’re part of, to a favourite activity –

personal to you, and that you know a lot about – nothing too

complicated At Grades 7, 8 and 9, there is no topic form to complete,

you can just bring some notes To get a good mark in the exam, first,

you have to show that you can understand the examiner when they

speak to you using the language of the Grade Second, you need to

show that you can use the language of the Grade accurately in

conversation Third, you need to play conversation tennis! That

means, listen to the examiner, respond appropriately, ask relevant

questions and take turns in the conversation

You shouldn’t prepare a monologue Examiners do not like it when

you recite a long speech – it’s not very interactive!

The important thing is that the Topic needs to help you to use the

language of your Grade, so you shouldn’t choose a really simple Topic

For example, ‘my family’ is not a great idea It just makes you give a

list of people with their names and ages It’s not very sophisticated

It’s the same problem with ‘my dog’ Pets are not a good idea at this

level ‘My dream job’ is a great idea for, for example, Grade 9, because

you can use it to use the grammar and functions of Grade 9 The most

important thing to do when choosing your Topic is to look at the

possible grammar and functions you can use.

Generating Topic ideas

• Draw students’ attention to the suggestions box, and explain that the categories provided here are some of the best for helping them to focus on a suitable Topic If necessary, clarify each category with a simple definition; however, try to avoid providing examples at this point, as students will soon be generating their own

• Ask students to match each title to a suggestion

ANSWERS

1 a place that’s important to me

2 an object I own

3 a goal in my life

4 a person or company I admire

5 past and future events

• Refer students to the exam tip box and explain the role of mind maps in the B2 exam This will be covered in more detail in the following sections

• Ask students to complete the mind maps, using their own ideas for each talking point

Trang 38

• Follow the rubric Monitor to ensure that students are

providing reasons for their choices, eliciting further

information, and expanding on ideas and opinions using

Grade-relevant language

Evaluating Topic ideas

1 $ 4.2

• Play the recording and ask students to match Speakers 1–5

to Topic ideas a–e As they listen, students should note down

the Topic that each speaker has chosen

Speaker 1 The first time I went there I wasn’t sure what to expect I used

to think London was a grey city and that it rained all the time But you

really should go in summer The weather’s often really nice and warm I

go every year for a holiday and I would live there if I could.

Speaker 2 It’s something that I wouldn’t live without, because of

where we live I live on the outskirts of the town, and if I want to come

into the town centre, I really need my bike as it’s too far to walk I

don’t agree with people who say bikes are no fun I love riding mine

everywhere!

Speaker 3 It’s my dream, really I would love to be a pop star I would

travel the world doing concerts, and my shows would be watched

by millions But I would also use my money to help poor people and

charities No matter how famous you are, you should always help

other people.

Speaker 4 She didn’t have an easy life She used to be an unemployed

teacher, before she was successful writer, but her first Harry Potter book

changed everything If I could meet her I’d love to ask her how she gets

her ideas for writing.

Speaker 5 The first time I took the exam, I was very nervous I used to

find speaking English quite difficult But then I started practising more

and it became easier I’ve taken lots of speaking exams now, and I’m

planning to take another one this summer I might pass I might not

But I’m going to enjoy trying!

ANSWERS

1 c 2 a 3 d 4 b 5 e

2

• Play the recording again This time ask students to circle

the main talking point for each speaker As they do this,

ask students to note down any good examples of Grade 7

language that they hear in each extract

ANSWERS

1 the weather

2 what I use it for

3 how this would change my life

4 what I would ask

5 how I feel about this event

3

• Ask students to work in pairs, discussing which Topic they feel

would be the most successful Draw attention to the exam

tip, and ask students to generate at least two questions for

the examiner from their chosen Topic

• Monitor this stage, ensuring that students use full sentences,

on ideas and opinions Note down any interesting ideas for

a whole-class feedback stage, and write the questions for examiners up on the board

page 26

The Topic Plan

1

• Ask students to read the example Topic plan, and decide on

a suitable talking point for each group of ideas As they go through each section, encourage them to underline good examples of Grade 7 language requirements As a follow-up activity you could ask students if they can provide different ways of expressing the same ideas using other Grade 7 language

2 and 3 $ 4.3

• Play the recording of the candidate describing the talking points that he has chosen Ask students to check answers in pairs

Speaker Well, the first theme is ‘Advantages and disadvantages’ of

mobile phones, which I thought was a good discussion point The

second theme is ‘How the phone could be improved’, because no phone is perfect The third theme is ‘Who is the phone made by?’

because I think it’s quite a famous company And the final theme is ‘My

opinion of mobile phones.’

4

• Ask students to work alone, generating ideas for their Topic

Remind them that as they do this, they should have Grade

7 language requirements in mind, but that there will further focus on this in the next section

• Monitor, assisting students with ideas where necessary

following three headings: Language Functions, Grammar, Lexis

Ask students to explain what these different categories mean,

e.g the different purposes of language we use, the structure of

language we use, vocabulary.

• Explain that these, and accurate pronunciation and intonation, are all tested during the Trinity exam

• Ask students to work in groups Set a time limit of six minutes, and ask them to note down as many types of Grade 7 language requirements they can think of under each heading To help

them, provide the examples Language Functions – Making

suggestions; Grammar – Second conditional; Lexis – Education

Trang 39

• Once the time limit is up, ask students to form a larger group,

and collate their lists Allow a few minutes for students to

check ideas and discuss any items they think are incorrect, or

are in the wrong place

• When the students are satisfied that they have a complete

list, check as a whole class against the list derived from the

Trinity exam specifications

Language Functions

Giving advice and highlighting advantages and disadvantages

Making suggestions

Describing past habits

Expressing possibility and uncertainty

Eliciting further information and expansion of ideas and opinions

Expressing agreement and disagreement

Modals and phrases to give advice and make suggestions

Modals and phrases to express possibility and uncertainty

Discourse connectors

Lexis

Vocabulary for subject areas

Vocabulary for topic area

Words and expressions to indicate interest in the speaker

Fillers to give time for thought

Phrases and expressions related to Grade 7 language

• Direct students to the table of Grade 7 language ideas Ask

them to work in pairs and go through the examples for

the Topic ‘My mobile phone’, matching each to a Grade 7

language requirement

• When students have gone through the list, ask them to work

individually generating their own Grade 7 sentences for a

subject of their choice Explain that this exercise is a good way

of preparing for the Topic, and deciding which topic ideas are

the most suitable, but that it should not be memorised Ask

the students to work in pairs and think about the reason for

this Have a whole class feedback session Accept any of the

following answers: The Topic phase is an informal discussion,

not a presentation; reciting a script doesn’t show you have

communicative ability, and will mean that you aren’t graded as

highly; if the examiner thinks you have memorised a script they

will interrupt you and ask more questions – which you may not

have prepared for; the examiner is assessing you on pronunciation

and intonation and recited scripts don’t sound natural.

page 28

2

• Draw attention to the table of possible Topic questions

Remind students that during the Grade 7 exam they

are required to ask the examiner questions to maintain

interaction Ask students to complete the ‘My Topic’ column

with questions that are both relevant, and practise Grade 7

language requirements

3

• Ask students to work in pairs Instruct them to look at each other’s notes, and check that they use a range of Grade 7 language requirements, and have sufficient interest and range to allow for a five minute discussion Ask students to add any other ideas that could be useful

4

• Ask students to rewrite their notes as a simple mind map for presentation to the examiner Explain that during the exam detailed notes outlining language requirements are not acceptable, but by following a similar planning process prior to going into the exam room, they should feel confident when it comes to the exam situation

page 29

Aim at the Exam 4

• Explain to students that in this Aim at the Exam section they are going to practise the Topic phase

1

• Refer students to the exam tip Explain that in this first stage the focus is on generating suitable question forms Explain that the key language requirements of the Grade are covered here, and that using these as models should ensure students create good examples of their own later on

• Ask students to work in pairs, completing ten questions about the given topic ‘My mobile phone’

• To further consolidate this stage, note the Topics from page

25 on the board, and select various students to complete questions based on these Topic areas

2–5

• Ask students to work in A and B pairs Tell students to exchange Topic mind maps Ask both students to look at their partners’ mind maps and decide on ten relevant examiner questions from the list in 1

• Ask both students to look at the Topic mind map and decide

on three questions that they could ask the examiner

• When students are prepared, tell them to begin the role-play

Monitor this stage to ensure full sentences are being used

by both the examiner and candidate Ensure that a range of Grade 7 language is being used Also ensure that students are not using notes when speaking, as they will not be able to do this during the exam

• After five minutes, bring the role-play to an end

• Ask for feedback from the students, e.g How did they think

they performed? What do they need to work on?

• Ask students to repeat the process, swapping roles so Student A is the candidate, and Student B is the examiner

Trang 40

• Explain to students that the focus of this unit is the

Interactive phase of the exam Ask students to work in pairs,

brainstorming what they know about the Interactive phase

• Open this stage out to a whole-class discussion Write

student suggestions on the board

• Play the recording, asking students to complete the table for

each step

Examiner Well, there are basically three steps to the Interactive phase

of the exam The first thing you need to do is listen to the examiner

They will read you some instructions and then tell you about

a situation The second step is to ask the examiner for more

information about their situation You can ask them about who,

where, what, why and how The third step is to talk about what the

examiner has told you and discuss your ideas You need to make

comments and maybe even make suggestions.

Step 1 – Listen to the examiner:

what’s the situation?

1

• Ask students to read the questions in 2

2 $ 5.2

• Draw students’ attention to the example answers in column

one Explain that as they listen to the examiners they should

make similar notes for columns two and three Explain that

they will hear examiner one first, to allow them to tune in to

the speed of speech

Transcript

Examiner 1 I want to explore this area at the weekend but I don’t know

where to go and which is the best way to travel.

Examiner 2 My friend’s invited me to go to America with his family next

year, but because of what happened last time we went on holiday

together, I don’t know whether to accept.

Examiner 3 I’ve been really busy with work recently, but now I’m going

to have some free time and I’d like to take up a new hobby, but I’m not sure what to do.

3

• Explain that reformulating the examiner’s question in this way is a useful strategy which shows understanding, and it allows you a little extra time to plan your response

• Play the recording and ask students to check with a partner

• Set a time limit of around five minutes for students to write relevant questions

• Once students have completed their sentences, ask them to work with a new partner, practising asking and answering the questions they have generated

3 $ 5.4

• Explain that students are going to hear an excerpt of an Interactive phase using the prompt in 1 Ask them to circle the question stems used, and to note whether the candidate asked the same questions that they generated earlier

Candidate Why do you want to do a course?

Examiner Because I’m interested in learning something new.

Candidate How long is the course going to be?

Examiner I think it’s going to be three months.

Candidate Three months? OK Who are you doing it with?

Examiner At the moment, no-one I’m just going to go to the course

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