New pass trinity teachers book grades9 10

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Tricia Hansen

NEW

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Trinity
Teacher’s Book

Trinity Grades

9-10


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Internet: www.blackcat-cideb.com
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Editor: Joanna Burgess
Book design: Veronica Paganin
Cover design: Maura Santini
Page layout: Maura Santini
Design coordinator: Simona Corniola
Art Director: Nadia Maestri

© 2011 Black Cat Publishing, Genoa, London

First edition: February 2011

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Contents
GRADE 9

Procedures File

UNIT 1 Technology

6

UNIT 2 Crime & punishment

9

UNIT 3 Design
Review units 1-3

12
14

UNIT 4 Global environmental issues

15

UNIT 5 Habits & obsessions

18

UNIT 6 Dreams & nightmares

20

Review units 4-6

GRADE 10

4

UNIT 7 Roles in the family (A)

22

23

Equal opportunities (B)
UNIT 8 Use of the Internet (A)

26

Scientific developments (B)
UNIT 9 School curriculum (A)

29

Stress management (B)
Review units 7-9

31

UNIT 10 Designer goods (A)

32

Future of the planet (B)
UNIT 11 Communication (A)

34

Social issues (B)
UNIT 12 Youth behaviour (A)

36

International events (B)
Review units 10-12

37

Recording scripts

38

3


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Procedures file
Reading tasks
There are no reading tasks in the Trinity GESE
examinations so it is essential that the reading
texts are regarded as a springboard for discussion
and vocabulary extension. It is usually a good idea
to draw students’ attention to any captions or
pictures related to the text and ask them to
anticipate what the text is about. Then students
could be asked to skim the text. At this point you
may like to explain problem vocabulary or elicit
definitions from the students. Students will need
10-15 minutes to read the text in greater detail or
you could ask them to read through the questions
and scan the text. Exploit the text and questions as
much as possible to generate the language of the
level.
Note:
• Skimming – reading the text quickly to get a
general idea of what it is about
• Scanning – reading through the text looking for
specific pieces of information

Listening tasks
This guidance is to help teachers with the
general listening tasks in each of the units in this
book, not for the listening tasks for Grade 10.
Prepare students for the listening by using any
illustrations or headings, then by telling them who

the speakers are, how many of them there will be
and what they are going to talk about.
It might be helpful to mention register and
regional or national accents as they need an
awareness of English as a global language.
Introduce any difficult vocabulary. As the students’
listening skills develop, you may wish to skip this
introductory phase and elicit the relevant answers
from the students after the first listening.
Read through any questions or true/false exercises
before playing the CD again. Students should then
complete the tasks. If the students are still having
difficulty understanding the text, play the CD
again, stopping where necessary for further
explanation. Encourage students to discuss any
problems they had understanding the listening
and to reflect on any issues raised by the speakers.

4

Brainstorming subject areas
and vocabulary
Try and engage the students’ immediate interest in
the subject area by focusing on the pictures and
getting them to talk about them in pairs before
moving on to group or class discussion. Monitor
the pair work to ensure that only English is being
spoken and that they are concentrating on the
task you have given them. The questions are
designed to provoke discussion but if you feel

there are other questions on the subject which
they will relate to, try asking them. At this level, it
is important students are sufficiently stimulated to
want to express themselves well in English on a
wide range of subjects.
You can approach new vocabulary in a variety of
ways. At this level students should be encouraged
to become more independent and use
English/English dictionaries or the Internet to look
up new words. However, if you feel students are
not yet ready for this, it could be introduced
gradually with individual students asked to
prepare definitions for the next lesson or
paraphrases of terms and expressions. You could
then concentrate on explaining more complex
vocabulary. Translation should be avoided.

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

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Procedures file
Grammar focus

Trinity Takeaway

The Grammar focus sections include the main
structures for Grades 9 and 10 as well as revision of
more complex areas. Some time should be spent
introducing each structure and students should be
given the opportunity to discuss nuances of
meaning and form.

At the end of each unit, the Trinity Takeaway
sections provide the students with useful
examiner/candidate language for the exam. It’s
important that you point out to learners that they
mustn’t memorise the mini-dialogues, but use
them as examples of the type of conversation they
will have with the examiner.

Students should then be given thorough oral
practice before moving on to the exercises.

Function focus
The Function focus sections draw students’
attention to the functional language they need to
be able to use at Grade 9 and 10. Give them every
opportunity to absorb this language by

completing the tasks and using it in speaking
activities. They are most likely to be using it in the
Interactive phase of the exam.

There is also a section a the end of the Student’s
Book (pages 86-92) with further examples of
examiner/candidate language, which are
recorded.
After listening, you can:
• ask students to read the mini-dialogues out
loud to practise question/answer intonation
• ask students to write similar mini-dialogues
using different vocabulary from the unit.

Exam expert
The Exam expert section in each unit gives the
students thorough preparation in the specific skills
needed for each phase of the exam. Many of the
activities are designed to ensure that students
produce exactly what is required of them during
the examination. You may, however, need to
remind them of the procedures and to monitor
their work. Above all, encourage them to be
positive and creative, speak English at every
opportunity and thoroughly enjoy the Trinity
examination experience!

5

GRADE 9

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UNIT 1

Technology
Trinity subject area
Grade
Language
Functions
Topic Phase
Interactive Phase
Phonology

Technology
9
Grammar review
Evaluating options
Selecting a topic for Grade 9
Introduction to the phase
Stress in two-syllable words

Vocabulary, pages 6-7
1a Before looking at page 6, introduce the subject of

Listening, page 7
3a Explain to students the importance of

technology and ask students to name their

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

1b Encourage students to look at this subject in
greater depth and talk about the dangers of
excessive use as well as the benefits.
Possible areas for discussion: health risks; rapid
and easy communication; Internet as an excellent
source of information but some risks; opportunity
to work, listen to music, etc. wherever you are;
problems with Sat Nav; children spending too
much time on computers or game consoles.

2a The questionnaire is designed as a fun exercise to
establish how much influence technology has on
our lives. Elicit from students the meaning of
‘techy’ – someone who has a great interest in
technology. Students complete the
questionnaire.

2b Get students to check their answers with a
partner before they work out their scores. Explain
the point system. Ask them if they think their
score is a fair assessment of their attitude towards

technology. Perhaps you could complete the
questionnaire too!

6

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

3b Advise students that they will listen again and
now need to find out how this technology has
changed each person’s life.
ANSWERS
Maria can share personal experiences and compare
notes with others on the Internet; Kieran notes how
medical technology has brought about many
changes in India; Dani is able to communicate easily
with her family while far away; Mike has been able to
lose weight in an enjoyable way.

3c

Make sure when students are working in pairs

that they give reasons for their choice. Remind
them to listen carefully to what their partner says,
take notes and be ready to report back to the rest
of the class.


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UNIT 1 Technology
Reading, pages 7-8
4a Give students 2 minutes to look at the profile on
Aboutyou.com. They will probably deduce pretty
quickly that it is a social networking site. Ask
them about other similar websites and get them
to discuss in pairs/groups which ones they use
and what they think of them.

4b Ask students to discuss their impressions of Jack.
Students discuss in pairs what they would put on
their homepage and then prepare their own.
POSSIBLE ANSWERS
Student, has plenty of friends (387), interested in
travelling, music and politics.

3 You don’t know whether you can trust people
and if they are lying. Some people may be
involved in criminal activities.
4 It’s a very easy and cheap way to make new
friends and seems natural in our current cyber
age.

5 Jack means that if you don’t belong to a social
networking site like Aboutyou, you may not have
the opportunity to make friends and socialise
because all young people do this these days.

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

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

5b Explain any vocabulary or phrases in the text
which you think might cause difficulty. For

example, you may need to explain the following
in the context of the text:

ANSWERS
1 H 2 J 3 G 4 B 5 I 6 E 7 D 8 C 9 A 10 F

6b Ask students to decide which tense they are
going to use and why before they complete the
sentence.
ANSWERS
1 has worked 2 had stayed 3 are sent 4 would give
5 Does... get up 6 will be

6c

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

each other and communicate directly.

Encourage students to complete this exercise
spontaneously but afterwards you may wish to
check their awareness of the tenses they used.

Phonology, pages 9-10
Give examples of two-syllable words and how
different it sounds if you change the stress.
E.g.
London Lon don
butter but ter
sofa so fa

7a Ask students to listen and repeat (individually or
as a group) what they hear on the CD.

7b You can refer students back to the examples
above if necessary.

7d
ANSWERS
1 reason 2 sham poo 3 com plete 4 answer
5 mi stake

7


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GRADE 9

UNIT 1 Technology
Function focus, page 10
Emphasise the importance of the functions for Grade
9 (as well as the grammar).

8

This is a communication activity so make sure
students are working in pairs or small groups.
Encourage them to express their own views and
to use the suggested language. They should
consider as many options as possible before
reaching a decision.
Get students to report back to the rest of the class
and give reasons for their choice of phone.
Students might say:
I have decided to buy a Moon 8500 mainly because
I’d like to be able to listen to music as well as use the
phone. I’d also love to have an orange phone. It’s
such a cool colour!

Topic phase, page 11
9a Ask students to brainstorm topics they might
consider doing for the exam. You could start off
by getting students to give as many ideas as
possible, perhaps going through the alphabet.
(Athletics, Beatles, Computing, Dubrovnik, etc.)
Encourage them to think of a wide range of

subjects before they work in pairs and then select
their three favourites.

9b Briefly explain why these four points are
important. After they have completed the table
you could ask students who answered ‘no’ to the
questions to explain why it probably isn’t a good
topic.

9c

Tell students they are going to hear four students
talking about their topic. As a class discuss any
problems these students might have, bearing in
mind their comments. Ask them which topic they
think would be the best/worst. This should be
discussed with students, opinions may vary.

ANSWERS
Rosa: Y because she’s very interested in her topic
Stefano: Y because he knows a lot about the subject
Tham: N because he will probably prepare too much
material
Florian: N because her topic is too easy for Grade 9

8

Interactive phase, page 11
10a Stress the differences between the Interactive
phase and the other phases of the exam. Ask

students to underline keywords and then
explain why they are important.
ANSWERS
1 I really don’t know what to do in the future. I had
a great idea the other day but now I’m not so
sure.
2 Someone stole my friend’s computer last week.
She thinks she knows who did it but is not
absolutely sure.

10b
ANSWERS
Possible questions:
1 What idea did you have? Why are you not so sure?
2 Who does your friend think did it? Why is she not
sure?

10c

Students can check the Exam overview on
pages 4-5 of the Student’s Book before
completing the quiz.

ANSWERS
1 Y 2 N 3 N 4 Y 5 Y 6 Y 7 DK 8 N

Trinity Takeaway, page 11
Get students to memorise the takeaway and use the
functions included in it as much as possible when
practising for the exam.

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Unit 2

Crime & punishment
Trinity subject area
Grade
Language
Functions
Conversation Phase
Interactive Phase
Phonology

Crime & punishment
9
Mixed conditionals
Hypothesising
Researching subject areas
Understanding the prompt
Topic & subject-area vocabulary

Vocabulary, page 12
Introduce the subject area by getting students to list
in pairs all the crimes they can think of and then
discuss all possible forms of punishment. Elicit the
crimes, write them on the board and ask students to
suggest the most appropriate punishment for each
crime.

Reading, pages 12-13
2a Ask the class to discuss the headline ‘Cybercrime.
The crime of the century!’ and elicit from students
what they think the article is about. Ask students
if they or their families have ever been victims of
cybercrime.

2b Point out to students that it is sometimes useful
to scan reading material to find specific
information especially when researching their
topic. Give the students a few minutes to scan the
article and find the answers.

1a Ask students to look at the pictures and discuss
what crimes they represent.

1b
ANSWERS
A Shoplifting B Bribery C Dumping rubbish
D Arson

1c

You should encourage students to discuss in
greater length what factors make a crime more
serious: violence, premeditation, suffering of the
victim. Ask students what other actions could be
considered crimes although they may not always
be against the law. For instance, is graffiti or

pollution a crime?
Get students to compare their lists and discuss
the differences.

1d This could be a pair or group activity. Students
could make a list and then compare in pairs. If
students all come from the same town, they may
all have very similar lists. In this case they could
compare the situation in their town/city with
another (e.g. New York, São Paulo).
Other crimes that could be mentioned: fraud,
corruption, perjury, murder, road rage, speeding.
Pairs or groups should report back to the rest of
the class.

ANSWERS
1 computer hacking, financial scams, identity theft
2 Be careful about the information you share on
line; Use a password which is difficult to guess; Do
not use a website which seems suspicious; Be
careful about opening up emails from people you
don’t know.

2c

Get students to read the text again before
completing the exercise. Encourage them to work
in pairs and discuss the various possibilities.

ANSWERS

1 password 2 identity theft 3 A computer geek
4 unscrupulous cyber criminal 5 hacking 6 freeze
your bank account 7 financial scam 8 hardened
criminal
After they have finished, ask the students to turn over
their books and get individual students to explain the
meaning in their own words.

2d This may be an opportunity to discuss online
shopping and the kind of information you are
asked to give.

9


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GRADE 9

UNIT 2 Crime & Punishment
Reading, page 14
3a There are some interesting puns and expressions
in the headlines. Try to elicit comments from the
students before giving your explanation.
to vanish into thin air: to disappear completely
Madoff with you money: An amusing play on
words. His name is Madoff but to make off with
some money would mean to run away with the
money.
Madoff dubbed King Con: A con man is

somebody who commits fraud. King Con sounds
similar to King Kong the giant gorilla!

Grammar focus, page 15
At this level students should already be familiar with
the different conditionals. Give examples and make
sure they understand the difference between the
second conditional (impossible or unlikely situation
in the present) and the third conditional (unreal
situation in the past). Then introduce them to mixed
conditionals when we want to imagine past events
with results in the present.

6a The matching exercise gets students to look
carefully at sentence construction as well as
meaning. Get students to work out which part of
the sentence refers to present time and which
refers to past time. These are all examples of
mixed conditionals.

3b After reading the article, ask students to discuss
Bernard Madoff’s character, how he was able to
con so many people and what they think would
be the most appropriate punishment. Should he
in fact be allowed to work to repay some of the
money he stole?

Listening, page 14
4a Encourage students to discuss the long-term
benefits of education in prison. Can they think of

any drawbacks? After the first listening elicit from
the class a brief summary of the scheme.

4b Get students to discuss in pairs the meaning of
the vocabulary.
ANSWERS
illiterate: unable to read or write; stimulating: make
you interested or excited; innovative: a new way of
doing something; enhance: improve; compulsory:
obligatory; intimidate: frighten or discourage.

4c

Ask students to check through the statements
before listening again. They should then
complete the true/false exercise. Listen once
again to check and stop the CD at the relevant
parts.

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

Vocabulary, page 14
5 Go through the theory box with students before
they do the exercise.
ANSWERS
1 robbed, stole 2 was stolen 3 has been burgled
4 robbers/thieves 5 burglar

10

ANSWERS
1D 2C 3B 4A

6b
POSSIBLE ANSWERS
1 would be at university now.
2 had invested the money
3 he wouldn’t be in hospital today.
4 hadn’t eaten lunch.
5 hadn’t committed fraud

6c
POSSIBLE ANSWERS
1 I would be able to call him.
2 I were you.
3 they would still be friends.
4 the weather had been better.
5 I lived in Paris.
6 I’d see a doctor.
7 they had gone to the meeting.
8 I’d say ‘yes’.

Function focus, page 16
7a Students should use conditionals and modals to
practise the function ‘Hypothesising’.
Brainstorm ideas about how their lives could have
been (in the past) different.
• different school/university
• born in another country

• different job/career
• live in a city/countryside
• live in a flat/house with a garden
• only child/lots of brothers and sisters
Now get the class to work on their ideas in pairs.


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UNIT 2 Crime & Punishment
7b Draw the mind map on the board and share ideas
on future changes in your country. Elicit
sentences from the class using modals and
conditionals. Then ask students to add more ideas
to their own mind map and make sentences with
their partner.

Phonology, page 16
8b
ANSWERS
1 cybercrime 2 po tential 3 un scrupulous
4 i dentity 5 a ppropriate 6 inmate 7 i lliterate
8 in vestment 9 pro fessional 10 burgle

Conversation phase, page 17
9a You may like to run through the main features of

Interactive phase, page 17
10 Make sure students know how important it is to
understand the prompt to deal appropriately

with the situation and ask the right questions.
Give students a few minutes to read through the
prompts, then work in pairs.
Remind students of the functions for Grade 9. You
can check these on pages 4-5 of the Student’s
Book. Monitor and give feedback after students
have finished the activity.

Trinity Takeaway, page 17
Encourage students to memorise the takeaway and
recap at the beginning of the next lesson.

the Conversation phase. You could read through
the relevant parts of the Exam overview on pages
4-5 of the Student’s Book before students
complete the true/false task, or they could do the
task first followed up by a general class
discussion.
ANSWERS
1 F (2 subject areas) 2 F (up to 5 minutes) 3 T 4 T
(the subject areas covered in units 1-6 of this book)
5T 6F

9b Emphasise the importance of thorough
preparation and research. Get them to work in
pairs or groups and use their dictionaries.
Monitor and give feedback at the end of the task.
POSSIBLE ANSWERS
Vocabulary:
bribery, pickpocketing, drug trafficking, identity

theft, hardened criminal, scam
Examiner’s Questions:
What alternatives are there to prison?
How difficult is it to give up a life of crime?
Your Answers:
In my view, it is often more beneficial in the longterm to give convicted criminals the chance to do
community service.
I think it would be very difficult to give up being a
criminal partly because it may be very difficult to find
a job.
Your questions:
If you had been the judge, what sentence would you
have given Bernard Madoff?

11


GRADE 9

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Unit 3

Design
Trinity subject area
Grade
Language
Functions
Topic phase
Interactive Phase

Phonology

Design
9
Modals with the passive
Expressing abstract ideas
Mind maps & note taking
Controlling the Interactive phase
Speaking with enthusiasm

Vocabulary, page 18
1a Ask students to look at the four pictures and say
how they feel about them. These adjectives may
be useful: inspiring, unusual, hi-tech, curious,
spectacular, elegant, magical, sleek, modern,
traditional.
Encourage students to think about what they
look like as well as how useful they are.

7 to place close together
8 have differing feelings

Grammar focus, page 20
3a Remind students of all the modal verbs (should,
ought to, could, must, can, might, will, would, need,
have to) and draw attention to their passive form.
Ask students to complete the matching exercise
in pairs. Ask them which sentences are modal
passives (1, 3).

1b You may need to explain the following terms:
state-of-the-art: the very latest
retro: revived from the past
outrageous: extravagant, shocking

1c

Explain to students that this is a hotel in Spain
built around a traditional 19th-century
farmhouse. You could ask them about its
aesthetic/functional value as discussed in 1a.

Reading, page 19
2a Possible points to mention: abstract forms and
wild features; own home covered in corrugated
Steel; buildings famous for ‘spectacle’ rather than
‘intrinsic value’.

2b Get students to underline the phrases in the text
and discuss their meaning in pairs or groups.
Monitor and give feedback.
POSSIBLE ANSWERS
1 introduce an entirely new way of doing things
2 seems confused and in need of more work
3 an architect who doesn’t have his designs built
4 recognised throughout the world
5 a star or celebrity in the world of architecture
6 go well with

12

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

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

3c

Go through the examples with the class before
getting them to make other sentences in pairs.

Function focus, page 21
4 Encourage students to be as imaginative as
possible in their interpretation of the quotations.

5a Students may need to use their dictionaries to
complete this task.
ANSWERS
1 love 2 beauty 3 truth 4 peace 5 friendship


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UNIT 3 Design

5b Give students 5-10 minutes to make sentences.

9a In Unit 1 students considered their choice of

They may need some support especially with
abstract nouns, You may need to give some more
examples.
E.g. Happiness is a chocolate cake!

5c

topic. Once they have decided, they need to
prepare in greater detail. Ask them to look at the
sample mind map ‘My cultural exchange’. Point
out to them that they should be thinking about
lexis, language of the grade, opinions, etc. Then
ask them to prepare their own mind map. Check
with individual students that their topics are
appropriate and that mind maps contain the right
information.

Depending on the size and type of your class you
could do this exercise in pairs or as a whole class.

Listening, page 21
6a Brainstorm possible areas a young fashion
designer might cover: training, talent, money,
interests, designs, new collection.

9b Ask students to prepare notes. Emphasise the

topic should not be a written script and in no
circumstances should be memorised.

6b Listen to the track once and ask students for their
general impressions of Victoria. Read the
questions, then listen again and ask students to
note down the answers.
ANSWERS
1 It’s Victoria’s first London Fashion Fair.
2 She was influenced by her mum’s interest in
fashion and was good at arty subjects at school
so she went on to do a degree courts in Fashion
Design.
3 finding her first job
4 It’s innovative and slightly retro in ice cream
colours.

Phonology, page 21
7a Emphasise the importance of speaking with

9c

It might be a good idea for you to demonstrate
this role play in front of the class with one of the
more confident students.

Interactive phase, page 23
10a Get students to focus on the important facts in
the prompt as this is what they need to do in
the exam.

ANSWERS
1 a fantastic new job/in Australia
2 possible questions: Doesn’t he want to work in
Australia? What kind of job is it?

10b Listen to the candidate doing the Interactive
phase and ask students to read through the
true/false questions, listen again and then
complete the task. Point out that there is the
‘don’t know’ option too. Go through answers
together. The students will benefit from any
debate about the correct answers.

enthusiasm to engage the listener. Tell the
students if their voice rises at the end of the
sentence and key words are stressed, this is very
effective.
ANSWERS
Speaker 1

7b
ANSWERS
1 I’d like to speak about abstract ideas.
2 I would like to tell you about fashion design.
3 Actually, my topic is hip hop music.
4 I’ve chosen to talk about cultural differences in
Europe.

Topic phase, page 22
8 You may like to discuss the features of the Topic

phase before the true/false task, or students
could do it first and then discuss.
ANSWERS
1T 2F 3T 4T 5F 6T 7T 8F

ANSWERS
1 T 2 T 3 F 4 F 5 F 6 T 7 DK 8 F

10c

Elicit possible questions from students before
they do the same Interactive task in pairs.

11a

Give students time to discuss each point in
detail. Monitor and then give feedback.

ANSWERS
A 1 the examiner 2 he/she said something that
he/she regrets 3 What did you say exactly?
4 suggest that they talk to this person again
B 1 a friend or relative 2 she spent a lot of money
on a dress that she probably doesn’t need 3 How
much did it cost? 4 suggest that she tries to take
it back to the shop

13

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina 14

GRADE 9

UNIT 3 Design
C 1 the examiner 2 He/she regrets a decisions
he/she made in the past. 3 Why do you think you
would’ve enjoyed it more? 4 suggest taking
some time out now

11b Ask students to work in different pairs.
Trinity Takeaway, page 23
Get students to memorise the takeaway and recap in
the next lesson.

REVIEW UNITS 1-3
1
1 E 2 F 3 J 4 I 5 D 6 G 7 B 8 A 9 C 10 H

2
1
2
3
4
5
6
7
8

was prosecuted

hadn’t given, wouldn’t be/wouldn’t have been
wouldn’t have become
be given
be introduced
be
had
understands/understood, can’t/couldn’t

3
1 If I learnt Spanish, I could work in South America.
2 If I applied for university, I would have more
opportunities.
3 If I hadn’t been so stupid, I wouldn’t be in prison
for fraud now.
4 If they banned cars in city centres, it would
certainly reduce pollution.

4
1 I 2 W 3 C 4 I 5 C 6 T 7 T 8 T 9 T 10 W

5
A
1
2
3
4
B
1
2
3

4

14

my best friend
to go on holiday with her family
Why did your friend regret it?
It was really hard work! She had to cook for 10
people every day!
the examiner
not to go to the United States
Why didn’t you go?
If I’d gone, I wouldn’t have been able to go to
university.


Trinity 9-10_TB_195x260_1c0049 11/02/11 09:31 Pagina 15

Unit 4

Global environmental issues
Trinity subject area
Grade
Language
Functions
Conversation phase
Interactive Phase
Phonology

Global environmental issues

9
should/might/could/must and the perfect infinitive
Evaluating past actions
Responding to the examiner
Maintaining & developing the discourse
Intonation to convey attitude

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

organisations, the army

1b In this exercise you are asking students to
examine the effects of climate change in their
area. Get one student in each group to take notes
and report back to the rest of the class at the end
of the discussion.

Reading, page 27
2a Get students to discuss what the headlines might
be referring to. There might be a variety of
interpretations and this should be encouraged.

2b Give students a few minutes to skim the text and
then ask them which is the most appropriate
headline and why.
ANSWERS
Scientists reject global cooling

2c

Ask students to look at the questions and then
spend 5-10 minutes rereading the text to find the
answers.

ANSWERS
1 They trap heat around the Earth, which causes
global warming.
2 No, because the gases stay in the atmosphere for
up to 100 years.

3 The concentration of carbon dioxide in the
atmosphere is rising and also the rate of increase
is accelerating.
4 more extreme weather with a higher risk of
hurricanes, storms, heat waves and drought

2d Get students to highlight the vocabulary in the
text, try and work out the meaning from the
context and complete the matching exercise.
Give further explanation if necessary.
ANSWERS
1E 2C 3D 4A 5B

15


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GRADE 9

UNIT 4 Global environmental issues
Grammar focus, page 28
Go through the grammar explanation with the
students and make sure they understand the
differences between should have done, might have
done, could have done and must have done.
Give examples from your own life: I didn’t eat any
breakfast this morning and now I’m hungry; I should
have eaten something.
Then elicit examples from the students: I could have

helped my mum cook the dinner last night but I was
watching a good programme on TV.

3a Get students to complete exercise and then go
over it together.
ANSWERS
1 should have 2 shouldn’t have 3 might/could have
4 might/could have 5 might/could have

3b
POSSIBLE ANSWERS:
1 should have called them 2 could have died
3 shouldn’t have done that 4 must have gone home
5 must have been cleaned

Listening, page 29
4a Try and get students to guess the meaning of
these words. You may be able to give them some
clues.
ANSWERS
carbon neutral: not emitting carbon dioxide into the
atmosphere
solar panel: device that converts solar energy (from
the sun) into heat or electricity
wind turbine: machine powered by wind
triple glazing: (window with) three panes of glass
(for maximum insulation)
compost: mixture of decomposed vegetation used
as a fertilizer
eco warrior: environmental activist

key worker: worker considered essential to the
community
landfill: place where rubbish is buried

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

4c

Ask students to listen again and complete the
true/false/don’t know task as they listen.

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

4d Ask students to consider what steps can be taken
to create a carbon-neutral lifestyle (not just in the
home but in their daily lives). They should then
report their ideas back to the class.

Phonology, page 29
5a

ANSWERS
1 Well done! s 2 Terrible! t 3 Excellent! s 4 How
terrible for you! t 5 That sounds very interesting! s
6 Great! s

Function focus, page 30
6a Get students to brainstorm all the areas where we
have harmed/damaged the environment in the
past and fill in the gaps on the mind map.

6b Follow up exercise 6a by asking students to talk
to each other about their past mistakes and
comment on what they should/might/could have
done.

Conversation phase, pages 30-31
7 Ask students about the main features of the
conversation phase (discussed in Unit 2). Get
students to complete the matching exercise. Go
over the answers and discuss why each point is
important. For example: ‘Don’t forget to react to
what the examiner says.’ The candidate shouldn’t
just sit and listen to the examiner but show they
have understood and make appropriate
comments or ask questions.
ANSWERS
1F 2D 3B 4A 5C 6E

16

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UNIT 4 Global environmental issues
8a Go through the phrases and expressions and give
examples of their usage. Explain that they can
help the students during the interview especially
if they are feeling nervous or not sure what to say.
Ask them to listen and tick the expressions they
hear.
ANSWERS
let me think about that, I’m not sure what you mean,
anyway, sort of, I don’t know about that

8b
ANSWERS
1 Ways of coping with not understanding
2 Hesitation fillers 3 Ways of reacting

8c

Listen to the examiner and discuss with the
students the most appropriate responses.

9b Go through the conversation with the students
giving examples of the candidate’s responses (but
don’t do it all for them). Then get them to work in
pairs and swap roles.
POSSIBLE ANSWERS
1 Really, why’s that?

2 What exactly happened?
3 That must have been awful. To be honest, I don’t
like flying much, either.
4 Yes, so I did a course to overcome my fear. Why
don’t you do a course?
5 At first, but it really worked. Now I can fly
anywhere.
6 You’re quite right. Carbon emissions are an
issue…

POSSIBLE ANSWERS
1 Absolutely! 2 I don’t believe it! 3 Sorry, I didn’t
quite catch that 4 How interesting! 5 I don’t know
about that

9c

Interactive phase, page 31
9a Get students to discuss each point and why it

Trinity Takeaway, page 31

should be a ‘do’ or a ‘don’t’.
Emphasise the importance of the candidate
taking responsibility in the Interactive phase.

Students should work in pairs. After 5-10 minutes
ask some students to have their conversations in
front of the class. Discuss any alternative
possibilities.

Get students to practice the takeaway in pairs
swapping roles.

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

17


GRADE 9

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Unit 5

Habits & obsessions
Trinity subject area
Grade
Language
Functions
Topic phase
Interactive Phase
Phonology

Habits & obsessions
9
wish, hope and if only
Expressing regrets, wishes and hopes
Anticipating examiner questions

Using functions of the grade
Stress in sentences

Reading, page 32
1a Introduce the subject by talking about your daily
habits and asking students about theirs. Get
students to talk about how often they drink
coffee, go shopping, etc. And if they think they do
any of these things too much.

1b Ask students what the difference is between a
habit and obsession. Habit – something you do
regularly; Obsession – something you can’t stop
doing. Get students to skim through the three
texts and decide in pairs if they are habits or
obsessions. Ask them how they decided.

1c

Tell students the questions are based on the text,
but they are mainly expressing personal opinions.

POSSIBLE ANSWERS
1 obsession with football, dieting, workaholic
(students can decide which problem is the most
difficult to deal with)
2 A workaholic is somebody who can’t stop
working. chocoholic, alcoholic, shopaholic
3 influence of the media, Hollywood film stars,
access to cosmetic surgery

4 If it affects relationships and people’s personal
lives or leads to violence, it could be considered
more than just a game.

Vocabulary, page 33
2 This discussion could be in groups or as a class.
Hopefully, students will have heard of all these
celebrities and know something about them.
POSSIBLE ANSWERS pressures of celebrity status,
desire for perfection, too much wealth, inability to
sustain personal relationships

18

3a-b Get students to compile a list individually and
then discuss in pairs.

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

Grammar focus, page 34
5a Make sure students understand that when we use

wish/if only we are generally expressing
dissatisfaction or a desire for change. Point out that
the tenses used do not reflect real time. Ask students
to consider firstly what time frame the sentence is
referring to and then choose the appropriate tense.
ANSWERS 1 were 2 hadn’t started 3 would ring
4 would improve 5 had stayed 6 would go 7 to
move 8 had... driven 9 were 10 ‘ll take

5b
POSSIBLE ANSWERS
1 I wish I hadn’t taken that job.
2 If only I could remember his address.
3 I wish he would get to work on time.
4 If only I hadn’t done something so stupid.
5 I wish the weather in England would change!


Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 19

UNIT 5 Habits & obsessions
Function focus, page 35
6a This practises the structures in exercise 5 with
emphasis on functional use. Tell students they are
matching situations rather than exact meaning.
ANSWERS 1 E 2 H 3 G 4 F 5 C 6 B 7 D 8 A

6b
POSSIBLE ANSWERS
1 If only my boss would get the sack.

2 I hope to fall in love and get married in the future.
3 I wish I could travel round South America.
4 I shouldn’t have done what I did.

6c

Encourage students to speak freely about
themselves, their hopes and wishes.

6d You can extend this exercise by asking students
to think of similar questions to ask each other
which express the same functions.

Listening, page 36
7a Students may well have already talked about
their habits so ask them to concentrate on
differences in life patterns.
Issues for discussion: extreme hot weather, short
winter days, shift work, rushhour traffic and transport
problems

ANSWERS 1 F – the student must involve the
examiner in the phase 2 T 3 F – you must make
comments and ask the examiner questions 4 F – you
can role play or you can be yourself 5 T

9a Get students to read through the prompts and
discuss which functions they might use in the
Interactive phase. It is quite possible that there
will be several functions for each prompt.

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

9b Try and encourage students to think about the
kind of questions you would make to elicit the
appropriate function.
POSSIBLE ANSWERS
1 Why didn’t you?
2 What sort of thing did you have in mind?
3 It could be from an old friend, couldn’t it?
4 What do you think you could have done?
5 In what way?
6 What exactly did it say?/Where had she been?

Topic phase, page 37
10a Look at the examples and point out to students
that they must think about what the examiner
might say or ask in response to what they have
just said. Get students in pairs to match 1-5 with
A-E. They could do this by one student making
the comment and the other experimenting with
the examiner’s replies to see which sounds most
appropriate.

7b
ANSWERS
The people are Jo, her husband Mark and Eva, the au
pair. They all have different routines.

7c

Explain that an au pair is a person (usually from
abroad) who lives with a family and helps look
after the children. Students listen and answer the
questions. Remind students about the use of
must or might when you are making assumptions.

POSSIBLE ANSWERS
1 Jo must be working.
2 Eva and the kids might be getting up.
3 Eva must be picking up George.
4 Mark must be sleeping.
5 Eva might be clearing up.

7d Divide the class into small groups. One member
of each group takes notes and reports back.

Interactive phase, page 36
8 Remind students about the key elements of the

ANSWERS 1 D 2 A 3 B 4 E 5 C

10b
POSSIBLE ANSWERS
1 What do you like about ska?
2 In what way?
3 Can you tell me a bit more about the types of
changes?
4 Really! What would you do?
5 Why do you think that is?

10c

Encourage students to interrupt and ask as
many questions as possible.

Trinity Takeaway, page 37
Get students to practice the takeaway in pairs. Recap
in the next lesson.

Interactive phase, i.e. taking control, asking
questions and keeping the interaction going.

19


GRADE 9

Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 20

Unit 6

Dreams & nightmares
Trinity subject area
Grade
Language
Functions
Topic phase
Interactive Phase
Phonology

Dreams & nightmares
9
verbs followed by gerund and/or infinitive
Paraphrasing
Engaging the examiner in the topic
Exam practice
Intonation of question tags

Reading, page 38
1a Give students a few minutes to talk to their

Listening, page 39
2a Look at the pictures and ask students to suggest

partner about any dreams or nightmares they can
remember.

what Charlotte’s dream is about. You could come
up with a few fun ideas to start off with, anything,
in fact connected with lobster and coconut–
romantic dinner in a five star restaurant/fishing
for lobster. You may need to explain the meaning
of the following words:

1b Encourage students to skim the text in just a few
minutes and then tell their partner what they
have found out about dreams. Ask them to
highlight or note down the main points. They can
examine the texts in more detail in exercise 1c.

They may find it surprising that many people
have multiple dreams in the night and also that
dreams are considered to be a biological
necessity.

1c

Now give students 10-15 minutes to read both
texts and answer the questions.

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

20

huddled: crowded together; snuggle: find a
warm comfortable place; wolfing down: gulp,
eating very quickly; hearty: (in this context)
substantial; lapping: washing against; fidgeting:
moving restlessly
Students should listen three times so the first
time they can be reasonably relaxed, get used to
the speaker’s voice and listen for gist.
ANSWERS
Picture A: The lobster was brought on a silver platter
for lunch.
Picture B: The waiter cut open the coconut and
handed it to her.
Picture C: Waves were lapping at her feet and her
toes fidgeted in the warm white sand.

2b
ANSWERS
1 At home the bad weather makes her feel
depressed, but in her dream the sunny weather
makes her happy.
2 At home she has a demanding job and the
weather is bad. On holiday she is on a beautiful
beach relaxing and enjoying the great weather.
3 They are the colours of coconut and lobster.
4 disappointed and maybe a little depressed


Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 21

UNIT 6 Dreams & nightmares
Vocabulary, page 39
3a
ANSWERS 1 luxuriating 2 elegant 3 perfect
4 wonderful 5 paradise

3b
ANSWERS 1 elegant 2 Luxuriating 3 paradise
4 perfect 5 wonderful

3c

Ask students to share stories about their dreams.

Grammar focus, page 40
4a Look at the explanation on gerunds and
infinitives. There are many verbs and expressions
that are followed by a gerund or infinitive and
these exercises concentrate on the most
common. You may need to give more examples:
I love watching TV.
I don’t mind learning English.
She wants to be a teacher.
ANSWERS
Verbs followed by gerund: enjoy, can’t stand, deny,
don’t mind, avoid, consider, suggest, can’t help
Verbs followed by infinitive: refuse, persuade, decide,
agree, offer

4b

POSSIBLE ANSWERS
1 can’t stand 2 refused 3 enjoy 4 avoids
5 decided 6 agreed 7 denied 8 offered

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

5b Tell students this is a general revision exercise of
gerunds and infinitives (i.e. there may be verbs
not referred to in this section). Remind them that
a verb after a preposition will always be a gerund.

Function focus, page 41
Before students start the task, read through the notes
on paraphrasing together and make sure they
understand what the function ‘paraphrasing’ means
and why it might be useful in the Trinity exam.

6a
POSSIBLE ANSWERS
1 While I was having breakfast sometime between
8 and 9 two cars crashed outside my house and a
man seemed to be trapped inside one of them.
2 The point I was trying to make was that a child
acquires language when interacting with the
immediate family, friends, relatives and teachers
as well as reading books and watching television.
3 I actually meant to emphasise that in Zanzibar,
where the economy depends largely on
agriculture and fishing, improvements in 1999
were the result of an expanding clove industry.

6b
Explain to students that during the exam they may
sometimes need to retell a story giving more detail.
Encourage them to be imaginative.

Phonology, page 42
7a
ANSWERS 1 A 2 A 3B 4 B 5 A

7b
ANSWERS 1 F 2 R 3 R 4 R 5 F

Topic phase, page 42
Before students attempt this task, explain the importance
of involving the examiner in the topic by displaying
their interest and enthusiasm and also having

questions ready to ask the examiner. Demonstrate
the importance of intonation and the difference
between sounding bored and interested. Make sure
they understand they must not memorise the topic.

8a Introduce the idea of question tags as a useful
tool in the Topic phase which can be used to
check information or ask for agreement. Remind
students how they are constructed and then get
them to add the question tags to the statements.
E.g. The Mediterranean diet is very healthy, isn’t it?
ANSWERS 1 aren’t they? 2 didn’t they?
3 couldn’t it? 4 won’t it? 5 isn’t it?

ANSWERS 1 having 2 meeting 3 to take
4 shouting 5 to send 6 to take

21


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GRADE 9

UNIT 6 Dreams & nightmares
9a

12a

ANSWERS

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

Interactive phase, page 43
10a Remind students of the importance of
understanding the prompt. Otherwise they may
ask the wrong questions. They can ask the
examiner to repeat the prompt if they haven’t
clearly understood.
Get them to underline key parts of the prompt
and then think about the functional language
they might use. Get students to discuss in pairs
how they think the conversation might develop.
Ask them to think of some questions. For
example, What kind of programmes do you wish
they would show? Don’t you like reality TV?
ANSWERS
the rubbish on TV, the popularity of reality shows,
what kinds of programmes are interesting (to the
examiner, candidate)

10b Get students in pairs to role play the Interactive
phase. They could take turns in being the
candidate. Monitor and check the candidate is
involving the examiner and that there is real

interaction.

11

Get students to read through the questions
before listening to the sample Interactive phase.
Then ask them to discuss the questions in pairs
before listening again.
With question 3 ask them to think about the
differences between their own Interactive phase
in exercise 10b and the one on the CD.

POSSIBLE ANSWERS
1 Not really. The examiner is totally against reality
TV whereas you get the impression the candidate
likes them. However, on the whole, she talks
about her friends rather than herself.
2 Not about reality TV but the examiner does agree
with her suggestion that she should turn the TV
off and read a book.

22

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

Trinity Takeaway, page 43

Get students to practice the takeaway in pairs and
recap at the beginning of the next lesson.

REVIEW UNITS 4-6
1
1 I 2 F 3 B 4 E 5 J 6 D 7 H 8 C 9 A 10 G

2
1 Greenhouse 2 Drought 3 neutral 4 hurricane
5 workaholic 6 obsessed 7 confidence 8 issues
9 anxieties 10 Luxuriating

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

4

Possible questions:

1 Would you go and see Twilight, if you had the
chance?
2 Dancing is quite a demanding career, isn’t it?
3 What do you think is important in real friendship?
4 You must have had an experience like mine,
haven’t you?

5

Possible questions:

1
2
3
4

What made her a brilliant teacher?
Why’s that?
Really! Did something happen?
Has he decided to do something else?

6

Possible questions:

1 If computers hadn’t been invented, would there
be less crime these days?
2 Are there any buildings in your country which
should never have been built?
3 How far do you think our lives have been affected
by climate change?
4 Do you have any habits that you wish you could
change?
5 Do you remember having nightmares?


Trinity 9-10_TB_195x260_1c0049 11/02/11 09:32 Pagina 23

UNIT 7

Roles in the family (A)

Equal opportunities (B)
Trinity subject areas
Grade
Language
Functions
Conversation Phase
Listening Phase
Phonology

Roles in the family (A)
Equal opportunities (B)
10
Idioms & expressions
Developing an argument
Grade 10 subject areas
Introduction & exam practice
Using pauses and intonation to give clarity

This unit moves on to preparation for Grade 10
(advanced stage) so it may be worth familiarising the
students with the format of the book before starting.
Explain that two subject areas will be covered in each
unit and that there is more information about this on
page 50. The subject areas in list A are for teenagers
and less mature candidates and those in list B are for
adults and more mature candidates.

Vocabulary, page 46
1 Ask students to read through the statistics and in
groups/pairs discuss the reasons for the

developments. Then get them to compare the UK
to their own country and note down any
differences/ similarities. They may need to check
information on the Internet. Get feedback from
one member of each group at the end.
Possible areas for discussion:
More one-parent families, fewer births, young
people less inclined to marry, higher divorce rate,
women more interested in a career, importance
of technology in family life

2a
POSSIBLE ANSWERS
Picture A: Grandmother and grandchildren – caring role
Picture B: Mum multi-tasking
Picture C: Big family – relationship between brothers
and sisters, demands on parents
Picture D: Dad taking child to school – juggling work
and fatherhood

2b
ANSWERS
1 a family that includes near relatives in addition to
the nuclear family, i.e. aunts, uncles, grandparents
2 a family that only includes mother, father and
children
3 a family with mother, father, children (the parents
are married)
4 a family with only one parent in the home, or
parents who are not married, or the father stays at

home to look after the children while his wife
goes out to work, i.e. not a traditional family

2c

Encourage students to talk openly about their
own families. Compare their families with your
family too.

Language focus, page 47
3a Encourage students to work in pairs and discuss
the meaning of the expressions.
ANSWERS
1 tears 2 shoulder 3 swim 4 blind 5 mind 6 talk
7 chest 8 end 9 move 10 head

3b
ANSWERS
1 a shoulder to cry on 2 bored to tears 3 laughed
my head off 4 to make a move 5 sink or swim
6 turned a blind eye

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GRADE 10

UNIT 7 Roles in the family (A) • Equal opportunities (B)

Phonology, page 47
4a
ANSWERS
And now the news headlines. P s
Floods in Pakistan have left millions homeless and
without running water. P s
Charities are sending in emergency supplies as soon
as weather conditions permit. P t
A man has been arrested in connection with a fire in
Birmingham last night. P s
He is thought to have been in the New Street area
when the fire started. P t
And finally, the weather. P s
Heavy rain will be moving in from the west. t

Listening, page 48
5a Explain that ‘equal opportunities’ is the second
subject area. Follow the suggested procedure for
listening tasks in the Procedures File on pages 45. You might like to discuss the meaning of
high-flying and city before listening.
ANSWERS
very tiring, alone, negative experience

5b
ANSWERS
1 because it was with a prestigious investment
bank and the salary was very good
2 a sum of money you receive as a bonus when you
start a job
3 like-minded new recruits, lots of socialising

4 She became exhausted and depressed.
5 They were sexist and treated her differently
because she was a woman.
6 Possible opinions: No, because she gave up a
good job. Yes, because she is happier now.

Reading, page 48
6a Explain that the reading text looks at equal
opportunities for the disabled. You may like to
discuss as a class the kind of problems disabled
people might encounter in their daily lives before
focusing on Simon’s difficulties.

6b
ANSWERS
1 although some companies have a long way to go:
although some companies could do a great deal
more (for the disabled)

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was very forward thinking for the time: had very
progressive ideas (towards the disabled)
had decisions made over my head: was excluded
from decision making
which was a huge boost to my confidence: made
me feel a lot more confident
2

POSSIBLE ANSWERS

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

Function focus, page 49
7a Emphasise the importance of planning and
preparation in developing an argument. There
may be some variations in the order in which
students wish to do this but it is essential they go
through this process.
POSSIBLE ANSWERS
A3 B5 C4 D2 E1 F6

8

This task could be prepared at home so that
students have the opportunity to discuss ideas
with others, prepare the mind map, etc.
Otherwise make sure they are given sufficient
class time and can work in pairs or groups.

POSSIBLE ANSWERS
Advantages: mother at home to look after small
children, no need for child care, secure environment,
time to prepare healthy meals
Disadvantages: mother might not have the chance
to pursue own career and be bored at home all day,
could have a higher income if both parents work,
father might not be able to see his children much
due to demands of job

9a Advise students to listen critically to the
candidate’s arguments as well as noting down the
two advantages mentioned.
ANSWERS
1 Families are happier and more secure.
2 The mother will feel a greater level satisfaction.

9b
POSSIBLE ANSWERS
Many mothers want to work; some families need two
incomes; not all husbands can find a ‘good’ job; this is
an idealised concept of family life.


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UNIT 7 Roles in the family (A) • Equal opportunities (B)
9c

Students will need to listen to the recording
again. Ask students to guess what the missing
words are before they listen.
These words are like signposts indicating to the
listener what is coming next. Encourage students
to use them.

Listening phase, pages 50-51
12a Get students to listen to the candidate and
complete the true/false task. Go through the
answers together and where the answer is false,

discuss why. You may need to explain ‘predict,
deduce and infer’ (predict – work out what is
going to happen next; deduce – come to a
conclusion from the information given; infer –
work out what is being implied).

ANSWERS
1 Firstly and most importantly 2 Finally 3 To sum up

10
POSSIBLE ANSWERS
listen to English radio and watch TV in English;
practise speaking to a native speaker; listen to songs
in English and sing along only speak English in your
English class

Conversation phase,

page 50

Before starting this part read through the notes on
the subject areas for the conversation. Advise
students on which list you think will be most suitable
for them. Ask students to complete the table.

11a
ANSWERS
Possible prompts:
Roles in the family – house husbands, working
mothers, children studying/helping out at home,

who does the cooking?
Use of the Internet – chatrooms, studying on the
Internet, booking holidays, games, email
Equal opportunities – gender, race, disability,
feasibility of equal opportunity, definition of equal
opportunity

11b

ANSWERS
1 F – candidates should focus on what the examiner
is saying so they can reply appropriately 2 T 3 F –
there are two type 1 and one type 2 4 T 5 T 6 F –
the candidate needs to finish the passage 7 T 8 T
Familiarise students with the examiner’s introduction
to the listening and make sure they fully understand
what they will have to do.

12b Ask students to work in pairs taking turns to be
candidate/examiner. Check that their responses
are close to or the same as below and discuss
any discrepancies.
POSSIBLE ANSWERS
1 she was getting married.
2 the sun came out.

12c

Make sure students are clear about the
difference between Type 1 and Type 2 before

looking at the Type 2 passage.

ANSWERS
a music festival/rock concert

Trinity Takeaway,

page 51

Get students to practise the takeaway moving round
the class and changing partners.

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

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