Trinity GESE Test Material Notes and Key

TRINITY Graded Examinations in Spoken po ken Engl ish is h (GES (GESE) E) Practice Test Material Notes and Key

Contents

Trinity GESE

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Trinity GESE Test Material Notes: Initial Stage

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Trinity GESE Test Material Notes: Elementary Stage

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Trinity GESE Test Material Notes: Intermediate Stage

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Answer key for for GESE Practice Practice Tests

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Tri nity GESE Trinity’s Graded Examinations in Spoken English (GESE) provide a reliable and valid scheme of assessment of a candidate’s ability to understand and speak English. GESE exams are divided into four stages: Initial (Grades 1-3) Elementary (Grades 4-6) Intermediate (Grades 7-9) Advanced (Grades 10-12)    

As ses sm ent Each part of the exam is a warded a mark (A-D) based on the examiner’s assessment of the candidate’s ability to fulfil the tasks set. The requirements for these marks can be described briefly as follows: A (Distin ctio n): Very effective and comprehensible. Comprehensive and highly accurate coverage of target language and functions. No problems in interacting with examiner. Excellent overall impression. B (Merit): Mainly effective and comprehensible. Good coverage of target language and functions. Good level of accuracy, although inaccuracies occur and occasionally affect communication. Interaction generally good, although there may be some hesitation. Good overall impression. C (Pass): Moderately effective communication. Some coverage of and control over target language and functions. Inaccuracies tend to affect communication. Some hesitancy and requests for repetition. The candidate may need some support. Moderate overall impression. D (Fail): Poor communication. General lack of accuracy and appropriacy. Major aspects of the task unfulfilled, even with support. Little coverage of target language and functions. Communication frequently breaks down and prevents interaction from proceeding effectively. Poor overall impression.

Initi al Stage (Grades 1-3) GESE Initial Stage consists of a single phase lasting from five minutes (Grade 1) to seven minutes (Grade 3), in which the candidate is asked to understand simple questions (What is your name?) and carry out simple instructions (Go to the door ). The candidate is also required to engage in simple conversational exchanges with the examiner on a variety of familiar topics (home, family, clothes, pets, etc.).

Candidates at this Stage are likely to be nervous. This is not surprising, since they are going to meet and converse with a stranger who probably speaks English differently from their familiar teacher. However, candidates should be reassured that they will find examiners friendly and unthreatening. Examiners at this Stage will speak slowly and clearly, while retaining normal English stress and intonation. They will be trying to encourage candidates to show what they can do, rather than trying to pick out their faults.

Grade 1 At all Grades of Initial Stage, the exam will typically begin as follows: Examiner: Hello. My name is Alex. What’s your name? Candidate: My name is Sara. Examiner: How old are you, Sara? Candidate: I’m eight years old. Tip : Short answers (Sara, Eight) to the examiner’s questions are acceptable, but the more that candidates show that they can use the language of the Grade the better. The examiner will then ask the candidate to carry out some simple actions (Go to the window, Point to the chair ) and indicate various parts of the body (nose, eyes, ears, etc.). Tip: The names of some parts of the body sound rather similar (eyes / ears / hair): practise the distinctive sound of these words with students. Then the examiner will ask about the number and colour of objects (pens, shirts, trainers), e.g.: Examiner: What are these? Candidate: They’re pens. Examiner: How many pens are there? Candidate: There are three pens. Tip: Again, longer form answers (They’re pens) are preferable to short form answers (Pens) here. The examiner will seek to elicit personal possessive pronouns (my, your, his, her ), e.g.: Examiner (pointing to his nose): What’s this? Candidate: That’s your nose. Tip: The best answer to this question uses the correct possessive (your ) and determiner (that in response to the examiner’s this). This answer will gain a higher mark than one that uses neither, (Nose / A nose) or uses the wrong possessive, e.g. (My nose.).

Trinity GESE Practice Tests

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Grade 2 After an exchange of greetings similar to that used in Grade 1, the conversation will turn to home and family. Yes / No questions (have you any brothers or sisters?) will be followed by wh-questions (How old is …? / What’s his / her name?). There may be questions about pets or the number of rooms in the candidate’s house. Tip : The examiner may say: ‘Tell me about your sister / cat / teacher.’ Both physical features (tall / short / beautiful) and personal characteristics (funny / clever / kind) should be mentioned. In Grade 2, the examiner will ask about how people or objects are placed in relation to each other. Pictures may be used for this. Both yes / no questions and wh-questions will be used, often one after the other: Examiner (pointing to picture of girl and boy): Is the girl standing in front of the boy? Candidate: No, she isn’t. Examiner: Where is she standing? Candidate: She’s standing beside the boy / him. The examiner may end the exam by asking the candidate what day it is today and what month it is. Tip : If asked what day it is, the candidate should give the name of a day (Monday, Tuesday), not the date (First of May, Twenty-second of November ). Ordinal numbers come in at Grade 3.

Grade 3 New grammar at this Grade includes can / can’t and the Past tense of be. Candidates may be asked where they live. They will also be asked about the weather today and yesterday. Tip : The object of questions about the past ( What was the weather like yesterday?) is to see if the candidate is able to produce c orrect forms of the Simple Past tense. Thus, full form answers (It was windy) are preferable to one-word answers (Windy). There will be questions about after-school activities. (What do you do when you get home from school?) But there may be additional questions about when candidates arrive at school and how they get there as well as what time they leave school. Tip : Although it is important for candidates to prepare answers to the questions given as examples in the GESE Syllabus, they should also be prepared to respond to slightly different questions which make use of the same grammatical structures. Thus, it is very important that candidates listen carefully to what

the examiner says: it may be different from what the candidate expects him / her to say. Candidates will be asked about their ability to do certain things (Can you swim / play the piano / speak French?). Tip : Short-form answers (Yes, I can / No, I can’t) are preferable both to one-word answers (Yes / No) and full-form answers (Yes, I can swim / No, I can’t swim). Short-form answers sound the most natural way of answering such questions. Candidates may be asked to give directions for getting from one place to another, e.g., from the exam room to the school hall, from the school to the railway station. Candidates should respond with a series of imperatives (Go along X Street, then take the first right, then …).

Trinity GESE Test Material Notes: Initial Stage The aim of the Trinity GESE Test Material is to help students and teachers prepare for the requirements of the various Grades of the GESE exam. At the Initial stage, tests consist of three items: a wordpicture matching exercise; a word-ordering exercise; an open wh-question. Example: Grade 1/Test 1 1 Ask students to match words and pictures. Other parts of the body you can use for this exercise include: hair, fingers, feet, mouth. 2 These are some of the questions and answers likely to be used at this Grade. The words that begin with a capital letter appear at the start of each sentence, e.g. What is your name? 3 Full answers (I’m nine years old) are preferable to one-word answers (Nine). However, elided forms (I’m / My name’s) are more natural in conversation than full forms (I am / My name is) and should therefore be preferred.

Elementary Stage (Grades 4-6) GESE Elementary Stage consists of two phases each lasting five minutes. In the first phase (Topic) candidates talk about a topic they have prepared, e.g. My summer holiday. Candidates write the main points of the topic on their Topic form which they give to the examiner at the beginning of the exam. There are four points at Grade 4, five at Grade 5, and six at Grade 6. The examiner asks questions about the points on the Topic form, not necessarily in the order in which they appear on the form. The aim is to have a conversation about a subject which the candidate is interested in and able to talk about. At


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all Grades candidates are expected to ask the examiner at least one question during the discussion of the Topic. During this phase candidates need to demonstrate that they can use the language and functions of the Grade. Candidates should bear this in mind when selecting a topic. The Topic phase is followed by a conversation which is led by the examiner. Two s ubject areas will be chosen: these are listed in the GESE Syllabus. Again, in the conversation phase candidates should take the opportunity to show that they are able to handle the language and functions of the Grade. Tip : It is better if candidates choose topics different from those listed in the conversation phase. Thus, at Grade 4, candidates should avoid choosing holidays, shops, work, hobbies, food, and weekend activities as their Topic. Other subjects, such as my favourite band, my family, my best friend, etc., are preferable. As in any exam, some candidates are likely to be nervous, although most will by now have had experience of a Trinity oral exam. As far as possible, candidates should try to engage the examiner in a real conversation, using the target language and functions of the Grade. If the candidate fails to use the appropriate language during the conversation phase, the examiner will try to elicit it. Candidates should be aware of this and listen out for cues they can respond to.

Grade 4 In the Topic phase, the examiner will begin by asking the candidate for the Topic form. The candidate will begin to talk about the Topic he / she has chosen. During this phase the examiner will ask questions about the points listed on the Topic form. Tip : The beginning of the Topic phase gives the candidate an opportunity to use two of the key grammar items of the Grade, i.e., going to (I’m going to talk about my holiday in England) and the past simple tense of common verbs (We went to London). In the conversation phase the examiner chooses two subjects from those listed in the GESE Syllabus. Candidates should familiarise themselves with these subjects and think about what questions the examiner might ask and what answers they might give, e.g.: Holidays Where did you go on h oliday last year? / We went to Barcelona. Where are you going to go on holiday this year? / We’re going to go to New York. What do you like doing on holiday? / I like seeing new places.

Grade 5 New language at this Grade includes the Present Perfect tense used with for and since (I’ve lived here for three years / since 2010); clauses beginning with because (I don’t like classical music because it’s boring); and will for talking about the future ( I’ll visit my grandmother tomorrow). Candidates should look for opportunities to use these structures in both the Topic and the Conversation phases of the e xam. In the conversation phase the examiner chooses two subjects from those listed in the GESE Syllabus. Candidates should familiarise themselves with these subjects and think about what questions the examiner might ask and what answers they might give, e.g.: Cars and bicycles Have you ever ridden a bike? / Yes, I’ve ridden a bike since I was seven. Why don’t you buy a car? / Because cars are too expensive. Will you buy a car this year? / No, I w on’t buy a car this year. New language at this Grade includes first conditional clauses (If you come with me to the cinema, I’ll pay for the ticket); the past continuous tense (What were you reading this morning?); modal verbs, such as must / need to / have to (What do you need to wear if you go to a wedding?). Candidates should look for opportunities to use these structures in both the Topic and the Conversation phases of the exam. In the conversation phase the examiner chooses two subjects from those listed in the GESE Syllabus. Candidates should familiarise themselves with these subjects and think about what questions the examiner might ask and what answers they might give, e.g.: Money What will you do if you win the lottery? / I’ll buy a nice car. Where were you working last year? / Last year I was working in a hotel. Will you buy a car this year? / No, I w on’t buy a car this year. Do you have to show your passport if you want to change money? / No, I don’t think you have to.

Trinity GESE Test Material Notes: Elementary Stage The aim of the Trinity GESE Test Material is to help students and teachers prepare for the requirements of the various Grades of the GESE exam. At the Elementary stage, tests consist of six items: these


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include word-picture matching exercises; openended questions requiring a full response from the student; wh-question and answer pair work. Example: Grade 4 / Test 2 1 Ask students to identify the different shops (supermarket, sports shop, bakers, bookshop). Then get them to match words and pictures. Answers: 1a, 2c, 3b, 4d. You can use these pictures to practise questions and answers using the language of the Grade: Q: Where did you go this morning? A: I went to the supermarket. Q: What did you buy? A: I bought chicken and rice. Other items you can add to continue this e xercise include: fruit, tennis racket, cake, magazines. 2 Go over the example with the students. Get them to look at the picture and say what kind of shop they are in. Then ask students to look at the pictures and say what each person is buying. Students should answer using full forms so as to practise the target language, e.g.: Q: What is Jeff buying? A: He’s buying vegetables. 3 These are questions that are likely to come up in the conversation phase of the exam. Students can work in pairs to ask and answer these questions. Make sure that each student gets a turn at both asking and answering. 4 A simple word-picture matching exercise which prepares students to talk about food, using the past simple tense of common verbs. Answers: 1d, 2c, 3e, 2a, 5b. 5 Go over the example with students. Then ask them to look at the pictures and say what each person ate yesterday. Students should use full forms when they answer the questions, e.g.: 1 Henry and Carlos ate pizza yesterday. 2 Larry ate spaghetti / pasta yesterday. 3 Judith ate cheese and biscuits yesterday. 4 Ella and Annette ate cake yesterday. 6 These are all questions which are likely to come up in the conversation phase. Students should work in pairs as in Exercise 3 and answer using full forms as before, e.g.: What do you like …? / I like to eat cheese and fruit when I get home from school. How often …? / I eat pasta every day. What do you eat …? / When I go to my friend’s house I eat fish. What is the most famous food …? / Our most famous food is beans and rice.

Intermediate Stage (Grades 7-9) GESE Intermediate Stage consists of three phases each lasting five minutes. In the first phase (Topic) candidates talk about a topic they have prepared. In the Intermediate Stage candidates do not have to prepare a Topic form for the examiner. They have to introduce the Topic, outline its main points, and lead the discussion that follows. As before, it is better not to choose subject areas which the examiner may want to use in the conversation phase. The next part of the exam is an interactive task. Here the examiner will set out a problem or se ek advice about a situation. To begin with, the situation may not be entirely clear, e.g.: Examiner: A funny thing happened to me yesterday. Candidate: What happened to you? Examiner: Well, I met an old friend and I was really surprised. Candidate: Why were you surprised? Thus, the candidate has then to ask questions to get further information from the examiner, make comments, and (in many cases) suggest a solution to the problem or proffer advice on the situation. In the interactive task the focus is on the c andidate’s comprehension and communication skills rather than on grammatical or lexical accuracy. The interactive task phase is followed by a conversation which is led by the examiner. Two subject areas will be chosen: these are listed in the GESE Syllabus. Again, in the conversation phase candidates should take the opportunity to show that they are able to handle the language and functions of the Grade.

Grade 7 New language at this Grade includes second conditional clauses (If I were you, I’d stay in bed today); the simple passive (My team was beaten 30); modal verbs used to give advice or make suggestions (The government should cut taxes); relative clauses (The book [that] I’m reading is about Africa). Candidates should look for opportunities to use these structures in both the Topic and the Conversation phases of the exam. In the conversation phase the examiner chooses two subjects from those listed in the GESE Syllabus. Candidates should familiarise themselves with these subjects and think about what questions the examiner might ask and what answers they might give, e.g.:


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Pollution If you were in charge of cleaning up your city, what would you do? / I’d start a programme of recycling. Is rubbish recycled in X? / Some of it is recycled, but not all of it. Do the people who live in X care about pollution? / Yes, they do, but they need to be helped.

problems or provide answers to the initial speaker – they just have to keep the conversation going by asking questions or making comments (Really?/ Oh no! / That’s terrible!) to encourage the initial speaker to continue .

Trinity GESE Test Material Notes: Intermediate Stage

Next, students put these questions and responses in the correct order to continue the conversation.

The aim of the Trinity GESE Test Material is to help students and teachers prepare for the requirements of the various Grades of the GESE exam. At the Intermediate stage, tests consist of six items: these include word-picture matching exercises; openended questions requiring a full response from the student; wh-question and answer pair work; picture cues for sentence production; sentence completion.

Students work in pairs to act out this conversation. Choose two or three pairs to act it out for the class.

Jenny

Cath

I’m going to talk to him again.

What will you say?

I’ll tell him I didn’t use to like mobile phones, but I’ve changed my mind.

What do you think now?

Example: Grade 7/Test 1 In Test 2 the topic is Village and city life. The second part of the Test focuses on work on the Interactive Task. Exercise 1 Ask students to look at the pictures and apply the correct to each – discos, traffic, etc.. Ask students if these things are found most in cities or villages. Exercise 2 This Exercise practises the second conditional tense and the modal would. Tell students to look at the example :the woman in the picture would like the shops in the city, but wouldn’t like the traffic. Now ask students to look at the three people in the pictures and use the text clues to say what each person would and would not like if they lived in the city, e.g.: If Alice lived in the city, she would like the discos, but she wouldn’t like the pollution. Exercise 3 Students can work in pairs for this exercise. Give them a minute or two to practise asking and answering these questions. Make sure the asker and the answerer swap roles. Then ask a few pairs to act out their conversations. Exercise 4 In the Interactive Task part of the Grade 7 exam, what students have to do is keep the conversation by asking questions (What did you do? / Why? / What happened then?) or using responses that encourage the initial speaker to keep going (Really? / That’s amazing! / Oh dear!). They don’t have to solve

I think they’re essential. If your daughter’s got a mobile, she can tell you where she is. Then you don’t have to worry about her.

Aren’t mobile phones very expensive?

They’re not expensive if you pay every month.

You’re right. Do you think he’ll listen to you?

I don’t know, but I’m going to try!

Good for you. I’m sure you’ll make him change his mind!

Exercise 5 Students work in pairs to keep a similar conversation going in the same way. Some of the questions the responder could ask include these: Why do you want to travel on your own? Why aren’t your parents keen on the idea? Are you paying for yourself? Can you do anything to persuade them?


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Answ er Key f or GESE Practi ce Tests Grade 1 Test 1 1 1d, 2c, 3b, 4d 2 a) What is your name? b) How old is Franco? c) I am ten years old. d) My name is Maria. Test 2 1 b) desk, c) chair, d) door, e) wall, f) board 2 a) Point to the window. b) Point to the chair. c) Walk to the door. d) Walk to the desk. Test 3 1 1a, 2d, 3b, 4c 2 a) What is his colour T-shirt? b) This is a blue jacket. c) My jeans are black. d) What colour is her skirt? Test 4 1 1b, 2d, 3a, 4c 2 a) T b) F c) F d) T 3 1 The dog is black and white. 2 There are two cats.

Grade 2 Test 1 1 1b, 2a, 3c, 4d 2 a) Do you have any pets? b) Where is my cat? c) Tell me about your dog. d) My dog’s name is Barney. Test 2 1 a) The pen is on the table. b) The spoon is in the cup. c) The letter is under the book . d) The camera is next to the clock. 2 a) Your pen is in the bag. b) Where is my pen? c) Is this your brother’s camera? d) Have you got an alarm clock? Test 3 1 1a, 2d, 3c, 4b 2 a) What have you got in your bedroom? b) There are four rooms in my apartment. c) What do you do in the kitchen? d) Have you got a computer in your bedroom? Test 4 1 1a, 2d, 3b, 4c 2 a) T b) F c) T d) F

Grade 3 Test 1 1 1b, 2a, 3f, 4c, 5e, 6d 2 a) What was the weather like yesterday? b) It was quite warm. c) What is the weather like today? c) It’s raining and very cold! Test 2 1 1c, 2a, 3d, 4b 2 a) Where is your classroom? b) Who is your favourite teacher? c) Tell me about your best friend. d) When do you c ome home from school? Test 3 1 1c, 2d, 3a, 4b 2 a) What time do you get up? b) When is your birthday? c) What happens on the sixth of January? d) When does school finish? Test 4 1 1b, 2d, 3a, 4e, 5c 2 a) The café is behind the hospital. b) The garage is next to the school. c) The hospital is opposite the garage. d) The school is opposite the restaurant.

Grade 4 Test 1 1 1c, 2b, 3d, 4a 2 1 They’re going to play football. 2 She’s going to swim. 3 He’s going to play video games. 4 They’re going to play tennis. 4 1b, 2c, 3e, 4a, 5d 5 1 They went to the beach. 2 She went to the lake. 3 They went to the forest. 4 They went to the city. Test 2 1 1a, 2c, 3b, 4d 2 1 He’s buying vegetables. 2 She’s buying shoes. 3 She’s buying flowers. 4 He’s buying a T-shirt. 4 1d, 2c, 3e, 4a, 5b 5 1 They ate a pizza. 2 He ate spaghetti / pasta. 3 She ate cheese and biscuits. 4 They ate cake. Test 3 1 1d, 2b, 3c, 4a 2 1 He usually works in a gym. 2 She usually works in a street. 3 He usually works in a (clothes) shop. 4 They usually work in a club / on a stage. 4 1b, 2d, 3c, 4a


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1 They rode horses in the mountains. 2 She went snowboarding. 3 They walked / hiked in the forest. 4 He played golf. Test 4 1 1c, 2d, 3b, 4a 2 1 He usually does the gardening. 2 They usually ride a motorbike. 3 They usually go walking in the mountains. 4 They usually go fishing. 4 1a, 2b, 3c, 4d 5 1 She likes shopping. 2 He likes taking photos. 3 He likes playing the drums. 4 They like talking.

Grade 5 Test 1 1 1a, 2b, 3c, 4d 2 1d, 2a, 3c, 4b, 5 Student’s own answer. 4 1b, 2d, 3e, 4a, 5c Test 2 1 1c, 2d, 3a, 4b 2 1 Freddy and Adam walk to school. 2 Tina and Margo catch / take the bus to the bank. 3 Jim cycles to the factory. 4 Davina walks to the market. 4 1c, 2b, 3a, 4e, 5d 5 1 Ross played the violin. 2 Lola played the trumpet. 3 Julie played the piano. 4 Eddie played the drums. Test 3 1 1d, 2c, 3b, 4a 2 1 Cindy got a pair of jeans / trousers. 2 Rob got a guitar. 3 Billy got a (school)bag. 4 Barbara got a (mobile) phone. 4 1b, 2d, 3a, 4c 5 1 She’ll text (her) friends. 2 She’ll watch her favourite band. 3 She’ll take photos of the band. 4 She’ll buy a T-shirt. Test 4 1 1c, 2d, 3a, 4b 2 1 They got married. 2 He bought a car. 3 He lost his credit card. 4 He celebrated his birthday. 4 1e, 2a, 3d, 4b, 5c 5 1 She’ll (go for a) walk in the park. 2 She’ll visit her grandparents. 3 She’ll have dinner with her family. 4 She’ll do her homework.

Grade 6 Test 1 1 1c, 2a, 3d, 4b 2 1 If you go to the mountains, you should take an anorak and some boots. 2 If you go to Venice, you should take a guidebook and some sunglasses. 3 If you go to the Alps, you should take some warm clothes and some skis. 4 If you go to America, you should take a passport and some American money. 4 1a, 2e, 3d, 4c, 5b 5 1 If you smoke (a lot of ) cigarettes, you will get ill. 2 If you take (a lot of) exercise, you will get fit. 3 If you eat (a lot of) salad, you will get healthy. 4 If you run too fast, you will get tired. Test 2 1 1b, 2d, 3c, 4a, 5e 2 1 Harry doesn’t like shopping for DVDs, but he likes shopping for clothes. OR Harry likes shopping for clothes, but he doesn’t like shopping for DVDs. 2 Terry doesn’t like shopping for books, but he likes shopping for computer games. OR Terry likes shopping for computer games, but he doesn’t like shopping for books. 3 Alicia doesn’t like shopping for gifts, but she likes shopping for shoes. OR Alicia likes shopping for shoes, but she doesn’t like shopping for gifts. 4 1c, 2d, 3a, 4b 5 1 Charlie likes to be fashionable, but he would never wear a (baseball) cap. 2 Lance likes to be fashionable, but he would never wear a tie. 3 Judy likes to be fashionable, but she would never wear lipstick. 4 Anne likes to be fashionable, but she would never wear high heels. Test 3 1 1d, 2a, 3b, 4c 2 1 You have to wear a (crash) helmet when you ride a motorbike. 2 You don’t have to wear a (crash) helmet when you ride a bike. 3 You have to wear a uniform when you go to school. 4 You have to queue when you buy tickets. 4 1c, 2a, 3d, 4b 5 1 When Susan was visiting California, she went to Disneyworld. 2 When Roger was visiting Africa, he went white-water rafting. 3 When Mary and Donald were visiting Antarctica, they saw icebergs. 4 When Alan was visiting Egypt, he rode a camel.


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Test 4 1 1b, 2a, 3d, 4c 2 1 When Denise shops at the market, she always pays in / with cash. 2 When Jim buys tickets, he al ways uses the Internet. 3 When Sally saves money, she always deposits it at the bank. 4 When George pays (his) bills, he always writes a cheque. 4 1c, 2a, 3d, 4b 5 1 Arnold keeps fit by working in the garden. 2 Bradley keeps fit by lifting weights. 3 Jenny keeps fit by walking. 4 Erika keeps fit by ro wing.

Grade 7 Test 1 1 1 university, 2 vocational, 3 secondary, 4 primary 2 1 Sam used to play football, but now he plays cricket. 2 Alex used to study literature, but now s he studies science. 3 Jack used to teach in a university, but now he teachers in a primary school. 4 Steve and Liz used to live in England, but now they live in Spain. 4 1b, 2d, 3a, 4c 5 Example answers: a) Men used to wear traditional clothes, but no w they wear modern clothes. b) People used to read books, but now they read websites. c) Families used to eat their meals together, but now they eat their meals separately / at different times. d) Boys and girls used to walk to school, but now they go by bus / car. Test 2 1 1c, 2d, 3b, 4e, 5a 2 1 If Alice lived in a city, she would like the discos, but she wouldn’t like the pollution. 2 If Oliver lived in a city, he would like the restaurants, but he wouldn’t like the noise. 3 If Wendy lived in a city, she would like the theatre, but she wouldn’t like the dirt. 4 9) Jenny: I’m going to talk to him again. 10) Cath: What are you going to say? 11) Jenny: I used to think mobile phones ar en’t necessary for kids, but now I’ve changed my mind. 12) Cath: What do you think now? 13) Jenny: If your daughter’s got a mobile, she can tell you where she is. Then you don’t have to worry about her. 14) Cath: Aren’t mobiles very expensive?

15) Jenny: They’re not expensive if you pay every month. 16) Cath: You’re right. Do you think he’ll listen to you? 17) Jenny: I don’t know, but I’m going to try! 18) Cath: Good for you. I’m sure you’ll make him change his mind. Test 3 1 1c, 2d, 3a, 4b 2 1 If you visited my country, you could swim in beautiful lakes. 2 If you visited my country, you could climb high mountains. 3 If you visited my country, you could eat excellent food. 4 If you visited my country, you could travel on comfortable trains. 4 1c, 2a, 3d, 4b 5 1 When Lucy was little, she used to like playing with dolls. 2 When Roger was little, he used to hate shopping. 3 When Alex was little, he used to like cooking. 4 When Jo was little, she used to hate practising the violin. Test 4 1 1e, 2d, 3b, 4c, 5a 2 1 Glass bottles could be recycled to make more glass bottles. 2 Newspapers and magazines could be recycled to make walls / houses. 3 Food could be recycled to make fertilizer. 4 Bottle tops could be recycled to make necklaces. 4 10) Liam: What did your parents think about you getting a job? 11) Mike: They weren’t very happy about it. 12) Liam: Why not? What were they worried about? 13) Mike: They wanted me to spend more time on my schoolwork. 14) Liam: My parents would be happy if I got a weekend job. 15) Mike: Why? 16) Liam: Because then I could buy my own clothes, instead of getting money from them. 17) Mike: I agree with them. So why don’t you get a weekend job? 18) Liam: I’ve tried to get a weekend job, but there aren’t any jobs in our town. 19) Mike: That’s too bad. But you could always come and work for me.


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Trinity GESE Test Material Notes and Key

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