Oxford trinity GESE grades 7 9 teachers book

2 des a r G E GES 7– Book s ’ r e h c Tea orton t S d r a Rich GRADE GRADE GRADE © Oxford University Press Trinity GESE7to9 TB.indb 09/02/2018 09:09 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2014 The moral rights of the author have been asserted First published in 2014 2018  2017  2016  2015 10 9 8 7 6 5 4 3 2 No unauthorized photocopying 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, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work isbn: 978 19 439794 Printed in China This book is printed on paper from certified and well-managed sources acknowledgements Cover illustrations by: Marrs Limited (dance, graduation, actress), Iris Compiet Cover photographic images by: Oxford University Press RF, Paul Thompson Images While Trinity College London seeks reasonably to ensure that an approved publication is accurate and suitable for exam preparation, Trinity cannot accept any liability for its content © Oxford University Press Trinity GESE7to9 TB.indb 09/02/2018 09:09 Contents Introduction page Grading tool page Intro Unit page 19 Unit page 22 Unit page 27 Unit page 32 Unit page 37 Unit page 40 Unit page 47 Unit page 53 Unit page 58 Unit page 63 Unit 10 page 66 Unit 11 page 72 Unit 12 page 77 Unit 13 page 82 Unit 14 page 87 Unit 15 page 90 © Oxford University Press Trinity GESE7to9 TB.indb Contents 3 09/02/2018 09:09 Introduction Trinity GESE Grades 7–9 is designed to prepare students for Grades 7, & 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 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 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 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 Pairwork As well as the constant use of audio input, the material also focuses on oral communication through frequent use of pairwork Pairwork has always been used as a way to maximise student’s oral production in the classroom, and this is particularly important for exam preparation By providing considerable opportunities for students to exchange ideas, 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 © Oxford University Press Introduction Trinity GESE7to9 TB.indb 09/02/2018 09:09 The Teacher’s Book 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 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 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 Audio CDs Copies of these are included with each Student’s Book to give students the option of listening again at home if they wish 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 Enjoy! Above all, this material, like the exam it prepares for, aims to make the idea of being tested in a foreign language both practical and fun! Success in the exam should naturally be a by-product of engaging and genuinely communicative practice, rather than something to strive towards stressfully! 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 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 © Oxford University Press Trinity GESE7to9 TB.indb Introduction 5 09/02/2018 09:09 Grading tool THE GRADING TOOL HOW TO USE 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 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 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 Look at the list of language and the example examiner questions / statements, and the example candidate responses in the Grade 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 Grading tool you think each student can understand when you are speaking or when they hear an expert speaker? • Can they respond appropriately to Grade English being spoken by giving appropriate responses? • Which Grade language items have you heard them use in or out of class? • Can they orally produce all of the language of Grade when required? • Can they accurately use the language of the previous grades as well as Grade 7? If you think your students can comfortably meet all of the requirements on the list, then look at the Grade Grading tool and consider the points in the checklist against the requirements provided there (see page 10) If they meet these criteria, then look at the Grade Grading tool on page 14 To download a copy of the most recent GESE exam specifications, go to www.trinitycollege.com/GESE Mark Griffiths © Oxford University Press Grading tool Trinity GESE7to9 TB.indb 09/02/2018 09:09 Grade Examiner: I love castles They’re really interesting Student: Then you should definitely go there And 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 Is the student ready for Grade 7? Candidates at this grade are expected to demonstrate the following … Use of all the language of Grades to (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 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 language, using Grade 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 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 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 on your summer holidays when you were little? Expressing possibility and uncertainty For example: Examiner: What you think you’ll 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 you think you might study at university? Student: I may maths Or I might science I’ve got one year left to decide! Examiner: Which university 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? © Oxford University Press Trinity GESE7to9 TB.indb Grading tool 7 09/02/2018 09:09 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 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? Second conditional For example: Examiner: What would you 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 Subject areas Use the language items and functions above to communicate facts, ideas and opinions, about the Grade 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 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 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 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 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 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 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 © Oxford University Press Grading tool Trinity GESE7to9 TB.indb 09/02/2018 09:09 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 Not everyone does it, but a lot of people I’d love to make them arrive on time Examiner: And 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 a village? Examiner: I think I’d prefer to live in a city Student: Why? Examiner: I think I prefer the shops and restaurants and I like the energy of a city 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 a big city National and local produce For example: Examiner: Are there any special foods or drinks that are made in your city? 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? 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 you remember what you used to there? Student: Well, I remember that we used to 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 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! © Oxford University Press Trinity GESE7to9 TB.indb Grading tool 9 09/02/2018 09:09 Pronunciation Understand and use the correct pronunciation of all of the above Rising intonation to indicate interest and surprise as appropriate Falling intonation to indicate the end of a turn Intonation and features of connected speech beyond sentence level Grade Is the student ready for Grade 8? Candidates at this grade are expected to demonstrate the following … Use all of the language of Grades 1–7 (A1–B2.1) Understand and respond to basic greetings and introductions For example: Examiner: Hello! Student: Hello! Examiner: What’s your name? Student: My name is Nicola Examiner: Hello Nicola 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 and examiner’s views Communicate facts, ideas and opinions, and explain viewpoints, linked across a series of extended turns Engage the examiner in discussion of the topic Take, give up and offer turns when appropriate to so Handle interruptions by using recovery strategies Take control of the interaction Maintain the discourse by asking for information and commenting on the responses obtained Help the discussion along by encouraging comment and opinion from the examiner Respond appropriately to the examiner’s contributions and requests for further information, clarifications and explanations Follow up on comments from the examiner in order to develop the conversation Maintain coherence and cohesion throughout the phase by organising discourse Take more responsibility for the maintenance of the interaction with the examiner In case of a breakdown in communication, take steps to repair it Language items and functions Ask and answer questions related to the Grade language items and functions, using Grade language items Help the discussion along by encouraging comment and opinion on Grade language from the examiner and requesting further information, clarifications and explanations Discuss facts, ideas and opinions related to Grade 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 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 you think you might 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 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 you think I need to go? Examiner: Well, I don’t think everyone needs to go You have to decide what you want to in life © Oxford University Press 10 Grading tool Trinity GESE7to9 TB.indb 10 09/02/2018 09:09 3  $ 12.9 • Ask students to work in pairs, answering the questions • Check predictions as a whole class before playing the recording Transcript (and answers) E  So, Roberta, would you say that you’re a fan of modern technology? R  Yes, I’m considered to be quite a ‘techie’ person by my friends What about you? E  Well, I my best, but I’m not sure I’d be called that What example of modern technology would you find it hardest to live without if it hadn’t been invented? R  The Internet It’s because I have my own blog – I don’t think I’d spend nearly so much time on the Internet if I hadn’t started that E  So why did you start a blog? What were you hoping to achieve with it? R  I’m interested in filmmaking and I wanted to let people know how easy it is to make their own films, and invite other people to post their films on my blog E  And have you managed to get plenty of hits? R  Yes! I certainly never hoped to get as many as I – I think I must have had over a thousand in the last month E  That’s great But is the Internet all good? Do you think there are ways in which we’d be happier of it hadn’t been invented? R  You mean, does it have any negative aspects? Well, yes, there are some I sometimes wish my friends would stop looking up information on the internet when I’m having a conversation with them In the past, people used to wonder about things more, and discuss them, you know, something like, ‘I wonder why we say ‘Cheers!’ before we have a drink?’ You could have discussed that for ages once, but now someone looks it up on the internet straight away and finds the answer Do you know what I mean? E  Well, I think what you’re saying is that we have too much access to information? R  Yes, the point I’m making is that sometimes it’s good to just wonder about things, and not know the answer! E  Is there any technology that doesn’t exist that you wish someone would invent soon? R  Oh, absolutely I wish they’d find a way to beam us from one place to another, like they in Star Trek! I sometimes wish I could that when I’ve gone out for the night I might have had a good time, but when it comes to having to get home again, I often regret staying out so late It would be fantastic if you could press a button and be home immediately Don’t you think that would be good? E  Definitely So, overall, would you say that technology makes our lives easier or more complicated? R  Well, on the one hand, it means that we can things faster, and we always hope that will make our lives easier But on the other hand, we try to more and more things because we can them faster, so we can end up being more stressed than we were without all the technology E  Is the design of your gadgets important to you? R  Yes, of course What I mean is, there’s one aspect of design that’s obviously important, because the design of something can affect how easy it is to use But I also care about the other aspect of design, how beautiful something is I love the video camera I use for my filmmaking – it’s quite curvy, with nice rounded edges, and it’s very stylish E  So you think style is as important as function in an object? R  Well, not as important, and if I had to choose between good looks and successful function, I’d obviously choose the latter But I think gadgets are most successful when the designers have remembered to make them look good as well as perform well It makes you look after something when it’s beautiful – you take more care of it because you have feelings for it! E  So I imagine you feel the same way about buildings? R  Yes I think in the 1960s and 70s architects started to see buildings in a way that was too functional – square blocks of concrete for people to live and work in It’s great that they decided to be experimental, and I think it must have been a very exciting time when they started building with new materials But I think it would have been better if they’d remembered that people need to love the buildings they spend their lives in E  So you think they shouldn’t have demolished so many of our old buildings? R  Yes, I I think they should have tried to restore more of them And town planners must regret building so many concrete tower blocks now, because a lot of them need to be demolished, only twenty or thirty years after they were built • 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, practising the exam using the list of examiner cues, and any of their own questions that they have generated using Grade language 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 in, to ensure that their partner can’t provide memorised responses © Oxford University Press Trinity GESE7to9 TB.indb 81 Unit 12 81 09/02/2018 09:09 GRADE unit 13 Global environmental issues Crime and punishment Lesson objectives • Once the time limit is up, ask students to form groups with Discussing the environment globally Discussing crime and punishment Language Grammar Mixed conditionals Passive with modal verbs Functions Hypothesising Paraphrasing Evaluating options Expressing abstract ideas Vocabulary Environmental issues, Crime and punishment     page 82  Global environmental issues • Ask students to work in pairs, generating collocations from groups A and B, and then describe each issue • Before they begin, draw students’ attention to the model answer Drill this chorally and individually for accuracy of pronunciation and intonation ANSWERS global warming, fossil fuels, endangered species, renewable energy, habitat destruction, intensive farming, population growth, air pollution, climate change • Divide the class into nine groups or pairs, and allocate one of the global environmental issues to each group Ask students to think about how this situation has changed over time, how it impacts on society now, and how it will affect people in the future As they this, encourage them to think of examples, and use a range of relevant Grade language, e.g regrets, wishes and hopes; assumptions; evaluation of past actions and events; hypothesising about the future Set a time limit of six minutes, and monitor, assisting with ideas and vocabulary as required • • someone from each of the previous groups Students should report their earlier discussion, and come to an agreement on the most serious global environmental issue on their list Set a time limit of eight minutes, and monitor, to ensure students are using full sentences, correct intonation, accurate pronunciation, and appropriate Grade language Note down any interesting examples, or common errors Once the time limit is up, open up the discussion to the whole class, and try to reach a consensus Draw students’ attention to the three images on the page Ask them to work in pairs, discussing which of the global environmental issues they best reflect Ask them to build on this interaction by expanding ideas, and asking follow-up questions Encourage them to seek clarification, and provide further examples of the same issue 2  $ 13.1 • Explain that students will hear two speakers discussing several environmental issues Play the recording and ask students to note which issues are mentioned Transcript (and answers) M  Oh no, it’s raining again! I can’t remember seeing the sun at all this month, and it’s June! I think Nature must have forgotten to summer this year E  Well, you may have to get used to it You see, you’re always saying ‘I wish people would stop going on and on about global warming’, but this is where you have to admit that it’s real M  Well, I’m not sure about that The thing is, if the last month had been scorching hot, I’d be ready to take global warming seriously, but it’s actually really cold for June! E  That’s the reason why they’ve started using a new term instead of global warming – global weirding It’s not about it simply getting warmer everywhere, it’s about the weather going weird because of the rise in temperature – that’s the reality of climate change M  Yeah, that is a better way of describing what’s happening It’s weird for it to be so wet and windy at this time of year – maybe we should be investing more in wind power! E  I think we’re going to regret not investing more in all the renewables The trouble is, we never try to really anything about all these issues until it’s too late We know we need to stop pumping all this carbon into the atmosphere, but we just go on talking about it And I can see that point coming soon when we’ll be saying, ‘Oh, if only we’d cut our carbon emissions in time, we wouldn’t have to deal with these awful climate changes’, and, ‘Oh, if only we hadn’t cut down all those trees, we wouldn’t be struggling with so many floods.’ It’s all © Oxford University Press 82 Unit 13 Trinity GESE7to9 TB.indb 82 09/02/2018 09:09 because we’re so good at denial – we keep denying that we’re creating a problem as long as the consequences are in the future M  I know, I know It’s a bit like someone trying to stop smoking and only realising just how much they needed to it when they’re dying from it • Direct students to the four global environmental issues • • Ask students to read through sentences 1–3, deciding on appropriate ways to complete each gap 4  $ 13.1 • Play the recording so students can check their hypotheses ANSWERS • 1  had been; ’d be   ​2  ’d cut; wouldn’t have to   ​ 3  hadn’t cut down; wouldn’t be struggling     page 83  • Follow the rubric Encourage students to use a broad range • Direct students to the spotlight box on mixed conditionals • Read through the gloss, and drill examples chorally and individually for accuracy of pronunciation and intonation Ask students to work in pairs, generating mixed conditional questions and answers using the prompts • ANSWERS 1 A If we had built more nuclear power stations in the past, you think we’d have fewer environmental problems now? B No, I think there would be bigger environmental problems with radioactive waste, if we invested even more in nuclear power 2 B Do you think the environment would be in better condition now if we had never discovered electricity? A I think even if we hadn’t used so much oil and coal to make electricity in the past, we’d still need to cut carbon production now 6  $ 13.2 • explanations Drill examples chorally and individually for accuracy of pronunciation and intonation Ask students to read through sentences 1–4, deciding on appropriate ways to complete each Ask students to compare ideas with a partner Play the recording to check hypotheses of Grade language requirements, and provide examples to substantiate their argument Once each group has discussed the different power sources, open this up to a whole-class discussion Again, encourage students to question each other’s ideas and ask for further clarification where necessary • Ask students to form new groups, ideally with students they • • • • Direct students to the useful language box on giving • Select students to paraphrase / define the items, then drill for accurate pronunciation Ask students to work in pairs, using mixed conditionals to discuss how each issue could have been different if another course of action had been taken Encourage students to think of examples, and use a range of relevant Grade language, e.g regrets, wishes and hopes; assumptions; evaluation of past actions and events; hypothesising about the future Set a time limit of six minutes, and monitor, assisting with ideas and vocabulary as required Once the time limit is up, open this up to a whole-class discussion, encouraging students to question each other’s ideas and ask for further clarification where necessary • haven’t worked with in this unit Direct them to the global environmental issues in Allocate one issue per group, and ask them to plan an awareness-raising campaign Elicit different examples of Grade language that might be used to convey the kind of ideas that are usually included in environmental campaigns, e.g expressing regrets, wishes, hopes; expressing assumptions; evaluating past actions and the course of events Draw attention to the model dialogue Explain that this kind of exchange will form the basis of their discussion After setting a time limit of ten minutes, ask each group to present their campaign to the whole class Ask listening students to evaluate the effectiveness of the campaign, and the language used to convey the ideas After each presentation, ask for feedback, but in doing so stress the importance of constructive feedback in assisting the development of a speaker’s confidence Transcript (and answers) Well, you may have to get used to it You see, you’re always saying ‘I wish people would stop going on and on about global warming’, but this is where you have to admit that it’s real Well, I’m not sure about that The thing is, if the last month had been scorching hot, I’d be ready to take global warming seriously, but it’s actually really cold for June! That’s the reason why they’ve started using a new term instead of global warming – global weirding It’s all because we’re so good at denial – we can keep denying that we’re creating a problem as long as the consequences are in the future © Oxford University Press Trinity GESE7to9 TB.indb 83 Unit 13 83 09/02/2018 09:09     page 84  Crime and punishment • Draw students’ attention to the spotlight box Ask students • • to read through the definitions, drawing out the differences between each of the three terms To check comprehension, write the following on the board: stealing a laptop from someone’s kitchen, stealing a mobile phone forcibly, stealing diamond rings from a department store Ask students to decide which category they should go in, providing reasons for their choices Follow the rubric Encourage students to hypothesise on why and how the crime happened, and whether the perpetrators will be caught Ask students to change partners and report their earlier discussion As students this, encourage them to ask and answer follow-up questions to maintain interaction • Ask students to work in pairs, and direct them to the photographs Ask students to decide what is being depicted ANSWERS A  forgery  ​B  graffiti  ​C  smuggling • Ask students to match the crime to the definition Drill the vocabulary items individually or chorally to ensure accuracy of pronunciation and intonation ANSWERS 1  c  ​2  e  ​3  a  ​4  h  ​5  g  ​6  b  ​7  d  ​8  f • Once students have matched the crimes and definitions, ask individual students to paraphrase each definition • Follow the rubric • Ask students to work in pairs, discussing the types of • • punishment and length of sentence for each crime in Drill the vocabulary items individually or chorally to ensure accuracy of pronunciation and intonation Monitor to ensure students are using full sentences, correct intonation, accurate pronunciation, and appropriate Grade language Note down any interesting examples and common errors for a whole-class discussion 5  $ 13.3 Transcript (and answers) A  You’re concentrating hard What are you reading about? R  It’s a quiz in this magazine, asking what punishments you think criminals should be given for different crimes You have to match some real-life crimes with the sentences that the criminals received, and guess how severe the sentences were A  That sounds interesting Let’s try doing it together R  OK, look The first one is terrible It’s manslaughter – a man who killed another motorist by punching him to the ground during an argument about their driving A  But that’s murder, surely? R  No, not if he never intended to kill the man – he just fell badly and hit his head on the ground A  Oh, I see So, it counts as an accident? R  Yes, the fact that he died does, but not that he hit him So, no previous convictions, and he pleaded guilty Which of the sentences you think he got? A  Why does it matter that he pleaded guilty? R  It makes a big difference It says in the article that you can be allowed a third off your sentence if you save them having to put you on trial A  Yes, I suppose that makes sense Well, I guess it’s not the life sentence, is it, even though he did kill someone? R  No, he’d only get the life sentence if it had been murder So, it’s a prison sentence, and it must be … that one, years in prison? A  Yes, I’d say that was about right Let me check … oh, it was 2½ years Mmm, seems a bit low, but I guess I can accept that What about this one … burglary – a drug addict who broke into a house at night and stole jewellery and a laptop No previous convictions, but he pleaded not guilty The options are a 2-year or a 3½-year prison term R  I’d say years if he’d pleaded guilty, but I think he might have got 3½ years A  You’re right This is an interesting one, a 15-year-old boy arrested for theft, stole a mobile phone from a younger boy after threatening him with violence R  That won’t be a prison sentence Might even be just a caution? A  Well, he had previous convictions for violent behaviour R  Right, well in that case, I’d say he should have got … ah, the curfew, that would be right, for six months A  Nearly right It was a 3-month curfew, with electronic tagging, and a year’s supervision by a Youth Offender team R  OK Well, I think I’d go along with all of those really A  Yes, but bear in mind that with all of the prison sentences, they only spend half of those years in prison – the other half can be served out in the community, under supervision R  Mmm, that changes things Still, prison overcrowding is a serious problem anyway, so I guess it would be impossible if they didn’t do that     page 85  • Draw attention to the spotlight box on the passive with • Explain to students that they are going to hear two native speakers discussing crime and punishment Play the recording so students can complete the table • modal verbs Explain that using the passive with more complex structures is a key language requirement in Grade Read through the gloss, and drill the examples individually and chorally to ensure accuracy of pronunciation and intonation Ask students to read through sentences 1–3, completing them with the appropriate form © Oxford University Press 84 Unit 13 Trinity GESE7to9 TB.indb 84 09/02/2018 09:09     pages 86–87  ANSWERS 1  be given   ​2  be allowed   ​3  be served 7  $ 13.4 • Draw attention to the useful language box on responding to • other people’s comments Ask students to read through the dialogue, completing the gaps with an appropriate phrase language requirements could be used to complete the candidate’s answers Draw attention to the useful phrases in the wordpool A But that’s murder, surely? R No, not if he never intended to kill the man – he just fell badly and hit his head on the ground A Oh, I see So, it counts as an accident? R It says in the article that you can be allowed a third off your sentence if you save them having to put you on trial A Yes, I suppose that makes sense A Well, he had previous convictions for violent behaviour R Right, well in that case, I’d say he should have got … ah, the curfew, … R OK Well, I think I’d go along with all of those really A Yes, but bear in mind that with all of the prison sentences, they only spend half of those years in prison – the other half can be served out in the community, under supervision R Mmm That changes things 2  $ 13.5 • Play the recording to check predictions Transcript (and answers) • • criminal cases and evaluating them in terms of punishment As they this, they should express assumptions, evaluate and hypothesise Encourage students to ask and answer follow-up questions to maintain the interaction where possible Encourage a range of conversational strategies, e.g cohesive devices to recap and recover, hesitation fillers, stock phrases to buy time, and paraphrase to ensure discourse is organised and natural Set a time limit of eight-to-ten minutes, and monitor to ensure students are using full sentences, correct intonation, accurate pronunciation, and appropriate Grade language Once the time limit is up, ask students to work with a different partner, explaining what they have discussed previously, and paraphrasing answers and ideas Encourage the use of responses to comments, and requests for clarification or expansion of ideas • Follow the rubric Remind students to use a broad range of Grade language requirements, and provide examples to substantiate their argument • Ask students to work in pairs, and predict which Grade Transcripts (and answers) • Ask students to work in pairs, discussing a variety of real-life Aim at the Exam 13 I used to think population growth was the most important issue, because it seemed to me that most of our environmental problems could be solved fairly easily if world population had stayed below billion instead of increasing to billion and more What I’m saying is that it’s too late to wait for a reduction in population to reduce the effects of global warming I think we can see many of the consequences already – most people know that we wouldn’t be suffering from so many floods, hurricanes and droughts if we hadn’t let the temperature reach the level it is now I’d say yes, that may be true, but bear in mind that we wouldn’t be experiencing these weather events nearly as often as we are at the moment I wish politicians would get together and agree on an absolute limit to how much more carbon we can put into the atmosphere in the next few years The same as for any criminal act – you’d fine people for breaking the law And if people had broken the law repeatedly, they’d be sent to prison Why not? We’d send someone to prison now if they’d deliberately dumped some hazardous waste in a river I think prison would work better if we invested more in training and educating prisoners I wish they’d make more criminals meet their victims and talk to them With very young offenders, the parents can be fined 3  $ 13.6 • Ask students to work in pairs, answering the questions • Check predictions as a whole class before playing the recording to check answers Transcript (and answers) E  Let’s talk about global environmental issues Which you think are the most important global environmental issues we face today, Paolo? P  I used to think population growth was the most important issue, because it seemed to me that most of our environmental problems could be solved fairly easily if world population had stayed below billion instead of increasing to billion and more E  So what made you stop thinking that that was the biggest problem? P  Well, the thing is, it is the biggest problem, but even if we did something about it now and reduced the number of births, it would take a long time for it to have any real effect on global consumption and carbon emissions E  So you mean that it’s too late to anything about overpopulation? © Oxford University Press Trinity GESE7to9 TB.indb 85 Unit 13 85 09/02/2018 09:09 P  What I’m saying is that it’s too late to wait for a reduction in population to reduce the effects of global warming Global warming needs to be dealt with much more urgently than that, because any rise in temperature above degrees could have catastrophic consequences, and that could happen soon.  E  So what you think might happen in the future if we can’t stop the global temperature rising? P  I think we can see many of the consequences already – most people know that we wouldn’t be suffering from so many floods, hurricanes and droughts if we hadn’t let the temperature reach the level it is now E  But what would you say to those people who argue that we might still be experiencing those problems even if we hadn’t produced all those greenhouse gases? P  I’d say yes, that may be true, but bear in mind that we wouldn’t be experiencing these weather events nearly as often as we are at the moment You see, it’s not really that complicated If the sea temperature rises, it disrupts the weather system, so it’s stupid to hope that we can let the temperature keep increasing without it causing all this weird weather we’re having I wish it wasn’t true, but it is E  So what you wish governments would about it? P  I wish politicians would get together and agree on an absolute limit to how much more carbon we can put into the atmosphere in the next few years We can’t hope to escape all the consequences of global warming, but we might be able to avoid the worst if we did something now Don’t you think it’s better to be safe than sorry? E  I do, but what you think would happen if we asked people to go back to a lower standard of living in order to use less energy? Don’t you think a lot of people would simply refuse to? P  Well, in that case, you’d have to pass laws that made it a crime to go above your carbon allowance – that’s how we make people things in our society But I don’t think we need to reduce our standard of living so dramatically People are always saying, ‘we have to keep the lights on’ Well, when I see any big city at night time, I see a lot of lights that don’t need to be kept on – advertising signs, car showrooms, empty offices, all brightly lit Do you know what I mean? E  Yes, I see your point Now let’s talk about crime and punishment If you decided to make too much energy use a crime, what would the punishment be? P  The same as for any criminal act – you’d fine people for breaking the law And if people broke the law repeatedly, they’d be sent to prison E  You’d really send someone to prison if they’d used too much energy? P  Why not? We’d send someone to prison now if they’d deliberately dumped some hazardous waste in a river It’s the same crime, destroying the environment I’d regret having to it, but I’d rather that than regret making the planet uninhabitable E  On the subject of crime, what you think of prison – you see it as an effective way to deal with criminals? P  I think prison would work better if we invested more in training and educating prisoners But most of the time prison is, as people say, a university of crime, where the prisoners learn how to become better criminals E  What are the possible alternatives? P  I wish they’d make more criminals meet their victims and talk to them Criminals should be made to realize just how much suffering they cause people I think criminals have to experience real regret for the crimes they’ve committed in order to not go on and commit further crimes E  What about more minor crimes, like using a mobile phone while driving? What you think the punishment for that should be? P  People should be fined for doing that, and they need to be fined a significant amount But I think the reason why people things like that is because they think it can’t really any harm So it would be good to send them to talk to people who’ve suffered serious injuries as a result of using a phone while driving E  What types of punishments are common for young people in your country? P  With very young offenders, the parents can be fined Older children are often made to have regular contact with a youth offending team E  And you think that can be effective? P  Yes, it can be Often the parents of young offenders haven’t been able to what they should have done as parents, because of their own problems, so it’s good to bring in people who might be able to act as good parent figures • 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 language 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 As an extension, you may wish to have students role-play the exam in front of the class © Oxford University Press 86 Unit 13 Trinity GESE7to9 TB.indb 86 09/02/2018 09:09 GRADE unit 14 Grade Topic phase Lesson objectives Familiarization with the Topic phase Generating Topic ideas Planning Topic language Organising Topic notes Language Review of Grade language requirements     page 88  Getting the Topic right • Explain that this unit focuses on the Topic phase of the Grade exam – both the content and the exam situation 1  $ 14.1 • Ask students to work in pairs or small groups, discussing what • they know about the Topic phase at Grade To assist them in generating ideas, put the following headings on the board: Time, Content, What you can take into the exam, etc Set a short time limit, monitoring this discussion to ensure students are using full sentences Once the time limit is up, ask the whole class to provide their ideas Go through each suggestion, asking others to comment on whether they agree or disagree with these ideas Explain that students are going to hear three people discussing the Topic phase of the exam and its requirements in more detail Explain as they listen the first time they should tune in to the speakers’ voices Transcript (and answers) Student  Hi, I’m Sara and I’m going to be taking the Grade Trinity exam pretty soon I wanted to ask you a few questions about preparing a Topic Firstly, I wondered whether I should prepare my Topic as a presentation, a discussion, or more like a monologue? Examiner  Well, you need to prepare it partly as a presentation, but you also need to prepare it as a discussion It’s a presentation in that you are presenting an idea or topic that you are interested in, but you also need to think of a selection of questions for the examiner … and think of ways to invite the examiner to make comments It’s definitely not a monologue, though It’s really important that you focus on engaging with an examiner, and displaying your communicative skills Student  So, Lucy, in your an examiner, what are the typical mistakes that students make? Examiner  Well, there are quite a few common mistakes – things you should and things you shouldn’t Firstly, don’t prepare too much material – you haven’t got a very long time to discuss your topic, so plan it out Do prepare enough to be able to discuss your Topic for 4½ minutes maximum, including questions for the examiner Secondly, I’d suggest that you don’t use complex vocabulary, there’s a good chance you’ll get nervous and you’ll forget it; so keep it simple Thirdly, you must use the language of Grade 9 … So don’t forget to include Grade language in your Topic plan Student  Giacomo, you teach a lot of Trinity classes What kind of things should we prepare and practise in the classroom? Teacher  Well, like Lucy suggests, we really have to look at the language of Grade That means the grammar, but also the functions and the lexis Student  Is it better to write everything on paper and practise reading that, or … ? Teacher  You can write things on paper, but most importantly, you have to practise discussing your Topic Using the language to give a presentation, ask questions and answer questions Student  And as a teacher, you have any suggestions for possible Topic ideas? Teacher  Well, I’ve got a few ideas that will help you to use Grade language Something of the future, for example, the computer of the future or something like that; another useful Topic is my biggest mistake You can talk about what happened, what you should have done and what the consequences were Another suggestion is that there’s quite a lot that you can with a topic like my dream job – what you hope to do, where you hope to work Another idea is a topic like an important decision This could be a decision that you’ve made or haven’t made yet; the factors involved and the possible results And finally, you could talk about learning something, for example a language, or learning to drive, or something like that You can talk about the challenges and your future plans Student  Well, that’s great Thanks to both of you for sharing your ideas about the Topic phase Examiner  You’re welcome Teacher  You’re welcome 2  $ 14.1 • Play the recording again, giving students time to complete the exam overview Check the answers with the transcript in 1 • Explain to students that while they are free to discuss any Topic within the Topic phase, there are a number of topics that Trinity consultants feel are more generative than others Explain that Topic headings i–v in are all considered useful, as they allow for a broad range of language functions and grammar to be effectively practised Ask students to match example Topics a–e with the suggestions from © Oxford University Press Trinity GESE7to9 TB.indb 87 Unit 14 87 09/02/2018 09:09 4  $ 14.2 • Play the recording, pausing to allow students to check their predictions Transcript (and answers) Teacher  This is quite an interesting selection of Topics OK, let’s start here: Should I go to university? – well, for me, that’s an example of a Topic looking at an important decision If you choose something like this you have to evaluate your options, hypothesise and make assumptions You also have to talk about what you’d wish and hope for, so there’s lots of opportunity to use a range of Grade language The mobile phone of the future – well, that’s clearly an example of the something for the future idea With a topic like this, you have to hypothesise, and you can also say what you’d wish and hope for and again, evaluate different options: what you would like to see on a mobile phone, etc The day I missed my plane – it sounds like an example of my biggest mistake, doesn’t it? Well, this would be a good way of talking about regrets, what went wrong, what you wish you hadn’t done and what you would differently Basically, evaluating past actions It’s a good one for using gerunds and infinitives, you know, ‘I remember putting my passport on the kitchen table …’, that sort of thing … You can even hypothesise about what might have happened if you hadn’t made this mistake The example of working as an actor in Hollywood … interesting Well … that must be an example of a dream job You can use this to talk about your dreams, wishes and hopes You can hypothesise, evaluate options and even say what you assume life would be like And finally, learning to dance professionally – well that’s clearly an example of learning something This gives lots of opportunities for Grade language to be used, too You can talk about your wishes, hopes and dreams You can hypothesise about what would be needed to achieve your goal and what you assume would be needed to be successful You can even evaluate everything you’ve done so far • Explain to students that choosing a suitable Topic for the Topic phase is often the biggest challenge for many people By the time they sit their exam, they will be comfortable using Grade language, but might not know what to talk about during this phase Explain that the following sections of the unit help students to focus on how to decide on a topic, and generate ideas Remind students that they can speak about any topic, as long as it isn’t the same as a subject area for the Conversation phase • Ask students to work in pairs, discussing the questions Explain that by using this simple checklist, students will be able to decide whether a Topic is worth exploring further during the exam     page 89  Using Grade language for your Topic • Brainstorm with students the language requirements that they are expected to use at Grade Note on the board the 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 language requirements they can think of under each heading To help them begin, provide the examples Language Functions – Expressing abstract ideas; Grammar – Mixed conditionals; Lexis – cohesive devices to show recapping • 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 Expressing abstract ideas Expressing regrets, wishes and hopes Expressing assumptions Paraphrasing Evaluating options Hypothesising Evaluating past actions or courses of events Grammar Mixed conditionals Verbs followed by gerund and / or infinitive Passive with modals Should / must / might / could + perfect infinitive Correct verb patterns after wish and hope Lexis Vocabulary for subject areas Vocabulary for topic area Cohesive devices to recap and recover e.g As I was saying, anyway … Hesitation fillers, e.g I mean, you know Stock phrases to gain time, e.g well, let me think … Phrases and expressions related to Grade language • Explain that during the Topic phase it is important that candidates demonstrate the language requirements of the grade Ask students to look at the list of questions and decide which language requirements they reflect • Ask students to note down which of the questions in the list work with the three Topics they have chosen 2–3 • Ask students to narrow down their choice of Topic, then discuss their choice with a partner © Oxford University Press 88 Unit 14 Trinity GESE7to9 TB.indb 88 09/02/2018 09:09     pages 90–91  • Ask students to work alone, generating ideas for their Topic Remind them that as they this, they should have Grade language requirements in mind • Direct students to the table of Grade language ideas Ask • • • them to work in pairs and go through the examples for the Topic ‘Going to university’, matching each to a Grade language requirement When students have gone through the list, ask them to work individually, generating their own Grade 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 Draw attention to the table of possible Topic questions Remind students that during the Grade 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 language requirements Ask students to work in pairs Instruct them to look at each other’s notes, and check that they use a range of Grade 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 • Ask students to work in pairs Instruct them to look at each other’s notes, and check that they use a range of Grade 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 • 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 93  Aim at the Exam 14     page 92  • Explain that in this first stage the focus is on generating Organising notes for your Topic • Remind students that in the B2 exam, candidates are strongly • encouraged to produce brief notes, mind maps, or diagrams to help them remember what they want to discuss Remind students that the notes should be taken to the examination room, and given to the examiner The notes allow the examiner to make relevant contributions, and facilitate discussion, but they are not assessed 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 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 language • • 2–4 • Ask students to work in A and B pairs Tell students to • • 2  $ 14.3 • Play the recording of the candidate describing the talking points that he has chosen Ask students to check answers Transcript (and answers) The first talking point, well, that’s all about my dream of going to Pisa University I’ve always dreamt of going there The second talking point – well, that’s about the idea of living away from home I’ve never lived away from home and I’m not sure what to expect! The third one is about my regrets Things I should and shouldn’t have done And the last talking point is about my exams Have I passed them all or not? Will I make it to my dream university or not? I just don’t know! suitable question forms Explain that the key language requirements of the Grade are covered here, and that using these as model should ensure students generate good examples of their own in later stages Ask students to work in pairs, completing ten questions about the given topic ‘learning something’ To further consolidate this stage, note the Topics from page 88 on the board, and select various students to complete questions based on these Topic areas • • exchange Topic mind maps Ask both students to look at their partner’s mind map and decide on ten relevant examiner questions from the list in 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, and Student A has at least ten questions ready, tell students to begin the role-play Ensure that a range of Grade language is being used and that students are not using notes when speaking, as they will not be able to 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 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 © Oxford University Press Trinity GESE7to9 TB.indb 89 Unit 14 89 09/02/2018 09:09 GRADE unit 15 Grade Interactive phase Lesson objectives Familiarization with the Interactive phase Reviewing Grade Language Review of Grade language requirements     page 94  An overview of the Interactive phase • Explain to students that the focus of this unit is the Interactive • • • • phase of the exam Ask pairs to share their ideas on what they know about this phase Write student suggestions on the board Ensure the following points are covered: during the Interactive phase, the candidate needs to the following: take control of the interaction; maintain the discourse by asking for information and commenting on responses; encourage comment and opinion from the examiner; take, offer and give up turns when appropriate; take the opportunity to use as broad a range of Grade language as possible Remind students that the Interactive phase only lasts four minutes, so there is a lot for them to within a short time frame Explain that this unit will provide some conversational strategies to help them comfortably approach the Interactive phase Ask students to work in pairs, discussing ways that they can best prepare for the Interactive phase Encourage students to work together, offering advice and making suggestions During the feedback stage, write the best suggestions on the board Ensure the following are present: Students should learn to express the language functions of the Grade in a variety of ways; students could practise conversations which naturally result in the use of the language functions of the Grade; students should get familiar with strategies for maintaining conversation; students should use the expressions bank to help them with strategies asking for repetition, etc.; students should practise taking the initiative in conversations, and controlling the direction, instead of just responding to prompts or questions • Draw students’ attention to the notes about the Grade exam, and follow the rubric 2  $ 15.1 • Play the recording to confirm predictions Transcript (and answers) Examiner  The first thing to in a Grade Interactive phase is to listen to the examiner’s statement about the past, and paraphrase it Then discuss the past event that the examiner has mentioned After that, you usually hypothesise about then and now, and a good way to finish is to discuss hopes and wishes for now and the future Listening to the examiner and paraphrasing • Direct students to the exam tip Explain that reformulating • the examiner’s question in this way shows understanding, and allows you a little extra time to plan how you are going to respond naturally Remind students that asking for repetition is a useful conversational strategy Ask students to work in pairs, assessing whether the candidate’s paraphrase of the examiner’s prompt is relevant or not Feed back as a whole class, asking students to provide reasons for their choice ANSWER Yes, it expresses the content of the examiner’s prompt, and draws out key Grade language (expressing regret)     page 95  • Ask students to work in pairs, reading through examiner statements 1–3 and selecting the most appropriate paraphrase ANSWERS 1  a  2  b  3  c • After you have gone over the answers as a class, ask students to work in groups of three, practising the interactive dialogues One student should take the role of the examiner, one the candidate, and the third student should evaluate • Before students begin, brainstorm key areas that the evaluating student should be listening for – if necessary, refer back to the Grade Interactive phase overview notes Once students are clear on what comprises a good Interactive phase, begin the role-plays After four minutes, © Oxford University Press 90 Unit 15 Trinity GESE7to9 TB.indb 90 09/02/2018 09:09 ask the evaluating student to feed back to the examiner and candidate using the criteria noted on the board as a guideline Remind students that feedback should be as constructive as possible Encourage students to ask follow-up questions, or request clarification down questions they would ask the examiner, then discuss these in pairs 4  $ 15.4 focus Ask them to work in pairs, thinking of alternative ways to paraphrase or reformulate the examiner’s prompt work in pairs, taking turns to ask and answer the prompts Transcript (and answers) Discussing the past $15.2 • Read through the gloss, then explain to students that during • • Refer students to the list of questions in Ask them to note • Play the recording, again asking students to note down the • Ask students to read through the model responses • Direct students to examiner statements 1–3 Ask them to • this stage they are going to focus on one particular aspect of the Interactive phase: discussing the past Select students to read out the questions, then drill individually and chorally to ensure accuracy of pronunciation and intonation Ask students to listen and tick the questions they hear Examiner  I complained to my manager the other week about my salary and now I’m beginning to regret it Candidate  So what you’re saying is, it would have been better if you hadn’t said anything? Examiner  Well, I’m starting to think that’s true, yes Candidate  What happened? Examiner  Well, my manager has been under a lot of pressure recently, and I think things are difficult for the company financially, so she has enough to worry about • Refer students to the list of questions in Ask them to discuss questions they would ask the examiner in pairs Transcript (and answers) Examiner  My cousin’s been offered a new job She says she had a very strange interview, so doesn’t know whether to take the job or not Candidate  So what you mean is, your cousin might regret accepting the job? Examiner  That’s right I don’t think she’s very sure that it’s a good place to work Candidate  Why, what happened? Examiner  Well, the interviewer asked her lots of strange questions Candidate  What about? Examiner  About her personal life, her social activities, and her friends Candidate  What you think should have happened? Examiner  I think the interviewer should have kept to asking her questions about her work experience Candidate  Do you think she should have refused to answer the questions? Examiner  Well, I wonder if that would have been the best thing to do, yes Candidate  What you think would have happened if she had refused to answer the questions? Examiner  I don’t think she would have been offered the job! • Check answers as a whole class 2  $ 15.3 • Play the recording, asking students to note down the focus Ask them to work in pairs, thinking of alternative ways to paraphrase or reformulate the examiner’s prompt Transcript (and answers)     page 96  Hypothesising about then and now • Read through the gloss Explain to students that the focus is one particular aspect of the Interactive phase: hypothesising • Explain that asking the examiner questions is a key part of • • • the Interactive phase Remind students that they can ask questions using language from previous Grades Set a short time limit and ask students to work in pairs, generating as many basic information questions as they can for each of the images Ask students to work with a new partner, practising asking and answering their questions, with one student taking the role of the examiner, and the other being the candidate Monitor to ensure students are using full sentences, correct intonation, accurate pronunciation, and appropriate Grade language Note down any interesting examples or common errors for a whole-class follow-up stage 2  $ 15.5 • Explain that students are going to hear excerpts of candidate Examiner  If I’d taken music more seriously when I was younger, I think I might have been quite a good musician Candidate  In other words, you wish you’d taken music more seriously? Examiner  That’s right, I didn’t take it at all seriously when I was younger Candidate  What did you use to in class? Examiner  I just used to play games and not really pay attention questions using the prompts in Ask them to note down the questions that are used, and any similarities between their answers and those in the audio © Oxford University Press Trinity GESE7to9 TB.indb 91 Unit 15 91 09/02/2018 09:09 Transcript (and answers) Do you think if you had paid more attention, you’d be a rock star now? How would things be different now if you had paid more attention? Would things have been different now if you’d paid more attention at school? Are you assuming that things would be better now if you’d learnt to play a musical instrument? I assume you think that things would be different if you hadn’t been so lazy? • Ask students to work in pairs, noting down questions they could ask the examiner in each circumstance Direct them to the prompts in 1, and explain that they can also use language functions from earlier Grades After several minutes, open this up to a whole-class discussion, and write interesting examples on the board 3  $ 15.7 • Explain that students are going to hear extracts from three Interactive phases Ask students to listen and note down the questions • Refer students to the questions in and ask them to work • in pairs, selecting relevant questions for the examiner prompt Remind students that they can use language from earlier Grades Once students have chosen their sentences, ask them to work with a new partner, asking and answering their questions 4  $ 15.6 • Explain that students are going to hear two examiner prompts Ask them to note down the prompt Transcript (and answers) 1 E I saw an amazing job advertised last year I wish I’d applied for it 2 E Learning a foreign language is supposed to give insights into a new culture, as well as language skills But languages were never taught in my school • Again, refer students to the questions in and ask them to • work in pairs, selecting relevant questions for the examiner’s prompt.  Remind them that they can also ask questions that use language from earlier Grades Once students have chosen their sentences, ask them to work with a new partner, asking and answering their questions     page 97  Wishes and hopes for now and the future • Read through the gloss Explain to students that the focus • is one particular aspect of the Interactive phase: expressing hopes Direct students to the two groups of ideas, and ask them to choose the correct heading ANSWERS a  future  b  now • Explain that one of the best ways to introduce Graderelevant language functions is to ask questions that use these structures, and that the questions here all use Grade-relevant language to ask about wishes Transcript (and answers) Examiner  My friend’s been feeling really upset She told me she made a bad decision last year and regrets it now Candidate  Does she wish she could change things? Examiner  Yes, she does, but she doesn’t think it’s possible now Candidate  What does she wish she could change? Examiner  She wishes she could return to her previous job, after accepting a promotion to a more challenging one She hopes that she’ll be able to get support to help her better in her new job Candidate  And what are her hopes for the future? Examiner  She hopes that she’ll never make the same mistakes again Examiner  My cousin’s been offered a new job He says he was given a very strange interview, so doesn’t know whether to take the job or not Candidate  Does he wish he could the interview again? Examiner  Well, I’m not sure he would want to it again, but I think he wishes he could it with a different person, to be sure the job’s OK Candidate  What does he hope will happen? Examiner  He hopes that the interview was strange because of one person and the job will be fine and normal! Candidate  And what does he hope won’t happen? Examiner  He hopes that the job doesn’t turn out to be as strange as the interviewer! Examiner  I complained to my boss the other week about my salary and now I’m beginning to wish I hadn’t said anything Candidate  What you wish he would do? Examiner  I wish he would take me seriously and give me a pay rise Candidate  What you wish you could do? Examiner  I wish I could find another job! Candidate  Do you hope things will change? Examiner  Yes, I But I’m not sure they will Candidate  What you hope will happen? Examiner  I hope he’ll start being nice to me and consider my request for a pay rise Candidate  Are you feeling hopeful? Examiner  Not really! Candidate  So you hope to get a job somewhere else one day? Examiner  I think that would be good • Ask students to work in pairs, generating further relevant • questions for the examiner prompts Then ask students to work with a new partner, asking and answering their questions © Oxford University Press 92 Unit 15 Trinity GESE7to9 TB.indb 92 09/02/2018 09:09     page 98  • Set a time limit of five minutes, and ask students to work in pairs, generating possible examiner questions for each talking point Aim at the Exam 15 3  $ 15.8 • Divide the class into A and B pairs, and direct A students to • • • Play the recording Follow the rubric page 103 Ask B students to look at the example language provided in stages in 1–3, and practise pronouncing the functions accurately Monitor, assisting A students with their backstories as required When A students are prepared, move on to the next stage Transcript (and answers) Examiner  Hello, what’s your name? My name’s Angela, pleased to meet you How are you? I’m very well, thanks And we’re doing Grade 9? Good Now we’re going to start with your Topic What are we going to talk about? The day you broke your leg? OK, so where you want to start? What had you been doing in the moments before the accident? Did you have any idea of the danger involved in what you were doing? What did you assume would happen if you had an accident? Could you have predicted the accident? So what would you like to talk about next? Did people react the way you expected them to? Why you think some people were so unsympathetic towards you? Did anyone say ‘I told you it was dangerous’? What about your parents and family? Were they sympathetic or angry? So what was your biggest mistake? What should you have done instead? What’s your biggest regret about the accident? If you hadn’t made this mistake, what would you still be able to now? What you think you’ve learnt from this experience? ‘Life is a lesson.’ What you think people mean when they say that? How would you behave next time? What you hope other people can learn from your mistake? Thank you very much • Ask students to read the instructions, and begin the task • Monitor this stage to ensure full sentences are being used • • by both the examiner and candidate Ensure that a range of Grade language is being used, and that intonation is natural 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 they need to work on? 3–4 • Ask students to repeat the process, swapping roles so Student A is the candidate, and Student B is the examiner Refer B students to the prompt on page 105, assisting with backstories as required • Play the recording again, so students can check if their     pages 99–101  predicted questions were used During this stage you may wish to use the audio for controlled practice Ask students to imagine that they are the candidate in the exam After each pause, point to a student and have them answer the examiner’s question Remind students that, where possible, they should attempt to use Grade language requirements Grade Review Topic phase • Direct students’ attention to the mind map on the subject of ‘The day I broke my leg’ Set a time limit of eight minutes and ask students to work in pairs, generating as many sentences as they can about each talking point • Divide the class into Student A and Student B pairs Ask A students to decide on the order of Topic talking points, and to note down ten questions using Grade language requirements If necessary, refer students to question stems on page 93 Ask B students to think of three questions for the examiner, again using Grade language requirements Optional activity As an alternative, you could divide the class into four groups, and allocate each group one talking point Set a time limit of eight minutes, and ask students to generate as many Grade sentences as they can for their talking point At the end of the time limit, have groups feed back on their sentences, noting these on the board – ask other groups to check for accuracy and relevant use of Grade language Allocate a point per ‘good’ sentence • 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 language is being used, that intonation is natural, and that students are not using notes when speaking 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 they need to work on? © Oxford University Press Trinity GESE7to9 TB.indb 93 Unit 15 93 09/02/2018 09:09 Interactive phase Some people think that dreams have meanings and that they can be interpreted What you think? Can dreams or nightmares tell us anything about ourselves? Sometimes, a dream is just something we wish for What dreams you have in your life and you think they’ll ever come true? 10 What would be a nightmare scenario for you? 11 Ask me a question about dreams and nightmares 1  $ 15.9 • Ask students to repeat the process, swapping roles so Student A is the candidate, and Student B is the examiner Follow the same procedure as before • Remind students that during the Interactive phase of the • exam they have to respond to an examiner prompt As this forms the basis of the following discussion, it is important that they clearly understand the prompt Remind students that in the exam situation if they don’t initially understand the prompt they can ask for repetition or clarification Doing this shows an ability to manage a conversation naturally, and shouldn’t be considered bad practice The aim is to show you can interact with an expert speaker Play the recording so students can complete the gaps Play again to check answers as a whole class Transcript (and answers) I’d like to try living in a new city and I’ve been offered a new job But I’ve made mistakes in the past and am not sure if this new life will be as good as I hope • Ask students to work together, generating comments and • questions using the Grade functions Monitor this stage, assisting with grammar and vocabulary Follow up by noting examples on the board, and drilling chorally or individually for accuracy and fluency, paying attention to natural pronunciation and intonation Conversation phase • Inform students that in this section they are going to practise asking and answering exam questions for all six Grade subject areas They should answer the questions as if they were in an exam – using full sentences as much as possible 1  $ 15.10 • Play the recording and instruct students to complete the gaps in the examiner’s questions Transcript (and answers) Dreams and nightmares Do you ever remember your dreams? Tell me about one you remember Why you think people have recurring dreams or recurring nightmares? Think about the last time you woke up suddenly in the middle of the night What had you been dreaming about? Do you remember dreaming about something that you wish were true? 5 Given the choice, would you prefer to have regular dreams or no dreams at all? Is it better to remember or forget your dreams? Sometimes, the word ‘nightmare’ is used to explain real events that happened, not just a dream What you think people mean when they use ‘nightmare’ in this way? • Follow the rubric • As students go through these sections, monitor to ensure they are using appropriate Grade language 3  $ 15.11 • Play the recording and instruct students to complete the gaps in the examiner’s questions Transcript (and answers) Crime and punishment Mobile phone theft is one of the most common crimes among young people What other crimes are common? Why they happen to young people? Should more people be imprisoned and given stricter sentences? Would it reduce the number of crimes? What can be done to reduce crime? Have you ever done anything you shouldn’t have done, but you got away with it? Does prison work? What would the possible alternatives be? What types of punishment are common for young people? How are you punished if you something wrong? The last time you were punished, what had you done? Have you ever been punished for something you didn’t do? 9 What might happen if there were no punishments? 10 Have you ever been punished for something that you don’t regret? 11 Have you got a question for me about crime and punishment? • Follow the rubric 5  $ 15.12 • Instruct students to listen and complete the gaps Transcript (and answers) Technology What types of modern technology you use on a daily basis? Is modern technology an essential or just a luxury? What piece of technology could you never live without? What would you if you had to live without it for a day? What types of technology you wish you had? What difference would it make to your life? Does technology make life easier or more complicated? Do you remember getting your first mobile phone? How did you feel? Totally positive or a bit disappointed? Is technology a modern-day obsession? What technology you wish they would invent? If they hadn’t invented the mobile phone, what would life be like today? 10 Are we being tricked into buying and updating our technology all the time? 11 Ask me a question about technology © Oxford University Press 94 Unit 15 Trinity GESE7to9 TB.indb 94 09/02/2018 09:09 10 7  $ 15.13 11  $ 15.15 Transcript (and answers) Transcript (and answers) • Follow the rubric • Follow the rubric • Instruct students to listen and complete the gaps • Instruct students to listen and complete the gaps Habits and obsessions 1 What little habits you have? Do you have any habits that might annoy other people? Have you ever developed a habit that you regret starting? What should you have done? Is there anything you wish you could stop doing now? Have you ever tried to stop? How did it go? What habits irritate you in other people? What you wish they would or wouldn’t do? How you break a habit? Why you think people end up being addicted to things? Have you ever been obsessed by anything? For example, a celebrity or something you own? The national media seem to be obsessed with dieting, football, celebrity, reality TV Why you think this might be? 10 Can an obsession produce positive outcomes? 11 What would you like to ask me about habits and obsessions? Design Are there any new or famous buildings in or near your town that stand out because of their design? Do cities need good design? What benefits could good architecture bring? Should we preserve old buildings or demolish them and design fantastic new ones? What building in your town was a mistake? What should they have built instead? Thinking about the design of modern gadgets, what’s most important: style or function? Have you ever bought something because of its looks and then regretted it once you started using it? What you wish you could change about your mobile phone? Is good design worth paying for? What you hope they’ll design in the future? 10 Some people say that good design is invisible What you think they mean? 11 Have you got a question for me about design? • Follow the rubric 12 • Follow the rubric 9  $ 15.14 • Instruct students to listen and complete the gaps Transcript (and answers) Global environmental issues What are the biggest environmental threats facing the planet? What should have happened before now? What would life be like now if we’d made different decisions in the past? What would your dream for a greener planet be? What you wish the government would do? Does big business care about green issues? Some people say that today’s global environmental concerns are a problem created by previous generations to be solved by the younger generation What you think they mean? What you think the merits and dangers of wind power and nuclear power might be? Should we be worried about the extinction of animal and plant species? 10 How much better would the environment be now if we’d made different decisions in the past? What would be better now? 11 Do you have any questions for me about global environmental concerns? © Oxford University Press Trinity GESE7to9 TB.indb 95 Unit 15 95 09/02/2018 09:09 ... content © Oxford University Press Trinity GESE7 to9 TB.indb 09/ 02/2018 09: 09 Contents Introduction page Grading tool page Intro Unit page 19 Unit page 22 Unit page 27 Unit page 32 Unit page 37 Unit... page 47 Unit page 53 Unit page 58 Unit page 63 Unit 10 page 66 Unit 11 page 72 Unit 12 page 77 Unit 13 page 82 Unit 14 page 87 Unit 15 page 90 © Oxford University Press Trinity GESE7 to9 TB.indb... Press Trinity GESE7 to9 TB.indb Contents 3 09/ 02/2018 09: 09 Introduction Trinity GESE Grades 7? ? ?9 is designed to prepare students for Grades 7, & of the Trinity exam It is aimed at the typical age