New pass trinity teachers book grades9 10

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:38 Pagina Tricia Hansen NEW s s a P Trinity Teacher’s Book Trinity Grades 9-10 Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina Internet: www.blackcat-cideb.com email: info@blackcat-cideb.com Editor: Joanna Burgess Book design: Veronica Paganin Cover design: Maura Santini Page layout: Maura Santini Design coordinator: Simona Corniola Art Director: Nadia Maestri © 2011 Black Cat Publishing, Genoa, London First edition: February 2011 Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the previous written permission of the publisher The publisher reserves the right to concede authorisation for the reproduction of up to 15% of this publication upon payment of the established fee All requests for such authorisation should be forwarded to AIDRO (Associazione Italiana per i Diritti di Riproduzione delle Opere dell’Ingegno), Corso di Porta Romana, 108 – 20122 Milano – email segreteria@aidro.org; www.aidro.org In accordance with DL 74/92, the use of any commercial brand images and/or logos in this text is purely illustrative and should in no way be interpreted as endorsement on the part of Black Cat Publishing of such products and/or brands Printed in Italy by: Stamperia Artistica Nazionale, Trofarello, Turin Reprint Year I 2011 II 2012 III 2013 IV 2014 V 2015 VI 2016 Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina Contents GRADE Procedures File UNIT Technology UNIT Crime & punishment UNIT Design Review units 1-3 12 14 UNIT Global environmental issues 15 UNIT Habits & obsessions 18 UNIT Dreams & nightmares 20 Review units 4-6 GRADE 10 UNIT Roles in the family (A) 22 23 Equal opportunities (B) UNIT Use of the Internet (A) 26 Scientific developments (B) UNIT School curriculum (A) 29 Stress management (B) Review units 7-9 31 UNIT 10 Designer goods (A) 32 Future of the planet (B) UNIT 11 Communication (A) 34 Social issues (B) UNIT 12 Youth behaviour (A) 36 International events (B) Review units 10-12 37 Recording scripts 38 Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina Procedures file Reading tasks There are no reading tasks in the Trinity GESE examinations so it is essential that the reading texts are regarded as a springboard for discussion and vocabulary extension It is usually a good idea to draw students’ attention to any captions or pictures related to the text and ask them to anticipate what the text is about Then students could be asked to skim the text At this point you may like to explain problem vocabulary or elicit definitions from the students Students will need 10-15 minutes to read the text in greater detail or you could ask them to read through the questions and scan the text Exploit the text and questions as much as possible to generate the language of the level Note: • Skimming – reading the text quickly to get a general idea of what it is about • Scanning – reading through the text looking for specific pieces of information Listening tasks This guidance is to help teachers with the general listening tasks in each of the units in this book, not for the listening tasks for Grade 10 Prepare students for the listening by using any illustrations or headings, then by telling them who the speakers are, how many of them there will be and what they are going to talk about It might be helpful to mention register and regional or national accents as they need an awareness of English as a global language Introduce any difficult vocabulary As the students’ listening skills develop, you may wish to skip this introductory phase and elicit the relevant answers from the students after the first listening Read through any questions or true/false exercises before playing the CD again Students should then complete the tasks If the students are still having difficulty understanding the text, play the CD again, stopping where necessary for further explanation Encourage students to discuss any problems they had understanding the listening and to reflect on any issues raised by the speakers Brainstorming subject areas and vocabulary Try and engage the students’ immediate interest in the subject area by focusing on the pictures and getting them to talk about them in pairs before moving on to group or class discussion Monitor the pair work to ensure that only English is being spoken and that they are concentrating on the task you have given them The questions are designed to provoke discussion but if you feel there are other questions on the subject which they will relate to, try asking them At this level, it is important students are sufficiently stimulated to want to express themselves well in English on a wide range of subjects You can approach new vocabulary in a variety of ways At this level students should be encouraged to become more independent and use English/English dictionaries or the Internet to look up new words However, if you feel students are not yet ready for this, it could be introduced gradually with individual students asked to prepare definitions for the next lesson or paraphrases of terms and expressions You could then concentrate on explaining more complex vocabulary Translation should be avoided Group & pairwork & role play Group and pair work is a most effective tool in getting as many students as possible speaking English at the same time Insist, right from the start, that only English is spoken and at this level students should be encouraged to help and support each other with any difficulties Role play can be extremely useful for less outgoing students who feel more comfortable ‘being someone else’ and it can be a way of bringing characters alive from the Listening or Reading texts Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina Procedures file Grammar focus Trinity Takeaway The Grammar focus sections include the main structures for Grades and 10 as well as revision of more complex areas Some time should be spent introducing each structure and students should be given the opportunity to discuss nuances of meaning and form At the end of each unit, the Trinity Takeaway sections provide the students with useful examiner/candidate language for the exam It’s important that you point out to learners that they mustn’t memorise the mini-dialogues, but use them as examples of the type of conversation they will have with the examiner Students should then be given thorough oral practice before moving on to the exercises Function focus The Function focus sections draw students’ attention to the functional language they need to be able to use at Grade and 10 Give them every opportunity to absorb this language by completing the tasks and using it in speaking activities They are most likely to be using it in the Interactive phase of the exam There is also a section a the end of the Student’s Book (pages 86-92) with further examples of examiner/candidate language, which are recorded After listening, you can: • ask students to read the mini-dialogues out loud to practise question/answer intonation • ask students to write similar mini-dialogues using different vocabulary from the unit Exam expert The Exam expert section in each unit gives the students thorough preparation in the specific skills needed for each phase of the exam Many of the activities are designed to ensure that students produce exactly what is required of them during the examination You may, however, need to remind them of the procedures and to monitor their work Above all, encourage them to be positive and creative, speak English at every opportunity and thoroughly enjoy the Trinity examination experience! GRADE Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina UNIT Technology Trinity subject area Grade Language Functions Topic Phase Interactive Phase Phonology Technology Grammar review Evaluating options Selecting a topic for Grade Introduction to the phase Stress in two-syllable words Vocabulary, pages 6-7 1a Before looking at page 6, introduce the subject of Listening, page 3a Explain to students the importance of technology and ask students to name their favourite gadget or technological device, i.e mobile phone, laptop, netbook etc Ask students to look at the pictures on page and complete the matching exercise (page 7, exercise 1a) Monitor and give support or clarification if needed ANSWERS 1C 2D 3F 4E 5A 6B 1b Encourage students to look at this subject in greater depth and talk about the dangers of excessive use as well as the benefits Possible areas for discussion: health risks; rapid and easy communication; Internet as an excellent source of information but some risks; opportunity to work, listen to music, etc wherever you are; problems with Sat Nav; children spending too much time on computers or game consoles 2a The questionnaire is designed as a fun exercise to establish how much influence technology has on our lives Elicit from students the meaning of ‘techy’ – someone who has a great interest in technology Students complete the questionnaire 2b Get students to check their answers with a partner before they work out their scores Explain the point system Ask them if they think their score is a fair assessment of their attitude towards technology Perhaps you could complete the questionnaire too! understanding different English accents Tell them they will hear speakers from countries such as India, the United States and the UK talking about technology Tell students that for the first listening they are looking for specific information: what kind of technology has changed each person’s life ANSWERS mobile phone computer medical technology computers/chatrooms MP3 player 3b Advise students that they will listen again and now need to find out how this technology has changed each person’s life ANSWERS Maria can share personal experiences and compare notes with others on the Internet; Kieran notes how medical technology has brought about many changes in India; Dani is able to communicate easily with her family while far away; Mike has been able to lose weight in an enjoyable way 3c Make sure when students are working in pairs that they give reasons for their choice Remind them to listen carefully to what their partner says, take notes and be ready to report back to the rest of the class Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina UNIT Technology Reading, pages 7-8 4a Give students minutes to look at the profile on Aboutyou.com They will probably deduce pretty quickly that it is a social networking site Ask them about other similar websites and get them to discuss in pairs/groups which ones they use and what they think of them 4b Ask students to discuss their impressions of Jack Students discuss in pairs what they would put on their homepage and then prepare their own POSSIBLE ANSWERS Student, has plenty of friends (387), interested in travelling, music and politics You don’t know whether you can trust people and if they are lying Some people may be involved in criminal activities It’s a very easy and cheap way to make new friends and seems natural in our current cyber age Jack means that if you don’t belong to a social networking site like Aboutyou, you may not have the opportunity to make friends and socialise because all young people this these days Grammar focus, page 6a This is intended as a general revision exercise and gives you the opportunity to find out if the students have any problems with areas of grammar (Grades 1-8), which they should be very familiar with for Grades and 10 Go through the exercise as a class first and discuss which tense should be used and why Then ask students to complete the exercise individually 5a Ask students to quickly read the text for gist and then discuss in pairs what new information they have about Jack It may be useful at this point to comment on the style and register of the text: very informal chatty style ANSWERS He hardly ever goes out and spends most of his time on the computer He has a lot of friends from home, travelling and university He enjoys telling his friends all the trivial details of his life and finding out about theirs 5b Explain any vocabulary or phrases in the text which you think might cause difficulty For example, you may need to explain the following in the context of the text: ANSWERS H J G B I E D C A 10 F 6b Ask students to decide which tense they are going to use and why before they complete the sentence ANSWERS has worked had stayed are sent would give Does get up will be 6c venture: risk/be brave enough to something peer: look curiously/searchingly sad: pathetic like-minded: sharing the same ideas and opinions trivial: ordinary/unimportant post (photo): display online Give the students 10-15 minutes to read the text in greater detail and answer the questions ANSWERS to keep in touch with old friends and make new ones With an Aboutyou friendship you only communicate online and there is no need to ever go out whereas with a face-to-face one you meet each other and communicate directly Encourage students to complete this exercise spontaneously but afterwards you may wish to check their awareness of the tenses they used Phonology, pages 9-10 Give examples of two-syllable words and how different it sounds if you change the stress E.g London Lon don butter but ter sofa so fa 7a Ask students to listen and repeat (individually or as a group) what they hear on the CD 7b You can refer students back to the examples above if necessary 7d ANSWERS reason sham poo com plete answer mi stake Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina GRADE UNIT Technology Function focus, page 10 Emphasise the importance of the functions for Grade (as well as the grammar) This is a communication activity so make sure students are working in pairs or small groups Encourage them to express their own views and to use the suggested language They should consider as many options as possible before reaching a decision Get students to report back to the rest of the class and give reasons for their choice of phone Students might say: I have decided to buy a Moon 8500 mainly because I’d like to be able to listen to music as well as use the phone I’d also love to have an orange phone It’s such a cool colour! Topic phase, page 11 9a Ask students to brainstorm topics they might consider doing for the exam You could start off by getting students to give as many ideas as possible, perhaps going through the alphabet (Athletics, Beatles, Computing, Dubrovnik, etc.) Encourage them to think of a wide range of subjects before they work in pairs and then select their three favourites 9b Briefly explain why these four points are important After they have completed the table you could ask students who answered ‘no’ to the questions to explain why it probably isn’t a good topic 9c Tell students they are going to hear four students talking about their topic As a class discuss any problems these students might have, bearing in mind their comments Ask them which topic they think would be the best/worst This should be discussed with students, opinions may vary ANSWERS Rosa: Y because she’s very interested in her topic Stefano: Y because he knows a lot about the subject Tham: N because he will probably prepare too much material Florian: N because her topic is too easy for Grade Interactive phase, page 11 10a Stress the differences between the Interactive phase and the other phases of the exam Ask students to underline keywords and then explain why they are important ANSWERS I really don’t know what to in the future I had a great idea the other day but now I’m not so sure Someone stole my friend’s computer last week She thinks she knows who did it but is not absolutely sure 10b ANSWERS Possible questions: What idea did you have? Why are you not so sure? Who does your friend think did it? Why is she not sure? 10c Students can check the Exam overview on pages 4-5 of the Student’s Book before completing the quiz ANSWERS Y N N Y Y Y DK N Trinity Takeaway, page 11 Get students to memorise the takeaway and use the functions included in it as much as possible when practising for the exam Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina Unit Crime & punishment Trinity subject area Grade Language Functions Conversation Phase Interactive Phase Phonology Crime & punishment Mixed conditionals Hypothesising Researching subject areas Understanding the prompt Topic & subject-area vocabulary Vocabulary, page 12 Introduce the subject area by getting students to list in pairs all the crimes they can think of and then discuss all possible forms of punishment Elicit the crimes, write them on the board and ask students to suggest the most appropriate punishment for each crime Reading, pages 12-13 2a Ask the class to discuss the headline ‘Cybercrime The crime of the century!’ and elicit from students what they think the article is about Ask students if they or their families have ever been victims of cybercrime 2b Point out to students that it is sometimes useful to scan reading material to find specific information especially when researching their topic Give the students a few minutes to scan the article and find the answers 1a Ask students to look at the pictures and discuss what crimes they represent 1b ANSWERS A Shoplifting B Bribery C Dumping rubbish D Arson 1c You should encourage students to discuss in greater length what factors make a crime more serious: violence, premeditation, suffering of the victim Ask students what other actions could be considered crimes although they may not always be against the law For instance, is graffiti or pollution a crime? Get students to compare their lists and discuss the differences 1d This could be a pair or group activity Students could make a list and then compare in pairs If students all come from the same town, they may all have very similar lists In this case they could compare the situation in their town/city with another (e.g New York, São Paulo) Other crimes that could be mentioned: fraud, corruption, perjury, murder, road rage, speeding Pairs or groups should report back to the rest of the class ANSWERS computer hacking, financial scams, identity theft Be careful about the information you share on line; Use a password which is difficult to guess; Do not use a website which seems suspicious; Be careful about opening up emails from people you don’t know 2c Get students to read the text again before completing the exercise Encourage them to work in pairs and discuss the various possibilities ANSWERS password identity theft A computer geek unscrupulous cyber criminal hacking freeze your bank account financial scam hardened criminal After they have finished, ask the students to turn over their books and get individual students to explain the meaning in their own words 2d This may be an opportunity to discuss online shopping and the kind of information you are asked to give Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina 10 GRADE UNIT Crime & Punishment Reading, page 14 3a There are some interesting puns and expressions in the headlines Try to elicit comments from the students before giving your explanation to vanish into thin air: to disappear completely Madoff with you money: An amusing play on words His name is Madoff but to make off with some money would mean to run away with the money Madoff dubbed King Con: A man is somebody who commits fraud King Con sounds similar to King Kong the giant gorilla! Grammar focus, page 15 At this level students should already be familiar with the different conditionals Give examples and make sure they understand the difference between the second conditional (impossible or unlikely situation in the present) and the third conditional (unreal situation in the past) Then introduce them to mixed conditionals when we want to imagine past events with results in the present 6a The matching exercise gets students to look carefully at sentence construction as well as meaning Get students to work out which part of the sentence refers to present time and which refers to past time These are all examples of mixed conditionals 3b After reading the article, ask students to discuss Bernard Madoff’s character, how he was able to so many people and what they think would be the most appropriate punishment Should he in fact be allowed to work to repay some of the money he stole? Listening, page 14 4a Encourage students to discuss the long-term benefits of education in prison Can they think of any drawbacks? After the first listening elicit from the class a brief summary of the scheme 4b Get students to discuss in pairs the meaning of the vocabulary ANSWERS illiterate: unable to read or write; stimulating: make you interested or excited; innovative: a new way of doing something; enhance: improve; compulsory: obligatory; intimidate: frighten or discourage 4c Ask students to check through the statements before listening again They should then complete the true/false exercise Listen once again to check and stop the CD at the relevant parts ANSWERS T F F DK T T Vocabulary, page 14 Go through the theory box with students before they the exercise ANSWERS robbed, stole was stolen has been burgled robbers/thieves burglar 10 ANSWERS 1D 2C 3B 4A 6b POSSIBLE ANSWERS would be at university now had invested the money he wouldn’t be in hospital today hadn’t eaten lunch hadn’t committed fraud 6c POSSIBLE ANSWERS I would be able to call him I were you they would still be friends the weather had been better I lived in Paris I’d see a doctor they had gone to the meeting I’d say ‘yes’ Function focus, page 16 7a Students should use conditionals and modals to practise the function ‘Hypothesising’ Brainstorm ideas about how their lives could have been (in the past) different • different school/university • born in another country • different job/career • live in a city/countryside • live in a flat/house with a garden • only child/lots of brothers and sisters Now get the class to work on their ideas in pairs GRADE 10 Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 34 UNIT 11 Communication (A) Social issues (B) Trinity subject areas Grade Language Functions Conversation Phase Interactive Phase Phonology Communication (A) Social issues (B) 10 Intensifiers & modifiers Summarising arguments & ideas Sharing responsibility Using functions of the grade Intonation of intensifiers & modifiers Vocabulary, page 72 1a Encourage students to brainstorm the more abstract concept of communication before moving on to the specific They could prepare a ‘Communication’ mind map before looking at the pictures and check if their ideas are similar to those shown in the pictures Once they have discussed the pictures, ask them to report back to the rest of the class so as to exchange as many ideas as possible In particular, get them to look at how technology has changed the way we communicate and also cultural differences especially in the use of body language and ways of greeting Function focus, page 73 ANSWERS Less face-to-face communication Many people communicate through social networking sites and by texting 3a ANSWERS C E B A A Reading, pages 73-74 4a Possible issues: unemployment, drug abuse, poverty, ageing population, corruption, caring for the sick and disabled 34 4b You may need to explain some vocabulary before students read their text: meningitis, social services, casual work Encourage students to read the text several times and then close their books before they start summarising 4c ANSWERS Possible solutions: He could get a relative to help His parents could move into a care home Toby could have counseling The school might give him help and advice He could go on a holiday for young people and carers could look after his parents for a week Listening, page 74 5a Explain the following if necessary: cosmopolitan: with diverse cultural influences float: a truck used to carry an exhibit in a parade eclectic: a variety of styles leaking: accidental escape of water/gas kaleidoscope: a tube you look through to see different patterns and colours Discuss with students why ‘kaleidoscope’ is an appropriate way of describing London 5b Follow the procedure for listening tasks in the Procedures file on pages 4-5 POSSIBLE ANSWERS lively, cosmopolitan, varied cultural influences Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 35 UNIT 11 Communication (A) • Social issues (B) 5c ANSWERS India cosmopolitan parades, dancing music, colours proximity considered gaps, labour market contribution 5d Encourage students to talk about immigrant groups in their own countries as well as their own experiences of travelling abroad Language focus, page 75 We have already looked at the most common intensifiers in Unit but there are many others which naturally collocate with certain adjectives, for example: he is critically ill 6a ANSWERS 1D 2E 3B 4C 5F 6A Conversation phase, page 76 POSSIBLE ANSWERS Why you think young people sometimes behave badly? I think it’s changed the way we so many things – study, work, stay in touch with people How important you think body language is in a job interview? Actually, it’s very important as I think it says much more than a curriculum or a conversation can What are the disadvantages of designer goods? Well, despite how much they cost, the people who produce them are often in Third World countries and they get a very small part of the money 10b Remind students to try to use the functions of the grade in their questions 6b POSSIBLE ANSWERS The financial crisis in the city was greatly exaggerated The forest cottage was virtually impossible to find The young film star was strikingly beautiful Interactive phase, page 77 11a Trinity Takeaway, page 77 Go through the notes on modifiers before students complete the task POSSIBLE ANSWERS The film was rather boring That joke was pretty stupid The Indian restaurant in town is fairly cheap The building is quite traditional POSSIBLE ANSWERS B D, E A, B D Ask students to write some similar candidate/examiner exchanges and then practise saying them in pairs Phonology, page 76 8a Do the exercise, get students to give feedback as a class and then go through the theory box together 8b ANSWERS 1H 2H 3F 4F 5H 6F 35 GRADE 10 Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 36 UNIT 12 Youth behaviour (A) International events (B) Trinity subject areas Grade Language Functions Topic phase Interactive Phase Listening phase Conversation phase Youth behaviour (A) International events (B) 10 Signposting words Deducing & expressing assumptions Presentation & discussion Exam practice Exam practice Exam practice Vocabulary, page 78 Before looking at the text and photographs talk about youth behaviour as a class and elicit examples that students have experienced Examples: Young people caring for elderly friends/relatives, shoplifting, playing in a football team, vandalism 1a Ask students to read the text about the gap year experience Then in pairs get them to discuss what experiences the photographs show POSSIBLE ANSWERS teaching/looking after children, working in a wild life park, working with slum communities to give back something to communities across the world, learn about another culture It would depend on their knowledge and experience and if the work they are doing is really relevant volunteering: helping deprived communities especially in the third world; travelling: main aim is enjoyment and experiencing the pleasure of travelling and seeing the world 1b ANSWERS She learnt Portuguese and tried to find out as much as she could about the country She was shocked by the poverty, but she enjoyed working with the kids and teaching them English She found the whole experience rewarding and also had a good social life 36 Reading, page 79 3a POSSIBLE ANSWERS Sporting events (Olympic Games, FIFA World Cup), Charity rock concerts (Live Aid, Live 8), International film festivals and award ceremonies (Cannes) 3b Get students to read the statement and to try and write their own about the power of music 3c ANSWERS excited, cosmopolitan, enthusiastic, lively They were cheering and clapping (Get students to answer this question using the third conditional) The festival has taken place in 27 countries and has audiences and artists from all over the world Function focus, page 80 Go through the introduction making sure students understand the nuances in meaning and the present and past forms ANSWERS must have been can’t have can’t be must/could have left must be 5a This could be completed in pairs or groups Monitor and give feedback Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 37 UNIT 12 Youth behaviour (A) • International events (B) Language focus, page 81 6a Check that students understand what signposting is and explain that it is an important element in their presentation 6b POSSIBLE ANSWERS I’ll start by Moving on to the next point Moreover To sum up Topic phase, page 81 7a Briefly remind students what is important about the presentation (see Units and 9) Listen once and ask students to complete the true/false exercise ANSWERS T T T F 7b She was clearly well-prepared, the presentation had a clear structure and she had notes which she handed over to the examiner Unfortunately, she had obviously memorised most of it and spoke too quickly so it was sometimes difficult to understand her 8a This should be a positive experience and help students improve their presentations Make sure students have the opportunity to complete both Score Card A page 81 (for themselves) and Score Card B page 94 (for their partner) Go round the class to check on the number of points they awarded themselves 8b Remind students they should choose a topic that interests them and which they will be motivated to talk about Interactive phase, page 82 These tasks are the final stages of the consolidation process Encourage students to deal with the Interactive tasks as they would in the examination Try and ensure they don’t have a chance to read through the prompts before attempting them and make sure the correct preamble is read out Listening phase, page 82 10a Here we have two examples of the Listening phase at Grade 10, each with three short passages The students should now be familiar with the format: two of the passages require an ending and with the third they have to answer a question Keep to exactly the same wording as is used in the exam ANSWERS it was closed/fully booked drove off at a railway station 10b ANSWERS Type 1, task 1: that they had found the keys Type 1, task 2: people are concerned about its effect on the environment Type 2: The Olympic Games Conversation phase, page 83 11 This is a fun revision activity designed as a confidence-building exercise Trinity Takeaway, page 83 Practise the takeaway in pairs and once students are using it with confidence, ask them to substitute other events and to make appropriate comments: Example: Examiner: I went to the World Cup in South Africa Candidate: Wow! That must have been amazing! I suppose you visited Cape Town Did you go on safari too? REVIEW UNITS 10-12 Revise the meaning of these words before students write the sentences or they could revise the units for homework and the exercise in class Monitor students as they check their answers in pairs wouldn’t believed had known been sentenced should have could have been have avoid must 10 had 11 wanted 12 were 13 rather 14 anyway 15 absolutely 16 virtually 17 was designed 18 sink 25 minutes Presentation notes Formal and discursive minutes to take control List A is for younger candidates and List B for more mature candidates but you can choose which list you want to The school curriculum Use of the Internet Designer goods Communication Stress management Social issues The future of the planet Scientific developments 37 Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 38 Recording scripts John: Hello My name’s John Has technology improved my life? Well, I receive hundreds of emails every week and really love it Anyone who doesn’t think technology has radically improved our lives is completely out of touch Maria: My name’s Maria I have had a mental illness for some time now and the Internet has been a lifeline There are thousands of people out there in a similar situation, with whom I can share experiences and compare notes I may never see these people but being in touch for a moment or two can make all the difference Keiran: My name’s Keiran Chakrabati and I’m from India I would like you all to know what incredible changes have taken place in India as a result of technology Medical technology has brought about many changes Twenty five years ago there was no cure for diabetics – my grandfather died from it – but today diabetes is controllable Dani: I’m Dani and I got married years ago I’m in the US army and was sent abroad a few moths ago Computer technology has allowed us to talk, chat and share our lives together It allows us to send instant messages which is very important when we are making decisions regarding our family and their education as well as my career Mike: Hi, I’m Mike I have always been a fan of technology but the MP3 player has had the greatest impact on my life I have wanted to lose weight for some time and really need to take more exercise and music really motivates me In the past it took so long to find the right track on the CD or I would listen to the same CD over and over again Now that I have my MP3 player I have no excuse but to get those trainers on and go for a run With a selection of 5,000 songs, and more to download, I never get bored! 3 laptop email mobile photo gadget homepage website access a sleep mis take a lone 38 ma chine trol re move shopping careful a gree middle re gret shovel com plete answer mi stake reason sham poo crazy a lone mimic Rosa: I think my topic is really great and I can’t wait to talk about it! Stefano: My topic is my university thesis because I am very knowledgeable about it Tham: I’ve got as much material as possible in case I run out of things to say Florian: I think I will talk about my last holiday because it’s an easy topic and I won’t make many mistakes Sophie Wray: Good evening This is Sophie Wray with our weekly report on education Tonight we look into educational developments in prisons in recent years An innovative approach to teaching and learning has resulted in a radical improvement in educational standards, and in some cases the most amazing achievements Jack Dunwoody, governor of a London prison speaks about how the new scheme was introduced Jack Dunwoody: Well, we’ve realised for some time that many of our inmates have special educational needs, some arrive here illiterate and this of course can only make their lives more difficult They have often had a very negative experience of school and are worried about failing or looking stupid in front of others So we started to consider ways of helping them that would both enhance their lives while serving their prison sentence and improve their chances of getting a job once they have been released We brought in specially-trained teachers who worked with the students either one-to-one or in small groups and used materials that were both stimulating and fun Sophie Wray: So how did the men feel about these classes? Jack Dunwoody: The men felt less intimidated in this kind of learning situation and as they began to improve, they became more confident and enthusiastic about the classes In fact, they weren’t compulsory, they actually attended because they wanted to Many revealed to the teachers that they had wanted to learn to read for years but were frightened to admit that they had a problem Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 39 Recording scripts Within a year many were ordering books from the library, reading newspapers and looking on the Internet for information What was most amazing was when they began writing short stories and even plays Sophie Wray: I understand that there was then a rather exciting development Jack Dunwoody: Yes, yes We had heard about a special group set up to encourage offenders to lead more positive lives and participate in the arts They organised a competition and one of the lads entered it He had been in prison about years and he wrote this brilliant play about life inside To our total astonishment he won first prize It’s actually on at a London theatre now Not only is he over the moon but the other lads feel, well, if he can it, why not us? Sophie Wray: Thank you very much Jack Dunwoody, the governor of a London prison Earlier on today Interviewer: Go on Victoria: Well, you know, the fashion industry is so dominated by big names and you sort of need a lot of capital to develop your own label but, anyway, I managed to get a job working for a major retailer in London and that gave me my first break It was really hard work, though You had to be prepared to work long hours for not much money but I was lucky to be given the chance to develop my own ideas and designs Interviewer: Absolutely So I think we’d all like to know something about your new collection We are going to like it, aren’t we? Victoria: Sure, it’s amazing! I would say that, wouldn’t I? Actually, I think the style is both innovative and slightly retro The clothes are in delicious ice cream colours… strawberry, pistachio… , made from natural ethnicallysourced fabrics Yeah, you’ll love them Interviewer: Can’t wait! cybercrime potential unscrupulous identity appropriate 10 10 inmate illiterate investment professional burgle Speaker I’ve decided to talk about Frank Gehry Speaker I’ve decided to talk about Frank Gehry 11 Interviewer: Hello, Victoria It’s wonderful to have this opportunity to talk to you at your first London Fashion Fair You must be so excited Victoria: Oh, yeah It’s really cool This is the moment I’ve been waiting for all my life Well, you can imagine I’m rather nervous but erm… Interviewer: Of course but erm… can you tell me when you first became interested in fashion? Victoria: I suppose I must have been influenced by my mum She was always sort of talking about clothes, buying fashion magazines and always wanted my sister and I to look smart Interviewer: Really! And how did you feel about that? Victoria: Sometimes it could be like a bit annoying when you just wanted to wear jeans and trainers and chill out Interviewer: And was there a moment when you realised you wanted to be a designer? Victoria: Not really, more of a gradual realisation like I was good at arty subjects so it just seemed natural to go on to a foundation course in Art and Design After that I did a degree course in Fashion Design, which was absolutely brilliant but then came the more difficult bit I’d like to speak about abstract ideas I would like to tell you about fashion design Actually, my topic is hip hop music I’ve chosen to talk about cultural differences in Europe 12 Examiner: For the next part, I’ll tell you something Then you have to ask me questions to find out more information, you need to keep the conversation going After about four minutes, I’ll end the conversation Are you ready? Candidate: Yes, I am Examiner: My brother has just been offered a fantastic job The only problem is that it’s in Australia Candidate: Oh really, but that’s a great opportunity, isn’t it? Examiner: I suppose so It’s just not that easy, you know moving such a long way away Candidate: Mmm Well these days it’s not so far You’re there in a day Examiner: Indeed! But there are other problems Candidate: I see, so what are these other problems? Examiner: Well, Paul, that’s my brother, you know, he’s got a very nice girlfriend here in England and… 39 Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 40 Recording scripts Candidate: That’s wonderful Can’t she go with him? Examiner: To be absolutely honest, I don’t think she wants to She loves it here She’s got a good job and they’re not even married! Why should she follow him to Australia? Candidate: It depends how much Paul wants the job in Australia Is it important for his career? Examiner: Yes it is, actually Candidate: Well, in that case, I think he will have to decide which is more important – his career or his girlfriend He’ll have to talk it over with her What’s her name? Examiner: Laura Candidate: OK Laura and Paul will have to really long talk about their future, their careers and the possibility of moving to Australia Hopefully, they can reach a decision together Examiner: That sounds like a good idea to me Thanks very much for your advice, I’ll have a word with Paul tonight and see what he says Candidate: OK Good luck! Examiner: Right that’s the end of the Interactive phase… Simon Grant: Well I must say that the wind turbine on the roof is rather noisy, oh and I get a bit fed up with my friends making fun of me and saying I’m an eco warrior, etc But they’ll realise eventually that I’m right and probably end up getting a house like mine! 14 Generally when we are enthusiastic and positive our voice goes high to show this: A: I think my carbon-neutral home is great! B: It sounds amazing! When we are negative or unimpressed our voice goes down: A: The oil spill in the Gulf of Mexico is terrible B: Oh, it’s absolutely awful Sometimes the language is positive but the intonation is negative which indicates you are being sarcastic or don’t really like the information you have received: A: The weather is going to be appalling this weekend B: Wonderful! 15 Well done! Terrible! Excellent! How terrible for you! That sounds very interesting! Great! 13 Interviewer: Why did you decide to move into a carbon neutral home, Simon Simon Grant: Well I suppose I had been concerned about environmental issues for some time but I had never had this opportunity before Then the local council offered key workers the chance to move into these houses at a greatly reduced rent I could have waited to buy my own but when I looked around this one, I just knew I wanted to live here Interviewer: It does seem really nice, not at all basic or uncomfortable as you might imagine Simon Grant: Mmm and you wouldn’t believe how lovely and warm it is in the winter! There are solar panels on the roof and we’ve got triple glazing and under floor heating – this means we can’t have carpets though Interviewer: What else you to ensure the house is carbon neutral? Simon Grant: I’m very careful to separate all the rubbish I have three bags in the cupboard – one for compost, one for recycling and one for landfill It obviously takes longer but you soon get used to it Interviewer: Mmm does sound a bit time-consuming Is there anything you find annoying about the whole ecofriendly thing? 40 16 Examiner: Now let’s move on to the Conversation phase I’d like to ask you about the environment Don’t you think people should more to reduce their carbon footprint? Candidate: I’m sorry, I’m not sure what you mean Examiner: Well, what I’m trying to say is that people should help the environment by using less electricity, not travelling by air and so on Candidate: I don’t know about that I think the issue of global warming is greatly exaggerated Anyway, I love travelling by air… It’s sort of a great experience, a way to see the world Examiner: So you don’t feel you should anything to reduce global warming? Candidate: Well, let me think about that… 17 Prompt Examiner: I think everyone should learn English, don’t you? Prompt Examiner: I’ve got children Prompt Examiner: This computer defines and manages business language to exchange data Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 41 Recording scripts Prompt Examiner: China has a population of 1.3 billion but only 300,000 people play golf! Prompt Examiner: Actually, in my view, not enough is being done to combat global warming 18 I was recently appointed a director at our head office in New York Of course I was highly delighted to get the job especially as I am still quite young, only 32, but it is proving to be more difficult than I had imagined As a consequence, I am working really long hours, sometimes even sleeping in the office just to finish stuff off and even to demonstrate to my colleagues how committed I am 19 One, Jo Jo: I don’t think we have a typical routine in our family mainly because of our jobs I work as a radio presenter and start work at a.m so my alarm goes off at about when I get up, have a shower and so on My husband is a policeman and does shiftwork so that makes life even more complicated Well, when we decided to have children we knew we would have to find a permanent solution to our childcare problems Our parents didn’t live nearby so they couldn’t help out So we took on an au pair from Poland and she’s absolutely brilliant She gets up with the kids about 7.30, gives them their breakfast and then takes them to school and nursery Our younger child, George, is only three and he goes to the local nursery for the morning so Eva, that’s the au pair, picks him up about 12 and then looks after him until I get back about teatime Two, Mark Mark: Well, to be honest, when Jo became pregnant I just wanted her to give up her job but she really loves it and we had to find some sort of compromise Well, you know, women these days, and I couldn’t afford to give up my job Initially, she took months off work and I had a month’s paternity leave which was quite good I’m not much help with the childcare, I wish I could more, because I work shifts and they change every week so it makes it very difficult to plan In general, though, I work at nights and often get home just as Jo is leaving Three, Eva Eva: It’s a bit crazy in this house with people coming and going at strange times and no regular routine but the kids are great and I enjoy the job I try and ensure that their days are structured and we generally the same things everyday at roughly the same time I help them wash and get dressed in the morning and then the three of us have breakfast together before walking to school which is close by I then have a couple of hours off to clear up or some shopping and on Fridays I go to English classes Sometimes, Mark is around and gives me a hand with the chores and Jo always cooks 20 Charlotte: It was a depressing December day, pouring with rain and very cold People huddled under umbrellas in the street or rushing to the bus stop trying to avoid stepping in the puddles I’d had a terrible day at work and couldn’t wait to get home and snuggle up beside a nice warm fire with a good book After wolfing down a hearty supper, I lay down on the sofa and half watched the TV news War in Afganistan, oil slick in the Gulf of Mexico, hospital scandal… Then quite effortlessly I fell sound asleep There was the sound of the waves lapping at my feet, my toes fidgeting in the warm white sand Luxuriating in the sun’s heat and radiance, I gazed up at the indigo sky above me and hoped this moment would last for ever Lazily, I picked up my book, read a few pages, then caught the eye of a waiter dressed in elegant white Coconut milk, lobster on a silver platter for lunch Perhaps a few strawberries Sounds perfect Can’t wait A few minutes later, lunch arrived pink and cream in perfect harmony Was I to eat alone? I turned and there beside me sat a smiling Adonis He cut open the coconut, smiled and handed it to me This was so wonderful! Paradise, heaven even, but would it last? TV newsreader: And that is the end of the news Charlotte: Oh no, back to reality! 21 It’s a lovely day, isn’t it? That film was horrible, wasn’t it? You’ve been to Paris, haven’t you? The train leaves in 10 minutes, doesn’t it? Cricket’s terribly boring, isn’t it? 22 You come from England, don’t you? I think the family is very important, don’t you? I can look at my notes, can’t I? Obama is still the US president, isn’t he? Technology has changed our lives dramatically, hasn’t it? 41 Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 42 Recording scripts 23 Candidate: I see, but why you think reality TV shows are such rubbish? Examiner: Well, honestly, all they seem to show is people brushing their teeth or having arguments Why would I want to waste my time looking at that? Candidate: Many friends of mine enjoy the spectacle I think if you persevered and watched the programmes more often, you too might get hooked Examiner: Oh, I don’t think so Candidate: So if you were a TV producer, what sort of programmes would you be showing? Examiner: In my view, we definitely need more documentaries and more in depth interviews with politicians Candidate: Hmm, you think that would go down well with young people, you? Most of my friends are totally disillusioned by the world of politics They are more interested in their everyday lives or the lives of celebrities Examiner: Exactly, we are all totally obsessed by the lives of rich footballers and their wives It’s ridiculous! Candidate: So if some people want more reality TV and you want more serious documentaries, how can we satisfy everyone? Examiner: I’m not sure but I wish we could have more balanced programming Candidate: What you mean by that? Examiner: Well, you know, more of a choice so I don’t feel I have to watch that rubbish Candidate: Have you ever thought about simply switching the TV off and reading a good book? Examiner: Well, now that IS a good idea Perhaps I should that! 24 Radio newsreader: And now the news headlines Floods in Pakistan have left millions homeless and without running water Charities are sending in emergency supplies as soon as weather conditions permit A man has been arrested in connection with a fire in Birmingham last night He is thought to have been in the New Street area when the fire started And finally, the weather Heavy rain will be moving in from the west 42 25 Interviewer: So, tell me, how did you get your first job in the city? Sally Smith: I had always been considered clever at school and, of course, getting a place at Oxford University was a great achievement Well, um, when I graduated I applied for lots of jobs still a bit uncertain about which direction to go Then I was delighted to be offered a job in the city with a prestigious investment bank The starting salary was pretty good and I was even given a golden hello bonus which hit my bank account as I arrived How could I say no? It seemed irresistible Interviewer: Absolutely! And how did you find the working environment when you first started? Sally Smith: Mmn, well, you know to start off with, it was a question of survival – sink or swim The new recruits were mostly like me young, cocky, ambitious twenty-somethings with degrees from the top universities To begin with, we socialised with each other a lot – rather tedious parties with lots of small talk But before long reality kicked in We were expected to work incredibly long hours often till midnight and I frequently fell asleep at my desk Once my boss even sent round a cab to pick me up at a.m as there was some sort of a crisis in the office I became exhausted and quite depressed – you, know, I never even saw my friends, but the worst thing about it was the male-dominated environment Interviewer: How you mean? Sally Smith: Well, I felt very isolated I was the only woman in a team of 25 and I always seemed to be viewed as a secretary, not as a banker My colleagues would generally assume that I would make the coffee and often made sexist remarks which I found quite offensive I knew I was good at my job, as good as the rest of the team actually, if not better, but seemed to get precious little credit Interviewer: So you think you were treated differently because you were a woman? Sally Smith: Oh, of course Well, in the end, I met up with my best friend to talk things over I just had to get it off my chest When she heard what my job was like she told me to resign And that’s what I did I haven’t regretted it 26 Candidate: Well, I would like to state categorically, that I am totally in favour of traditional family roles Firstly and most importantly, I think families organised in this way are much happier and more secure You only Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 43 Recording scripts have to look around you to see the difficulties some families experience when both parents are working In my view, if you decide to get married and have children you should accept your responsibilities even if it means sacrificing your career The mother should stay at home, look after the children, tidy the house and of course cook delicious meals for all the family Moreover, she will undoubtedly experience satisfaction because she will know she is doing a good job and that everyone is content As for her husband, he will hopefully find a challenging and enjoyable job and earn enough money to support his family Obviously, from time to time, it may be possible for his wife to work part-time, especially when the children start school and this might help finance holidays and family treats Although the father might get home quite late in the evening he should have some family time when they eat together and of course at the weekends when they can go out together for walks or to the cinema Finally, I would like to say, that I grew up in a family like this and had a perfect childhood To sum up, I would say a traditional family is definitely the best way to ensure happiness for your children 27 Candidate: Well, yes, the Grade 10 Listening is a bit different to most Listening tasks There are two types and the examiner will read out two of Type and one of Type With Type the candidate has to give a suitable ending whereas with Type the examiner asks the candidate a question about the people or place All the texts are very short and candidate is only expected to give a short answer You certainly don’t need to take notes but you will have to listen very carefully and sometimes have to predict, deduce and infer 28 Charles: Well, you know, I live in sheltered accommodation in Birmingham Recently we got a new manager and she decided to get the Internet installed in our communal sitting room What a stupid idea we all thought, I mean like at our age… far too late to start learning about cyberspace! What was she thinking of? Then Irene, that’s the manager, organised classes and my mate Harry said ‘Come on Let’s give it a try What have we got to lose? Who cares if we look stupid? Well, I thought to myself, ‘Actually, I do,’ but anyway, off we went 10 o’clock on a Monday morning The teacher was great, very patient, and made us go over things again and again until we had got the hang of it Firstly, we learnt about email which was a major breakthrough for me ’cos you know, I’ve lots of relatives in Australia, hardly ever seem them really Well, when I sent them an email and got a reply within minutes it was absolutely brilliant, amazing! Now I’m back in touch with family I hardly ever heard from Another thing, surfing the net Thought that really was for the young things, my grandson and the like, but you can get information about just about anything I’ve researched my family tree, looked up the weather forecast and even got a few gardening tips I’m a silver surfer now I would recommend the Internet to anyone Don’t be scared just because it’s something new 29 oppor tunity im possible precious a ttention dis organised i lliterate arti ficial tography 30 photograph national politics com pete analyse tographer natio nality po litical compe tition a nalysis photo graphic nationali sation poli tician com petitor ana lytical 31 Examiner: Firstly, it is highly recommended that you spend considerable time preparing your presentation, which must be discursive in nature You should select your topic carefully to ensure that it has the potential to generate Grade 10 language and also ensure that is not chosen from the list of subject areas for the Conversation phase You will be giving a formal presentation, so it must have a clear structure with an introduction, followed by a series of reasoned arguments which lead to an appropriate conclusion It is also essential to prepare brief notes in the form of a handout to give to the examiner at the start of the presentation You will be able to retain your own notes but this should not take the form of a memorised script, which will have a negative effect on your assessment You are strongly advised to ensure that your presentation lasts no longer than minutes You will not be interrupted during that time but the examiner will take some notes for use during the discussion phase When you have finished, you should initiate the discussion phase by asking if the examiner has any questions or comments 43 Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 44 Recording scripts 32 Examiner: Now let’s move on to the Interactive phase In this task I’ll start by telling you something You’ll have to ask me questions to find out more information and make comments It’s your responsibility to maintain the conversation Are you ready? Candidate: Yes, I am Examiner: My son’s been playing the guitar for some time now but recently he’s formed a band They practise regularly in our house and the noise is unbearable I don’t think I can put up with this for much longer! Candidate: Oh, really! So how often they play? Examiner: Every night and you wouldn’t believe how much noise they make Candidate: Have you asked them to turn the music down? Examiner: I have but it doesn’t seem any quieter to me Candidate: But isn’t it a good idea for young people to be enjoying themselves and doing something creative? Examiner: I suppose so but, you know, they show no consideration whatsoever Candidate: I see so where exactly they play? Examiner: In our sitting room where I like to relax or watch TV Candidate: But have you tried talking to them about it? Examiner: Oh, yes I have They just think I am a very boring dad Candidate: Surely you could discuss the situation with them, couldn’t you? Examiner: It’s hopeless They think I should be enjoying their music Candidate: Well Have you tried listening to them to see what they’re like They might be amazing Examiner: To be honest, I haven’t Candidate: I think you should try Who knows? You might find they have great musical talent and will become rich and famous some day Examiner: Ok I’ll give it a try, Thanks for the advice 33 Student: Honestly, Mr Jones, I’m so anxious about my exams that I don’t know if I’m going to be able to cope It’s just really important, you know, and if I don’t get the right grades, they won’t accept me at university and then what will I do? Teacher: Well, the first thing you should is calm down You really are not helping yourself by panicking To tell you the truth, you haven’t been working as hard as you should but it’s not too late 44 Student: But the problem is I just don’t know where to start Teacher: Mmn, well, as I was saying, you need to study harder and get organised Work out a revision plan and every day set yourself a goal so that you know what you’ve achieved That way I think you’ll feel less panicy and more in control of the situation Student: In fact, I have tried to that but I’m just so tired I can’t concentrate and like I fall asleep at my desk and then I can’t sleep at night because I’m worrying about everything Teacher: It sounds to me as though you should try some relaxation techniques Try and chill out a bit more Actually, something like yoga or sport might reduce the stress and help you keep calm Also, you should eat lots of healthy food and avoid caffeine You drink a lot of coffee, don’t you? Student: Yeah well, actually, when I’m tired and trying to study I drink quite a bit Teacher: That probably isn’t doing you much good Herbal tea would probably be a lot better That’s what I have when I’m feeling stressed Anyway, the other thing is you really must take lots of breaks when you are revising Actually, you can only concentrate for so long If you take a break, have a chat, go for a walk or something, you will feel more alert and refreshed when you return to your desk Student: OK, I’ll give it a try Teacher: And remember, believe in yourself You have the ability to well, provided you prepare for the exams properly and really you must try to keep things in perspective Yes, the exams are crucial right now, but they are only a small part of your entire life Don’t forget that Right, I’d better be going I’ve got a class now Good luck then and regarding that essay you still haven’t finished… 34 Presentation Candidate 1: Hi there! Well, I’d like to tell you about my sister’s wedding It really was a great event We were all so excited and you wouldn’t believe how beautiful she looked My mum and I went with Chelsea, that’s my sister, to buy the dress and had a wonderful day out together shopping, chatting and of course we had lunch together in a nice restaurant Anyway, on the day of her wedding… Presentation Candidate 2: My presentation today focuses on the problems of young people in my country Here are some brief notes that I have prepared Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 45 Recording scripts Examiner: Thank you Candidate 2: Firstly, I’ll concentrate on the difficulties many, including myself, experience and then I’ll look at the reasons for these Finally, I will attempt to find alternative solutions and make recommendations which might help us all in the future 35 Student: It really is getting too much I don’t think I can cope for much longer I’m up until a.m going through my notes and drinking endless cups of coffee Then I’m up early to a bit more revision before going to school I can’t sleep because I’m so nervous and keep on worrying about whether I will remember everything the next day Anyway, this time next week it will all be over 36 Task Speaker 1: I love coming here It’s just such a different atmosphere It’s almost completely dark, there’s a sense of anticipation and everyone is getting comfortable or eating a bag of popcorn Then all of a sudden the music starts, the credits come on and you can sit back and enter a world of escapism Task Speaker 2: Sometimes I just don’t know why I it The alarm wakes me up and I fall out of bed, get the trainers on and speed off down the road at a rapid pace After about half an hour I’m back home for a quick shower, cup of coffee and then and I’m off to work I usually spend the rest of the day feeling terrible with sore feet and an aching back 37 News reader: Good morning This is the o’clock news Hundreds are expected to join the protesters camped at London Heathrow airport today to demonstrate against global warming They are demanding that the government abandons plans to build a new runway A fifth terminal already opened in 2008 Our reporter Nick Brown spoke to one of the campaigners Emily Armstrong Emily Armstrong: We are taking this action because the government is completely ignoring the effects of the aviation industry on the environment It is absolute madness to expand Heathrow airport at a time when we should all be looking at ways of reducing carbon emissions Nick Brown: But the air transport industry claims that they are only 2% of the problem and are being unfairly blamed Emily Armstrong: Well, in our view, it is an area of growth that should be restricted right now if we care about the future of this planet The industry should play their part and passengers should also make their contribution by using more environmentally friendly methods of transport Nick Brown: There have been reports that you will disrupt the airport at a time when the infrastructure is already stretched due to the terrorist threat Emily Armstrong: Absolutely not! Our demonstration will be both peaceful and safe and our intention is to raise the profile of our cause Nick Brown: Thank you very much for speaking to us 38 Come and meet him in my office They are not leaving until midday She’s staying at home today They must have taken the train I can speak four languages 39 I love fish and chips Is this a present for me? I would have come if I had known He’s at the cinema She can speak six languages 40 We landed very late in the evening totally exhausted and couldn’t wait to get home We stood around for about half an hour and nothing happened Suddenly, suitcases started to rattle along beside us and everyone moved forward anxiously trying to spot theirs We watched and waited for what seemed an age Then we turned round and realised everyone else had gone and I feel sorry for John He gets his exam results on Thursday and he’s getting really stressed out about it He needs really high grades to get into university but actually he hardly did any work at all so it will be a miracle Everyone arrived about 7.30 for the dinner party I had invited guests and they weren’t particularly close friends of mine so I was feeling slightly apprehensive Anyway, I had prepared a delicious dinner, an assortment of cold meats to start with followed by steak They all sat down and started eating except Kate who was staring at the meat and to my horror I realised He had set the alarm for a.m The interview was at so that would give him plenty of time to have a 45 Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 46 Recording scripts shower, get on some suitable clothes and catch the train into the city centre The next morning everything went pretty well and he was pacing the platform waiting for the 8.19 train By 8.30 there was still no sign of the train but just as he was about to give up 41 Examiner: So we’ll move on to the Conversation phase now Let’s talk about communication To what extent you think technology has affected the way we communicate these days? Candidate: Oh well, enormously We seem to have drifted away from face-to-face communication Most of my friends are totally obsessed with social networking or texting, so rarely leave the comfort of their own bedrooms Examiner: Really! But is this real communication? Candidate: I suppose it depends what you think communication is In my view, communication is about a variety of things Of course it is about speaking, listening and responding but it is also about body language, tone of voice, and even laughter and tears A computer or text simply can’t relay this sort of information This means that there can be confusion and even misunderstanding Examiner: Mmn, has this ever happened to you? Candidate: Oh yes I can give you an example, if you like The other day I had arranged to meet my friend Maria at the cinema but I was running late and couldn’t make it I just texted Maria and said, ‘Sorry, can’t come’ She was absolutely furious because she didn’t feel I had made a proper apology In other words, in this instance my communications skills were not brilliant because she didn’t feel that I really was sorry If I had spoken to her directly, it might have been different 42 Radio DJ: Good morning this is Radio UK And now ‘The Changing Face of London’ Our reporter Rajesh Kumar, whose own family moved from India to England in the ’50s, reports on the shaping of London as a multicultural city Rajesh Kumar: Here I am in Soho, possibly the most cosmopolitan area of London, with restaurants from exotic places all over the world and a rich and diverse mix of languages and ethnic backgrounds Just down the road, there is Chinatown which developed in the ’70s after the arrival of immigrants from Hong Kong Every February Chinese New Year is celebrated in the 46 streets there with colourful parades and dragon and lion dancing A day trip to China with no carbon emissions! In August the Notting Hill Carnival celebrates the music and colours of the Caribbean Set up in 1960 by the first West Indian immigrants, it has now become a most spectacular event with massive floats, amazing costumes and an eclectic range of music blasting out of powerful sound systems Now I’m in Southall, on the outskirts of London and close to where my family used to live 55% of the population here are Indian or Pakistani many of whom moved here because of its proximity to Heathrow airport, where they first arrived in the ’60s The air is still rich with the sounds, smells and colours of Delhi or Lahore and it is no coincidence that Chicken Tikka Massala, served in Indian restaurants, is so popular in this country that it is often considered the British national dish In recent years, however, immigration patterns have been changing and now many of the immigrants you see in London come from eastern European countries, where there is greater freedom of movement since joining the EU They often come here for a short periods, and are able to fill the gaps in the labour market Polish plumbers have become renowned in a country where it had become almost impossible to find someone to fix a leaking tap But they’re not only plumbers and dentists, they work in bars and restaurants, pick strawberries and cut hair while simultaneously weaving their own culture and language with ours and making yet another contribution to London’s rich kaleidoscope 43 Mark: Hi Jen What did you think of the film Eat Pray Love? Jen: I thought it was quite good but rather overrated Mark: Oh, I thought it was rather good and of course Julia Roberts is still strikingly beautiful! 44 I thought it was rather good I thought it was quite good 45 The crossword was virtually impossible to The story was greatly exaggerated in the newspapers I thought that book was rather boring She was seriously injured in the car crash That dress is extremely expensive This exercise is fairly difficult Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 47 Recording scripts 46 Lucy: My name’s Lucy I’m 19 and in my first year at university in Newcastle Last year I took a gap year and decided to some voluntary work in Rio de Janeiro The month before I went I did an intensive Portuguese language course and tried to find out as much as possible about Rio I had seen the film City of God with its brutal betrayal of poverty and gang warfare but was still unprepared for what I saw in those first few days in the ‘favelas’, the city’s most impoverished neighbourhoods, which was where I was working Fortunately, I was not alone, there were several volunteers there and we juggled a bit of English teaching with entertaining the kids and keeping them out of trouble I personally found it a very rewarding experience and felt I got to know the people and culture in a way that would never be possible on a package holiday I don’t think I fundamentally changed anything out there but I did make a contribution , no matter how small And as for the fun aspect, yeah well it was great, super cool in fact! Samba, beaches, sunshine and even a touch of romance What more could you want on a gap year! 47 Examiner: Hello What’s your name? Candidate: Hello My name’s Emilia Examiner: It’s very nice to meet you Emilia My name’s John Now you’re doing Grade 10 so we’ll start off with the presentation What are you going to talk about? Candidate: Well, I’d like to talk about my experiences travelling Examiner: And have you any notes for me? Candidate: Yes, here you are and here is a map showing the route I took on my trip Examiner: Thank you very much, would you like to start? Candidate: Yes, I’d like to start off by telling you why I decided to go on my journey round the world, then I will go into a little more detail about the trip and finally I will assess the benefits of such a trip for a young person When I finished my final exams at school, I realised that I needed a challenge, a break from my normal life living at home and seeing the friends I had had for years Of course I wanted to go to university but I decided to delay that for a year and see more of the world I didn’t really want to visit tourist places everyone goes to like Paris, New York, Sydney My intention was to visit undiscovered countries and really understand the people and the culture Having made that decision, I planned my route I would travel mainly by train in the interests of the environment and also so that I could see and absorb more I was very keen to go east through Russia and Mongolia and then on to China so firstly I booked my rail ticket from Paris to St Petersburg I felt rather nervous as I waved goodbye to my parents and boarded the train but I was also filled with nervous anticipation What would I see? Who would I meet? I had so many diverse experiences I couldn’t possibly tell you about them all However, 48 Examiner: I’m going to read you three short passages and after I’ve finished each one, I would like you to either suggest a suitable ending or answer some questions I’ll then move on to the next passage Are you ready? These two passages are incomplete When I stop, I’d like you to tell me in just a few words how you think the passage finishes I was getting really uptight We had to leave now or we would miss our flight I just couldn’t find the car keys anywhere The children were no help at all so I told them to get in the car and wait Just when I was about to give up and call a taxi, John and Katy shouted from the car 49 Examiner: Flying has always been considered the safest, fastest and most comfortable way of travelling We have all become used to jetting off here, there and everywhere to see the world and be back in the office early Monday morning Now, however, with climate change 50 Examiner: After I’ve read this passage, I’ll ask you about such things as the context and people involved It was such an amazing event and I think had a very positive effect on tourism and the economy Thousands of people came, new hotels and stadiums were built and then athletes achieved so much for both themselves and their countries What event is the speaker talking about? For tracks 51-56, see Student’s Book pages 86-92 47 Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 48