Trinity GESE Grade 6 is a 10-minute speaking and listening exam for adults and younger learners. It is the final grade in Trinity’s Elementary stage. The exam has two parts, each lasting up to five minutes. First, the candidate discusses a topic they have prepared. Then the examiner selects two subjects for a conversation. At this grade, candidates develop their answers, offer opinions, and ask questions that help the discussion continue. 

Candidates choose a personal topic outside the six conversation subjects and prepare six discussion points on their topic form. For example, a candidate discussing A new park for my neighbourhood could cover why the park is needed, how the idea began, what residents suggested, which design they prefer, what still needs to happen, and when the park might open. During the discussion, the examiner can ask for more detail. The candidate must also ask at least one question related to the topic, such as “Which part of this design do you think people would use most?”

The examiner chooses two subjects from travel, money, fashion, rules and regulations, health and fitness, and learning a foreign language. Candidates share experiences, explain their views, and ask the examiner at least two questions during this part. For instance, in a discussion about language learning, a candidate might explain why speaking practice helps them, ask “What helped you learn another language?”, and follow up on the examiner’s answer. 

Grade 6 focuses on expressing opinions, intentions, purpose, obligation, certainty, and uncertainty. Candidates also describe actions that were in progress in the past and explain what will happen under certain conditions. The park example illustrates how these skills work together: “We were drawing the paths when a resident suggested a play area. We need to check the cost. If the council approves the plan, we’ll start in June.” Each form helps the listener distinguish what happened, what is necessary now, and what depends on a future decision.

Candidates use sentence stress and intonation to make their meaning clear. In “We must repair the gate, but we might add more benches,” stressing must and might helps the listener hear the difference between a requirement and a possibility. A useful way to practise is to ask a partner to choose a topic point in an unexpected order and ask a follow-up question. This builds the habit of listening closely and choosing the detail that answers the question.